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Identifier
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Eng
Catalog_2007-2008.pdf
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Title
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Eng
Course Catalog, 2007-2008
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Date
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2007
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Creator
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Eng
The Evergreen State College
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extracted text
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The Evergreen State College
Catalog 2007-08
Learning at Evergreen is a creative, interactive pursuit where faculty and students develop
the knowledge and skills to tackle complex real-world issues. Each year our faculty reimagine
programs to enrich your exploration of problems through multiple perspectives. Faculty work
closely with students and each other to encourage the development of collaborative skills needed
to analyze problems, understand and communicate complex issues and find innovative solutions
that respect differences. And you will have the opportunity to take these skills into the community
through internships, field studies and service learning.
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 Learning
Students develop knowledge and skills through shared learning rather
than learning in isolation and 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.
EVEBCREEN
The Evergreen State College
Olympia, Washington
www.evergreen.edu
Table of Contents
ENROLLMENT SERVICES
INFORMATION
003 Academic Calendar
133 Mission Statement
004 Admissions
133 Expectations
007 Tuition and Fees
134 Public Service at Evergreen
010
135 Diversity and Community
Registration and Academic Regulations
136 Services and Resources
ACADEMIC
PLANNING
138 Evergreen's Social Contract
013
Planning and Curricular Options
140 Campus Regulations
014
Matching Evergreen's Programs to
Your Field of Interest
141 Index
022 Condensed Curriculum
ACADEMIC
PROGRAMS
026 How to Read a Program Description
027
Programs for Freshmen
049
Culture, Text and Language
063 Environmental Studies
077
Expressive Arts
091 Scientific Inquiry
108 Society, Politics, Behavior and Change
121 Native American and
World Indigenous Peoples Studies
125 Tacoma Program
127 Graduate Study at Evergreen
128
Faculty, Trustees and Administration
Academic Calendar
2007-2008
,
Sept. 15-23*
I
Sept. 24
Dec. 10-14
I
I
Nov. 19-23
I
Mqrch 17-21
Dec. 14
Thanksgiving
Break
I
Jan. 7
i
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.,
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&;
"WInter
Break
'
Dec. 1i-Jan. 6
I
r
I
March 31
June 23
~
June 9-13
June 13
t
Juty 28-Aug. 1
~~
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~~¥
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Ii
July 28
Sept. 1-5
Sept. 5
Spring
Break
March 24-30
* Subject to change
No classes
Martin Luther King Day, Presidents' Day, Independence
Day, Memorial Day and Labor Day holidays.
EQUAL OPPORTUNITY
ACCREDITATION
The Evergreen State College expressly
prohibits discrimination against any person
on the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabled or Vietnam-era veteran.
The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE,
Redmond, WA 98052.
NON-DISCRIMINATION
STATEMENT
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 of the
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 nY: (360) 867-6834.
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2006 by The Evergreen State College
Printed on recycled paper.
DISCLAIMER
Academic calendars are subject to change
without notice. The Evergreen State
College reserves the right to revise or
change rules, charges, fees, schedules,
courses, programs, degree requirements
and any other regulations affecting
students whenever considered necessary or
desirable. The college reserves the right to
cancel any offering because of insufficient
enrollment or funding, and to phase out any
program. Registration by students signifies
their agreement to comply with all current
and future regulations of the college.
Changes become effective when Evergreen
so determines and apply to prospective
students as well as those currently enrolled.
This catalog is updated regularly;
for the most current information
please visit our Web site:
www.evergreen.edu/catalog/2007-08.
The information contained in this Catalog
is available in other media with 24 hours'
notice. nY: (360) 867-6834.
4 I Admissions
Admissions
Complete and updated information regarding admissions criteria and standards
on Evergreen's Admissions Web site www.evergreen.edu/admissions.
is available
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 course work. Grade point average or narrative evaluation progress, and scores from the 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
A substantial amount of time is needed to process and evaluate each application. After you send your application and
nonrefundable application fee, request all official transcripts and/or test scores. All of these items and documents should
be sent to the Office of Admissions. The priority application dates are:
Fall Quarter accepting applications
from September
1 to March 1
Winter Quarter accepting applications from April 1 October 1
Spring Quarter accepting applications from June 1 to December 1
Your application file should have all of the required documents by the priority date for timely admission consideration.
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.
Use the online application or print the four page application from a PDF file found at www.evergreen.edu/apply.
GENERAL TRANSCRIPT INFORMATION
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
course work completed at the time you submit your application. If transcripts are not available, verification must be sent
directly from the institution, or the overseeing state agency if the institution no longer exists.
RETENTION OF RECORDS
Credentials, including original documents and official transcripts submitted in support of an application for admission,
become the property of the college and cannot be returned or reproduced. Transcripts of students who do not register for
the term for which they applied will be held for two years before being destroyed.
NOTIFICATION AND DEPOSIT
Once the college notifies you of your eligibility, you will be asked to send a nonrefundable tuition deposit of $50 by
a stated deadline to 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.
Admissions I 5
ADDITIONAL INFORMATION FOR FRESHMAN APPLICANTS
ACCEPTABLE COLLEGE PREPARATORY COURSE WORK
English: Four years of English study are required, at least three of which must be in composition and literature. One
of the four years may be satisfied by courses in public speaking, drama as literature, debate, journalistic writing,
business English or English as a Second Language (ESL).Courses that are not generally acceptable include those
identified as remedial or applied (e.g., developmental reading, remedial English, basic English skills, yearbook!
annual/newspaper staff, acting, library).
Mathematics: Three years of mathematics, at the level of algebra, geometry and advanced (second year) algebra,
are required. Advanced mathematics courses, such as trigonometry, mathematical analysis, elementary functions
and calculus are recommended. Arithmetic, prealgebra and business mathematics courses will not meet the
requirement. An algebra course taken in eighth grade may satisfy one year of the requirement if second year
algebra is completed in high school.
Social Science: Three years of study are required in history or in any of the social sciences (e.g., anthropology,
contemporary world problems, economics, geography, government, political science, psychology, sociology).
Credit for student government, leadership, community service or other applied or activity courses will not satisfy
this requirement.
Foreign Language: Two years of study in a single foreign language, including Native American language or
American Sign Language, are required. A course in foreign language, Native American language or American
Sign Language taken in the eighth grade may satisfy one year of the requirement if the second year of study is
completed in high school. The foreign language requirement will be considered satisfied for students from nonEnglish-speaking countries who entered the U.S. educational system at 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 sciencerelated fields should complete at least three years of science, including at least two years of algebra-based
laboratory science.
Fine, visual and performing arts or academic electives chosen from the areas above: One additional year of
study is required from any of the areas above or in the fine, visual or performing arts. These include study in art
appreciation, band, ceramics, choir, dance, dramatic performance, production, drawing, fiber arts, graphic arts, metal
design, music appreciation, music theory, orchestra, painting, photography, pottery, printmaking and sculpture.
In addition, students should choose electives that offer significant preparation for a challenging college
curriculum. Honors and advanced placement 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 may be
admitted on this basis provided that they submit an official transcript showing the date of graduation and successful
completion of all subject area requirements prior to attending their first class at Evergreen. Failure to submit a final
transcript that shows satisfactory completion of subject area requirements will result in disenrollment. High school
seniors cannot complete their high school coursework as matriculating students at Evergreen.
Nontraditional
high schools must provide transcripts that indicate course content and level of achievement.
High school students who have earned college credit or participated in Washington's Running Start program are
considered for admission under the freshman 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.
More information for freshmen applicants can be found at www.evergreen.edu/admissions/freshman.htm
6 I Admissions
ADDITIONAL INFORMATION FOR TRANSFER APPLICANTS
COMMUNITY COLLEGE DEGREES
Designated Transfer Degrees and Direct Transfer Degrees receive the highest transfer admission preference.
Applicants who have earned or will earn (prior to enrolling at Evergreen) either of these degrees will be awarded 90
quarter hour credits, which is the equivalent of junior class standing. 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/transferdegrees.
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) of
lower division (100-200 level) course work will transfer.
Policy varies depending on the kind of institution from which you transfer and the kinds of course work involved. In
general, courses are acceptable if a minimum 2.0 grade point 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 CLEf, AP and 16 work on a case-by-case basis, as long as the credits do
not duplicate credit earned at other institutions, including Evergreen. Other national credit-by-examination options are
reviewed on a case-by-case basis. To have your CLEf, AP or 16 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 (lB): Evergreen will award up to 45 credits of 16 work, based on a minimum of three
higher level subject marks and three subsidiary level subject marks with scores of 4 or better. Students without the
final 16 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 eight credits per quarter. The outreach coordinator for Evening and Weekend Studies is available to
assist special students with academic advising and registration information. For additional information, refer to
www.evergreen.edu/admissions/adulcstudent.htm.
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 formal application process.
More information for transfer applicants can be found at www.evergreen.edu/admissions/transfer.htm
Tuition and Fees 17
Tuition and Fees
RESIDENCY STATUS FOR TUITION AND FEES
To be considered a resident for tuition and fee purposes, you must be (1) a financially independent non-resident, (2) a
financially dependent student with a parent residing in Washington state or (3) meet certain conditions as a non-citizen.
As a financially independent non-resident, you must first establish a domicile in the state of Washington
in compliance with state regulations. You must also establish your intention to be in Washington for purposes other than
education. Once established, the domicile must exist for one year prior to the first day of the quarter in which you plan to
apply as a resident student.
As a financially dependent student, you must prove dependence
domicile in the state of Washington.
as well as proving that your parent has an established
As a non-citizen, you must have resided in Washington state for three years immediately prior to receiving a high
school diploma, and completed the full senior year at a Washington high school; or completed the equivalent of a high
school diploma and resided in the state for the prior three years and continuously resided here since earning the diploma
or its equivalent or have a visa status that allows establishment of a domicile.
Contact Evergreen's Office of Registration and Records directly at (360) 867-6180 should you have specific residency
questions. Residency information and application for a change of status are available at www.evergreen.edu/registration
or in the Office of Registration and Records.
Applications to change residency status must be made no earlier than four to six weeks prior to the quarter in which
you may become eligible. See Residency application for priority processing dates and deadlines.
BILLING AND PAYMENT PROCEDURES
The Student Accounts Office assembles most student financial information, both charges and credits, and prepares
a periodic statement. This allows registered students to submit a single check for tuition, fees, housing and other charges
by mail or night depository.
Tuition and fees are billed quarterly by mail if you are 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.
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. Ifthe student is dependent on someone else for
financial support while attending Evergreen, it is his or her responsibility to make sure that the other party is aware of
what payments are due and that the payments are made on time. You may set up a special billing address so your bills
are sent directly to the person who pays them. Contact the Student Accounts Office for more information.
Failure to pay tuition and fees in full by the deadline may result in cancellation of registration. Payments must be
received by the deadline; postmarks are not considered. Currently, the tuition payment deadline is the Wednesday before
the first day of each quarter.
Students registering as of week two must pay a $50 late-registration fee.
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 made to the Office of Registration and Records. Appeals of other charges must be made to the
office assessing the charge.
8 I Tuition and Fees
ESTIMATED EXPENSES
These estimates are for a single undergraduate student who lives on or off campus and attends full time during the
2006--07 nine-month academic year.
$4,371
$14,562
924
924
7,140
7,140
1,824
1,824
Note: Full-time undergraduate tuition figures do not include the quarterly health, transit, CAB, and clean energy fees, which are mandatory
for students attending the Olympia campus.
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 2006--07 academic year. Visitwww.evergreen.edu/tuition or call Student
Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS
I
QUARTER CREDIT
HOURS
I
WASHINGTON RESIDENT
TUITION*
NONRESIDENT TUITION*
I
10-18
19
20
$1.457 per quarter
$1,576
$1,695
$4,854 per quarter
$5,306
$5,758
9 or fewer
$145.70 per credit;
2 credit minimum
$485.40 per credit;
2 credit minimum
Full-time
Graduate
8 MPA& MES
16 MIT
$1.745.60 per quarter
$2,182 per quarter
$5,328.40 per quarter
$6,660.50 per quarter
Part-time
Graduate
9 or fewer**
$218.20 per credit;
2 credit minimum
$666.05 per credit;
2 credit minimum
Full-time
Undergraduate
Ffi'tt-time
~9"aduate~
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.
Tuition and Fees 19
MISCELLANEOUS
FEES
$42
$1.1 0 per credit
up to $13.20
$5.75 per credit
$1 per credit
$8
$45
$45
$10
$5
$25
$15
$50
$50
$100
$50
$25
$5-$150
PARKING
$1.25
$32
$90
$96
These fees are current at time of publication. Please check to verify amounts or additional fees.
10 I Registration and Academic Regulations
Registration and
Academic Regulations
NEW AND CONTINUING
STUDENT ENROLLMENT
PROCESS
Each quarter, prior to the Academic Fair, registration information for the upcoming quarter is available on the Web
using the Evergreen Gateway at www.evergreen.edu/gateway.
You are responsible for looking up your time ticket to
register, researching the curriculum information and registering. New students will be asked to participate in an academic
advising session. Registration priority is based on class standing. Early registration may increase your chances of getting
into the program of your choice. Late registration begins the first week of the quarter and requires a faculty signature. Late
fees begin the second week of the quarter for all transactions. Some programs require a faculty interview or audition for
entry. For those programs, you will need to obtain faculty approval in the form of an override in order to register using the
Evergreen Gateway. You may be required to specify the number of credit hours you are registering for in a term.
Individual Learning Contracts, internships and credit exceptions are processed in the Office of Registration and Records.
Changes in enrollment or credits must be done in the Office of Registration and Records and may result in a
reassessment of tuition, fees and eligibility for financial aid. Special registration periods are held for those enrolling as
non-degree-seeking special students. These special registration periods, which usually follow the registration period for
continuing students, are announced in publications distributed on and off campus.
COLLEGE EMAIL POLICY
All students, including both admitted and "special" (non-admitted) students, will be given an Evergreen email account
upon admission (or registration for "special" students.) This email account will be a primary mechanism for official college
communications to students, including registration and student account information, announcements of official college
policies and general announcements and information. As part of their responsibility to work with the college to manage
their business and enrollment issues, students are expected to check their college email account on a regular basis.
CHANGES IN PERSONAL INFORMATION
It is vital to maintain current information that affects your student records with the Office of Registration and Records.
Any change(s) affecting your student record requires acceptable documentation before a change in records can be
made. Students can update address information at any time using the Evergreen Gateway. See also Billing and Payment
Procedures, page 7.
TO ADD, CHANGE, OR DROP A PROGRAM
If you want to add, change or drop your program or courses, you should complete your change of registration by the
10th day of the quarter. During or after the second week of the quarter, you must petition to change a program or course
(as opposed to changing your credits or dropping).
Reducing credits or dropping a program must be completed by the 30th calendar day of the quarter. It is essential to
complete any changes as soon as possible. (See Refunds/Appeals, page 7.)
WITHDRAWAL
You may withdraw any time up to the 30th calendar day of the quarter, but you must inform the Office of Registration
and Records. (See Refunds/Appeals, page 7.)
LEAVE OF ABSENCE
If you have been regularly admitted and completed at least one quarter, you are eligible for a leave of absence of no
more than one year. If you are not enrolled in a program or contract by the enrollment deadline, you are considered to be
on leave (for up to one year).
VETERAN STUDENTS
The Evergreen State College's programs of study are approved by the Washington State Higher Education
Coordinating Board's State Approving Agency (HECB/SAA)for enrollment of persons eligible to receive educational
benefits under Title 38 and Title 10 USe.
Registration and Academic Regulations 111
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 course work.
Credit Limit
Students may register for a maximum of 20 credits during any given quarter, and a minimum of 2. 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. Students
registering for more than 16 credits must follow college policy and complete their registration by the Friday of the first
week of the quarter. Additional tuition charges may apply.
Academic programs, independent study contracts and internships will be offered for a maximum of 16 credits each
quarter. Students concurrently pursuing coursework at another college may register for a combined maximum of 20
credits. Credits earned beyond this limit will not be accepted.
Registration is prioritized by the number of credits earned, giving seniors first choice, and is organized as follows:
Freshmen
Sophomores
Juniors
Seniors
0-44 credits
45-89 credits
90-134 credits
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 summative 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 133.)
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.edu/registration.
Evergreen reserves the right to withhold transcripts from students who are in debt to the institution.
Confidentiality of Records
The federal Family Educational Rights and Privacy Act (FERPA)gives students certain rights regarding their education
records. You have the right to:
Inspect and review your educational records within a reasonable time period
Request an amendment to education records you believe are inaccurate or misleading
Consent to disclosures of personally identifiable information contained in your records,
except to the extent that FERPA authorizes disclosure without consent
File a complaint with the U. S. Department of Education concerning
alleged failures to comply with the requirements of FERPA
You must contact the Office of Registration and Records in person or by telephone if you want your records kept
confidential. These records include your name, address, telephone number and student status.
Questions concerning your rights under FERPAshould be directed to the Office of Registration and Records.
12 I Registration and Academic Regulations
ACADEMIC
STANDING POLICY
The academic standing of each Evergreen student is carefully monitored to ensure the full development of his or her
academic potential. Any student not making satisfactory academic progress, as defined below, is informed of her or his
standing and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and
internships. In addition, any student in danger of receiving less than full credit at mid-quarter is so notified in writing by his
or her faculty or sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be
required to take a leave of absence.
1. Academic warning.
A student who earns less than three-fourths of the number of registered credits in two successive quarters or
cumulative credit for multiple term enrollment, will receive an academic warning issued from the Office of Enrollment
Services. A student registered for six credits or more who receives no credit in any quarter will receive an academic
warning. These warnings urge the student to seek academic advice or personal counseling from a member of the faculty
or through appropriate offices in Student Affairs. A student will be removed from academic warning status upon receiving
at least three-fourths of the credit for which he or she is registered in two successive quarters.
2. Required leave of absence.
A student who has received an academic warning, and while in warning status received either an incomplete
or less than three-fourths of the credit for which she or he is registered, will be required to take a leave of
absence, normally for one full year.
A waiver of required leave can be granted only by the academic dean responsible for academic standing upon the
student's presentation of evidence of extenuating circumstances. A student returning from required leave will re-enter
on academic warning and be expected to make satisfactory progress toward a bachelor's degree. Failure to earn at least
three-fourths credit at the first evaluation period will result in dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the college for academic reasons will not be allowed to register for any academic
program or course at the college during any subsequent quarter. A student who has been dismissed may only be
readmitted to the college by successfully petitioning the academic deans. The petition must convince the deans that there
are compelling reasons to believe that the conditions that previously prevented the student from making satisfactory
academic progress at Evergreen have changed.
GRADUATION
REQUIREMENTS
• The minimum requirement for the Bachelor of Arts or the Bachelor of Science is 180 credits.
• If you transfer credit from another college, you must earn at least 45 of your last 90 credits while enrolled at
Evergreen to be eligible for an Evergreen degree. Credits for Prior Learning from Experience documents or CLEP
tests do not satisfy the 45-credit requirement.
• If you have a bachelor's degree from a regionally accredited institution (including Evergreen) and wish to earn a
second bachelor's degree, you must earn at least 45 additional credits as an enrolled Evergreen student.
• The Bachelor of Science degree requirement also includes 72 credits in mathematics, natural science or computer
science, of which 48 credits must be in advanced subjects.
• Concurrent awards of Bachelor of Arts and Bachelor of Science degrees require at least 225 credits, including 90 at
Evergreen, and application at least one year in advance.
• To graduate, you must submit an application form to the Office of Registration and Records at least one quarter in
advance of your anticipated graduation date. For specific information regarding graduation requirements for MPA,
MES and MIT programs, please refer to the appropriate catalog.
For more information about academic regulations, call (360) 867-6180.
ENROLLMENT
STATUS
Full time
Undergraduate
students
Graduate students
Part time
12-20 credits
11 credits or fewer
10-12 credits
9 credits orfewer
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)
Planning and Curricular Options I 13
Planning and
Curricular Options
SELECTING YOUR PROGRAM OF STUDY
At Evergreen, you have the privilege and responsibility of planning your education. This can be challenging, but there are many
services available to help you, whether you are creating a four-year academic plan or selecting a program for a single quarter.
Faculty Support You will discuss your academic plans in an annual reflection with your faculty, usually at your
evaluation conference at the end of the program. At the quarterly Academic Fair, you can talk to the faculty directly about
the content, style and requirements of the program you are considering. Ask them anything. If one program is not right
for you, they may suggest an alternative. Fair dates are found at www.evergreen.edu/gateway,
Step 5-Registration and
Advising Information.
The Advising Offices Academic Advising, First Peoples' Advising, KEYStudent Services and Access Services are all
available to assist in academic planning. Go to www.evergreen.edu/advising
for more information on what these offices offer.
Publications
This catalog contains the full-time curriculum for 2007-08, planned during the spring of 2006. Updates
and changes are published under "Review Our Catalog" on the Web Gateway page. Our part-time offerings are
published in the Evening and Weekend Studies Class Listing and the Summer Times. These publications are also
accessible through the Gateway page.
SPECIAL FEATURES OF THE CURRICULUM
Along with the full-time interdisciplinary programs listed here, Evergreen also offers other ways to earn your degree:
Evening and Weekend
Studies The Evening and Weekend Studies area offers a variety of 2- to 12-credit
courses and programs with a single or multi-disciplinary focus. Offerings are found in the quarterly class listings
or at www.evergreen.edu/ews.
Courses available during summer sessions are listed in the Summer Times or at
www.evergreen.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) 867-6164,
or visit www.evergreen.edu/priorlearning.
Individual Learning Contracts
and Internships
Typically reserved for junior- and senior-level students, these are
student-generated
projects where the student works with a faculty sponsor to complete advanced academic work. An
internship, which is a way to gain specialized knowledge and real-world experiences, requires a field supervisor as well.
Assistance with both types of study, and more information, is available from Academic Advising,
www.evergreen.edu/advising
under "Individual Study."
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 procedures and provide emergency contact
information before traveling. For more information and
forms, contact the International Programs and
Services coordinator in Academic Advising or visit
www.evergreen.edu/advising
under "Study Abroad."
PLANNING AND CURRICULAR OPTIONS 2007-08
PROGRAMS WITH A STRONG TRAVEL COMPONENT:
America
Abroad
Family:
Inspiration
p
of Significant
Others
so
P 112
Illuminations:
French Arts, Thought and Cultural History
of the Medieval, Renaissance and Early Classical Eras
p54
Japanese
p55
Language
Latin American
Poetry
Development:
New York
Tropical
Rainforest
and Culture
Rainforests
Research
Rhetoric
or Reality
p 114
p61
p72
p75
141 Matching Evergreen's Programs to Your Field of Interest
Matching Evergreen's
Programs to Your
Field of Interest
Evergreen's programs are organized into seven Planning Units - academic areas that will help you find current
programs which match your needs and interests. The Planning Units are: Programs for Freshmen; Culture, Text and
Language; Environmental Studies; Expressive Arts; Native American and World Indigenous Peoples Studies; Scientific
Inquiry; and Society, Politics, Behavior and Change.
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 Evergreen's offerings. For example, if you are interested in American studies, look for the
American studies category heading. Under it, you will find the titles of programs that have American studies content. Then
check the Condensed Curriculum (page 22) to find which quarters the program is offered and the full program description
location in this catalog. Another option for matching your interests to Evergreen's programs is to use "Pick Your Program"
from Evergreen's home page, www.evergreen.edu.
ARCHITECTURE
ACTING
Mask and Movement: Symbolic Theater of East and West
AESTHETICS
The American Eye: A History of America in Photographs and
Fiction
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Illuminations: French Arts, Thought and Cultural History
of the Medieval, Renaissance and Early Classical Eras
Janus Music and Theater: Looking Forward and Seeing
the Past
AGRICULTURE
Ecological Agriculture
Practice of Sustainable Agriculture
Seeds of Change: Food, Culture and Work
AMERICAN
The Science of Sustainable Buildings
Shaping: Advanced Sculpture
ART
Art and Religious Practice
Art and Science of Light
Foundations of Visual Art
HOLLYWOOD
Made for Contemplation
Making Space and Using It: Installation and Performance Art
Mixing Messages: Bringing Art and Science Together for
Conservation
Nature: Image and Object
Shaping: Advanced Sculpture
Studio Projects: Painting
ART HISTORY
STUDIES
America Abroad
Colonialism and Decolonization
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Literature of the Americas: Brazil and the United States
Steinbeck's Americans
ANIMATION
Mediaworks
ANTHROPOLOGY
Adagio: Dance and Music Inquiry
All About Me: Writing and Wellness
America Abroad
Introduction to Environmental Studies: Native Identities,
Ecology and Resources in the North American Pacific Basin
Mask and Movement: Symbolic Theater of East and West
Alchemy: Spiritual and Chemical
The American Eye: A History of America in Photographs
and Fiction
Art and Religious Practice
Art and Science of Light
Beyond Words
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Foundations of Visual Art
HOLLYWOOD
Illuminations: French Arts, Thought and Cultural History of the
Medieval, Renaissance and Early Classical Eras
Janus Music and Theater: Looking Forward and Seeing the Past
Made for Contemplation
Making Space and Using It: Installation and Performance Art
Nature: Image and Object
Student Originated Studies: Visual Art
Studio Projects: Painting
Matching Evergreen's Programs to Your Field of Interest 115
ART/MEDIA
Introduction
THEORY
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Made for Contemplation
Taking Things Apart: A Scientific and Artistic
Adagio:
and Decolonization
Exploration
Mask and Movement:
Dance and Music Inquiry
CIVIL AND MECHANICAL
Japanese Language and Culture
Symbolic Theater of East and West
ASTRONOMY
Christian
and Meds
CHOREOGRAPHY
ASIAN STUDIES
Astronomy
Money, Molecules
The Science of Fat
Mediaworks
Colonialism
to Natural Science: The Structure of Life
Molecule to Organism
ENGINEERING
The Science of Sustainable
Buildings
COASTAL NAVIGATION
and Cosmologies
Roots: Medieval
and Early Modern
The Arts of the Sailor
Science
The Physicist's World
COMMUNICATION
The Arts of the Sailor
Science Seminar
Evolving Communication:
BIOCHEMISTRY
The Ways Humans and
Animals Interact
Foundations
Molecule
of Health Science
Family: Inspiration
to Organism
of Significant
and the Subject
BIOLOGY
All About
Me: Writing
HOLLYWOOD
and Wellness
Mediaworks
Ecology of Harmful Algal Blooms
Evolving Communication:
The Ways Humans and
Animals Interact
Foundations
Multicultural
Counseling
The Power and Limitations
Student Originated
Field Ecology
COMMUNITY
of Health Science
America Abroad
Introduction
Awakening
Molecule
to Natural Science: The Structure of Life
to Organism
Rainforest
Research
Sustainable
Aquatic
COMPARATIVE
Exploration
Rainforests
Awakening
Evolution
COMPUTER
BOTANY
Algebra,
RELIGION
French Arts, Thought
Medieval,
SCIENCE
Algorithms
and Modeling:
Calculated
Fiction
Computer
Science Foundations
Field Ecology
Data and Information:
Plant Ecology and Physiology
Designing
Practice of Sustainable
Temperate
Science
Agriculture
Rainforests
Computational
Software:
Designing
STUDIES
Awakening
Money, Molecules
Awareness: Omnia Extares in Hesychia
the Dreamer, Pursuing the Dream
Made for Contemplation
CALCULUS
Multicultural
Models of Motion
CELL BIOLOGY
Perception,
Counseling
Mind and Reality
CONSERVATION
Genes and Development
Basic Botany: Plants and People
Molecule
Mixing Messages:
to Organism
CHEMICAL
INSTRUMENTATION
Advanced
Chemistry
Molecule
to Organism
Advanced
Chemistry
Spiritual and Chemical
Bringing Art and Science Together
for Conservation
Sustainable Aquatic
Ecosystems
Tropical Rainforests
CONSTITUTIONAL
CHEMISTRY
Alchemy:
and Implementing
Systems
Business, Culture and the State in the U.S. and Latin America
and Meds
Science
Models of Motion
Student Originated
CONSCIOUSNESS
BUSINESS
to
Languages
Real-World
Tropical Rainforests
An Introduction
for Science and Computing
Ecology of Harmful Algal Blooms
and Early Modern
and Cultural History of the
Renaissance and Early Classical Eras
Mathematics
Basic Botany: Plants and People
Roots: Medieval
Public Health, Media Activism
the Dreamer, Pursuing the Dream
Illuminations:
Tropical Rainforests
Vertebrate
Community,
and the Environment
Ecosystems
Taking Things Apart: A Scientific and Artistic
Temperate
the Dreamer, Pursuing the Dream
Local Knowledge:
Plant Ecology and Physiology
of Dialogue
Studies: Media
STUDIES
Genes and Development
Christian
Others
Fashioning the Body: Versions of the Citizen, the Self
American
LAW
Indian Sovereignty:
CONTEMPLATIVE
Art and Science of Light
Awareness: Writing
Foundations
Made for Contemplation
of Health Science
Competing
EDUCATION
and Renunciation
Contexts
16 I Matching Evergreen's Programs to Your Field of Interest
DEVELOPMENTAL
CREATIVE WRITING
All About Me: Writing and Wellness
Awareness: Omnia Extares in Hesychia
Calculated Fiction
Poetics and Power
Poetry New York
Steinbeck's Americans
CRITICAL REASONING
The Arts of the Sailor
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Reservation Based/Community Determined
War: Consequences and Alternatives
CROSS-CULTURAL
LITERACY
Performing Arts Crossing Borders
CULTURAL ANTHROPOLOGY
Family: Inspiration of Significant Others
CULTURAL LANDSCAPES
Basic Botany: Plants and People
Native Decolonization in the Pacific Rim
CULTURAL STUDIES
American Indian Sovereignty: Competing Contexts
Awakening the Dreamer, Pursuing the Dream
Awareness: Omnia Extares in Hesychia
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Gender and Culture: Japanese and American Literature and
Popular Culture
The Gypsy Road: A Study of the Roma
HOLLYWOOD
Human Rights, Literature, Theory
Illuminations: French Arts, Thought and Cultural History of the
Medieval, Renaissance and Early Classical Eras
Individual and Society: American and Japanese Society,
Literature and Cinema
Introduction to Environmental Studies: Native Identities,
Ecology and Resources in the North American Pacific Basin
Japanese Language and Culture
Latin American Development: Rhetoric or Reality
Literature of the Americas: Brazil and the United States
Made for Contemplation
Mask and Movement: Symbolic Theater of East and West
Perception, Mind and Reality
Performing Arts Crossing Borders
Performing Arts in the City
Poetics and Power
Reservation Based/Community Determined
Seeds of Change: Food, Culture and Work
War: Consequences and Alternatives
DANCE
Adagio: Dance and Music Inquiry
Beyond Words
The Gypsy Road: A Study of the Roma
Mask and Movement: Symbolic Theater of East and West
Performing Arts Crossing Borders
Performing Arts in the City
DESIGN
Making Space and Using It: Installation and Performance Art
Shaping: Advanced Sculpture
Student Originated Software: Designing and Implementing
Real-World Systems
BIOLOGY
Genes and Development
DIGITAL IMAGING
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Student Originated Studies: Media
DRAWING
Art and Science of Light
Beyond Words
Foundations of Visual Art
Mixing Messages: Bringing Art and Science Together
for Conservation
Nature: Image and Object
Student Originated Studies: Visual Art
Studio Projects: Painting
Taking Things Apart: A Scientific and Artistic Exploration
EARTH SCIENCE
.
(
Student Originated Studies: Environmental Studies
ECOLOGY
Ecological Agriculture
Ecology of Harmful Algal Blooms
Field Ecology
Introduction to Environmental Studies: Natural Resources,
Oceans and Global Climate
Mixing Messages: Bringing Art and Science Together
for Conservation
Rainforest Research
Plant Ecology and Physiology
Practice of Sustainable Agriculture
Seeds of Change: Food, Culture and Work
Sustainable Aquatic Ecosystems
Temperate Rainforests
Tropical Rainforests
ECONOMIC
DEVELOPMENT
Latin American Development: Rhetoric or Reality
ECONOMICS
Business, Culture and the State in the U.S. and Latin America
Colonialism and Decolonization
Introduction to Environmental Studies: Natural Resources,
Oceans and Global Climate
Looking Backward: America in the 20th Century
Money, Molecules and Meds
Political Economy and Social Movements
EDUCATION
Algebra, Algorithms and Modeling: An Introduction to
Mathematics for Science and Computing
Astronomy and Cosmologies
Awareness: Omnia Extares in Hesychia
Computer Science Foundations
Family: Inspiration of Significant Others
Janus Music and Theater: Looking Forward and Seeing the Past
Learning About Learning
Nature: Image and Object
Our Place in Nature
ENTREPRENEURSHIP
Business, Culture and the State in the U.S. and Latin America
ENVIRONMENTAL
CHEMISTRY
Introduction to Environmental Chemistry
Matching Evergreen's Programs to Your Field of Interest 117
ENVIRONMENTAL
The Science of Sustainable
Shaping: Advanced
Sustainable Aquatic
Buildings
Vertebrate
EDUCATION
to Environmental
Studies: Natural Resources,
Made for Contemplation
HISTORY
FILM
Agriculture
Field Ecology
Introduction
Awareness: Omnia Extares in Hesychia
FEMINIST THEORY
Practice of Sustainable Agriculture
Ecological
Fashioning the Body: Versions of the Citizen, the Self
to Environmental
Studies: Natural Resources,
Oceans and Global Climate
and the Subject
Gender and Culture: Japanese and American
Plant Ecology and Physiology
ENVIRONMENTAL
Introduction
Evolution
FEMINIST STUDIES
Oceans and Global Climate
ENVIRONMENTAL
Ecosystems
Tropical Rainforests
Sculpture
ENVIRONMENTAL
Introduction
Rainforest Research
DESIGN
to Environmental
Studies: Natural Resources,
Oceans and Global Climate
Human Rights, Literature,
Individual
Literature
POLICY
Theory
and Society: American
and Japanese Society,
and Cinema
Made for Contemplation
Introduction
to Environmental
Chemistry
Mediaworks
Introduction
to Environmental
Studies: Natural Resources,
Stages of History: Performing
Shakespearean
Oceans and Global Climate
ENVIRONMENTAL
and
HOLLYWOOD
PLANNING
ENVIRONMENTAL
Literature
Popular Culture
Student Originated
SCIENCE
Gender and Authority
on the
Stage
Studies: Media
FILM ANALYSIS AND CRITICISM
Ecology of Harmful Algal Blooms
HOLLYWOOD
Energy Systems
Field Ecology
FINANCE
Introduction
to Environmental
Chemistry
Introduction
to Environmental
Studies: Natural Resources,
Illuminations:
Buildings
Aquatic
Vertebrate
Ecological
Latin America
and Cultural History of the
Renaissance and Early Classical Eras
FORESTRY
Ecosystems
Evolution
ENVIRONMENTAL
French Arts, Thought
Medieval,
Science Seminar
Sustainable
u.s. and
FOLKLORE
Oceans and Global Climate
Plant Ecology and Physiology
The Science of Sustainable
Business, Culture and the State in the
Plant Ecology and Physiology
FRENCH
STUDIES
Illuminations:
Agriculture
French Arts, Thought
Medieval,
Ecology of Harmful Algal Blooms
Energy Systems
and Cultural History of the
Renaissance and Early Classical Eras
GENDER STUDIES
Field Ecology
Fashioning the Body: Versions of the Citizen, the Self
Introduction
to Environmental
Chemistry
Introduction
to Environmental
Studies: Native Identities,
Ecology and Resources in the North American
Introduction
to Environmental
Pacific Basin
Community,
Our Place in Nature
and Wellness
of Health Science
Genes and Development
Plant Ecology and Physiology
GIS
Gaps
Seeds of Change: Food, Culture and Work
Student Originated
Studies: Environmental
Sustainable
Ecosystems
Aquatic
All About Me: Writing
Foundations
Barriers, Bridging
and
GENETICS
Public Health, Media Activism
and the Environment
Removing
Literature
Popular Culture
Studies: Natural Resources,
Oceans and Global Climate
Local Knowledge:
and the Subject
Gender and Culture: Japanese and American
Introduction
Studies
to Environmental
Studies: Native Identities,
Ecology and Resources in the North American
Pacific Basin
GEOGRAPHY
ETHICS
500 Years of Globalization
All About
Me: Writing
War: Consequences
and Wellness
and Alternatives
to Environmental
Studies: Native Identities,
Ecology and Resources in the North American
Pacific Basin
Landscape Processes
ETHNIC STUDIES
Native Decolonization
Introduction
in the Pacific Rim
EVOLUTION
Native Decolonization
Student Originated
Temperate
Evolving Communication:
The Ways Humans and
Animals Interact
Introduction
to Natural Science: The Structure of Life
Invertebrate
Zoology
and Evolution
in the Pacific Rim
Studies: Environmental
Rainforests
Tropical Rainforests
Studies
18 I Matching Evergreen's Programs to Your Field of Interest
GEOLOGY
INTERNATIONAL
Landscape
Processes
Student Originated
Temperate
America Abroad
Studies: Environmental
Studies
Business, Culture and the State in the U.s. and Latin America
Rainforests
Colonialism
Tropical Rainforests
Individual
and Decolonization
and Society: American
Literature
GLOBALIZATION
and Japanese Society,
and Cinema
Latin American
500 Years of Globalization
Development:
Native Decolonization
Rhetoric or Reality
in the Pacific Rim
Rainforest Research
HEALTH
All About
Me: Writing
Foundations
Tropical Rainforests
and Wellness
u.s. Foreign Policy Since Woodrow
of Health Science
Wilson: Before and After 9/11
JAPANESE
The Science of Fat
HISTORY
Adagio:
STUDIES
Japanese Language and Culture
JOURNALISM
Dance and Music Inquiry
Alchemy:
Spiritual and Chemical
Poetics and Power
America Abroad
American
Indian Sovereignty:
Competing
LANGUAGE
Contexts
The Arts of the Sailor
Christian
Designing
Roots: Medieval
Family: Inspiration
and Early Modern
of Significant
Science
STUDIES
Languages
Tropical Rainforests
Others
LATIN AMERICAN
STUDIES
The Gypsy Road: A Study of the Roma
Illuminations:
French Arts, Thought
Medieval,
Looking
and Cultural History of the
Business, Culture and the State in the U.s. and Latin America
Latin American
Renaissance and Early Classical Eras
Literature
Backward: America in the 20th Century
Development:
of the Americas:
Rhetoric or Reality
Brazil and the United States
Our Place in Nature
Political Economy and Social Movements
Political Economy and Social Movements
Tropical Rainforests
Political Economy of Power in American
Reservation
Based/Community
Society
LAW AND GOVERNMENT
Determined
American
Seeds of Change: Food, Culture and Work
Stages of History: Performing
Shakespearean
Gender and Authority
on the
Stage
U.S. Foreign Policy Since Woodrow
Wilson: Before and After 9/11
Algorithms
Mathematics
Mathematical
and Modeling:
An Introduction
for Science and Computing
Algorithms
Astronomy
LEADERSHIP STUDIES
the Dreamer, Pursuing the Dream
Barriers, Bridging
Gaps
Human Rights, Literature,
and Modeling:
An Introduction
Theory
LINGUISTICS
to
for Science and Computing
Designing
Languages
Evolving Communication:
Systems
The Ways Humans and
Animals Interact
The Physicist's World
HUMAN
Pacific Basin
LESBIAN AND GAY STUDIES
and Cosmologies
Mathematical
Contexts
Studies: Native Identities,
Ecology and Resources in the North American
Removing
Systems
Mathematics
Competing
to Environmental
Awakening
to
HISTORY OF SCIENCE
Algebra,
Indian Sovereignty:
Introduction
The Arts of the Sailor
HISTORY OF MATHEMATICS
Algebra,
POLICY
LITERARY CRITICISM
AND SOCIAL SERVICES
Poetry New York
Learning About
Learning
LITERATURE
Self and Community
America Abroad
So You Want to Be a Psychologist
The American
HYDROLOGY
Eye: A History of America in Photographs
and Fiction
Landscape Processes
The Arts of the Sailor
Student Originated
Studies: Environmental
Sustainable
Ecosystems
Aquatic
Temperate
Awareness: Writing
Calculated
Rainforests
INDIGENOUS
American
Studies
Colonialism
Indian Sovereignty:
Colonialism
of Significant
Native Decolonization
Reservation
Competing
Contexts
INSTALLATION
and the Subject
Others
and
The Gypsy Road: A Study of the Roma
HOLLYWOOD
ART
Human Rights, Literature,
and Performance
Literature
Popular Culture
Determined
Making Space and Using It: Installation
Others
Gender and Culture: Japanese and American
in the Pacific Rim
Based/Community
of Significant
Fashioning the Body: Versions of the Citizen, the Self
and Decolonization
Family: Inspiration
and Decolonization
Family: Inspiration
PEOPLES STUDIES
and Renunciation
Fiction
Art
IIfuminations:
Medieval,
Theory
French Arts, Thought
and Cultural History of the
Renaissance and Early Classical Eras
Matching Evergreen's Programs to Your Field of Interest 119
Individual
and Society: American
Literature
Literature
Looking
and Japanese Society,
MULTICULTURALISM
and Cinema
of the Americas:
Multicultural
Brazil and the United States
Counseling
MUSIC
Backward: America in the 20th Century
Our Place in Nature
Adagio:
Performing
Awakening
Arts Crossing Borders
Dance and Music Inquiry
the Dreamer, Pursuing the Dream
Poetics and Power
The Gypsy Road: A Study of the Roma
Poetry New York
Janus Music and Theater:
Seeds of Change: Food, Culture and Work
Perception,
Mind and Reality
Performing
Arts in the City
Stages of History: Performing
Shakespearean
Steinbeck's
Gender and Authority
on the
Stage
MYTHOLOGY
Americans
Taking Things Apart: A Scientific and Artistic
Exploration
Alchemy:
MANAGEMENT
Business, Culture and the State in the U.S. and Latin America
Money, Molecules
and Meds
Spiritual and Chemical
Astronomy
and Cosmologies
Awakening
the Dreamer, Pursuing the Dream
NATIVE AMERICAN
American
MARINE BIOLOGY
Ecology of Harmful Algal Blooms
Zoology
Introduction
and Evolution
Studies: Natural Resources,
Oceans and Global Climate
Introduction
BIOLOGY
Mixing Messages:
Bringing Art and Science Together
Rainforest Research
Sustainable Aquatic
Ecosystems
Tropical Rainforests
Algorithms
Mathematics
and Modeling:
An Introduction
to
NATURAL RESOURCE MANAGEMENT
for Science and Computing
Calculated
Fiction
Computer
Science Foundations
Data and Information:
Introduction
to Environmental
Computational
ORGANIC
Science
Foundations
Molecule to Organism
to Natural Science: The Structure of Life
Systems
Pacific Basin
CHEMISTRY
Introduction
of Health Science
PAINTING
Models of Motion
The Physicist's World
Foundations
Barriers, Bridging
Gaps
of Visual Art
Student Originated
Studies: Visual Art
Studio Projects: Painting
MEDIA
PERFORMANCE
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Adagio:
Gender and Culture: Japanese and American
Literature
and
Popular Culture
Local Knowledge:
Public Health, Media Activism
and the Environment
Removing
Dance and Music Inquiry
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Community,
Janus Music and Theater: Looking Forward and Seeing the Past
Making Space and Using It: Installation
Mediaworks
Mask and Movement:
Barriers, Bridging
Student Originated
Gaps
Performing
Arts Crossing Borders
Performing
Arts in the City
Made for Contemplation
METALWORKING
MICROBIOLOGY
of Health Science
Money, Molecules
Awareness: Writing
Family: Inspiration
and Renunciation
and Evolution
BIOLOGY
Illuminations:
Medieval,
and Early Modern
of Significant
Science
Others
French Arts, Thought
and Cultural
History of the
Renaissance and Early Classical Eras
Marxist Theory
Genes and Development
Our Place in Nature
Molecule
The Physicist's World
to Organism
on the
and Meds
Christian Roots: Medieval
MICROSCOPY
Zoology
Gender and Authority
Stage
PHILOSOPHY
to Organism
MOLECULAR
Shakespearean
PHARMACOLOGY
Art and Religious Practice
Invertebrate
Art
Poetry New York
Stages of History: Performing
Foundations
and Performance
Symbolic Theater of East and West
Studies: Media
MEDITATIVE ARTS
Molecule
Studies: Native Identities,
Ecology and Resources in the North American
Energy Systems
Removing
Pacific Basin
in the Pacific Rim
Nature: Image and Object
to Natural Science: The Structure of Life
Mathematical
Studies: Native Identities,
for Conservation
MATHEMATICS
Algebra,
Contexts
Others
NATURAL HISTORY
Ecology of Harmful Algal Blooms
MATHEMATICAL
to Environmental
Native Decolonization
to Environmental
Competing
of Significant
Ecology and Resources in the North American
MARINE SCIENCE
Introduction
STUDIES
Indian Sovereignty:
Family: Inspiration
Invertebrate
Looking Forward and Seeing the Past
The Power and Limitations
of Dialogue
20 I Matching Evergreen's Programs to Your Field of Interest
PHILOSOPHY
Astronomy
PRECALCULUS
OF SCIENCE
and Cosmologies
Data and Information:
Mathematical
Introduction
Computational
Science
Systems
Art and Religious Practice
The Physicist's World
Student Originated
Science Seminar
Vertebrate
Evolution
The American
Data and Information:
Eye: A History of America
in Photographs
the Body: Versions of the Citizen, the Self
and the Subject
Student
Student Originated
Real-World
and Fiction
Foundations
Originated
Exploration
PHYSICS
and Implementing
Me: Writing
Multicultural
and Wellness
Learning
Counseling
Perception,
Mind and Reality
Self and Community
Astronomy
So You Want to Be a Psychologist
and Cosmologies
PUBLIC ADMINISTRATION
Energy Systems
Models of Motion
Latin American
The Physicist's World
The Science of Sustainable
Science Seminar
Foundations
Development:
Rhetoric or Reality
PUBLIC HEALTH
Buildings
Local Knowledge:
Community,
Public Health, Media Activism
and the Environment
PHYSIOLOGY
PUBLIC POLICY
of Health Science
American
POETICS
Indian Sovereignty:
Local Knowledge:
Poetics and Power
Competing
Community,
Contexts
Public Health, Media Activism
and the Environment
Poetry New York
Political Economy and Social Movements
POETRY
PUPPET THEATER
Poetics and Power
Performing
POLITICAL ECONOMY
Colonialism
and Decolonization
Introduction
to Environmental
Fashioning the Body: Versions of the Citizen, the Self
Studies: Natural Resources,
and the Subject
RELIGIOUS AND SPIRITUAL STUDIES
Oceans and Global Climate
Latin American
Arts Crossing Borders
QUEER STUDIES
500 Years of Globalization
Development:
Rhetoric or Reality
Art and Religious Practice
Marxist Theory
Christian Roots: Medieval and Early Modern
Our Place in Nature
Perception,
Political Economy and Social Movements
Political Economy of Power in American
The Power and Limitations
of Dialogue
Adagio:
War: Consequences
Field Ecology
Dance and Music Inquiry
Plant Ecology and Physiology
Removing
Marxist Theory
POLITICAL SCIENCE
of Significant
Others
Based/Community
Determined
Removing
Competing
Contexts
Theory
Science Foundations
Computational
Barriers, Bridging
Science
Gaps
Political Economy and Social Movements
POLITICS
and Decolonization
in the Pacific Rim
to Environmental
Chemistry
Foundations
of Visual Art
Shaping: Advanced
Sculpture
Student Originated
Studies: Visual Art
SEAMANSHIP
The Arts of the Sailor
Poetics and Power
U.S. Foreign Policy Since Woodrow
Introduction
SCULPTURE
Marxist Theory
Native Decolonization
Evolution
Gaps
SCIENTIFIC WRITING
Indian Sovereignty:
Human Rights, Literature,
Colonialism
Vertebrate
Data and Information:
POLITICAL THEORY
American
Rainforests
Computer
Poetics and Power
Reservation
Barriers, Bridging
Temperate
SCIENTIFIC INQUIRY
500 Years of Globalization
Family: Inspiration
of Dialogue
RESEARCH METHODS
Seeds of Change: Food, Culture and Work
and Alternatives
Science
Mind and Reality
The Power and Limitations
Society
POLITICAL PHILOSOPHY
w
Science
Designing
Systems
Learning About
Studies: Visual Art
Computational
Software:
PSYCHOLOGY
All About
of Visual Art
Taking Things Apart: A Scientific and Artistic
I
Studies: Visual Art
PROGRAMMING
PHOTOGRAPHY
Fashioning
to Natural Science: The Structure of Life
PRINTMAKING
Wilson: Before and After 9/11
Matching Evergreen's Programs to Your Field of Interest I 21
SOCIAL AND CULTURAL HISTORY
Awareness:
URBAN STUDIES
Omnia Extares in Hesychia
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Performing
Arts in the City
Removing
Barriers, Bridging
Gaps
VIDEO
Looking Backward: America
in the 20th Century
Stages of History: Performing
Shakespearean
Gender and Authority
on the
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Stage
Mediaworks
SOCIAL CHANGE
VISUAL ARTS
Political Economy of Power in American
Society
Mixing Messages:
SOCIOLOGY
500 Years of Globalization
All About
Me: Writing
Introduction
WORLD HISTORY
and Wellness
to Environmental
Latin American
Development:
500 Years of Globalization
Studies: Native Identities,
Ecology and Resources in the North American
Perception,
Pacific Basin
Spiritual and Chemical
and Decolonization
Janus Music and Theater: Looking
Mind and Reality
Forward and Seeing the Past
Japanese Language and Culture
WORLD LITERATURE
Self and Community
SOFTWARE ENGINEERING
Student Originated
Real-World
Alchemy:
Colonialism
Rhetoric or Reality
Seeds of Change: Food, Culture and Work
Software:
Japanese Language and Culture
Designing
and Implementing
WRITING
Systems
Adagio:
SOMATIC STUDIES
Awareness:
Bringing Art and Science Together
for Conservation
Me: Writing
and Wellness
The Arts of the Sailor
Omnia Extares in Hesychia
Awareness: Writing
Dance and Music Inquiry
All About
Calculated
and Renunciation
Fiction
Family: Inspiration
Made for Contemplation
Learning About
SPANISH
of Significant
Others
Learning
Looking Backward: America in the 20th Century
Tropical Rainforests
Our Place in Nature
Performing
STATISTICS
Arts in the City
The Physicist's World
Field Ecology
Removing
Landscape Processes
Reservation
Plant Ecology and Physiology
Self and Community
Rainforest Research
Stages of History: Performing
The Science of Fat
Studies: Environmental
Studies
Steinbeck's
Rainforests
SUSTAINABILITY
and Alternatives
ZOOLOGY
STUDIES
to Environmental
Studies: Native Identities,
Ecology and Resources in the North American
The Science of Sustainable
Sustainable
TECHNICAL
Advanced
Aquatic
,
Pacific Basin
Buildings
Sustainable Aquatic
Software:
Designing
and Implementing
Systems
THEATER
Fashioning the Body: Versions of the Citizen, the Self
and the Subject
Janus Music and Theater: Looking Forward and Seeing the Past
Making Space and Using It: Installation
Performing
and Performance
Arts Crossing Borders
Gender and Authority
Stage
UNITED STATES FOREIGN POLICY
Political Economy of Power in American
URBAN EDUCATION
Removing
Art
Symbolic Theater of East and West
Stages of History: Performing
Shakespearean
Zoology
Barriers, Bridging
Gaps
and Evolution
Plant Ecology and Physiology
Chemistry
Mask and Movement:
Field Ecology
Invertebrate
Ecosystems
Student Originated
The Ways Humans and
Animals Interact
WRITING
Real-World
Gender and Authority
Americans
Evolving Communication:
Introduction
Determined
Stage
War: Consequences
Tropical Rainforests
Gaps
Based/Community
Shakespearean
Student Originated
Temperate
Barriers, Bridging
Society
on the
Ecosystems
Temperate
Rainforests
Vertebrate
Evolution
on the
22 I Condensed Curriculum 2007-2008
Condensed
Curriculum
2007-2008
These pages feature the program titles and the quarters of the programs planned for the 2007-08 academic year.
Each planning unit offers Core programs that are entry-level studies designed for freshmen. All-level programs include
a mix of freshmen, sophomores, juniors and seniors. Lower-Division programs include half freshmen and half sophomores.
Intermediate programs are geared for sophomores and above with a prerequisite of one year of college. Advanced
programs are geared toward juniors and seniors.
You may decide to work for a number of quarters within one planning area, or you may move from area to area to
broaden your education. Either choice may be appropriate, depending on your academic goals. Some programs will be
listed in more than one planning area.
Key: F-fall quarter W-winter
quarter S-spring quarter
SPECIAL FEATURES OF THE CURRICULUM
Beyond Words
44
Evening and Weekend Studies
Christian Roots:
Medieval and Early Modern Science
30
FW
Individual Study
Colonialism and Decolonization
31
FW
International Studies and
Opportunities to Study Abroad
Computer Science Foundations
40
Data and Information: Computational Science
31
Public Service Centers
Designing Languages
44
Family: Inspiration of Significant Others
32
FWS
pg
S
WS
F
S
Foundations of Health Science
32
FWS
PROGRAMS FOR FRESHMEN
Gender and Culture: Japanese and
American Literature and Popular Culture
41
W
Core:
Designed for freshmen
Individual and Society: American and Japanese
Society, Literature and Cinema
33
F
Introduction to Environmental Studies:
Native Identities, Ecology and Resources
in the North American Pacific Basin
pg
All About Me: Writing and Wellness
28
FW
Art and Religious Practice
28
FW
Art and Science of Light
28
F
Awakening the Dreamer, Pursuing the Dream
29
FWS
Basic Botany: Plants and People
43
Calculated Fiction
30
HOLLYWOOD
45
S
FW
S
34
FW
Introduction to Natural Science:
The Structure of Life
34
FWS
Invertebrate Zoology and Evolution
45
Looking Backward:
America in the 20th Century
35
FWS
Made for Contemplation
35
FW
FWS
Our Place in Nature
37
FWS
Models of Motion
36
Perception, Mind and Reality
37
FWS
Nature: Image and Object
47
Seeds of Change: Food, Culture and Work
39
FWS
Performing Arts Crossing Borders
38
Steinbeck's Americans
48
Sustainable Aquatic Ecosystems
40
War: Consequences and Alternatives
48
S
FWS
S
All-level:
A mix of freshmen, sophomores, juniors and seniors
pg
S
S
FW
The Physicist's World
38
FW
The Science of Sustainable Buildings
39
F
So You Want to Be a Psychologist
47
Taking Things Apart:
A Scientific and Artistic Exploration
41
S
WS
Lower-division:
50 percent freshmen and 50 percent sophomores
Algebra, Algorithms and Modeling:
An Introduction to Mathematics for
Science and Computing
42
S
Awareness: Omnia Extares in Hesychia
43
S
Awareness: Writing and Renunciation
29
FW
pg
Alchemy: Spiritual and Chemical
42
Introduction to Environmental Chemistry
33
S
FW
Condensed Curriculum 2007-2008
Learning About Learning
46
Mask and Movement:
Symbolic Theater of East and West
46
Money, Molecules and Meds
36
The Science of Fat
47
S
ENVIRONMENTAL
S
All-level:
A mix of freshmen, sophomores, juniors and seniors
FW
All-level:
A mix of freshmen, sophomores, juniors and seniors
pg
60
S
Awareness: Writing and Renunciation
51
FW
Christian Roots:
Medieval and Early Modern Science
51
FW
Designing Languages
61
Gender and Culture: Japanese and
American Literature and Popular Culture
pg
S
CULTURE, TEXT AND LANGUAGE
Awareness: Omnia Extares in Hesychia
STUDIES
Christian Roots:
Medieval and Early Modern Science
64
FW
Introduction to Environmental Studies:
Native Identities, Ecology and Resources
in the North American Pacific Basin
66
FW
Introduction to Natural Science:
The Structure of Life
67
FWS
Invertebrate Zoology and Evolution
73
The Science of Sustainable Buildings
70
Lower-division:
50 percent freshmen and 50 percent sophomores
S
59
W
Individual and Society: American and Japanese
Society, Literature and Cinema
53
F
Looking Backward: America in the 20th Century
56
FWS
Made for Contemplation
56
FW
pg
Money, Molecules and Meds
69
The Science of Fat
75
Sophomores or above (intermediate
Performing Arts Crossing Borders
57
FW
The Physicist's World
58
FW
Steinbeck's Americans
62
Sophomores or above (intermediate
level)
pg
50
F
Evolving Communication:
The Ways Humans and Animals Interact
52
FW
FWS
Japanese Language and Culture
55
FWS
Literature of the Americas:
Brazil and the United States
55
F
61
57
Poetics and Power
58
Poetry New York
61
The Power and Limitations of Dialogue
60
Stages of History: Performing Gender and
Authority on the Shakespearean Stage
S
FWS
FW
S
W
62
S
Juniors or seniors (advanced level)
pg
America Abroad
level)
Evolving Communication: The Ways Humans and
Animals Interact
65
FW
Introduction to Environmental Studies:
Natural Resources, Oceans and
Global Climate Change
67
FW
Local Knowledge: Community, Public Health,
Media Activism and the Environment
68
FWS
pg
54
Performing Arts in the City
S
Juniors or seniors (advanced level)
Illuminations: French Arts, Thought and Cultural
History of the Medieval,
Renaissance and Early Classical Eras
Literature of the Americas:
Brazil and the United States
FW
pg
S
The American Eye: A History of America in
Photographs and Fiction
S
F
50
FWS
Fashioning the Body: Versions of the Citizen, the
Self and the Subject
52
FW
The Gypsy Road: A Study of the Roma
53
FW
Human Rights, Literature, Theory
59
W
Ecological Agriculture
64
Ecology of Harmful Algal Blooms
72
FWS
S
Field Ecology
73
S
Landscape Processes
74
S
Mixing Messages: Bringing Art and Science
Together for Conservation
68
Plant Ecology and Physiology
71
Practice of Sustainable Agriculture
74
S
Rainforest Research
75
S
Student Originated Studies:
Environmental Studies
71
Temperate Rainforests
70
Tropical Rainforests
72
Vertebrate Evolution
76
F
W
W
F
W
S
I 23
241 Condensed Curriculum 2007-2008
EXPRESSIVE ARTS
SCIENTIFIC INQUIRY
All-level:
A mix of freshmen, sophomores, juniors and seniors
All-level:
A mix of freshmen, sophomores, juniors and seniors
pg
pg
Beyond Words
Christian Roots:
Medieval and Early Modern Science
S
89
79
Made for Contemplation
Nature: Image and Object
82
FW
FW
S
90
Performing Arts Crossing Borders
84
The Science of Sustainable Buildings
Taking Things Apart:
A Scientific and Artistic Exploration
86
FW
F
WS
88
lower-division:
50 percent freshmen and 50 percent sophomores
pg
Mask and Movement:
Symbolic Theater of East and West
Sophomores or above (intermediate
S
89
level)
Algebra, Algorithms and Modeling:
An Introduction to Mathematics for
Science and Computing
S
103
Christian Roots:
Medieval and Early Modern Science
Computer Science Foundations
92
Data and Information: Computational Science
92
Designing Languages
Foundations of Health Science
94
FWS
Introduction to Natural Science:
The Structure of Life
96
FWS
FW
WS
101
F
S
104
Invertebrate Zoology and Evolution
Models of Motion
97
FWS
S
The Physicist's World
98
FW
The Science of Sustainable Buildings
Taking Things Apart:
A Scientific and Artistic Exploration
99
F
105
WS
102
pg
Adagio: Dance and Music Inquiry
78
FWS
The American Eye: A History of America in
Photographs and Fiction
78
F
80
FWS
Alchemy: Spiritual and Chemical
103
95
81
FWS
Introduction to Environmental Chemistry
Money, Molecules and Meds
The Science of Fat
83
FWS
85
FWS
FWS
WS
Foundations of Visual Arts
Local Knowledge: Community, Public Health,
Media Activism and the Environment
Making Space and Using It:
Installation and Performance Art
Performing Arts in the City
Student Originated Studies: Visual Art
Studio Projects: Painting
87
88
Juniors or seniors (advanced level)
pg
Fashioning the Body: Versions of the Citizen, the
79
Self and the Subject
The Gypsy Road: A Study of the Roma
Janus Music and Theater:
Looking Forward and Seeing the Past
80
FW
FW
81
FW
Mediaworks
Mixing Messages: Bringing Art and Science
Together for Conservation
83
FWS
84
F
86
FW
FWS
Shaping: Advanced Sculpture
Student Originated Studies: Media
lower-division:
50 percent freshmen and 50 percent sophomores
pg
Sophomores or above (intermediate
115
S
FW
FW
S
107
level)
pg
93
Energy Systems
Evolving Communication: The Ways Humans and
Animals Interact
93
Introduction to Environmental Studies:
Natural Resources, Oceans and
95
Global Climate Change
FW
FW
FW
FWS
Mathematical Systems
Molecule to Organism
96
97
FWS
Science Seminar
99
FWS
Juniors or seniors (advanced level)
87
pg
S
Ecology of Harmful Algal Blooms
105
Genes and Development
Landscape Processes
94
Rainforest Research
Student Originated Software: Designing and
Implementing Real-World Systems
106
Temperate Rainforests
100
FWS
F
Tropical Rainforests
Vertebrate Evolution
102
W
F
S
S
106
100
107
S
Condensed Curriculum 2007-2008
SOCIETY, POLITICS, BEHAVIOR AND CHANGE
NATIVE AMERICAN
PEOPLES STUDIES
All-level:
A mix of freshmen, sophomores, juniors and seniors
AND WORLD INDIGENOUS
All-level:
A mix of freshmen, sophomores, juniors and seniors
pg
pg
Christian Roots:
Medieval and Early Modern Science
111
F W
Family: Inspiration of Significant Others
122
FWS
Colonialism
111
F W
112
F W S
112
F W S
Introduction to Environmental Studies: Native
Identities, Ecology and Resources in the North
American Pacific Basin
123
FW
Looking Backward:
America in the 20th Century
114
F W S
So You Want to Be a Psychologist
120
S
and Decolonization
Family: Inspiration
Foundations
of Significant Others
of Health Science
Sophomores or above (intermediate
pg
Native Decolonization
Lower-division:
50 percent freshmen and 50 percent sophomores
level)
in the Pacific Rim
FW
Juniors or seniors (advanced level)
pg
pg
Latin American Development:
Rhetoric or Reality
114
F W S
Learning About Learning
119
S
Money, Molecules and Meds
115
Sophomores or above (intermediate
124
American Indian Sovereignty:
Competing Contexts
Reservation Based/Community
Determined
122
FW
124
FWS
F W
TACOMA PROGRAM
level)
pg
Business, Culture and the State in the
Latin America
u.s.
Juniors or seniors (advanced level)
and
110
FW
pg
Removing Barriers, Bridging Gaps
Introduction to Environmental Studies:
Natural Resources, Oceans and
Global Climate Change
113
FW
Native Decolonization
in the Pacific Rim
116
FW
Political Economy and Social Movements
120
Political Economy of Power in American Society
118
S
W
Juniors or seniors (advanced level)
pg
500 Years of Globalization
109
FW
American Indian Sovereignty:
Competing Contexts
109
FW
The Arts of the Sailor
110
F
The Arts of the Sailor
117
The Arts of the Sailor
119
Marxist Theory
115
F
Multicultural
116
FWS
117
FWS
118
W
Counseling
Self and Community
u.s.
Foreign Policy Since Woodrow
Before and After 9/11
W
S
Wilson:
126
FWS
I 25
26 I How to Read a Program Description
How to Read a
Program Description
Because Evergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Below is a
sample of a typical program description. The annotations will help you interpret all the information packed into the listings
that follow.
MAJOR AREAS OF STUDY
Indicates subject areas that ~.
correspond to traditional disciplines
and subjects. Credit may be earned
in these areas at completion of the
program
-----------<'
CLASS STANDING
J
States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
Local Knowledge: Community, Public Health,
Media Activism and the Environment
PROGRAM IS PREPARATORY ...
Suggests that program might be
a particularly useful step for future
studies or careers.
•
Fall, Winter and Spring quarters
Major areas of study include community studies, public
health, media production, media analysis,environmental
studies, labor studies, popular education and participatory
research.
Class Standing: Sophomores or above; transfer students
welcome.
FACULTY
Lists members of the faculty
team scheduled to teach the
program. See faculty bios page 128.
Prerequisites: Some community service experience
desirable. Faculty signature required (see below).
Program is preparatory for careers and future studies
in community development, media, public policy,
environmental studies, non-profit and social justice groups.
Faculty: Anne Fischel (media, community studies), Lin
Nelson (public health, environmental studies, community
studies)
J
.
PREREQUISITES
Lists conditions for eligibility for
the program, such as studies you
should have completed or a faculty
review of a portfolio.
FACULTY SIGNATURE
Indicates if faculty approval must
be obtained before registering, and
how to obtain it.
Local Knowledge IS a program focused on the theory and
practice of community-based work, using video, oral history,
participatory research, and other forms of activist learning.
Our goal is to develop frameworks, methodologies, strategies
and skills for collaborating with local communities. We hope
to work closely with people in the region and support their
efforts to sustain and empower their communities. We believe
local knowledge is a valuable base from which to construct
responsesto new challenges, one which we, as collaborators,
need to understand and incorporate into our work.
The history and identity of a community are inscribed in
stories,documents, images,places,forms of knowing and social
practice. The ways communities define problems, envision
solutions and plan for ...
..
PROGRAM DESCRIPTION
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.
See page 68 for the full description
SPECIAL EXPENSES
Faculty Signature: Students must interview with the faculty
at the Academic Fair, May 16, 2007, to discuss their interest
TOTAL~--------------~ in the program. Some background in community service
or studies is useful, but not required. For information,
Number of quarter hours that
contact Anne Fischel, (360) 867-6416 or fischela@evergreen.
could be credited at successful
edu or Lin Nelson, (360) 867-6056 or nelsonl@evergreen.
completion of the program each
edu. Interviews conducted by the Academic Fair will be
quarter. Fewer than 16 credits allow
given priority. Qualified students will be accepted until the
for other options, e.g., an internship
program fills.
or language course.
Total: 16 credits each quarter.
ENROLLMENT
J
Number of students who may
enroll. Core programs typically
allow 23 students per faculty; alllevel allow 24; intermediate and
advanced, 25.
, Enrollment: 50
Special Expenses: $150 for project materials, video and
possible field trip
Internship Possibilities: Spring quarter with faculty approval.
A similar program is expected to be offered in 2010-11.
This program is also listed under Environmental Studies.
Lists expenses in addition to
regular tuition and fees.
INTERNSHIP
POSSIBILITIES
States whether an internship is
optional or required.
~
SIMILAR PROGRAMS OFFERED
. G.ivesthe next opportunity to join
a Similar program.
Programs for Freshmen I 27
..J
..J
~
Programs for Freshmen
Freshmen may enroll in Core programs, All-level programs and some programs designed for sophomores and above.
Core programs are designed to give you a solid foundation of knowledge and skills to prepare you for advanced studies.
You will learn how to write more effectively, read carefully, analyze arguments, reason quantitatively or mathematically, work
cooperatively in small groups and use campus resources such as the library. Core programs will introduce you to Evergreen's
interdisciplinary studies, in which faculty members from different disciplines teach together to help you explore a central
theme, topic or issue as a whole, rather than as a collection of unrelated fragments. You will be exposed to the connection of
artistic expression to social conditions, for example, or to the relationship of biological facts to individual psychology. These
integrated study programs combine several activities: seminars, individual conferences with faculty members, lectures, group
work and, usually, field trips and laboratories. You will also learn the skills needed to design your own education.
The small student-faculty ratio in Core programs (23:1) ensures close interaction between you and your faculty and with
other students.
All-level programs enroll a mix of freshmen, sophomores, juniors and seniors, with a typical mix of 25 percent freshmen.
Like Core programs, they are interdisciplinary studies. Most students in these programs will already have some years of
college experience, so you will get less guidance about basic skills development. 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 studentsin age, experience and stages of learning. Talk to Academic Advising about the background necessary to be in an All-level
program.
Lower-division programs are designed as entry-level offerings that accept freshmen and sophomores. Lower-division
programs include a mix of half freshmen and half sophomores.
Programs for sophomores and above may admit a particularly well-qualified freshman. These programs are listed
in their respective planning units in the remainder of the catalog. Consult the faculty and Academic Advising if you are
interested in one of these programs.
28 I Programs for Freshmen
All About Me: Writing and Wellness
Fall and Winter quarters
Major areas of study include human biology and health,
developmental
psychology, academic and creative writing,
literature and ethics.
Class Standing: This Core program
is designed
for freshmen.
Program is preparatory for careers and future studies in
the health sciences, writing, social work, anthropology
and
education.
Faculty: Bill Ransom (writing, advanced life-support
medic), Betty Kutter (biology, human health and behavior,
complementary
medicine, bioethics)
This two-quarter,
interdisciplinary
program explores the
many aspects of nature and nurture that converge to create
what we think of as Self. Science of the body, creativity of the
mind and questing of the spirit form the foundation of our
inquiry. Students will observe and study their own development
of Self through lectures, readings, films, experiments,
and
guest speakers, as well as through expository writing, poetry
and creative nonfiction prose. This process will require the
coordination
of observation,
detailed note-taking,
lab work,
data recovery and quantitative
analysis with these written
genres to reach a range of audiences with the final results.
Writing assignments
and quizzes are designed
to assess
comprehension,
to provide review and to prompt focused
discussion in both large and small group sessions. We value
careful inquiry, effective writing and statements backed with facts.
Areas of study include, but are not limited to, developmental
biology, genetics,
microbiology,
nutrition,
individual and
community health; writing for science and for mainstream
audiences; developmental
psychology, cross-cultural sociology,
anthropology, folklore and ethics. Students will study themselves
and will further this study through the writing of poetry, essays,
memoirs and research papers to determine their direction in
college and to acquire skills for future academic work.
Total: 16 credits
in the Christian religion. Torah pointers in Judaism are small
sterling silver rods used to follow the reading of Torah and
keep the reader from ever touching the sacred scroll. They are
one of a number of objects, never merely utilitarian, designed
to perform religious commandments
in the most beautiful way
possible. Rituals often make use of objects like these whose
forms are constantly reinterpreted and created by artists.
This program will be based in two visual art studios:
printmaking and fine metalworking. Working back and forth
between 2-D and 3-D, between image making and object
making, we will study basic design, studio skills and art history.
Our study of art will provide a lens through which we will look
at world religions, focusing on Judaism, Christianity and Islam.
Since the purpose of ritual is to repeat and rehearse stories,
many of the artworks we will consider will be functional. We will
examine the narratives printed in books, painted in frescoes,
and carved in stone, as well as sacred images like those on a
bishop's cope, a silver chalice, and a common gravestone. In
most cases the effect is the same: to see and remember.
This program is designed for freshmen with an interest in
studio art, art history, philosophy and religion who are interested
in a focused and demanding combination of studio work, writing,
reading and seminar discussion. Half of the students' time will
be focused on artistic practice; half will be a rigorous study of
art history and religion. We will invite visiting scholars in religious
studies to complement our expertise in visual art. We hope to work
as a community of artists to examine ideas that have a rich historical
background as well as pressing contemporary significance.
Total: 16 credits each quarter.
Enrollment: 40
Special Expenses: Studio art supplies,
Art and Science of Light
Fall quarter
Major areas of study include chemistry,
humanities.
each quarter.
Class Standing: This Core program
Enrollment: 46
Special Expenses: $100 for retreat expenses
to Camp Bishop.
$250 each quarter.
Prerequisites: Strong algebra
art, art history and
is designed
for freshmen.
skills.
Program is preparatory for careers and future studies in
science, art and the humanities.
Faculty: Dharshi Bopegedera
(physical chemistry),
Susan Aurand (studio art, humanities)
Art and Religious Practice
Fall and Winter quarters
Major areas of study include art, art history and religion.
Class Standing: This Core program
is designed
for freshmen.
Program is preparatory for careers and future studies in
the arts and the humanities.
Faculty: Jean Mandeberg
(printmaking)
(fine metalworking),
Lisa Sweet
One way to look at both art and craft is that they have
historically been held in the service of religion in order to
capture the fleeting moments of ritual. How can we better
understand
religion by examining and making images and
objects that reflect these rituals? How has visual art encouraged
spiritual experience and religious practice?
Two examples of religious objects which have particular
meaning and remarkable visual variety are Rosary beads and
Torah pointers. Rosary beads are aesthetically considered and
crafted objects used in the practice of prayer to help one keep
track of the prayers already said. They are symbolic of the rose
garden-roses
being the symbol of Mary, the mother of Jesus,
This program
is a one-quarter,
interdisciplinary
study
of light. We will explore light in art, science, art history and
culture. All students will do studio work exploring how light is
depicted in art, the phenomenon of color, and light as a tool for
creating photographic images. All students will also explore the
interaction of light with matter in the classroom as well as in the
laboratory. In addition, collectively, we will explore how light has
been thought about and depicted in various times and cultures.
This integrated program is designed for students who are
eager to explore both art and science in a hands-on way. Our
weekly schedule will include studio and science labs, specific
skills workshops, lectures and seminars. We will focus on helping
students build basic skills in both art and lab science, as well
as library research and expository writing skills. As part of our
program work, students will have the opportunity to undertake
an individual or collaborative interdisciplinary project on a topic
related to the theme of light.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
tickets to museums.
$125 for art supplies
and
Programs for Freshmen I 29
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Awakening the Dreamer, Pursuing the
Dream
Fall, Winter and Spring quarters
Major areas of study include movement, music, leadership
studies, cultural studies, research presentation,
critical
writing and thinking, community studies, holistic education,
sailing and philosophy.
Class Standing: This Core program
is designed
for freshmen.
Program is preparatory for careers and future studies in
community studies and expressive arts.
Faculty: Terry Setter (music, instrument building, media).
Cynthia Kennedy (leadership, movement, sailing, cultural
studies)
Our greatest challenge is how to live a humane existence in
inhuman times-Joseph
Campbell
Awakening the Dreamer, Pursuing the Dream is designed to
help students meet this challenge. To do so, we will focus on the
individual's relation to self, society, leadership and the creative
process. This program is intended for students who seek to
explore and refine their core values in a context where they can
act upon them with increasing awareness and integrity.
The faculty recognize that the social and psychological
challenges of every era have required people to live their
lives in the face of hardships and, often, in the midst of chaos.
Therefore, the program will begin by focusing on how people
in the past have worked to create a meaningful relationship
between themselves and the world around them. We will trace
music, dance, stories and images of many creative practices
and spiritual traditions, from ancient to modern times. We will
examine these in an attempt to discover which of them are
relevant to our own lives. As students gain knowledge and
skills in these areas, they will develop their own multifaceted
approaches to prioritizing and pursuing their dreams.
Throughout the year, the program will make use of cognitive
and experiential approaches to learning. Students will engage in
their own practice of music, movement (such as dance or yoga).
writing, drawing, or theater in order to cultivate the senses as
well as the imagination. These practices will help us explore the
deeper aspects of the human experience, which is the source
of self-leadership,
intentional living and change. Students will
read mythology, literature and poetry while exploring ideas
that continue to shape contemporary
culture. We will also
look to Indigenous cultures to deepen our appreciation
of
often-overlooked
wisdom and values such as social justice and
sustainability. We will seek to develop a broader understanding
of contemporary culture as a stepping stone to thinking critically
about how today's dreams can become tomorrow's reality.
During fall quarter, we will look at how people have drawn
on diverse resources from personal to global in scale including
intuition, mythology, psychology, religion, the arts, and nature,
in order to be guided to richer, more meaningful lives. We will
use a combination
of lectures, seminars, collaborative
and
individual projects, research presentations,
critical and creative
writing, expressive presentations,
and service learning. Weekly
workshops will include music, movement and somatic practices.
We will also make use of the water and islands of the Puget
Sound through field trips, including day and overnight sailing
trips. There will be an overnight retreat during week three at
which we will work with Native arts practitioners. These activities
are designed to help us know ourselves better, to build realworld skills, to develop leadership within small groups, and to
intentionally create community within the program.
In the winter, we will begin to build students' skills in
incorporating
these resources into their own lives. We will
continue to draw upon poetry, literature, philosophy, science,
music, dance, meditation, and creative collaborations between
the students. We will also engage in leadership development
activities and other means to investigate ways in which students
can define and pursue their own dreams. By spring quarter,
students will develop individual projects for presentation in the
many communities of which they are members. These might
include (but are not limited to) internships with local support
services, working on the "Procession of the Species" (a local
artistic pageant where community members celebrate their
relationships with each other and with the natural world),
volunteering to help various organizations or needy individuals,
or creating opportunities
for public presentation
of art works
that reflect the concepts that were contained in the program
materials. Possible study materials include works by Joanna
Macy, Gabrielle Roth, Margaret
Wheatley,
David Whyte,
Beethoven, W. A. Mathieu, Steven Nachmanovitch, bell hooks,
Jon Kabat-Zinn, Joseph Chilton Pierce and John Cage.
The real voyage of discovery lies not in seeking new landscapes,
but in having new eyes. -Marcel
Proust
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: Approximately
trip and sailing activity expenses.
$75 each quarter
for field
Internship Possibilities: With faculty approval.
Awareness: Writing and Renunciation
Fall and Winter quarters
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies in
any area of pursuit where people enjoy awareness on a daily
basis, not for the monetary rewards and not for the "lifelong
opportunities"
a career or future study might provide, but
for the love of being engaged in their work.
Faculty: Bill Arney, Sara Huntington (These faculty gave up
expertise in favor of attitude. Take the program or not; don't
do anything because someone is an expert.)
"The certainty that I can get along without is one of the most
efficacious ways of convincing yourself. no matter where you
stand on the intellectual or emotional ladder, that you are free.
Renunciation, self-imposed limits are the basis for a practice that
prepares people, perhaps even politically, to discuss what kinds of
limits do we want to impose on ourselves."-Ivan
IIlich
Attend. Paying attention to how events, people, the big
wide world in all its tiny manifestations-how
they all appear,
how they mean anything, how they engage us-that's
what
we'll do. We'll attend to the terms of our engagement,
the
costs, the ways we renounce in order to have a modicum of
freedom-a
freedom that turns out to be so strikingly different
from the freedom that we think about, carelessly, as living
beyond restraints, limits, duty. The freedom that is the effect
of careful craft, discipline and practice-that's
what we want to
focus on. We'll write a lot, not as a means of self expression, not
to find a voice or a self, but to pay attention, to study, commit,
love. "Creative writing requires a dual love of language and
life, human and otherwise. The storyteller then sculpts these
raw loves with acute observation, reflection, creative struggle,
allegiance to truth, merciless awareness of the foibles of human
beings, and unstinting empathy toward human beings even
so." (David James Duncan).
Our inquiry requires attention to ascetic as well as critical
practices. We will all participate in mind-body practices, lectio
and other communal reading, community service and bookish
study. Writing may include socio-historical inquiry, reportage,
annotations,
comedy,
anti lamentations,
jeremiads,
humor,
30 I Programs for Freshmen
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fictionings of the present, manifestoes, confessions, statisticsbased scandals, rants, incautious cautions, sightings or prayers,
but no poetry, plays or, especially, plans.
Students should attend this class for two quarters. This
program provides continuity for those students enrolled in
previous quarters of Awareness and those interested in joining
Awareness in the spring. Awareness: Writing and Renunciation,
shares interests in contemplative
education with the program
Made for Contemplation. There are possibilities for collaboration
between the two learning communities.
book seminars, short papers, and workshops in literature,
writing, mathematics and computer programming,
as well as
the aforementioned
writing project. Readings will introduce
students
to relevant
historical and philosophical
ideas,
numerous examples of writing that fuse math and literature,
and provocative
mathematical
concepts.
Coursework
will
emphasize foundations and skill development in mathematics,
creative writing, critical reading, argumentative writing, literary
theory, and computer programming.
Total: 16 credits each quarter.
Total: 16 credits
each quarter.
Enrollment: 46
Enrollment: 36
Special Expenses: Approximately
workshops.
$3S each quarter
for yoga
Special Expenses: Approximately
overnight field trips.
$75 each quarter
for
A similar program is expected to be offered in spring 2008.
This program is also listed under Culture, Text and
Language.
Christian Roots:
Medieval and Early Modern Science
Fall and Winter quarters
Calculated Fiction
Major areas of study include European history, history of
science, philosophy, European ethnobotany,
book arts and
expository writing.
Fall and Winter quarters
Major areas of study include mathematics,
fiction writing, literary theory and computer
Class Standing: This Core program
Prerequisites: Strong algebra,
recommended.
I
s
literature,
science.
is designed
reading
for freshmen.
and writing skills are
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies in
the humanities, education, environmental
studies, natural
sciences, healing arts and ethnobotany.
Program is preparatory for careers and future studies in
mathematics,
literature, fiction writing, literary theory and
computer science.
Faculty: Kevin Francis (history/philosophy
of science),
Frederica Bowcutt (botany, history of science)
Faculty: Brian L. Walter (mathematics,
TBA (writing)
We will explore the medieval and early modern influences
on western science. In doing so, we will study the development
of European culture between approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy. We will also examine the influence of Christianity on
early scientific understanding of the world.
This program investigates the following questions. How
did classical pagan philosophy and Christianity shape the
way medieval and Renaissance Europeans interpreted
and
represented the world? How did humanism, the rise of science
and changing technology
transform the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices in art and science? How does the emphasis on the
rational, scientific approach to knowing influence our life today?
How does our understanding of the natural world influence our
beliefs about our spiritual existence? And, finally, how does one
comprehend and relate to historical epochs with a set of beliefs
and practices that seem, at first glance, very foreign to our own
way of understanding and interacting with the world?
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
will study Greek, Roman and Arabicthinkers such as Hippocrates,
Aristotle, Dioscorides, and Avicenna who influenced natural
philosophy. We will also examine selected philosophical and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany through herbals, horticulture, and medical history.
Students will begin a book arts project that continues through
winter quarter.
In the winter, we will address the emerging humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany, astronomy and medicine. During the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions of
higher learning and numerous translations of classical pagan
computer
science).
"0 Godiva, I could be bounded in a nympholepsy and count
myself a kingfish of infinite spacemen."-Hamlet
Mathematical principles can provide the basis for creative
writing, from the chance operations that generated the quote
above to plot structures, themes, content, and even style.
Author Italo Calvi no views wri1jng as a combinatorial game, an
all but random process of associations and layers of implications
that can lead to great works of literature as surely as nonsense.
Calvi no and others reveal that writing guided by abstract
principles, particularly mathematical concepts and constraints,
can lead to some ofthe most wondrous, original, and provocative
work. Jorge Luis Borges's stories provide numerous examples.
In The Aleph, the narrator attempts to describe a location from
which all places can be seen simultaneously:
"Mystics, faced
with the same problem, fall back on symbols: to signify the
godhead, one Persian speaks of a bird that somehow is all birds;
Alanus De lnsulis, of a sphere whose center is everywhere and
circumference is nowhere; Ezekiel, of a four-faced angel, who at
one and the same time moves east and west, north and south."
Works like The Aleph not only reflect mathematical concepts
but also give them flesh, rendering those abstractions poetic
and tangible.
Informed by the work of writers such as Borges and Calvino,
we will construct fictional narratives that reflect or are governed
by mathematical
concepts. In the fall quarter, students will
be introduced to a wide range of mathematical
and literary
principles and practices.
Using those tools, students
will
produce works rigorous in their literary content and thorough
in their mathematical precision and depth. In the winter quarter,
the primary focus will be on a major writing project, along with
the study of computer programming
as a tool to aid further
investigation of the potential interplay between mathematics
and literature. The regular work of the program will include
Programs for Freshmen I 31
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works, the seeds for a new scientific
New technology,
global exploration,
also contributed
to the scientific
the early modern period.
enterprise were planted.
and artistic movements
revolution
that took place in
Data and Information:
Computational Science
Fall quarter
Total: 16 credits each quarter.
Major areas of study include history and philosophy
Enrollment: 48
science and mathematics,
Special Expenses: $150 for art supplies.
information
This program is also listed under Culture, Text and
Language;
Inquiry;
Environmental
and Society,
Studies;
Politics,
Expressive
Behavior
Arts; Scientific
and Change.
technology
introduction
and
and modeling.
Class Standing: This all-level program
percent
of
to programming,
accepts
up to 25
freshmen.
Prerequisites: It is strongly
recommended
that students
be able to manipulate algebraic expressions, as from high
school algebra or pre-calculus.
Some experience using
Colonialism and Decolonization
spreadsheets
or programming
also be helpful.
Fall and Winter quarters
Program is preparatory for careers and future studies
in computer science, applied mathematics and the physical
Major areas of study include economics,
education,
history
Class Standing: This all-level program
accepts
For all sciences, whether
freshmen.
politics,
law and economics.
Faculty: Zahid Shariff (political
science), Anita Lenges
body oftheory
field-based
exists, or in engineering
or where a significant
where best practices have
been determined,
information technology
and computational
methods help suggest hypotheses, make predictions, or build
artifacts. Many scientists and engineers face issues involving the
conditions under which scientific models hold, as in ecology,
(education)
We will examine the different ways in which the notions of
imperialism and colonization can be understood broadly as well
as in specific geographic
science)
up to 25
Program is preparatory for careers and future studies in
education,
sciences.
Faculty: Judy Cushing (computer
and literature.
percent
or study in the sciences would
and historical contexts. Focusing on the
computational
chemistry, astronomy, weather prediction,
or
bridge building. Even scientists whose work is primarily in the
laboratory or in the field spend time searching for information
on the Web or in data archives, and using predictive models
historical experiences of people of color in Africa, the Middle East
and the Americas, we will explore the ways in which imperialism
when analyzing and visualizing data and comparing
data with data collected by others.
and colonization served as tools for conquest and domination as
well as subjugation and exploitation. We will examine the context
Similarly, many computer
scientists and mathematicians
work on real-world scientific problems that cannot easily be
in which these tools were, and continue to be, employed
and the
resistance of different kinds with which they have to contend.
One context that will be explored throughout the two quarters is
the role of schooling in colonialism as well as how some schools
work toward decolonization.
One purpose of the program
identify similarities
between the
is to make distinctions and
imperialist
practices of the
past and those that are at work now. Exploring the role of
image, representation
and knowledge-incentives
for their
production,
and the prospects for their distribution-will
be
significant
elements
of orientalism
of the program.
will guide us. Another
Quite
often the critique
purpose
is to explore
the
resistance offered by the colonized and subjugated people to
the colonial and imperial forces. Such resistance has manifested
itself in diverse forms and it continues to evolve in creative
ways. To accomplish
course materials
the
learning
both to understand
goals,
students
the authors'
will
read
perspectives
solved using off-the-shelf
scripts. The scientific
software or by formulaic
domains
in science. It will provide
an introduction
to the practice,
how information
technology
and computational
scientists and learn about scientific
others
prepared
and motivated
computing.
This program is also listed under Society, Politics, Behavior
and Change.
are
and
in computer
science or mathematics will prepare for entry-level programs in
those areas, e.g., Computer Science Foundations, to be offered
This program is also listed under Scientific
Enrollment: 48
Freshmen
to begin studies
in seminar facilitation, introduction
of films and documentaries
and leadership in organizing discussions. Among the writing
assignments will be short weekly papers based on the readings
A similar program is expected to be offered in 2008-09.
methods
transforming
the study and practice of science. Computer
science and math students will learn how to collaborate
with
Total: 16 credits.
Total: 16 credits each quarter.
history
and process of using information
technology
and modeling
in ways applicable to further study of the sciences, or of the
computer and mathematical sciences.
Science students will gain a general understanding
of
people who hold different perspectives and life experiences
from their own. We expect to accomplish these goals through
frequent writing assignments and active student participation
Smith's Decolonizing Methodologies.
examples
of these problems.
This program will bring together students in the sciences,
computer science and mathematics around real world problems
winter and spring.
and a longer paper on a relevant topic selected by the students.
mathematical
hold many interesting
and relate their own perspectives to the authors'. Students
will also work collaboratively,
learning to discuss ideas with
The readings will include such classical texts as Airne Cesaira's
Discourse on Colonialism as well as more recent works like Linda
their own
Enrollment: 24
Inquiry.
32 I Programs for Freshmen
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Family: Inspiration of Significant Others
Fall, Winter and Spring quarters
Major areas of study include history of the Americas,
political science, ethnography,
cultural anthropology,
Indigenous studies, and areas of study determined
by
student research projects.
Class Standing: This all-level program
percent freshmen.
accepts
up to 13
Program is preparatory for careers and future studies
in education, social sciences, the arts, multicultural studies,
social work, human services and the humanities.
Faculty: David Rutledge (education, Native American
studies), Yvonne Peterson (education, Native American
studies), Raul Nakasone (education, Native American
studies, Latin American studies, Spanish, Peruvian history)
This program is for students who have a research topic
(with a major focus on family) in mind, as well as for those who
would like to learn how to do research in a student-centered
environment. Students will be exposed to research methods,
ethnographic
research and interviewing techniques,
writing
workshops, computer literacy, library workshops, moving River
of Culture Moments to documentary, educational technology
and the educational
philosophy that supports this program.
Yvonne Peterson will offer a special series of workshops to
support the particular academic needs of first- and second-year
students.
We will ask students to take a very personal stake in their
educational development.
Within the program's family theme
and subjects, 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 learned it, and what difference
the work will make in their lives and within their communities.
Students will be encouraged to assume responsibility for their
choices. Faculty and students together will work to develop
habits of worthwhile community interaction in the context of
the education process and liberation. The faculty are interested
in providing an environment of collaboration where faculty and
students will identify family topics of mutual interest and act as
partners in the exploration of those topics.
In this program,
students
develop
individual
projects (with an academic focus on family) to examine what
it means to live in a pluralistic society at the beginning of the
21st century. Through each student's area of interest, we will
look at a variety of cultural and historical perspectives and use
them to help address issues connected to the program theme.
Individual research will pay special attention to the value of
human relationships to the land, to work, to others and to the
unknown. Work will be concentrated
in cultural studies, human
resource development,
and ethnographic
studies to include
historical and political implications of encounters, and crosscultural communication.
We shall 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
on 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.
In the fall, participants will state research questions. In late
fall and winter, individually and in small study groups, students
and faculty will develop the historical background for their
chosen questions and do the integrative review of the literature
and data collection. Ongoing workshops will allow students to
learn the skills for completing their projects. Late winter and into
spring quarter, students will write conclusions, wrap up print!
non-print projects, and prepare for a public presentation. The
last part of spring will be entirely dedicated to presentations.
Depending
on their individual projects, students
will
develop, use and explore some of the following areas: 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 creating interactive Web pages
and documentaries, as well as I-movie editing and presentations
using PowerPoint.
Total: 16 credits each quarter.
Enrollment: 72
Special Expenses: Approximately
$2,000 for an optional
five-week study abroad trip to Peru during winter quarter.
Cost includes transportation,
room and board. A $150 nonrefundable deposit must be paid by September
28, 2007.
For information about the study abroad component,
contact
Raul Nakasone, (360) 867-6065 or nakasonr@evergreen.edu.
Internship Possibilities: With faculty approval.
This program is also listed under Society, Politics, Behavior
and Change and Native American and World Indigenous
Peoples Studies.
Foundations of Health Science
Fall, Winter and Spring quarters
Major areas of study include introductory
general
chemistry, organic chemistry, biochemistry, microbiology,
immunology, anatomy and physiology, genetics and
nutrition. All credits are lower-division science credits.
Class Standing: This all-level program
percent freshmen.
Prerequisites: Students
to work with fractions.
accepts
up to 25
must have ability to use algebra
and
Program is preparatory for careers and future studies in
health sciences, education, biology, chemistry and public
health.
Faculty: Rebecca Sunderman (chemistry), Michael Paros
(veterinary medicine). Benjamin Simon (biology)
Foundations of Health Science is designed for students
contemplating
work in the healthcare field, who want to learn
more about how the body functions on both a macroscopic
and microscopic level, and those who are interested in learning
more about science in an integrated and thematic context.
This is a yearlong, laboratory-based
program exploring
introductory concepts of biology and chemistry with a focus
on health and medicine. Over the course of three quarters, we
will study general chemistry, organic chemistry, biochemistry,
microbiology, immunology, anatomy and physiology, genetics
and nutrition. Topics will be spread out over multiple quarters,
as content will be organized around themes. We will focus on
cancer in fall quarter, obesity in winter quarter and infectious
disease in spring quarter.
In our explorations, we will incorporate laboratory work,
lectures,
group
projects,
seminars,
textbook
homework
assignments, workshops and field trips. Communication skills,
both written and oral, will be emphasized.
Concepts and
techniques of thesis-driven writing and scientific writing will be
studied and applied.
Programs for Freshmen I 33
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Completion of this program will give students many of the
prerequisites
they need for allied health careers in nursing,
dichotomized comparative frame presents an interesting context
in which we can explore the concepts of individual, community/
physical
society
therapy,
midwifery,
athletic
training,
nutrition,
others. If you intend to pursue a career in medicine,
veterinary
medicine,
naturopathy,
or pharmacy,
and
dentistry,
you are
advised to enroll in the sequence of programs beginning
with Introduction to Natural Science followed by Molecule to
Organism.
and
concepts.
the
dynamic
Program
relationship
activities
between
these
lectures,
workshops,
will include
book and film seminars as well as expository
two
writing.
Total: 16 credits.
Enrollment: 24
Special Expenses: Up to $30 for a field trip.
Total: 16 credits each quarter.
This program is also listed under Culture, Text and
Enrollment: 66
Language.
A similar program is expected to be offered in 2008-09.
This program is also listed under Scientific Inquiry and
Society,
Politics,
Behavior and Change.
Introduction to Environmental Chemistry
Fall and Winter quarters
Individual and Society: American and
Japanese Society, Literature and Cinema
Major areas of study include introductory
chemistry, scientific
research project.
Fall quarter
writing
and student's
Class Standing: This lower-division
is designed
for
50 percent
literature,
Program is preparatory for careers and future studies in
American
literature,
film studies and expository
chemistry,
Class Standing: This all-level program
percent
environmental
freshmen.
Faculty: Sharon Anthony
In this program, we will examine the concepts of individual,
society and the interaction between the two through the critical
and Japanese
literature,
studies and
(environmental
chemistry)
We will use chemistry to understand environmental
problems
such as climate change, the ozone hole and acid rain. We will
film
studies)
of American
policy, environmental
This program will provide students with an introduction to
chemistry using environmental
issues as a motivating theme.
relations.
Faculty: Harumi Moruzzi (cultural studies, literature,
sophomores.
science.
accepts up to 25
Program is preparatory for careers and future studies
in cultural studies, literature, film studies and international
exploration
and 50 percent
program
Major areas of study include cultural studies, Japanese
writing.
freshmen
environmental
independent
cinema and
investigate questions such as: What should we do about global
warming? Why does the ozone hole form in the Antarctic
spring?
During'fall
quarter, we will focus on chemistry topics such as
media.
When
the
Soren
stoichiometry and molecular shapes; during winter quarter, we
will move to equilibrium and chemical kinetics. Students will be
Kierkegaard
proclaiming
chose "that individual" as his own epitaph, he was
himself as an individual, the only concrete mode
introduced to topics in chemistry primarily through workshops
and small-group activities and will also gain lab experience. Each
of human existence, though at the same time he was keenly
aware of the consequence of such a stance: an unidentifiable
feeling of dread and anxiety derived from being an individual
student will choose an environmental problem as a topic for a
research project. Scientific writing is a focus of the program,
and students will be required to meet weekly with a writing
tutor to strengthen their writing skills.
18th-century
as the sole responsible
America, the conception
agents
with
Danish
philosopher
agent for what he was. However, in
of individuals as autonomous and free
an inalienable
right
to pursue happiness
seems
to have been accepted quite cheerfully, and indeed without
much anguish, as a self-evident truism throughout
much of
its history, manifested variously in the self-acquisitiveness
of
Benjamin Franklin's Poor Richard, to Thoreau's "rugged"
selfreliance, to the Great Gatsby's misguided self-creation. True,
at times such as the 1950s, some books like William Whyte's
The Organization
Man and David Riesman's The Lonely Crowd
revealed the conformist tendencies of individuals belonging
to some American communities; however, these books were
written precisely to criticize the group orientation
of certain
segments of society, while reclaiming the value of individualism
in America.
Meanwhile, in Japan, which often appears to emphasize
the
opposite
human
values from
the
American
ethos,
the
importance of group cohesion and harmony rather than, to the
horror of most Americans, individual rights or happiness, has
been stressed throughout much of its history. In fact, Japanese
often seemed to consider themselves as the embodiment
of
concepts
such as nationality,
gender
or family,
rather
than
individuals.
Certainly, the reality is not as simple as these stereotypical
representations
of two societies indicate; nevertheless, this
Total: 16 credits each quarter.
Enrollment: 23
This program is also listed under Environmental
and Scientific
Inquiry.
Studies
34 I Programs for Freshmen
...I
...I
~
Introduction to Environmental Studies:
Native Identities, Ecology and Resources in
the North American Pacific Basin
Introduction to Natural Science:
The Structure of Life
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include biology, chemistry,
Major areas of study include physical geography,
cultural
precalculus
and political
sociology.
and
Class Standing: This all-level program
ecology,
anthropology,
Native studies
percent
Class Standing: This all-level program
percent
accepts
and mathematical
biology,
services, law, Native policies,
Canadian studies.
(mathematics,
Faculty: Martha Henderson
(Native studies, sociology),
studies, sustainability)
American
cultural
perceive
and
up to 33
Program is preparatory for careers and future studies in
Program is preparatory for careers and future studies
in resource management, environmental studies, social
North
accepts
freshmen.
Prerequisites: Strong algebra skills.
up to 25
freshmen.
peoples
biology.
(geography),
studies and
Gary Peterson
medicine
and environmental
studies.
David McAvity
physics), Clarissa Dirks (biology)
Native
Our world has been abundant with life since the first
single-celled
organisms emerged from the chemical soup of
Indigenous
period, life has evolved to an incredible degree of complexity,
both in the structure and function of individual organisms, and
Karen Gaul (anthropology,
early Earth three and a half billion years ago. In the intervening
Pacific
the
physical
environmental
chemistry,
Faculty: Jim Neitzel (biochemistry).
Basin
Basin
Native
region
from
perspectives.
In this
and
a unique
program,
set
of
we will
in the interactions
between them. But what is life exactly? What
are the physical and chemical processes of life that distinguish
it
focus on environmental
studies through the lenses of Native
rights, resources and Native identities.
We will emphasize
physical geography
and cultural and political ecologies from
the perspective of political and social histories of Native and
from ordinary matter? Are there mathematical rules that govern
the formation and growth of life? And, how does life evolve?
These are some of the fundamental questions that we will be
looking at in this program.
Indigenous groups in the region. We will focus on environmental
histories, issues of climate change and impacts on Native
This is an introductory-level
program, designed for students
who are prepared to take their first year of college-level science.
cultures,
Specifically, it will include a full year of introductory
biology,
chemistry and a foundation in mathematics, which will include
tribal,
local and global
sustainability;
Native resource
management strategies from historical, cultural and ecological
perspectives;
and Native
identity
formation
in a rapidly
changing world. The program will also include skill building
for environmental
studies students
analysis, Geographic
analysis, ethnography
environmental
including
field and lab data
Information
Systems (GIS). social data
and writing for social scientists within
work groups.
We will work on case studies
of
precalculus
during
fall
quarter
and topics
in mathematical
biology in the winter quarter. Our goal is to equip students with
the conceptual,
methodological
and quantitative
tools that
they will need to ask and answer questions that integrate
three disciplines.
Program
activities
will
include
lectures
these
and small-group
different tribal or Native groups. Local field trips will support
classroom and seminar investigations.
problem-solving
workshops, where conceptual and technical
skills will be developed. We will have significant hands-on lab
During fall quarter, we will become familiar with the regional
context of the North American
Pacific Rim, environmental
histories, Native tribal identities and social histories, as well
experience in biology and chemistry. We will also make use of
computer software for mathematical modeling investigations.
In seminars, we will explore historical ideas about the origins
as issues
of
sustainability.
Students
will
develop
research
of life, how theories
have developed,
and the
reactions
to
skills including GIS and spatial analysis, policy interpretation,
ethnography
and writing for social sciences in environmental
contexts. During the winter quarter, students will continue their
them in society. During spring quarter, students will have
the opportunity
to design and carry out their own laboratory
investigations, the results of which they will present in talks and
investigation
papers at the end of the quarter.
of regional
and Native topics from case studies.
We will write a case study of individual Native groups from the
perspective of social, cultural and environmental
relationships
This program will prepare students for more advanced work
in biology and chemistry, such as in the programs Molecule to
using the skills developed during fall quarter. The program will
include a series of books for seminar, lectures by faculty, guest
Organism and Environmental
speakers and local field trips.
Total: 16 credits fall and winter quarters;
Analysis.
12 or 16 credits
spring quarter.
Total: 16 credits each quarter.
Enrollment: 72
Enrollment: 72
A similar program is expected to be offered in 2008-09.
Special Expenses: Approximately
$100 for field trip
expenses.
and Scientific
This program is also listed under Environmental
and Native American
This program is also listed under Environmental
and World
Indigenous
Studies
Peoples Studies.
Inquiry.
Studies
Programs for Freshmen I 35
....•
....•
;f
Looking Backward:
America in the 20th Century
Made for Contemplation
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include visual arts, media arts,
Major areas of study include American
thought,
American
literature
meditative
arts, feminist
and writing.
economic
and mass culture.
Class Standing: This all-level program
percent
history,
accepts
theory,
art history,
Class Standing: This all-level program
up to 50
percent
freshmen.
photography
accepts
up to 50
freshmen.
Program is preparatory for careers and future studies in
Program is preparatory for careers and future studies in
the humanities and social sciences, law, journalism, history,
economics, sociology, literature, popular culture, cultural
visual arts, media arts, meditative
anthropology
arts, printmaking),
studies)
and teaching.
Faculty: David L. Hitchens (American
diplomatic
history),
arts and feminist
theory.
Faculty: Laurie Meeker (film, video), Joe Feddersen
Sarah Williams
(feminist
theory,
(visual
somatic
Jerry Lassen (economics)
This program is an inquiry into an awareness of the numinous,
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 and military
that sparked responses across the globe. In between, the United
States invented
flying,
created
atomic
weapons,
sent men to
the moon and began to explore the physical underpinnings
of
our place in the universe. 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, massive
destruction,
massive fortunes-all
are significant elements of
life in the United States.
Looking Backward will be a retrospective, close study of the
origins, development,
phenomena
expansion and elaboration
of "the mass"
and will place those aspects of national life against
which
Rudolf Otto,
amidst
the turmoil
of WWI,
explained
as
a "non-rational,
non-sensory
experience
or feeling
whose
primary and immediate object is outside the self." In numinous
experience everything but the experience of awareness falls
away. Just as lava lamps that were made for contemplation
60s inspired
renewed
interest,
Rudolf Otto's
articulation
in the
of the
numinous has also regained popularity. Amidst contemporary
global turmoil, we'll be asking what kinds of objects, spaces
and practices evoke for us, now, a non-rational,
non-sensory
experience or feeling that takes us outside the self to that which
is "wholly other."
Our study has two parts: we will examine
the recognized
numinous works of others from global contexts and develop
skills to create our own numinous art and experiences. We will
explore how artists and practitioners manufacture opportunities
for
contemplative
responses
through
visual
arts,
visionary
our heritage to determine if the political, social and economic
growth of the nation in the last century was a new thing or the
film, experimental
video and meditative
arts within transhistorical, cross-cultural and gendered contexts. This will lead
logical continuation
of long-standing,
forces in American life. While exploring
to experiments
history, economics,
sociology,
literature,
familiar impulses and
these issues, we will use
popular culture and the
tools of statistics to help us understand the nation and its place
in the century. At the same time, students will be challenged
to understand their place in the scope of national affairs, read
closely, write with effective insight and develop appropriate
research projects to refine their skills and contribute
to the
collective enrichment of the program. There will be workshops
on economic thought, student panel discussions of assigned
topics as well as program-wide
symposia. Each end-of-quarter
symposium
Students
will provide
a culmination
will gain valuable
experience
of the quarter's
in public speaking
work.
and
in creating
our own numinous
Reflection
on the
possible
inherent
disposition
of
our
neurophysiology
for numinous experience will be central to our
inquiry. Such reflection will require the cultivation
of analytic
skills as well as the contemplative
arts of listening and abiding
in silence. We'll cultivate the capacity to pay attention to our
awareness of experiences
to
response is silence.
Made
for Contemplation
Awareness: Writing
which
the
shares
and Renunciation,
education. There are possibilities
two learning communities.
presentation.
works through
skill development
in workshops and collaborative
projects in
visual arts, media arts, community service and meditative arts,
including yoga.
most
with
appropriate
the
program,
interests in contemplative
for collaboration
between
the
Total: 16 credits each quarter.
Total: 16 credits each quarter.
Enrollment: 46
A similar program will be offered in 2008-09.
This program is also listed under Culture, Text and
Language
and Society,
Politics,
Behavior
and Change.
Enrollment: 69
Special Expenses: Approximately
and media supplies
$330 each quarter
and yoga workshop fee.
This program is also listed under Culture, Text and
Language
and Expressive
Arts.
for art
36 I Programs for Freshmen
....•
....•
~
Models of Motion
Money, Molecules and Meds
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include physics, calculus and
Major areas of study include economics,
computer
pharmacology
programming
in Python.
Class Standing: This all-level program
percent
Class Standing: This lower-division
up to 25
accepts
freshmen.
50 percent
management,
and chemistry.
freshmen
and 50 percent
program is designed
sophomores.
for
Prerequisites: Precalculus.
Prerequisites: Strong algebra proficiency.
Program is preparatory for careers and future studies in
biology
physics, mathematics,
Program is preparatory for careers and future studies in
computer
science and education.
Faculty: TBA (math and physics). TBA (computer
science)
and chemistry
business, education,
humanities,
law and natural science.
Faculty: Glenn Landram (management,
Careful observation
of the physical world
reveals an
underlying order. The goal of physics is to build models that
Bastaki (pharmacology).
explain
This
scientific
this order. Crucial among
such models
are those that
explain the interactions between objects and the changes in
motion those interactions bring about. With the development of
new physical models come new mathematical
methods
needed
for describing
them. Calculus, for example, is enormously
successful as a tool for analyzing simple models of reality.
However,
for more complex
are needed.
situations,
We can simulate
approximate
these situations
methods
on a computer
using numerical methods or algorithms in order to understand
their behavior. Learning how to do that efficiently will be one of
the goals of this program.
During fall quarter, we will cover introductory
topics
in physics,
calculus
and
computer
programming
in Python
program
impacts
High school
recommended.
Lydia McKinstry
statistics), Maria
(chemistry)
will explore
the economic,
ethical and
of the pharmaceutical
industry on global
society. We will educate
from a variety of angles in order for
students to gain an appreciation of the critical issues involved
with disease diagnosis, drug development,
testing, regulation
and production. The program will use an organizing theme that
links the chemical and biochemical concepts of drug design
and development
with the economic, social and legal issues
associated with the demand, cost and feasibility of research.
During the fall quarter, we will survey the fundamental
principles of chemistry and molecular structure as they relate to
drug activity and function. We will also consider the biochemical
principles that are important in drug bioavailability, therapeutic
through small-group
workshops,
interactive
lectures, handson laboratory investigations and computer programming
labs.
Through our study of physics, we will learn about models of
efficacy and toxicity. We will explore the definition
the context of pharmaceutical
research priorities
motion
The regulatory, political and public policy processes involved in
moving a potential drug candidate from the research laboratory
and change
and the
process for constructing
them.
We will also learn how to use calculus to analyze these models
mathematically
and computer programming
to create efficient
simulations of them. In winter and spring quarters, our focus
will primarily be on physics and calculus, with the goal of
completing
a full year of university-level
physics and calculus
by the end of the year. During spring quarter, students will have
the opportunity to design and carry out laboratory or computer
investigations
of topics in physics that interest them.
profession
in disease diagnosis
through clinical testing and ultimately
be examined.
In the winter
quarter,
and treatment.
to the consumer will also
our inquiry will focus on the role of
pharmaceutical
and biotechnology
industries in public health
and society, as well as the ways in which these organizations
are structured and financed. We will compare the costs and
benefits associated with drug development as they apply to the
industry and society, including research, testing, production,
packaging and marketing. Historical accounts of the discovery,
development, testing and regulation of a few specific drugs will
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately
of the medical
of disease in
and the role
$125 for graphing
calculator.
A similar program is expected to be offered in 2009-10.
This program is also listed under Scientific Inquiry.
be presented along with the resulting public health and public
policy impacts. In addition, we will consider the economic,
social and geographical
factors associated with certain national
and global public health care issues.
Program activities will consist of
problem-solving
seminars. Our
workshops,
readings and
lectures,
small-group
laboratories,
field
trips
and
discussions will be concerned
with the economic,
ethical and scientific
aspects of the
pharmaceutical industry as they relate to the global community,
as well as individuals.
As appropriate,
we will use quantitative
methods to gain additional
insights into these concepts.
Students will undertake assignments focused on interpreting
and integrating the topics covered. This work will emphasize
critical and quantitative reasoning, as well as the development
of proficient writing and speaking skills.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: Approximately
$25 for field trips to local
museums, theaters
sessions.
and legislative
This program is also listed under Environmental
Scientific
Inquiry;
and Society,
Politics,
Behavior
Studies;
and Change.
Programs for Freshmen I 37
...•
....I
~
Our Place in Nature
Fall, Winter and Spring quarters
Major areas of study include environmental
studies,
philosophy, classical studies, political theory, history and
philosophy of science, art history, literature, writing and
quantitative reasoning.
Class Standing: This Core program
is designed
for freshmen.
Program is preparatory for careers and future studies in
philosophy, literature, history, environmental
studies and
education.
Faculty: Andrew Reece (classical studies),
(philosophy), TBA
Charles Pailthorp
"Nature" can mean several different things. In one sense,
nature is simply "what's out there," the material world-often
connoting the parts least affected by people. In another sense,
it is the world of living organisms, things that are born, mature
and die. This is the notion we detect in the Latin natura, with its
root in nascor ("to be born"). In a third sense, "nature" denotes
"essence,"
as when we speak of "the nature of politics" or
"human nature." Whatever we take the word to mean, we are
compelled to ask questions about our relationship to the natural
environment, to other species of animals and to our own nature
as humans. Are humans part of nature? Only in part? Wholly?
Not at all? We often imagine that people are rational, moral and
political animals. So, how do these qualities distinguish them
from, or give them special place within, the natural order? How
do these qualities implicate them in, or make them responsible
for, the natural order? Clearly, technology shapes how humans
understand
and deal with the natural order, but how do we
determine who is changing what, or what is changing whom?
In this program, we will identify and explore the many
tensions that arise among humans, human nature and the
natural order: between wilderness and civilization, technology
and preservation, public and private claims to the land; between
reason and the" animal" passions, substance and accident, the
fact of death and our hopes for immortality. We will conduct
this exploration with the help of poets, philosophers, historians,
artists, scientists and scholars from ancient Greece to the
present day.
Although the historical scope of the inquiry is broad, we
will focus on three periods when questions about our place in
nature have arisen with particular insight or urgency. During
fall quarter, we will begin with Greco-Roman antiquity, whose
mythical art and literature represents
humans as occupying
a privileged but precarious position between the animal and
the divine, and whose philosophy set forth the problems that
Western cosmology, physics, ethics and politics have been
trying to solve since. In this period, humans and the natural
order were, overall, understood
as elements in a purposive,
organic cosmos.
In winter quarter, we will move to the later Renaissance
and Early Modern periods. The very idea of order moved from
a purposive cosmos to a mechanistic, rationally intelligible
universe. Developments
in navigation, commerce,
and the
sciences
forced an increasingly
broad, larger and more
complex view of the world and the individual's place in it.
These developments
led Hobbes, Locke and others to contrast
"civil society" with a "state of nature," and propose concepts
of property, rights and persons that underlie our political and
economic realities today.
During spring quarter, we will study the period stretching
from the Industrial Revolution to the present, in which profound
changes in land use, energy sources, the sciences, transportation,
other technologies, and the economy have altered and continue
to alter the natural world and our relationships to it in ways
previously impossible to imagine. Again, these developments
have transformed and will continue to transform politics and
our conception of what it means to live and govern well, and
what is at stake when we don't.
Authors studied will include Homer, Hesiod, Aristotle,
Shakespeare,
Francis Bacon, Thomas Hobbes, John Locke,
Jean-Jacques
Rousseau, Karl Marx, Thomas Kuhn, Richard
White, among others.
Students should expect to complete
a great deal of
reading and to write and revise many essays and descriptive
narratives. We will also work on developing skills of observation
and the analysis and interpretation
of artistic forms as well as
of quantitative data. An early field trip to the Grand Coulee
Dam area will introduce us to some of the complex ways in
which geological, economic, and technological forces implicate
us in the transformation of nature and in ways in which we are
transformed by it.
Total: 16 credits
each quarter.
Enrollment: 69
Special Expenses: $100 for a five-day field trip to the Grand
Coulee Dam area.
Perception, Mind and Reality
Fall, Winter and Spring quarters
Major areas of study include Western psychology,
ethnomusicology,
sociology, Asian psychology, cultural
studies, perception, psychophysics,
consciousness
studies
and research.
Class Standing: This Core program
is designed
for freshmen.
Program is preparatory for careers and future studies in
psychology, music and sociology.
Faculty: Don Middendorf (biophysics), Ryo Imamura
(psychology), Sean Williams (ethnomusicology)
This yearlong interdisciplinary program explores the role of
perception in our understanding of the nature of reality. Drawing
from a variety of fields including psychology, sociology and the
arts, we will spend the year engaging ourselves in connections
between the mind, body and spirit. What can we learn from our
own experiences and the experiences of others, so that we can
more fully connect to our families, friends, communities, and
world? How do we focus our perceptions so that we do more
than simply react with fight-or-flight instincts to what we see,
hear or feel? What makes one person's experience more "real"
than another's? What if someone is colorblind or tone deaf? We
will try to gain access to diverse answers for these questions by
putting theory into practice with workshops in psychology and
playing music.
During fall quarter, we will begin to explore the basics
of Western psychology, cultural studies and music. We'll
study perception, memory and learning from perspectives
of
psychology, biology and psychophysics. In winter quarter, we
will expand into the science of music, psychomusicology, dreams
and aspects of Asian psychology. In spring quarter, students
will choose a faculty with whom to work extensively on more
in-depth studies. Possible areas of exploration include AsianAmerican psychology, consciousness studies, ethnomusicology,
transpersonal psychology and library research.
Our work will include lectures, workshops, films, seminars,
student-led activities and field trips. In addition, students will
work on assignments such as writing preparatory
papers for
seminars, doing creative work with the aim of uncovering an
important insight, researching and writing significant papers in
preparation for oral presentations
at the end of each quarter,
and doing independent
research on a topic connected to the
program in spring quarter.
38 I Programs for Freshmen
....I
....I
i2:
This is a rigorous, full-time program. Students are expected
to work about 50 hours each week (including class time) and
will benefit most from a full year commitment. Students should
be prepared to explore challenging and unfamiliar ideas in a
cooperative and friendly manner. It will be a lot of work and a
lot of fun.
Total: 16 credits
each quarter.
Enrollment: 69
Special Expenses: Approximately
trips and concert tickets.
$50 each quarter
for field
The Physicist's World
Fall and Winter quarters
Major areas of study include physics, philosophy,
philosophy of science, history of science and quantitative
reasoning.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies in
the sciences and humanities.
Faculty: Tom Grissom (physics). Neal Nelson (mathematics,
computer science)
Performing Arts Crossing Borders
Fall and Winter quarters
Major areas of study include Odissi dance, puppet theater,
performance,
cultural studies, critical studies, literature,
dance and movement, health and somatic studies.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies
in fields that require collaboration,
cross-cultural literacy,
performance,
theater arts, dance, movement, puppet
theater, health and somatic studies.
Faculty: Ratna Roy (literature, dance, performance,
studies). Ariel Goldberger
(theater, puppet theater,
theater/design,
performance,
dance)
cultural
technical
This program will offer students an opportunity to study
traditions of performing arts in their native contexts and in the
Asian Indian and Balinese Diasporas. Studies will explore issues
of dynamism and stasis in traditional arts and the relevance of
new influences in existing and evolving ancient traditions. It will
study issues of hybridity, borderlands,
and cultural crossings,
as related to the performing arts, and require students to
create performances addressing these issues. Student projects
will allow for exploration of issues of appropriation,
cultural
colonialism, and the influences of economy and globalization.
Students will have the opportunity to focus on specific
traditions of puppetry and dance, using different modes of
knowledge.
These may include experiential
modes, master
classes, contextual studies and cognitive learning process such
as critical readings, creative and analytical writing.
Students will participate in weekly movement, Odissi dancetheater, and puppet theater workshops.
The performance
aspect of the program will deal with themes related to ecofeminism, politics of self-representation,
immigration, national
identity, hybridity, borderlands and cultural crossings. At the
end of the program, students will participate in presentations
of performance skills.
Total: 16 credits
each quarter.
Enrollment: 48
Special Expenses: Ticket fees $50 each quarter; material
fees $50 each quarter; costume maintenance $15 each
quarter.
This program is also listed under Culture, Text and
Language and Expressive Arts.
The 20th century has brought about a revolution in our
understanding of the physical universe. We have been forced to
revise the way we think about even such basic concepts as space
and time and causality, and about the properties of matter.
An important part of this revolution has been the surprising
discovery of fundamental ways in which our knowledge of the
material world is ultimately limited. These limitations are not the
result of surmountable
shortcomings in human understanding
but are more deeply rooted in the nature of the universe itself.
In this program, we will examine the mental world created
by the physicist to make sense out of our experience of the
material world around us, and to try and understand the nature
of physical reality. We will ask and explore answers to the twin
questions of epistemology: What can we know? How can we
know it? Starting with the Presocratic philosophers,
we will
continue through each of the major developments
of 20thcentury physics, including the theories of relativity, quantum
theory, deterministic chaos, and modern cosmology. We will
examine the nature and the origins of the limits that each
imposes on our ultimate knowledge of the world.
No mathematical prerequisites are assumed. Mathematical
thinking will be developed within the context of the other ideas
as needed for our purposes. The only prerequisites are curiosity
about the natural world and a willingness to read and think and
write about challenging texts and ideas. We will read primary
texts, such as works by the Presocratics,
Plato, Lucretius,
Galileo, Newton and Einstein, plus selected
contemporary
writings on physics. In addition to the other texts, a book-length
manuscript has been written for this program, and will serve
as an extended outline and guide to the works and ideas that
we will read and discuss. Fall quarter will concentrate
on the
period up to the beginning of the 20th century; winter quarter
will cover developments during the 20th century.
Total: 16 credits
each quarter.
Enrollment: 48
This program is also listed under Culture, Text and
Language and Scientific Inquiry.
Programs for Freshmen I 39
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The Science of Sustainable Buildings
Seeds of Change: Food, Culture and Work
Fall quarter
Fall, Winter and Spring quarters
Major areas of study include environmental
physics, civil
and mechanical engineering,
history of world architecture
and sustainable building and design. All science content is
lower-division science credit.
Major areas of study include food systems, agricultural
ecology, history, political economy, race and labor studies,
literature and cultural studies.
Class Standing: This all-level program
percent freshmen.
Program is preparatory for careers and future studies in
food systems or agriculture, political economy and cultural
studies.
accepts
up to 25
Prerequisites: There are no specific subject prerequisites,
but ability to calculate and read carefully will be essential.
Program is preparatory for careers and future studies in
applied physical sciences, architecture,
sustainability and
engineering.
Faculty: Rob Knapp (physics, ecological
design)
How do buildings stand up? How do you design buildings
for earthquakes,
solar energy, or good indoor air? How do
basic services like electricity or plumbing actually work? What
do natural organisms, like plants or animals, have to teach us
about good ways to build? These are some of the questions
this program will consider. The emphasis will be on sustainable
designs that have been proven in real-world projects. The work
will cover the basic scientific concepts that affect the structure
and operation of buildings and the basic techniques by which
they are used in designing or analyzing buildings. The program
should be useful both to students considering further study of
architecture or engineering, and equally to students who want
to learn some college-level science with important real-world
applications.
We will study both new and old approaches
to building
design. Since both high technology and traditional indigenous
methods have important insights and examples to contribute,
we will try to understand the natural forces and processes at
work in all of them. Most topics will include an introduction to
the basic estimating techniques used by professionals in this
area. We will also consider the values embodied in the various
approaches we study, as expressed in the symbolism, aesthetics
and political economy associated with them. For example, we
may try to understand and evaluate the ways in which southwest
England's Eden Project has been shaped by a mix of commercial
and environmental values.
Topics will include structures, heating, light, sound, solar
and other forms of energy and sustainable materials, and we
will use illustrated lectures, skill workshops, site visits and book
seminars to address them. There will be assignments to make
daylight models, measure household energy use, practice with
design estimating techniques and do research on a significant
recent building, in addition to weekly readings in a background
text as well as related books and articles. Students can expect
to build skill in quantitative
reasoning, descriptive writing,
architectural drawing and sustainable design methods. There
will also be some attention to model-building and computerbased graphics.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$25 to $50 for drawing
supplies; approximately
$20 for one overnight field trip in
mid-quarter;
as well as purchase of a scientific calculator
(TI-30XA or equivalent).
This program is also listed under Environmental
Expressive Arts; and Scientific Inquiry.
Studies;
ClassStanding: This Core program
is designed
for freshmen.
Faculty: Martha Rosemeyer (agricultural ecology). Tony
Zaragoza (political economy), Alice Nelson (Latin American
cultural studies)
We all eat to live, but how often do we stop to ask where
our food comes from? How was it grown? Who cultivated and
harvested it? How did it arrive at our tables? Do we all have
the same access to food? How have the migration of workers
to harvest food, as well as their movements for social justice,
created new forms of culture, from protest songs to teatro
campesino (farmworkers' theater)?
This program seeks to address these questions by examining
the intersections of food ecology, labor history and cultural
change. Fall quarter will focus on three specific commodities:
apples, bananas and sugar. In each case, we will explore a given
crop as it has impacted environmental,
economic, social and
cultural relationships over time. For example, apples are a crop
that symbolizes Washington state nationally and internationally.
We will study the ecological conditions for cultivating this crop,
its environmental impact, the ways it is harvested and traded,
how workers have attempted
to organize themselves,
and
the literature and art that have aided their social movements.
We will explore how systems of power-involving
race, class
and gender, among others-shape
work, access to food,
governmental policy and environmental sustainability. During a
field trip to Eastern Washington, we hope to talk with workers
during the fall apple harvest, and hear from local artists and
poets about their cultural work relating to agricultural life and
social change.
During fall quarter, a typical week will involve lectures,
seminar discussions,
films and workshops
on quantitative
reasoning and expository writing. Students will write frequent
essays about readings in environmental science, social science
and the humanities. Basic concepts in these fields will emerge
from our case studies. In addition to the field trips, there will
be a few organized opportunities for putting our learning into
action through volunteer work with local non-profit groups
focusing on food issues.
In winter quarter, we will further develop our understanding
of concepts introduced in the fall, moving from specific crops to
a larger view of intersecting social and environmental systems.
Throughout winter quarter, we will continue to have seminars,
lectures and field trips as a program. In addition, students will
research crops of their own choosing, developing case studies
along the lines we explored together in the fall. During the
quarter, there will be workshops in qualitative and quantitative
research methods to support students' projects. Students will
have the opportunity to present their learning to the larger
community, first in the form of posters or short skits about food
issues, and later in a more formal research presentation
at the
quarter's end.
During the spring, students will bridge theory and practice
by combining their continuing studies on campus and through
field trips with internships at community organizations. Students
40 I Programs for Freshmen
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I-
3:
BEGINNING
WINTER
QUARTER
i
Z
will focus on specific topics with faculty and will meet together
to discuss their community-based
learning.
Total: 16 credits
Enrollment:
Internship
approval.
each quarter.
69
Special Expenses:
trip expenses.
how these can be applied to watershed
management
and
restoration ecology and its role in rescuing degraded aquatic
habitats.
II
Approximately
Possibilities:
$75 each quarter
Spring quarter
for field
with faculty
I
Total: 16 credits each quarter.
Enrollment: 46
Special
trips.
Expenses:
l
OFFERINGS
$175 each quarter
BEGINNING
for overnight
field
WINTER QUARTER
Sustainable Aquatic Ecosystems
Fall, Winter and Spring quarters
Computer Science Foundations
Major areas of study include general biology, freshwater
ecology, sustainability of aquatic systems, aquatic biology,
river restoration and political ecology.
Winter and Spring quarters
Class Standing:
freshmen.
This Core program
is designed
for
Major areas of study include design of computer programs,
algorithms and data structures, discrete mathematics and
computer architecture.
Program is preparatory
for careers and future studies in
environmental
studies, freshwater biology, political ecology,
ichthyology, community ecology and sustainability.
Class Standing: This all-level program
percent freshmen.
Faculty: Amy Cook (aquatic biology). Robert Cole (systems
science, sustainability)
Program is preparatory
for careers and future
computing, science, mathematics and education.
Prerequisites:
Faculty:
Water is one of the most important chemical compounds
in our lives. It is the presence of water on our planet that
has allowed life to develop here. We could not live without
freshwater, but everyday, all over the world people are doing
things that degrade the quality of our water resources and
reduce the quantity of it that is available for our needs and the
needs of other organisms. In Sustainable Aquatic Ecosystems
we will study the needs of organisms, including ourselves, for
water and how we can act today to assure future generations
of humans, fishes, frogs and dragonflies sufficient amounts of
high-quality water.
This program will look at a variety of concepts centered on
freshwater biology, human impacts on aquatic systems and the
sustainable use of our freshwater resources. The primary learning
goals for students in the program include the development
of a solid grounding in the biology of aquatic organisms and
their ecology and evolution, an understanding
of the basic
hydrological and geological processes at work in watershed
structure and function, the development
of good writing and
observational skills, and an understanding
of how humans use
and impact water resources and how we can modify that use to
provide future generations with safe and plentiful water.
In fall quarter, we will adopt a systems approach to the
hydrological cycle, and will focus on watershed structure and
function. We will examine the structure, physiology and taxonomy
of aquatic organisms through lectures and labs. Students will
be introduced to the foundational concepts of field ecology
including observations,
sampling and measurement.
Seminar
readings will provide examples of how humans view aquatic
ecosystems and how those views impact their interactions with
those systems. In winter quarter, we will continue to study the
interactions of aquatic organisms and the structure of aquatic
communities through ecology and evolutionary biology and
learn more advanced field techniques in freshwater biology. We
will explore introductory topics in limnology. In spring quarter,
we will look at the human-aquatic system interaction in more
detail. We will study the major concepts of sustainability and
Strong algebra
TBA (computer
accepts
up to 25
skills.
science,
studies
in
mathematics)
The goal of this program is to lay a firm foundation for
advanced work in computer science. Our work will emphasize
knowledge ofthe fundamentals, including discrete mathematics,
program design, algorithms and data structures, and computer
architecture. Individual and collaborative problem-solving
will
also be stressed.
The content of this program 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 three interwoven
themes. The computational organization theme will begin with
object-oriented
programming in Java and the organization of
hardware and software into a functional system. The discrete
mathematical theme will develop the mathematical tools and
abstract ideas that support problem solving in computer
science. The history and social implications of technology theme
will explore the context in which quantitative and computerized
tools have been developed and applied.
Total: 16 credits
Enrollment:
each quarter.
24
Special Expenses: Students can expect expensive
textbooks, approximately
$200 each quarter.
A similar program
This program
is expected
to be offered
is also listed under
in 2008-09.
Scientific Inquiry.
Programs for Freshmen 141
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Gender and Culture: Japanese and American
Literature and Popular Culture
Winter quarter
Major areas of study include Japanese literature, American
literature, cultural studies, film studies, gender studies and
expository writing.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies
in cultural studies, literary studies, gender studies and film
studies.
Faculty: Harumi Moruzzi (cultural studies, literature, film
studies)
It is often said that American and Japanese
cultures
represent diametrically opposed
values in many aspects of
human behaviors and customs. For instance, while American
culture emphasizes the importance of individuals over groups,
Japanese
culture dictates group cohesion; while Japanese
women are valued most as wives and mothers, American
housewives may feel severely undervalued
if they are not
wage earners. Needless to say, the reality is not as simple as
these stereotypical
perceptions
indicate; nevertheless,
this
dichotomized
cross-cultural
frame presents
an interesting
context in which we can explore many human issues, particularly
gender issues. Thus, in this program, we explore the concept
of gender through the critical examination of American and
Japanese literature, theoretical essays and popular culture.
Atthe beginning ofthe quarter, students will be introduced to
the rudiments offilm analytical terms to develop a more analytical
and critical understanding of the film-viewing experience. Early
in the quarter the students will also be introduced to the major
literary theories in order to become aware of varied approaches
to literary analysis and interpretation.
After familiarizing
themselves with these analytical and theoretical foundations,
students will examine representations
of gender and culture
as well as their interrelationships
in American and Japanese
literature and popular culture through lectures, workshops,
book and film seminars as well as expository writings.
Total: 16 credits.
Enrollment: 24
Special Expenses: Up to $30 for a field trip.
This program is also listed under Culture, Text and Language.
Taking Things Apart:
A Scientific and Artistic Exploration
loss of the vital force. But in the best scenario, for both art and
science, carefully isolating and understanding
the individual
parts actually reconstitutes the original object of study, bringing
a greater appreciation for the whole that is greater than the
parts. And sometimes, taking things apart results in an entire
paradigm shift in our consciousness:
suddenly, the ordinary
becomes extraordinary.
In one strand of this program, we will be using a biologist's
tool kit and the scientific method to take apart living organisms
and to explore how they function. Science relies on making
careful
observations,
formulating
predictions,
testing
hypotheses with experiments, and placing those results within
the framework of a conceptual
model. We will learn how
biology takes apart and studies life at many different levels. In
the laboratory, we will examine structures down to the level
of individual cells by using microscopes, and even find ways
to isolate and visualize the underlying molecules. We will
investigate how defects produced by genetic mutations can
reveal the function of normal biological processes.
Another strand of the program takes visual art as its
point of departure. Here, we will work with different sorts of
tools-camera
and charcoal pencils, for example-both
to take
things apart, and to construct new things. We will learn the
basics of drawing and photography
in order to study life at a
more macroscopic level than in the biology lab. Ultimately, our
goal here is the same as that of the scientist: to reconstitute
and reanimate the world around us. By doing so, we hope to
enhance our connection with and appreciation of the mysteries
of life.
Finally, there are some ideas for which literature provides
a far more sophisticated
and satisfying approach than either
science or the visual arts. Thus, in a third strand, we will
examine how literature depicts and takes apart that complex
set of emotional and behavioral interactions
that we call
"love." Authors that we may read include Shakespeare,
Henry
James, Milan Kundera, Nadine Gordimer, John Berger, Haruki
Murakami and Louise Gluck.
Our goal is to weave these three strands together, in the
hopes of producing a fabric of understanding
about the world
that is informed by both cognition and intuition.
Faculty Signature: Freshmen who wish to apply must
submit a writing sample (either a paper from a literature
class or documentation
of a major project from a biology
or chemistry class). Freshmen must schedule an interview
with the faculty in order to obtain a faculty signature. For
information, contact Bob Haft, (360) 867-6474 or haftr@
evergreen.edu
or Donald Morisato, (360) 867-6026 or
donaldm@evergreen.edu.
Interviews will be held during the
Academic Fair, November 28, 2007. Those students who
submit their writing sample in advance of the Academic Fair
will be given priority. Qualified students will be accepted
until the program fills.
Total: 16 credits each quarter.
Winter and Spring quarters
Enrollment: 48
Major areas of study include biology, drawing, history and
philosophy of science, literature and photography.
Special Expenses: $150 to $200 for art supplies.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Prerequisites: One year of high school biology or chemistry.
Faculty signature required (see below).
Program is preparatory for careers and future studies in
art, science and the humanities.
Faculty: Bob Haft (visual art, photography,
Donald Morisato (biology)
expressive
arts),
Both science and art take things apart. In some instanceslike the evisceration of a frog or an overly analytical critique of
a poem or a piece of visual art-the
process can result in the
This program is also listed under Expressive
Scientific Inquiry.
Arts and
3:
42 I Programs for Freshmen
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OFFERINGS BEGINNING
SPRING QUARTER
Algebra, Algorithms and Modeling:
An Introduction to Mathematics for
Science and Computing
Alchemy: Spiritual and Chemical
Spring quarter
Spring quarter
Major areas of study include chemistry,
and art history.
history of science
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
Prerequisites: Strong algebra
for
skills.
Major areas of study include algebra,
computer science.
Class Standing: This all-level program
percent freshmen.
precalculus
accepts
and
up to 40
Program is preparatory for careers and future studies in
the sciences, education and mathematics.
Program is preparatory for careers and future studies in
humanities, natural science and education.
Faculty: Neal Nelson (computer
Faculty: Lydia McKinstry (chemistry),
philosophy of science)
Western science relies on mathematics
as a powerful
language
for expressing
the character
of the observed
world. Mathematical models predict the behavior of complex
systems, within limitations. Modern computing has significantly
magnified the power of mathematical
modeling and helped
shape new models that increasingly influence 21 st-century
decisions. This program will explore the ways mathematics
and computing are used to construct the scientific models
that express our understanding
of the natural world. Students
will explore computing, study mathematical abstractions and
develop the mathematical skills needed to express, analyze and
solve problems arising in the sciences.
The common basis for the mathematics we know today
arose from ancient Greek philosophies
and the scientific
revolution of the 17th and 18th centuries when the predictive
power of science became a significant influence on the world.
An historical component of the program will allow students an
opportunity to develop the mathematical concepts and skills
of today by expressing, analyzing and solving problems within
the original historical contexts in which they arose in the natural
sciences.
This program is intended for students who want to gain a
fundamental
understanding
of mathematics and be exposed
to computer science before leaving college or pursuing further
work in mathematics, teaching or the sciences. The emphasis
is on the development
of fluency in mathematical
thinking
and expression while reflecting on the role and influence of
mathematics in the history of science. Topics include college
algebra and pre-calculus, introduction to modeling, history
of science and introductory concepts in programming.
This
program is not intended for students who have had calculus or
are otherwise ready to take calculus.
Kevin Francis (history,
Alchemy was a scientific pursuit that integrated chemistry,
astrology,
art, metallurgy,
medicine
and mysticism. The
philosophical and practical roots of alchemy span ancient China
and India, classical Greece and Rome, Arabia during the Islamic
Golden Age, and medieval Europe. Today alchemy is of interest
mainly to historians of science. However, the metaphysical and
spiritual aspects of alchemy continue to intrigue philosophers,
theologians and artists.
In this program, we will explore the origins of both spiritual
and chemical alchemy. We will look atthe parallel development of
these two strands and study their influences on modern science
and philosophy. Part of our inquiry will focus on the chemical
principles and processes discovered by early alchemists. In
addition, we will learn how seemingly magical transformations
are now the mainstay of today's chemical industry.
Program activities will include lectures, problem-solving
workshops, laboratories, field trips, seminars and independent
projects. Most of our readings and discussions will be concerned
with the history of alchemy as it relates to modern philosophy
and science. Students will undertake
assignments
focused
on interpreting and integrating these themes. This work will
emphasize critical and quantitative reasoning, as well as the
development of proficient writing and speaking skills.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
$40 for field trips to the
Tacoma Museum of Glass, other museum exhibits and/or
theater performances
in Portland, Oregon or Seattle,
Washington.
This program is also listed under Scientific Inquiry.
science,
mathematics)
Total: 16 credits.
Enrollment: 24
A similar program is expected to be offered in 2008-09.
This program is also listed under Scientific Inquiry.
Programs for Freshmen I 43
CJ
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Awareness: Omnia Extares in Hesychia
Basic Botany: Plants and People
Spring quarter
Spring quarter
Major areas of study include education, consciousness
studies, creative writing, social and cultural studies, feminist
theory, history and somatic studies.
Major areas of study include introductory
plant science,
economic botany, field botany, expository writing and
independent
research in botany.
Class Standing: This all-level program
percent freshmen.
ClassStanding: This Core program
accepts
up to 25
is designed
for freshmen.
Program is preparatory for careers and future studies
in education, consciousness
studies, creative writing, social
and cultural studies, feminist theory and somatic studies.
Program is preparatory for careers and future studies in
conservation,
ecological agriculture, ecological restoration,
forestry, herbology, natural resource management,
plant
ecology, or plant taxonomy.
Faculty: Bill Arney, Sarah Williams
Faculty: Frederica
Awareness-a
program
devoted
to exploring
the
complementarity
of ascetical and critical studies-has
been
offered in various forms for the past three years. It has raised
questions for the college, faculty and students: What is the
value, or the virtue, of contemplative
education in modern
institutions of higher education? Can we reclaim the virtues
of Evergreen's
mascot or animal totem-the
geoduck's
predisposition
for stillness (hesychia) and letting it all hang
out-as we contemplate anew what is extolled when we sing our
alma mater, "Omnia Extares!" at graduation ceremonies? Our
collective inquiry will involve a look back-through
important
texts, student work and evaluations, institutes and retreats,
programs at other institutions-to
help answer these questions.
Join us as we assess, appreciate, and incorporate within our
own work together the best of what has been learned about
the influence of this curriculum on learning communities as well
as on collegiality at the college.
In addition to this core work for everyone in the program,
students also will design their own learning experiences. These
field studies, which will constitute up to half the work of the
quarter, can be anything: walking, reading, sailing, midwifery,
writing, gardening,
Aikido, hospice care, welding, cooking,
meditation,
etc. (These may seem mundane activities but
any independent
work will be undertaken knowing that your
work, reflections and study will be conducted in light of the
bookish and somatic inquiries of the program.) Each person will
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?
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 reflectionawareness-and
learning.
As a learning community we will participate in mind-body
practices, as well as bookish study, that facilitate and enhance
our ability to reflect on our current situation in historical, crosscultural and gendered contexts.
Basic Botany: Plants and People
is an introductory
program in plant science. Our focus will be on developing an
understanding
of both the natural and cultural dimensions of
the kingdom Plantae. We will attempt to address the following
questions: How does present form and function inform us about
the evolution of various groups of plants? How does the form
and function of plants shape animal/plant interactions? People
use plants to build houses and to make baskets, furniture and
a variety of other material objects. Globally most food and
medicines are derived from plants. Why do people use the
plants they do? What meaning do people give to plants?
We will work through a botany textbook learning about plant
anatomy, morphology, systematics and ecology. Lectures based
on the textbook readings will be supplemented
with laboratory
work. Students will get hands-on experience studying plants
under microscopes and in the field. Seminar readings will be on
the general theme of plants and people. Readings and films will
cover such topics as horticulture, agriculture and ethnobotany
including herbology and basket making. In addition, we will
explore the religious, folkloric, mythological
and historical
meanings given to plants. Students will learn library research
methods and complete a research project, of their choosing,
related to plants and people. Time will be spent helping
students improve their ability to write a research paper that is
thesis driven and supported with evidence from the scientific
literature. Students will also learn basic plant identification of
common species. To support their work in the field, students will
learn how to maintain a detailed and illustrated field journal.
Total: 16 credits.
Enrollment: 48
Special Expenses: $30 for yoga workshops.
A similar program is expected to be offered in 2008-09.
This program is also listed under Culture, Text and
Language.
Bowcutt (botany)
Total: 16 credits.
Enrollment: 23
Special Expenses: $200 for field trip.
Internship Possibilities: With faculty approval.
44 I Programs for Freshmen
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Beyond Words
Designing Languages
Spring quarter
Spring quarter
Major areas of study include drawing,
art history,
dance, anthropology
Class Standing: This all-level program
percent
movement,
Major areas of study include linguistics
Butoh,
accepts
Class Standing: This all-level program
up to 25
percent
freshmen.
Program is preparatory
expressive
arts therapy,
for careers and future studies in
movement
theater
and visual arts.
languages
and computer
Faculty: Susan Fiksdal (linguistics,
(performance
(computer
The human figure is dynamic and expressive-its
performance,
drawings
and sculpture
speak
without
the
utilizing
words.
inexpressible"
Indeed,
hinges
the belief that art "expresses
on the
transcending
common
language
heart, mind and soul in another,
language.
In Beyond
capacity
be the
Words,
through
gesture.
One
idea
of art's capacity
the body's
and life drawing.
may think
for
and text to speak to the
more complex and focused
we will explore
movement
gestures
volumes
of simple
expressive
Our focus will
gestures
absent-
up to 25
Program is preparatory for careers and future studies in
linguistics,
studies)
accepts
freshmen.
Faculty: Lisa Sweet (visual arts), doranne crable
in
and computer
science.
and writing.
science.
French), Judy Cushing
science)
Have you wondered about the ways languages work? Do
you think about how thoughts get translated into language?
Have you explored
differences
between
natural languages
(such as English or French) and artificial
computer
programming
languages
(such as
languages)? Do you know in what ways
computer languages are similar to natural
ways in which they differ?
languages
and the
In this program, we will explore these questions by studying
natural language, learning a computer language, and designing
a language. Specifically, students will study the structure and
mindedly used to communicate on a daily basis: the hailing of
a bus, waving at a passing acquaintance, a facial expression
of displeasure, the ritual of washing one's face, or embracing
a beloved.
The impressionists
made much of these small
function
of human language
through
an introduction
to
the field of linguistics. This will involve a study of phonetics,
gestures-the
that makes pleasing designs using some principles of geometry
in a step-by-step
process. We will work on the connections
between natural and artificial languages and we will consider
picking of peaches, dance rehearsals and images
of the bath were among the simple gestures these artists
focused on to create works of art. Likewise, the history of dance
has been rooted
in a broad range of both grand and humble
gestures of physical human expression to convey meaning. The
gesture as ritual, communication,
form and movement will be
at the heart of our work.
In drawing,
we refer to the gesture in two ways: as the pose
of the body, and as a type of loose, quick preliminary
than anatomical accuracy. In dance and movement, we refer to
the gesture as the first element in a phrase (initiation) leading
to where the gesture creates movement
through full-body
(follow-through
and recuperation).
Paralleling
the use
of gesture in drawing, in dance it serves a similar purpose: it is
subtle, often quick, and expresses a moment of memory so that
the postural pose can carry forward to reaction or response.
Intensive workshops on life drawing and fundamentals
of
movement with a focus on Butoh technique will form the core
of our work. Students who are self-motivated
and are able to
commit, without reservation, to collaborative work will benefit
from our inquiry. Expect about 50 hours of work in class and
outside
of
class:
in studios,
out-of-class
reading texts that will enrich our understanding
assignments
and
of the body and
the expressive power of its movement. Lectures and readings
on the use of the body in performance
and art history will
complement our studio work.
Total: 16 credits.
Enrollment: 40
Special Expenses: Approximately
$40 for drawing
This program is also listed under Expressive Arts.
morphology,
syntax, discourse,
metaphor
and
Students will learn LOGO, a computer language
the implications of language design. Some of these implications
include considering other sorts of language such as music and
mathematics,
writing
systems, the intersection
language and the functions of language.
work collaboratively to create a language.
of culture
and
Finally, students
will
drawing
that captures the essence of the human figure's pose. These
drawings aim for accuracy of emotion and movement rather
posture
phonology,
pragmatics.
materials.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately
$15 for final project
expenses.
A similar program is expected to be offered in 2010-11.
This program is also listed under Culture, Text and
Language
and Scientific
Inquiry.
Programs for Freshmen I 45
Cl
Z
Q2
D..
V)
HOLLYWOOD
Invertebrate Zoology and Evolution
Spring quarter
Spring quarter
Major areas of study include film analysis and criticism,
American film history and political economy, politics of
representation,
anthropology
of visual communication,
cultural studies and literature.
Major areas of study include invertebrate
zoology,
invertebrate
zoology lab, evolution and microscopy.
Class Standing: This Core program
Prerequisites: Two quarters
studies program.
is designed
of an Evergreen
Class Standing: This all-level program
percent freshmen.
for freshmen.
coordinated
accepts
up to 25
Prerequisites: Two quarters of college-level general biology
or Introduction to Environmental Studies: Natural Resources,
Oceans and Global Climate Change.
Program is preparatory for careers and future studies in
the arts and the humanities.
Program is preparatory for careers and future studies in
zoology and the biological sciences.
Faculty: Virginia Darney (literature,
Cloninger (film, television)
Faculty: Erik V. Thuesen
American
studies),
Sally
Hortense Powdermaker, in her classic 1950 anthropological
study of Hollywood, trenchantly observes that the Hollywood
system "represents
totalitarianism
. . . In Hollywood the
concept of man [sic] as a passive creature to be manipulated
extends to those who work for the studios, to personal and
social relationships, to the audiences in the theaters and to the
characters in the movies."
HOLLYWOOD will study and critique the 20th-century
Dream Factory. We will explore the studio system, the star
system and the films that they produced. Beginning with the
first silent films, we will engage with specific moments that grew
out of the Hollywood cultural and economic system, such as the
politics of representation
and the work of D. W. Griffith; the
Production Code and the Screwball Comedies of the 1930s;
the Cold War and science fiction; the "kitchen sink" drama and
the House Un-American Activities Committee blacklist of the
1950s; gender politics and sexualized starlets and the casting
couch. In addition, we will look at aspects of the American
and international
film industries that attempted
to create
alternatives to the Hollywood machine.
Students
should expect to analyze, discuss and write
about film each week; read fiction, social science, film history
and memoirs; complete a series of research projects in several
media, from performance to multi-media; develop study guides
and facilitate small seminar discussions of films; and conduct
significant research on a program theme.
(zoology)
Invertebrate animals comprise an extremely diverse group
of organisms, and knowledge of invertebrate zoology is a key
component to understanding
biodiversity on the planet. This
program will examine the invertebrate
phyla with particular
regards to functional morphology,
phylogeny and ecology.
The evolution of invertebrates
will be an underlying theme
throughout
the course. Students will study the science of
evolution through seminar readings and oral presentations.
The proximity of Evergreen's campus to various marine, freshwater and terrestrial habitats provides excellent opportunities
to study many diverse groups of invertebrate
organisms.
Emphasis will be placed on learning the regional invertebrate
fauna. Fundamental laboratory and field techniques in zoology
will be learned, and students will be required to complete a
research project utilizing the available microscopy facilities
(light and scanning electron microscopes). This program will
include extensive work in both the lab and field.
Total: 16 credits. Upper-division science credit will be
awarded for upper-division work.
Enrollment: 24
Special Expenses: Approximately
$175 for overnight field
trip; approximately
$10 for dissection tools; above average
book costs.
This program is also listed under Environmental
and Scientific Inquiry.
Studies
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
analysis materials.
$50 for film research
and
""
46 I Programs for Freshmen
CJ
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a.
'"
Learning About Learning
Mask and Movement:
Symbolic Theater of East and West
Spring quarter
Spring quarter
Major areas of study include educational psychology,
socio-cultural
context of learning and expository writing.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
for
Program is preparatory for careers and future studies in
education, early childhood education, human services and
developmental
psychology.
Faculty: Sonja Wiedenhaupt
(psychology),
(teacher education, cultural anthropology)
Anita Lenges
Who are we as learners? How do we learn? How does
learning involve our physical, thinking, feeling, social and
cultural selves? In this program,
we will actively explore
what biology, developmental
psychology and education can
contribute to our understanding
of the relationship between
teaching and learning. We will also actively use the program
as a lab to observe our individual learning processes and to
experiment with different ways to engage learning.
The
program
will involve
reading,
writing,
visual
representation,
public presentation,
collaborative group work
and other tools we discover that we need to fully understand
what we set out to learn. The program will contain a variety of
learning laboratories, one of which will include a quarter-long
project in which groups work together to learn something of
their choice. The function of these learning laboratories is to
observe, examine, and apply learning theories and strategies.
This program will be useful to those who are thinking about
teaching as a profession. It will also be a very useful program for
those who are wondering about how to nurture and maximize
their learning as students. And of course, it will be useful to any
parent or future parent who wants to support, bring joy to and
nurture a sense of empowerment
in their child's experience of
learning.
Total: 16 credits.
Enrollment: 46
This program is also listed under Society, Politics, Behavior
and Change.
Major areas of study include theater, dance, performing
arts, anthropology,
intercultural communication
and writing.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
for
Prerequisites: Two quarters of a coordinated
studies
program or freshman composition and writing.
Program is preparatory for careers and future studies in
theater, dance, performing arts, anthropology
and cultural
studies.
Faculty: Rose Jang (theater);
Ratna Roy (dance)
All theaters are symbolic, but in this program, we are trying
to explore only those which purposefully incorporate symbolic,
abstract physical expressions as major hallmarks of their style.
All theaters are symbolic, because the origin of theater can
be found in symbolic gesturing and dance movements of the
ancient time in direct communication with the spiritual realm.
Masks were frequently used in ancient symbolic performances
to suggest natural spirits or supernatural powers in possession
of the body. Through history and across the globe, theatrical
performances
focused on the symbolic quality of face and
movement and have continued to engage our joy, interest and
imagination as both theater goers and practitioners.
In this program, we will study many theaters of East and
West whose masterful use of masks or movements or both
have kept the flaring sparks and deep spirit of ancient rituals
alive. In the Eastern tradition, we will look at such enduring
performance and aesthetic practices of symbolism as in Indian
dances, Chinese opera and Japanese Noh theater as well as
their contemporary metamorphoses
in the hands of new theater
artists of the East. In the Western tradition, we will study equally
powerful and everlasting traditions of stylized movements
and mask use tracing through Greek theater, Roman theater,
com media dell'arte, mime, theater of carnivals and clownery,
all the way to the modern experiments by Peter Brook, Robert
Wilson and Ariane Mnouchkine.
Students will read about these traditions
and artists,
watch films of the works they are studying, and participate
in workshops
incorporating
various
different
aesthetics
and performance
styles. After intense reading,
reflective
writing, viewing and workshop exercises for the first six
weeks of the quarter, students will have the opportunity to
create their own symbolic theater pieces using masks and
movements. Using their works, they will then collaborate to
create an end-of-quarter
public production, focused more on
movement and imagination than on the technical trappings of
the stage.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
and dance performances.
$100 for tickets to theater
A similar program is expected to be offered in 2009-10.
This program is also listed under Expressive
Arts.
Programs for Freshmen I 47
C)
z
D2
a topic related to the content of the program,
scientific poster and presentation.
Nature: Image and Object
Spring quarter
culminating
in a
Total: 16 credits.
Major areas of study include drawing,
and natural history.
Class Standing: This all-level program
percent freshmen.
art history, book arts
accepts
Enrollment: 46
Special Expenses: Approximately
trip.
up to 25
Program is preparatory for careers and future studies in
visual arts, education and natural history.
$75 for overnight
This program is also listed under Environmental
and Scientific Inquiry.
field
Studies
Faculty: Lucia Harrison (visual arts)
This studio-intensive
visual art program is designed for
beginning art students who would like to combine the close
observation of nature and visual art. In a series of lectures and
readings, we will explore how artists, in different time periods
and cultural traditions, have expressed their relationship with
nature. In the studio portion of this program, we will gain skills
in making art from natural materials, learn how to draw from
observation, and learn how to abstract from our experiences in
nature. In addition, we will explore how to sequence text and
images in artist books and in three-dimensional
objects.
This program will include field trips to view public art,
environmental projects and museums, as well as other locations
for drawing.
So You Want to Be a Psychologist
Spring quarter
Major areas of study include history and systems of
psychology, one discipline area (student's choice of
either social, developmental,
cognitive, or physiological
psychology), foundations of psychology, career explorations
in psychology, writing and social science ethics.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies in
psychology, education and social work.
Faculty: Carrie M. Margolin (cognitive
psychology)
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$200 for art supplies.
This program is also listed under Expressive
Arts.
The Science of Fat
Spring quarter
Major areas of study include chemistry
and statistics.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
for
Program is preparatory for careers and future studies in
chemistry, statistics and public health.
Faculty: Sharon Anthony (chemistry),
(mathematics)
Brian L. Walter
What is all the fuss about fat in our diets? In what ways is
fat a necessary nutrient and how is it harmful to us? What's the
difference between a saturated fat and a trans fatty acid and
why should we care? How do researchers use data to create
dietary recommendations
for the public?
In this program, we will investigate the role of fat in our
diets from a chemical perspective,
and study how to use
statistics to draw conclusions from data about health and diet.
With chemistry and statistics as disciplinary backbones, we will
investigate what types of fat we should eat as well as whether
fat replacements
such as Olestra are a healthy alternative.
Seminar texts will discuss a range of issues including healthy
diets, causes of obesity, perceptions
and stereotypes
about
fatness, and media presentation
of diet and health issues.
Students will also undertake a significant research project on
Students
will investigate
theories
and practices
of
psychologists to enhance their understanding
of counseling,
social services, and the science of psychology. 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.
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 and
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.
Library
research skills, in particular the use of PsyclNFO and Science and
Social Science Citation Indexes, will be emphasized.
Students
will gain expertise in the technical writing style of the American
Psychological Association (APA). The class format will include
lectures, guest speakers, workshops, discussions, films and a
field trip.
There's no better way to explore the range of activities
and topics that psychology offers, and to learn of cutting
edge research in the field, than to attend and participate in a
convention of psychology professionals and students. To that
end, students will attend the annual convention of the Western
Psychological Association, which is the western regional arm of
the APA. This year's convention will be held in Irvine, Calif. on
April 10-13, 2008.
Total: 16 credits.
Enrollment: 24
Special Expenses: The approximate
cost of the field trip
fee varies between $262 to $393, depending
upon the
type of accommodations
you require; this includes WPA
membership/registration
fees and four nights hotel at the
convention site. Transportation
and food are additional, and
at student's own expense.
A similar program is expected to be offered in 2008-09.
This program is also listed under Society, Politics, Behavior
and Change.
Q.
V)
48 I Programs for Freshmen
C)
Z
D2
e,
V)
Steinbeck's Americans
War: Consequences and Alternatives
Spring quarter
Spring quarter
Major areas of study include literature.
Class Standing: This all-level program
percent freshmen.
accepts
up to 25
Program is preparatory for careers and future studies in
literature and the humanities.
Faculty: Tom Grissom (physics, literature,
philosophy)
The writer John Steinbeck created a uniquely American
literature in his depiction of individuals caught up in and
struggling with the conflicting tensions and situations that
characterize
American society. There was always a strong
social consciousness and voice in his novels, short stories, and
nonfiction writings that was specifically cited in awarding him
the Nobel Prize for literature in 1962.
In this program, we will examine major works of fiction and
nonfiction by this important writer, from such works as Cannery
Row, Of Mice and Men, To a God Unknown, The Pearl, The Red
Pony, In Dubious Battle, The Grapes of Wrath, East of Eden, Sweet
Thursday, The Wayward Bus, The Winter of Our Discontent, The
Long Valley and Travels with Charley. In addition, we will read
literary criticisms of and commentary on Steinbeck's work and
biographical material about the life and times of the writer.
Students will write responses each week to the readings and
will produce a longer expository paper on some chosen aspect
of Steinbeck's writing. In our work, we will pay attention to the
structure and aesthetic qualities of the writings and to their
meaning and relevance, responding always to the question:
What is the writer doing, and how does he do it? We will read and
discuss with the aim of understanding and assessing Steinbeck's
contribution to and place in American literature. Classes will be
seminars and recitations in which students will be responsible
for presenting their own writing and work.
Total: 16 credits.
Enrollment: 24
This program is also listed under Culture, Text and
Language.
Major areas of study include literature, writing, cultural
studies, history, political economy and philosophy/ethics.
Class Standing: This Core program
freshmen.
is designed
for
Program is preparatory for careers and future studies
in literature, writing, cultural studies, history, political
economy, philosophy/ethics
and education.
Faculty: Michael Vavrus (political economy),
(writing)
Bill Ransom
Throughout
history war has been a defining factor of
the human condition. In the 21 st century, war continues to
dominate the international political and social landscape. With
its promise to provide populations security in comparison to
its actual consequences,
war directly and indirectly affects the
daily lives of nearly all people on the planet. From antiquity
to our contemporary
era, the influences of war on people are
reflected culturally in many ways: through literature, poetry,
film, music, schools, religious institutions, hospitals, economic
standards
of living and political expressions.
Information
from military handbooks,
accounts from war journalists, the
speeches of Martin Luther King, Jr., insights from psychologists,
revelations articulated by poets and novelists, films like The
Battle of Algiers, and perspectives
from war veterans and
peace advocates all help us to think about the impact of war on
human societies, our psychological well-being, and our purpose
in life.
This program asks students to think about the rationales
for and the outcomes of war through interdisciplinary sources.
What are the arguments for and against war? What are political,
economic and religious justifications for war? What are the
ethical dilemmas surrounding decisions to engage in either war
or pacifism? What is it in the human species that has historically
attracted us to war? To what extent are humans receptive to
forms of pacifism? How are war and pacifism represented
and
supported or not supported in popular culture?
In this one quarter program, students will explore these
multiple perspectives
on war with particular attention to the
United States. We will examine how war has been ideologically
framed and how contemporary
institutions such as the United
Nations were created with the hope of preventing war among
nations. Students will investigate movements and actions that
have attempted to counter the enactment of war.
Students will regularly engage in writing assignments. These
will include the academic social science essay and creative
nonfiction along with writing strategies for note-taking and for
critical inquiry. The program will be supplemented
with a field
trip and guest speakers who represent a variety of perspectives
on the topic of war.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
to field trip/museum fee.
$15 for expenses
related
A similar program is expected to be offered in 2008-09.
Culture, Text and Language I 49
Culture, Text and Language
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 virtually all the humanities curriculum and some social science
at Evergreen. Our disciplines include literature, history, women's studies, philosophy, religion, classics, art history, linguistics,
anthropology, sociology, psychology, politics, communications, folklore, creative writing, French, Spanish, Russian and
Japanese.
Many of our programs are organized as area studies, which we define as the interdisciplinary study of topics framed by
geography, language, culture and history. We offer a curriculum that is rich in the study of diverse cultures and languages, so
students 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 affiliated faculty members of Culture, Text and Language strongly encourage students with a special focus on the
humanities and interpretive social sciences to undertake a senior thesis or senior project during their final year as a capstone
to their learning at Evergreen. By working closely with one or more faculty members as part of a larger program or through
an independent contract, prepared seniors will have the opportunity to pursue advanced study while producing an original
thesis or project in their areas of interest. To prepare for this senior work, interested students should begin to discuss their
plans with potential faculty sponsors during their junior year.
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."
Affiliated
Faculty:
William Ray Arney
Thomas Grissom
Physics, Literature,
Marianne Bailey
French Literature
Patrick J. Hill
Philosophy
Thad Curtz
Literature
Virginia Hill
Nancy Allen
Virginia Darney
American Studies, Literature,
Women's Studies
Stacey Davis
European History
Kathleen Eamon
Philosophy
Susan Fiksdal
Linguistics and French
Philosophy
David Hitchens
American History
Sara Huntington
Ernestine Kimbro
Interdisciplinary
Humanities
Stephanie Kozick
Human Development
Patricia Krafcik
Russian Language,
Literature and Culture
David Marr
American Studies
Rita Pougiales
Anthropology
Charles J. McCann
Bill Ransom
Writing
Harumi Moruzzi
Cultural Studies,
Literature, Film Studies
Greg Mullins
Literature and Queer Studies
Alice A. Nelson
Latin American Literature,
Spanish
Steven Niva
International Politics,
Political Philosophy
Charles N. Pailthorp
Philosophy
Matthew E. Smith
Political Science,
Community Studies
Andrew Reece
Classical Studies
Nancy Taylor
English History and
Women's Studies
Therese Saliba
International Feminism,
Middle East Studies, Literature
Setsuko Tsutsumi
Japanese Literature,
History and Language
Samuel A. Schrager
Ethnography,
American Studies
Jules Unsel
United States History
Leonard Schwartz
Poetics
Sarah Williams
Feminist Theory,
Somatic Studies
Elizabeth Williamson
English Literature
50 I Culture, Text and Language
...I
...I
~
patrol of geographical
and cultural borders, Diasporas and
bicultural identities, and remodeling or rejection of aspects of
American culture in other societies.
America Abroad
Fall, Winter and Spring quarters
Major areas of study include American studies,
history, anthropology
and international studies.
literature,
Class Standing: Juniors or seniors; transfer students
welcome. Exceptions may be made for sophomores
on the
basis of a writing sample and interview with faculty prior to
registration.
For information, contact Sam Schrager, (360)
867-6335 or schrages@evergreen.edu
or David Marr, (360)
867-6751 or marrd@evergreen.edu.
Program is preparatory for careers and future studies
in the humanities and social sciences, community service,
international relations, journalism, law, media and teaching.
Faculty: Sam Schrager
(American studies)
(American
studies),
Total: 16 credits each quarter; 12 or 14 credit option fall and
winter for students taking a foreign language in preparation
for study abroad.
Enrollment: 50
Special Expenses: $90 for three day fieldtrip. Approximately
$1,500 to $3,000 for students studying abroad from midwinter to mid-spring.
Internship Possibilities: With faculty approval
winter to mid-spring.
from mid-
David Marr
Democracy ... is the rock upon which we toil, and we thrive or
wane in the communication of those symbols and processes set in
motion in its name.-Ralph
Ellison
To educated Europeans around 1800 the new republic called
The United States of America was founded on an incredible
idea: that human beings could govern themselves. Uneducated
Europeans only a few decades later were struck not so much
by this odd idea as by the promise of a new start, the lure of
opportunity. The numbers tell a story: the handful of visitors
who came to America to see with their own eyes the new land
and to witness self-government
firsthand versus the 35,000,000
immigrants who crossed the oceans between the 1840s and the
close of unrestricted immigration in the 1920s. When foreign
observers such as Alexis de Tocqueville and Frances Trollope
were finished looking around, they went home. The many
millions, though, stayed here, and continue to come.
These complex comings and goings-of
people and
ideas-underlie
Americans' fascination with democracy. Where,
we will ask in this program, do these democratic ideas come
from? How have they been contested and shaped in the harsh
crucible of American history? What have been-and
continue
to be-their
imprints in personal lives? What do our characters
as Americans owe to the cultural traditions of racial, ethnic
and religious groups who, from the seventeenth
century to
the present, have constituted the nation's citizenry? And what
effects do these ideals have elsewhere in the world, especially
now, with the United States an increasingly dominant political
and cultural force?
The program will explore questions such as these through
close readings
of texts, writing, research
projects,
and
internships and field studies either in a foreign country or the
U.S. During the first half of the year we will examine works by
novelists, historians, ethnographers,
essayists, and filmmakers
who, like Ralph Ellison, take fresh looks at American experience.
Students will learn essentials of ethnographic
fieldwork by
documenting oral history and community life. From mid-winter
to mid-spring they will undertake
community-based
study
here or abroad, including research on an aspect of American
culture or comparative values and practices in another society.
There will be opportunities for both individual and group work,
including language study. In the concluding weeks of spring,
the class will review students' work in light of major issues of our
inquiry. The program will provide a strong, supportive context
for independent
projects, internships (with NGOs and other
service organizations), and senior theses.
Among the topics we are likely to study: liberty and
authority in the American colonies, the emergence
of an
American empire, the dawn of American literature, foreigners'
firsthand observations
of the new republic, the creation of
community on the moving frontier, 1920s expatriates, war as
both agent and enemy of democracy, the permeability and
The American Eye: A History of America in
Photographs and Fiction
Fall quarter
Major areas of study include American
and-white photography.
literature
Class Standing: Sophomores
welcome.
or above; transfer
Prerequisites: Core program
or its equivalent.
and blackstudents
Program is preparatory for careers and future studies in
the arts and the humanities.
Faculty: Bob Haft (photography)
This program involves both hands-on photography
and
a study of the American history that helped shape the way
photographic images of the United States have looked from the
1850s to the present. We will begin with a short look at the birth
of photography in Europe and then how it was used as a tool of
documentation for major points in American history, such as the
Civil War, the opening of the American West, the Roaring 20s,
the Great Depression, World War II, and the 1950s.
In addition to looking at and learning to read photographs
by others, we will learn to make photographs
(black and white)
ourselves as recording devices for our own lives and times.
Subsequently, students will learn to become proficient in the
use of 35mm cameras, how to correctly expose, develop and
print film, and how to discuss images intelligently.
Our main text for the quarter will be American Photography
by Miles Orvell, We will also read a number of novels including
The Red Badge of Courage, The Jungle, The Great Gatsby, The
Grapes of Wrath, On the Road, and Fear and Loathing in Las
Vegas.
Total: 16 credits.
Enrollment: 25
Special Expenses: Approximately
photographic
supplies.
$200 to $250 for
A similar program is expected to be offered in 2009-10.
This program is also listed under Expressive
Arts.
Culture, Text and Language I 51
...J
...J
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Awareness: Writing and Renunciation
Christian Roots:
Medieval and Early Modern Science
Fall and Winter quarters
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work. Commitment to attend both
fall and winter quarters.
Program is preparatory for careers and future studies in
any area of pursuit where people enjoy awareness on a daily
basis, not for the monetary rewards and not for the "lifelong
opportunities"
a career or future study might provide, but
for the love of being engaged in their work.
Faculty: Bill Arney, Sara Huntington (These faculty gave up
expertise in favor of attitude. Take the program or not; don't
do anything because someone is an expert.)
"The certainty that I can get along without is one of the most
efficacious ways of convincing yourself, no matter where you
stand on the intellectual or emotional ladder, that you are free.
Renunciation, self-imposed limits are the basis for a practice that
prepares people, perhaps even politically, to discuss what kinds of
limits do we want to impose on ourselves."-Ivan
IIlich
Attend. Paying attention to how events, people, the big
wide world in all its tiny manifestations-how
they all appear,
how they mean anything, how they engage us-that's
what
we'll do. We'll attend to the terms of our engagement,
the
costs, the ways we renounce in order to have a modicum of
freedom-a
freedom that turns out to be so strikingly different
from the freedom that we think about, carelessly, as living
beyond restraints, limits, duty. The freedom that is the effect
of careful craft, discipline and practice-that's
what we want to
focus on. We'll write a lot, not as a means of self expression, not
to find a voice or a self, but to pay attention, to study, commit,
love. "Creative writing requires a dual love of language and
life, human and otherwise. The storyteller then sculpts these
raw loves with acute observation, reflection, creative struggle,
allegiance to truth, merciless awareness of the foibles of human
beings, and unstinting empathy toward human beings even
so." (David James Duncan).
Our inquiry requires attention to ascetic as well as critical
practices. We will all participate in mind-body practices, lectio
and other communal reading, community service and bookish
study. Writing may include socio-historical inquiry, reportage,
annotations,
comedy,
antilamentations,
jeremiads,
humor,
fictionings of the present, manifestoes, confessions, statisticsbased scandals, rants, incautious cautions, sightings or prayers,
but no poetry, plays or, especially, plans.
Students should attend this class for two quarters. This
program provides continuity for those students enrolled in
previous quarters of Awareness and those interested in joining
Awareness in the spring. Awareness: Writing and Renunciation
shares interests in contemplative
education with the program
Made for Contemplation. There are possibilities for collaboration
between the two learning communities.
Total: 16 credits
each quarter.
Enrollment: 36
Special Expenses: Approximately
for yoga workshops.
$3S each quarter
A similar program is expected to be offered in
spring 2008.
This program is also listed under Programs
for Freshmen.
Fall and Winter quarters
Major areas of study include European history, history of
science, philosophy, European ethnobotany,
book arts and
expository writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
the humanities, education, environmental
studies, natural
sciences, healing arts and ethnobotany.
Faculty: Kevin Francis (history/philosophy
of science).
Frederica Bowcutt (botany, history of science)
We will explore the medieval and early modern influences
on western science. In doing so, we will study the development
of European culture between approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy. We will also examine the influence of Christianity on
early scientific understanding of the world.
This program investigates the following questions. How
did classical pagan philosophy and Christianity shape the
way medieval and Renaissance
Europeans interpreted
and
represented the world? How did humanism, the rise of science
and changing technology
transform the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices in art and science? How does the emphasis on the
rational, scientific approach to knowing influence our life today?
How does our understanding of the natural world influence our
beliefs about our spiritual existence? And, finally, how does one
comprehend and relate to historical epochs with a set of beliefs
and practices that seem, at first glance, very foreign to our own
way of understanding and interacting with the world?
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
will study Greek, Roman and Arabicthinkers such as Hippocrates,
Aristotle, Dioscorides, and Avicenna who influenced natural
philosophy. We will also examine selected philosophical and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany through herbals, horticulture, and medical history.
Students will begin a book arts project that continues through
winter quarter.
In the winter, we will address the emerging humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany, astronomy and medicine. During the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions of
higher learning and numerous translations of classical pagan
works, the seeds for a new scientific enterprise were planted.
New technology, global exploration, and artistic movements
also contributed to the scientific revolution that took place in
the early modern period.
Total: 16 credits
each quarter.
Enrollment: 48
Special Expenses: $1 SO for art supplies.
This program is also listed under Programs for Freshmen;
Environmental Studies; Expressive Arts; Scientific Inquiry;
and Society, Politics, Behavior and Change.
52 I Culture, Text and Language
...I
...I
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Evolving Communication:
The Ways Humans and Animals Interact
Fashioning the Body: Versions of the
Citizen, the Self and the Subject
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include biology, linguistics
communications.
Class Standing: Sophomores
welcome.
or above; transfer
and
students
Program is preparatory for careers and future studies
in evolutionary biology, zoology, linguistics, education and
communications.
Faculty: Susan Fiksdal (linguistics),
Heather
Heying (biology)
The search for the origins and evolution of communication
is a necessarily interdisciplinary exercise. Where did language
come
from?
How is communication
among
primates
similar to human communication?
What do other animals
communicate
about, and how do they do so? What is the
role of communication
in evolution? What do we know about
interspecies communication?
Are there universal expressions?
In this program, we will study a wide variety of systems of
communication to learn how they work and how they function
to maintain life.
Fall quarter our focus will be on the role of verbal and
nonverbal communication,
and an introduction to the study of
non-human communication from a biological perspective. We
will study the structure of language from a linguistic point of
view including a study of phonetics, phonology, morphology,
syntax and discourse. The ways in which we negotiate meaning
will be central to this work and we will consider deception
and miscommunication
as part of this negotiation.
In our
studies of biology, we will examine evolutionary approaches
to communication,
including types of signals (e.g. auditory,
visual, chemical, tactile); generation and degradation of signals
in complex physical and social environments;
within-species
communication (e.g. territorial and mating calls); and betweenspecies communication
(e.g. mutualisms between plants and
animals).
Winter quarter we will focus on symbolic behavior and
expressive signals indicating cooperation,
conflict, interaction,
emotion, play and ritual. The linguistic study will focus on
sociolinguistics or the ways we use language in everyday life.
Our biological investigations will support this work with a focus
on game theory and the evolution of cooperation.
We will
also look for parallels in the ways primates communicate and
then turn to the ways primates and humans communicate. For
example, one link we will examine is the role of vocal imitation
in the communication of songbirds, whales, primates, elephants
and humans. Sound labs will allow us to analyze bird song and
other local animals' calls.
Throughout the two quarters, we will consider whether
humans are truly unique because of our use of language.
Students can expect to discuss methodologies
in biology and
linguistics used in researching communication and to write and
present research projects each quarter.
Total: 16 credits
each quarter.
Enrollment: 50
Special Expenses: Approximately
$30 for
research and field trips each quarter.
This program is also listed under Environmental
and Scientific Inquiry.
Studies
Major areas of study include cultural studies, gender
studies, cinema studies, photography,
humanities, social and
cultural history, history of art and visual culture.
Class Standing: Juniors or seniors; transfer
welcome.
students
Prerequisites: Successful experience in at least two of the
following areas: film studies, media studies, art history,
critical theory, performance
studies, or theater history.
Faculty signature required (see below).
Program is preparatory for careers and future studies in
history of art and visual culture, teaching, fine arts, media
studies and communications.
Faculty: Elizabeth Williamson (English literature),
(media production, cinema studies)
Julia Zay
Fashioning the Body explores the ways in which Western
cultural forces have shaped our bodies and our images of them,
as well as our efforts to "fashion" our own identities through
the negotiation of these forces. Throughout the program we
will move among traditional models of performance, in which
actors recreate fictional roles within a theatrical space, a wider
range of mediated performances represented
in photography,
film and video, and the social performances
that structure
everyday life.
During the early modern
period,
clothing
literally
determined the shape of European bodies, especially women's
bodies. "Fashion," from the Latin verb facio ("to make")
actively molded and defined personhood.
But because it was
detachable,
and thus transferable,
clothing also provided a
space for resistance, allowing the body to function as a site for
questions about the relationship between individual identity
and social roles.
Bodily fashioning becomes more complicated
with the
advent of photography and the moving image, but continues to
raise questions of how individuals negotiate body imperatives.
Early criminology, for instance, relied heavily on photographic
portraits to discern motivations and psychology, even moral
character. Similarly, early motion studies shot on film were
used by scientists to determine the exact gait of a horse or
the movement of muscles in an athlete's back. Using these and
other examples, we will consider the central role photography
and cinema play in molding 20th- and 21st-century ideas about
embodied personhood.
Techniques of fashioning the body can mean radically
different things in different historical contexts. In contemporary
Western societies, individuals have a variety of permanent and
non-permanent
options for fashioning their own bodies. Some
people talk about the phenomenon
of bodily alteration as the
external expression of an internal essence; others describe
the body as an infinitely alterable canvas with no connection
to an authentic interiority. Conceptual artists such as Adrian
Piper and the French performer "Orlan" explore the tensions
between modern and post-modern
conceptions of embodied
identity in provocative ways, helping to draw our attention to
the cultural norms and hypocrisies around discourses of the
body. In these and other contemporary
examples, resistance
is not a simple dynamic of pushing against social norms, but
rather reconfiguring a wide range of cultural signifiers.
During fall quarter, we will examine numerous examples of
social fashioning and self-fashioning within particular cultural
contexts. Students will view films and still images, read important
pieces of theoretical literature and learn to engage with various
cultural productions as thoughtful, professional critics. Critical
reflections will take both written and visual form (essays and
Culture, Text and Language I 53
....I
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photography),
as parallel
and we will make regular
prompts given by faculty.
embark on faculty-guided
the theoretical
original
use of online
discussion spaces and places to respond
models
blogs
to weekly
During winter quarter, students will
independent
projects, informed by
introduced
fall quarter,
as well as by
Faculty Signature: All interested
students
transfer
students
may provide
portraying
a brief letter from
a faculty member addressing their academic preparedness
in this area. Application
forms will be available in the
Program Office, Seminar II A2217, and at Academic Advising,
Library 21 OOV. For more information
contact Elizabeth
Williamson, (360) 867-6015 or williame@evergreen.edu.
received
by the Academic
will be given priority.
until the program
Qualified
Fair, May 16, 2007,
students
performance
$25 for field trip expenses
reading
and study
will select and participate
in workshops
art, music, narrative,
to arrange
society,
for an internship
museum,
project
Students
at a gallery, a
in the Experimental
Theater
by the end of the
quarter.
Total: 16 credits each quarter.
Enrollment: 44
library or archive as part of their
during
winter
quarter.
Special Expenses: Approximately
$80 for art supplies
and
CDs.
This program is also listed under Expressive Arts.
This program is also listed under Expressive Arts.
The Gypsy Road: A Study of the Roma
Individual and Society: American and
Japanese Society, Literature and Cinema
Fall and Winter quarters
Major areas of study include European history, the
Fall quarter
history and culture of the Roma, performance
movement studies.
Major areas of study include cultural studies, Japanese
studies and
Class Standing: Juniors or seniors; transfer students with
literature,
junior
writing.
or senior standing
welcome.
studies and movement
studies.
art, 19th-century
literature
literature,
film studies
and history,
and expository
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
Faculty: Patricia A. Krafcik (Russian, Slavic studies), doranne
crable (performance
American
Class Standing: This all-level program
Program is preparatory for careers and future studies
in European, East European and Russian history, cultural
comparative
and encouraging
Program is preparatory for careers and future studies
in cultural studies, literature, film studies and international
relations.
literature)
Faculty: Harumi Moruzzi (cultural studies, literature,
Who are the Gypsies-more
accurately known as the
Roma? What are their origins? What are the many myths that
surround
in
and dance.
fees to museums.
Internship Possibilities: With faculty approval.
independent
to intensive
of the history, culture, and rich performance experience of the
Roma in order to prepare a foundation for hands-on work during
winter quarter. In winter quarter, according to their interests
Along with faculty, technical staff advisors, and guest artists,
students will work collaboratively
to create and produce a
Enrollment: 50
historical
among others.
Fall quarter will be devoted
technical theater, dramaturgy,
Special Expenses: Approximately
are welcome
A Time
Romani history, culture and society, including
of the Gypsies and Latcho Drom, and will explore the influence
of Romani music in the works of Manuel De Falla and Bizet,
and skills, students
will be accepted
fills.
Total: 16 credits each quarter.
and admission
Fonseca; A History of the Gypsies of Eastern Europe and Russia,
the works of Carlos Suarez, as well as other books and selected
articles. We will view documentaries
and films dealing with or
must submit
an application
and include sample Evergreen evaluations
(unofficial copies are acceptable). In lieu of Evergreen
Applications
Among our many readings will be We Are the Romani People,
Hancock; Bury Me Standing: The Gypsies and Their Journey,
Crowe; The Time of the Gypsies, Stewart; Gypsies, Yoor; The Art
of Flamenco, Pohren; the poetry and drama of Garcia Lorca and
research.
evaluations,
in World War II and their present struggle to survive as a people
in our highly industrialized and technological world.
them?
What
is the genuine
history
of this people?
film
studies)
In this program,
we will examine the concepts
of individual,
What are the elements and the nature of Romani culture, and
why is this culture so incredibly powerful? Join us in our journey
society and the interaction between the two through the critical
exploration of American and Japanese literature, cinema and
as we move beyond the myths to explore the dynamic history
and rich culture of the Roma.
media.
When
the
We will examine the history of Roma migration
out of
India into East Central Europe (Bulgaria, Slovakia, the Czech
Kierkegaard
proclaiming
chose "that individual" as his own epitaph, he was
himself as an individual, the only concrete mode
Republic,
Portugal,
of human existence, though at the same time he was keenly
aware of the consequence of such a stance: an unidentifiable
United
Hungary, Romania), Russia, Western Europe (Spain,
and Southern France). the Middle East, and to the
States-and
in these
places.
experience
With
the
the variants of Romani culture
emergence
of
their
music
and
dance forms over the centuries, the Roma have possessed an
extraordinary
presence in Western culture that has impacted
literature,
though,
music, dance, cinema and the theater. Only recently,
have scholars
centuries-old
and political
oppression
movements
taken
a fresh
and hard
look
at the
of the Roma by particular cultural
and because of racism and ethnic
and religious prejudice. Within Romani history, we will devote
special attention to their tragic fate as victims of Nazi genocide
feeling
18th-century
Danish
of dread and anxiety derived
as the sole responsible
agent
philosopher
Soren
from being an individual
for what
he was. However,
in
America, the conception of individuals as autonomous and free
agents with an inalienable right to pursue happiness seems
to have been accepted quite cheerfully, and indeed without
much anguish,
as a self-evident
truism
throughout
much
of
its history, manifested variously in the self-acquisitiveness
of
Benjamin Franklin's Poor Richard, to Thoreau's "rugged"
selfreliance,
to the Great Gatsby's
misguided
self-creation.
at times such as the 1950s, some books like William
Some programs may be cancelled and others added after this printing. For the most current information,
True,
Whyte's
see www.evergreen.edu/catalog/2007-08.
54 I Culture, Text and Language
The Organization
Man and David Riesman's The Lonely Crowd
lesser extent, we will also study music and ritual. This program
revealed the conformist tendencies of individuals belonging
to some American communities;
however, these books were
attempts what the French call the "Histoire des rnentalites",
and as an example and one of our working paradigms, we will
written precisely to criticize the group orientation
of certain
segments of society, while reclaiming the value of individualism
use Michel Foucault's studies of sexuality, discourse and reason/
unreason. To this end, we will learn about such phenomena as
in America.
feudalism,
Meanwhile, in Japan, which often appears to emphasize
the opposite
human values from the American ethos, the
religious
importance
horror
of group cohesion and harmony rather than, to the
of most Americans,
individual
rights or happiness,
has
chivalric traditions,
reformation
century Europe.
We will study
the rise of courtly
and wars of religion
peasant
practice
and
explore the conflicts between traditional
love, and the
which rocked
myths
16th-
as well
as
family and community
been stressed throughout
much of its history. In fact, Japanese
often seemed to consider themselves as the embodiment
of
concepts such as nationality,
gender or family, rather than
individuals.
organization, notions of justice and identity, and the increasingly
solidified social, political and religious hierarchies of the Catholic
Church and French state as the Middle Ages gave way to the
early modern era.
Certainly, the reality is not as simple as these stereotypical
representations
of two societies indicate; nevertheless, this
We will practice close analysis of literary and philosophical
texts (of and about or influenced by these eras); we will read
dichotomized comparative frame presents an interesting context
in which we can explore the concepts of individual, community/
secondary
society
and
concepts.
the
dynamic
Program
relationship
activities
between
will include
these
lectures,
book and film seminars as well as expository
two
workshops,
writing.
histories
and primary
texts
to see how common
people crafted their own identities in light of these changing
world views; we will view and interpret
imagery of occult,
religious
and secular traditions;
performance
their earliest
and we will study music and
rituals. Our readings will include folktales and
transcriptions,
including the cycle of the Grail,
guest tales, and Marie de France's tales of the conflict
"amour-passion"
and duty, or "devoir".
Total: 16 credits.
Enrollment: 24
Special Expenses: Up to $30 for a field trip.
This program is also listed under Programs for Freshmen.
between
Finally, of particular importance to our work will be the
influences of the thought and images of these eras in more
modern times, particularly for 19th-century authors like Hugo
and Artaud, and 20th-century writers like lonesco, Beckett and
Camus.
To cement
this yearlong
inquiry
into French thought
and
culture, students will study the French language at one of four
Illuminations: French Arts, Thought
and Cultural History of the Medieval,
Renaissance and Early Classical Eras
levels. Each quarter these language studies, as well as the
reading of literature in French, will be an integral part of the
program.
In spring quarter, students will have the option to travel to
France for ten weeks. There they will study in a Rennes, Brittany
Fall, Winter and Spring quarters
language school, visit Paris, and live for several weeks in Lyon
(France's most important Renaissance city). as well as make side
Major areas of study include French cultural history,
literature,
language,
trips for research and pilgrimages
visual arts and philosophy.
Class Standing: Sophomores
or above; transfer
students
welcome.
Program is preparatory for careers and future studies in
the humanities
and French.
Faculty: Stacey Davis (French history), Marianne Bailey
Total: 16 credits each quarter.
(French literature)
Enrollment: 50
Special Expenses: Approximately
This program
focuses
on the
culture of France from the Medieval,
literature,
art, history
and
Renaissance and Classical
eras. A tension of two world views marked intellectual and
artistic works as well as French social life during these centuries.
On one hand lay a traditional world view rooted in the material,
the body and the seasonal cycle, a spirit which valued passion
and intuition,
communality
and immanence.
Philosophically
Heraclitean, it saw the world as flux and becoming. On the
other
hand was a world
valuing the immutable
hierarchy.
view of platonic,
over the fleeting,
ascending
trumpeting
idealism,
reason and
As we explore these tensions, our guiding metaphor will
be the notion of "Illumination,"
which for the Medieval spirit
glowed red-gold as the alchemist's athanor, or gems buried
deep. By the 16th century, the crucial "Illumination"
humanists
was that of a mirror, whose reflection
for French
shed light on
the age's inquiries into the inescapably fleeting but glorious
human existence. Finally, in the 17th century, the neo-classical
world turned its eyes upward: now the illuminating light of truth
came from a new type of monarch, that of the reasoning mind.
In this humanities program, we will concentrate our work
in the disciplines
of cultural history, literature,
art history,
symbology
of their own to some of the
great French Medieval, Renaissance and early modern sites.
Students who elect not to travel to France are invited
to continue their studies in French, and to create a personal
project for spring quarter.
and philosophy,
as well as French language.
To a
optional
ten-week
$250 deposit
$6,000 to $6,500 for
trip to France during
is due November
spring quarter.
A
1, 2007.
A similar program is expected to be offered in 2009-10.
Culture, Text and Language I 55
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~
Literature of the Americas:
Brazil and the United States
Japanese Language and Culture
Fall, Winter and Spring quarters
Major areas of study include Japanese literature,
Fall quarter
history,
film, arts and language.
Major areas of study include literature,
Class Standing: Sophomores
or above; transfer
students
literary
criticism,
literary
welcome.
Class Standing: Sophomores
Program is preparatory for careers and future studies in
welcome.
Japanese
studies,
Prerequisites: One quarter of college writing
Japanese
language.
Japanese
literature,
Japanese
history and
literature.
Faculty: Setsuko Tsutsumi (Japanese literature,
history
and
Faculty signature
international
program
development
the evolution
will
explore
the
political
and
cultural
of Japanese civilization
from early times to
of the modern era. We will clarify what makes
Japanese culture unique by examining major historical changes
over time. We will identify the elements of continuity through
the significant
changes in Japan's long and distinguished
history. Materials will be drawn from literature, history, politics
and film.
We will have weekly
film sessions to complement,
illustrate or contrast our weekly program theme. The Japanese
language course will be offered in two levels throughout
the
year to develop insight into the culture.
In the fall, we will examine historical
developments
from
early aristocracy to modernization
in the Meiji period focusing
on the literary and aesthetic traditions of Japanese culture, which
constitute the backbone of modern Japan. We will read major
literary works, such as The Tale of Genji and Tale of the Heike.
The themes we will examine are: Japanese views of nature and
life; early myths and chronicles; the glory of aristocracy; the rise
of the warrior class; the aesthetics
of medieval
religion and the
arts; the flourishing of townsman's culture; the breakdown
feudalism; and the encounter with the West.
of
During the winter, we will focus on the rise of militarism and
the Pacific War. We will explore the American occupation after
the war and resulting changes in the structure of society and
family. We will pay special attention to the sense of humiliation
and loss of self-identity
or above; transfer
required
students
emphasizing
(see below).
Program is preparatory for careers and future studies
in cultural studies, literature, writing, education and
language)
This
history,
film and writing.
after the war and the changing status of
studies.
Faculty: Greg Mullins (comparative
literature)
In the 20th century a great deal of literary scholarship
organized around national literary
century cultural forms increasingly
circuits of production
was
traditions,
but in the 21st
flow through transnational
and meaning.
How can we, as readers,
critics, and writers, approach literary history today? How can
we leverage comparative studies to provide needed national
contexts while questioning nationalism?
We will address these questions by reading
key works
of fiction from Brazil and the United States, by exploring
appropriate
methods for comparing the two largest societies
in the Americas, and by revisiting the classic phases of literary
history in those societies. Students will emerge with a strong
foundation in critical studies of the novel through Romanticism,
Naturalism, Realism, Modernism, and Postmodernism.
Possible
authors may include Alencar, Azevedo, Machado de Assis,
Rheda,
and
Santiago
Faulkner, Morrison,
from
Brazil
and
Hawthorne,
James,
and Danticat from the United States.
Faculty Signature: Students must submit an application
a sample of written
at the Academic
work. Application
and
forms are available
Fair, May 16, 2007, or prior to the fair
outside the office of Greg Mullins, Seminar II D3108. For
more information
contact Greg Mullins, (360) 867-6243
ws>men. Readings will include The Pacific War by lenaga, Black
Rain by Ibuse, and The Setting Sun by Dazai.
or mullinsg@evergreen.edu.
Applications
received by the
Academic Fair will be given priority. Qualified students will
In the spring, we will conduct a field trip to Japan. The trip
represents the culmination
of a yearlong study of Japanese
culture. The purpose of the trip is to experience Japanese
Total: 16 credits.
culture first hand and to further
extend
knowledge
daily
and
skills through
and develop
contact
with
students'
Japanese
people. Students will study Japanese language at Ooka Gakuen,
with whom we have developed
a long working relationship,
while staying with host families. There will be various field trips
and exchanges with students at our affiliated college, Hyogo
University.
Students
will also have a chance to develop
their
own area of interest in Japanese culture through individual
research, taking full advantage of living in the culture. The trip
will be contingent upon the number of participants and home
stay availability. Students who choose not to go to Japan will be
able to continue
their language study for 4 credits.
Total: 16 credits each quarter.
Enrollment: 25
Special Expenses: Approximately
during
fall and winter
Japan during
transportation
quarters.
$100 for four field trips
Optional study abroad to
spring quarter, approximately
$4,000 for
including airfare, room and board, meals,
museum
and theater
February
29, 2008.
fees. Study abroad
payment
deadline
A similar program is expected to be offered in 2009-10.
is
be accepted
until the program
fills.
Enrollment: 25
A similar program is expected to be offered in spring
2008.
56 I Culture, Text and Language
....I
....I
if
Looking Backward:
America in the 20th Century
Made for Contemplation
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include American history, economic
thought, American literature and mass culture.
Major areas of study include visual arts, media arts,
meditative arts, feminist theory, art history, photography
and writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
the humanities and social sciences, law, journalism, history,
economics, sociology, literature, popular culture, cultural
anthropology
and teaching.
Program is preparatory for careers and future studies in
visual arts, media arts, meditative arts and feminist theory.
Faculty: David L. Hitchens
Jerry Lassen (economics)
(American
diplomatic
history),
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 and military
that sparked responses across the globe. In between, the United
States invented flying, created atomic weapons, sent men to
the moon and began to explore the physical underpinnings of
our place in the universe. 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, massive
destruction,
massive fortunes-all
are significant elements of
life in the United States.
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 political, social and economic
growth of the nation in the last century was a new thing or the
logical continuation
of long-standing,
familiar impulses and
forces in American life. While exploring these issues, we will use
history, economics, sociology, literature, popular culture and the
tools of statistics to help us understand the nation and its place
in the century. At the same time, students will be challenged
to understand their place in the scope of national affairs, read
closely, write with effective insight and develop appropriate
research projects to refine their skills and contribute to the
collective enrichment of the program. There will be workshops
on economic thought, student panel discussions of assigned
topics as well as program-wide symposia. Each end-of-quarter
symposium will provide a culmination of the quarter's work.
Students will gain valuable experience in public speaking and
presentation.
Total: 16 credits
each quarter.
This program is an inquiry into an awareness ofthe numinous,
which Rudolf Otto, amidst the turmoil of WWI, explained as
a "non-rational,
non-sensory
experience
or feeling whose
primary and immediate object is outside the self." In numinous
experience everything but the experience of awareness falls
away. Just as lava lamps that were made for contemplation in the
60s inspired renewed interest, Rudolf Otto's articulation of the
numinous has also regained popularity. Amidst contemporary
global turmoil, we'll be asking what kinds of objects, spaces
and practices evoke for us, now, a non-rational, non-sensory
experience or feeling that takes us outside the self to that which
is "wholly other."
Our study has two parts: we will examine the recognized
numinous works of others from global contexts and develop
skills to create our own numinous art and experiences. We will
explore how artists and practitioners manufacture opportunities
for contemplative
responses
through visual arts, visionary
film, experimental
video and meditative
arts within transhistorical, cross-cultural and gendered contexts. This will lead
to experiments in creating our own numinous works through
skill development
in workshops and collaborative projects in
visual arts, media arts, community service and meditative arts,
including yoga.
Reflection on the possible inherent disposition
of our
neurophysiology for numinous experience will be central to our
inquiry. Such reflection will require the cultivation of analytic
skills as well as the contemplative arts of listening and abiding
in silence. We'll cultivate the capacity to pay attention to our
awareness
of experiences
to which the most appropriate
response is silence.
Made for Contemplation
shares with the program,
Awareness: Writing and Renunciation, interests in contemplative
education. There are possibilities for collaboration between the
two learning communities.
Total: 16 credits
Enrollment: 46
A similar program will be offered in 2008-09.
This program is also listed under Programs
and Society, Politics, Behavior and Change.
Faculty: Laurie Meeker (film, video). Joe Feddersen (visual
arts, printmaking), Sarah Williams (feminist theory, somatic
studies)
for Freshmen
each quarter.
Enrollment: 69
Special Expenses: Approximately
$330 each quarter
and media supplies and yoga workshop fee.
This program is also listed under Programs
and Expressive Arts.
for art
for Freshmen
Culture, Text and Language I 57
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Performing Arts Crossing Borders
Performing Arts in the City
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include Odissi dance, puppet theater,
performance,
cultural studies, critical studies, literature,
dance and movement, health and somatic studies.
Major areas of study include music, dance,
and cultural studies.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies
in fields that require collaboration,
cross-cultural literacy,
performance,
theater arts, dance, movement, puppet
theater, health and somatic studies.
Faculty: Ratna Roy (literature, dance, performance,
studies), Ariel Goldberger
(theater, puppet theater,
theater/design,
performance,
dance)
cultural
technical
This program will offer students an opportunity to study
traditions of performing arts in their native contexts and in the
Asian Indian and Balinese Diasporas. Studies will explore issues
of dynamism and stasis in traditional arts and the relevance of
new influences in existing and evolving ancient traditions. It will
study issues of hybridity, borderlands,
and cultural crossings,
as related to the performing arts, and require students to
create performances addressing these issues. Student projects
will allow for exploration of issues of appropriation,
cultural
colonialism, and the influences of economy and globalization.
Students will have the opportunity to focus on specific
traditions of puppetry and dance, using different modes of
knowledge. These may include experiential modes, master
classes, contextual studies and cognitive learning process such
as critical readings, creative and analytical writing.
Students will participate in weekly movement, Odissi dancetheater, and puppet theater workshops. The performance
aspect of the program will deal with themes related to ecofeminism, politics of self-representation,
immigration, national
identity, hybridity, borderlands and cultural crossings. At the
end of the program, students will participate in presentations
of performance skills.
Total: 16 credits
each quarter.
Enrollment: 48
Special Expenses: Ticket fees $SO each quarter; material
fees $50 each quarter; costume maintenance $15 each
quarter.
This program is also listed under Programs
and Expressive Arts.
for Freshmen
Class Standing: Sophomores
welcome.
performing
or above; transfer
arts
students
Program is preparatory for careers and future studies in
the arts and the humanities.
Faculty: Andrew Buchman (music), Stephanie
development)
Kozick (human
Have you ever wondered how living in a city changes a
person's consciousness about arts and culture? What is it about
urban environments
that can promote
open, positive and
creative attitudes, or burden people with alienation and fear?
How do artists grow and learn in cities? What special advantages
do they enjoy, and what special problems do they face?
Themes
of this program
include
considerations
of
individual and group identity, the impact on the planet's
ecology of urbanization (90% of which is currently occurring
in the developing world), and the phenomenon
Alan Lomax
called "cultural grey-out." He argued that many art forms,
languages and cultures are disappearing-unless
we preserve
them somehow in a rapidly changing world. Students in this
program may find a mission, a research project, and/or a spring
internship engaged in this vital work.
As the pace of technological
and social change has
quickened,
cities have become centers for migrants from
elsewhere who come together to create new kinds of polycultural
artistic forms, cuisines, communities, families and relationships.
Old musics blend into new musics, dreams blend with realities,
and dance is ever reinvented-all,
often, in the cities.
Why is this becoming a globe of urban dwellers? How
will inhabitants of cities retain their connections to the natural
world and remain conscious of the need to conserve and
protect it? What aspects of the interrelated history of the arts
and cities offer patterns for our own creative work and our own
conceptions of a better world? Thinking about cities engages
interdisciplinary learning about history, urban studies, specific
arts (movement, music, performance). literature, cultural studies
and social movements.
In weekly workshops, we will learn to use our voices, play
instruments, stretch, move, compose, choreograph,
write and
perform dramatic scenarios and dialogues. Students will work
regularly in small groups, collaborating to create a series of
original performance
projects (presented
in class) reflecting
themes from our studies. We will do lots of writing, too,
including play scripts, musical compositions, dance scenarios,
expository
essays, observational
field notes, and research
assignments using maps, tables and graphs.
In the fall, we will establish a common base of historical
artists, genres, themes, styles and approaches
to analyzing
performances.
Whether students have a little background
in
the arts or a lot, after this quarter's work they will have acquired
new, interdisciplinary
perspectives
on the performing
arts
and culture. We will study the role of an artist's cultural time
and place in their work, and how cities developed historically.
We'll examine contemporary
cities in both the industrialized
and developing
world. For example,
we might examine
various versions of the Orpheus myth, including contemporary
performances set in Paris, New York and Rio de Janeiro.
In the winter, we'll dive into serious studies of the myths and
realities of life in Chicago and New York, via evocative works of
art and ethnographic studies. We will study the arts and cultures
of successive waves of migrants to North America. In addition
to discussing exceptional artists, we'll be discussing the role
of music and dance in people's everyday lives: in childhood,
lifecycle rituals, work, play, worship and politics.
58 I Culture, Text and Language
In the spring, all students will be expected to pursue an
arts and/or community internship, a major research project and
continuing studies of artworks chosen by students as well as the
faculty. Group or individual research might involve comparing
the modern histories of Beijing and Shanghai, or Chicago and
Berlin, or closer to home, examining the needs of Seattle and
Portland.
manuscript has been written for this program, and will serve
as an extended outline and guide to the works and ideas that
we will read and discuss. Fall quarter will concentrate
on the
period up to the beginning of the 20th century; winter quarter
will cover developments
during the 20th century.
Total: 16 credits
each quarter.
Enrollment: 48
Total: 16 credits fall and winter quarter;
options spring quarter.
8, 12 or 16 credit
This program is also listed under Programs
and Scientific Inquiry.
for Freshmen
Enrollment: 50
Special Expenses: Approximately
$100 to $150 each
quarter for performance
tickets, graphic design materials,
costumes, props (for group projects). musical instruments
and music paper. Depending on their individual projects,
some students may incur additional expenses. Optional
independent
travel to large American cities to study social
artistry, approximately
$500 each week, depending
upon
student's choice of city.
Internship Possibilities: With instructor
approval.
A similar program is expected to be offered in 2008-09.
This program is also listed under Expressive
Arts.
Poetics and Power
Fall and Winter quarters
Major areas of study include poetics, poetry, literature,
political science, cultural studies and creative writing.
Class Standing: Sophomores
welcome.
or above; transfer
Prerequisites: Faculty signature
required
students
(see below).
Program is preparatory for careers and future studies
in the humanities, social sciences, cultural studies, poetry,
journalism and politics.
The Physicist's World
Faculty: Leonard Schwartz (poetics, creative writing), Steve
Niva (international politics, political philosophy)
Fall and Winter quarters
Major areas of study include physics, philosophy,
philosophy of science, history of science and quantitative
reasoning.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
the sciences and humanities.
Faculty: Tom Grissom (physics), Neal Nelson (mathematics,
computer science)
The 20th century has brought about a revolution in our
understanding
of the physical universe. We have been forced to
revise the way we think about even such basic concepts as space
and time and causality, and about the properties of matter.
An important part of this revolution has been the surprising
discovery of fundamental ways in which our knowledge of the
material world is ultimately limited. These limitations are not the
result of surmountable
shortcomings in human understanding
but are more deeply rooted in the nature of the universe itself.
In this program, we will examine the mental world created
by the physicist to make sense out of our experience of the
material world around us, and to try and understand the nature
of physical reality. We will ask and explore answers to the twin
questions of epistemology:
What can we know? How can we
know it? Starting with the Presocratic philosophers,
we will
continue through each of the major developments
of 20thcentury physics, including the theories of relativity, quantum
theory, deterministic chaos, and modern cosmology. We will
examine the nature and the origins of the limits that each
imposes on our ultimate knowledge of the world.
No mathematical prerequisites are assumed. Mathematical
thinking will be developed within the context of the other ideas
as needed for our purposes. The only prerequisites are curiosity
about the natural world and a willingness to read and think and
write about challenging texts and ideas. We will read primary
texts, such as works by the Presocratics,
Plato, Lucretius,
Galileo, Newton and Einstein, plus selected contemporary
writings on physics. In addition to the other texts, a book-length
To what extent is political power created, transmitted
and/or resisted through language? How do poetry and fiction
negotiate with power, reinforcing it or changing its flow? How
do linguistic conventions shape political and economic policies,
and how can they be challenged? This two-quarter program will
examine these and other questions as it explores the function
of the written word as a masking agent and a mediator of
history, power and violence in a variety of different genres and
political contexts.
Poetics and Power will include an examination of 20thcentury poetry and poetics in the shadow of world wars,
genocide and decolonization,
beginning with the visionary
poetics of Arthur Rimbaud and critical responses by Paul Celan
and Theodore Adorno. We will address the strategies of avantgarde and radical poetics and evaluate several contemporary
approaches,
including the contemporary
"Poets Against the
War" project. We will examine realist and anti-representational
forms of fiction for their political effects, including the writings
of Franz Kafka, J.M. Coetzee and Arundhati Roy. We will
also examine how political events and public policies are
constituted by various postcolonial discourses, including how
"Orientalist" representations
of the Middle East as backwards
and violent shape U.s. foreign policy, and how the discourse
of "underdevelopment"
has guided Western economic policies
towards the Third World.
The work of the program will be analytical as well as
creative. In addition to intensive reading and theoretical
analysis, students will be expected to experiment in creating
poetry, prose poetry, metafiction and nonfiction.
Faculty Signature: Students must submit a portfolio of
seven to ten pages of poetry or critical writing to the faculty.
For information, contact Leonard Schwartz, (360) 867-5412
or schwartl@evergreen.edu
or Steve Niva, (360) 867-5612 or
nivas@evergreen.edu.
Portfolios received by the Academic
Fair, May 16, 2007, will be given priority. Qualified students
will be accepted until the program fills.
Total: 16 credits each quarter.
Enrollment: 50
Culture, Text and Language I 59
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OFFERINGS BEGINNING WINTER QUARTER
Human Rights, Literature, Theory
Winter quarter
Gender and Culture: Japanese and American
Literature and Popular Culture
Major areas of study include human rights, political
literature
theory,
and film.
Class Standing: Juniors or seniors; transfer students
welcome.
Winter quarter
Prerequisites: Two quarters of literary study. Faculty
Major areas of study include Japanese literature,
signature
literature,
Program is preparatory for careers and future studies
in literature, human rights, politics, cultural studies, critical
expository
cultural
studies, film studies,
gender
American
studies and
writing.
Class Standing: This all-level program
offers appropriate
support for freshmen as well as supporting
and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies
in cultural studies, literary studies, gender studies and film
studies.
Faculty: Harumi Moruzzi (cultural studies, literature,
film
(see below).
law, education
and human and social services.
Faculty: Greg Mullins (comparative
In what ways can the theory
enrich
our understanding
literature)
and practice
of literature,
studies broaden our understanding
think about literature as an ethical
of human rights
and how can literary
of human rights? We will
and political project, and
consider what relation, if any, literature has to conventional
forms of human rights work. We'll question the emotional
studies)
It is often
theory,
required
said
that
American
and
Japanese
cultures
represent diametrically
opposed values in many aspects of
human behaviors and customs. For instance, while American
culture emphasizes the importance
of individuals
over groups,
Japanese culture dictates group cohesion; while Japanese
women are valued most as wives and mothers, American
housewives may feel severely undervalued
if they are not
wage earners. Needless to say, the reality is not as simple as
these stereotypical
perceptions
indicate; nevertheless,
this
dichotomized
cross-cultural
frame presents an interesting
context in which we can explore many human issues, particularly
gender issues. Thus, in this program, we explore the concept
of gender through the critical examination of American and
Japanese literature,
theoretical
essays and popular culture.
impact
literature
can have on readers, and whether
emotions
such as empathy have a necessary relation to justice. Finally,
we will consider how narrative enables or disables memory,
truth telling, and justice in the aftermath of atrocity. Among
our
selected
human
rights
topics,
we
will
study
torture,
disappearance,
sexual and gender rights, and poverty. Our
reading will focus on human rights issues in the United States,
with some reading about Sri Lanka, Haiti, Grenada, and possibly
South Africa. Among the authors we will probably study are
Ondaatje, Danticat, Allison, Brand and Cuadros.
Faculty Signature: Students must submit an application
and a writing sample. Application
forms are available at
the Academic Fair, November 28, 2007, or prior to the fair
Atthe beginning ofthe quarter, students will be introduced to
the rudiments offilm analytical terms to develop a more analytical
outside the office of Greg Mullins, Seminar II D3108. For
more information contact Greg Mullins, (360) 867-6243
and critical understanding of the film-viewing experience. Early
in the quarter the students will also be introduced to the major
or mullinsg@evergreen.edu.
Applications
literary theories in order to become aware of varied approaches
Academic Fair will be given priority.
be accepted until the program fills.
to literary
Total: 16 credits.
analysis and interpretation.
After
familiarizing
themselves with these analytical and theoretical foundations,
students will examine representations
of gender and culture
as well as their interrelationships
in American and Japanese
literature and popular culture through lectures, workshops,
book and film seminars as well as expository
writings.
Total: 16 credits.
Enrollment: 24
Special Expenses: Up to $30 for a field trip.
This program is also listed under Programs for Freshmen.
received
Qualified
by the
students
will
Enrollment: 25
A similar program is expected to be offered in 2009-10.
60 I Culture, Text and Language
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D..
V)
OFFERINGS BEGINNING
SPRING QUARTER
The Power and Limitations of Dialogue
Winter quarter
Major areas of study include communication,
social
philosophy, religious studies and political economy.
Awareness: Omnia Extares in Hesychia
Class Standing: Sophomores
welcome.
Spring quarter
or above; transfer
students
Prerequisites: One year of college-level course work in the
humanities and/or social sciences. Training in mediation or
conflict resolution is desirable. Faculty signature is required
(see below).
Program is preparatory for careers and future studies
in mediation, conflict resolution, teaching, management,
community organizing and most areas of the humanities and
social sciences.
Faculty: Patrick Hill (history of philosophy,
community/dialogue,
social history)
philosophy
of
Faculty Signature: The instructor, believing that programs
are too frequently chosen casually, is seeking a match
between the students' interests/expectations
and this
curriculum. To that end, a set of preregistration
materials
has been prepared, which must be read prior to obtaining
permission to register. To obtain those materials and then
a faculty signature, students must contact Patrick Hill, (360)
867-6595 or hillp@evergreen.edu.
Preregistration
materials
received by the Academic Fair, November 28, 2007, will be
given priority. Qualified students will be accepted until the
program fills.
Total: 8, 12 or 16 credits.
and 15 students
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies
in education, consciousness
studies, creative writing, social
and cultural studies, feminist theory and somatic studies.
Faculty: Bill Arney, Sarah Williams
We will begin our study by exploring the power of dialogue,
i.e., the personal skills and the world views that might (were
we ready, willing and able) maximize our own contributions to
dialogue. Then we will explore the limitations of dialogue (and
the attractiveness
of alternatives to it) that are manifest in the
deep gulfs in the United States and in world society, particularly
between (1) the religious right and the secular left, and (2)
Palestine and Israel.
While a major focus of the program is on the more or less
genuine dialogues of our times, these dialogues are being
approached
not as exhaustive studies of, e.g., racism or antiSemitism, but as case studies for understanding the power and
limitations of dialogue. Each student will sense over the course
of the program that he/she can internalize the dialogical skills as
add-ons to one's already existing strategies of survival, and/or
as the adoption of fundamentally de-polarizing habits of mind
and heart now widely seen as vital to a pluralistic age in need of
a more functional understanding
of our differences.
This program might well be described
as a 10-week
experiment
in respectful or compassionate
listening. Such
an experiment
is one of a few crucial prerequisites
to both
assessing the power and limitations of dialogue and to
improving our own dialogical skills. The core of this program
centers around the learning and the application of concepts
central to the attempts to understand persons and groups quite
different from us. This program demands an unusual amount
of collaborative work, even by Evergreen's standards. Given
the nature of the program, students will do a lot of work in
small groups and be expected to participate in conversations
with classmates and others with whom they would not normally
converse. These expectations are crystallized in the program's
very unusual Program Covenant.
Enrollment: 15 daytime students,
Evening and Weekend Studies.
Major areas of study include education, consciousness
studies, creative writing, social and cultural studies, feminist
theory, history and somatic studies.
from
Awareness-a
program
devoted
to
exploring
the
complementarity
of ascetical and critical studies-has
been
offered in various forms for the past three years. It has raised
questions for the college, faculty and students: What is the
value, or the virtue, of contemplative
education in modern
institutions of higher education? Can we reclaim the virtues
of Evergreen's
mascot or animal totem-the
geoduck's
predisposition
for stillness (hesychia) and letting it all .hanq
out-as we contemplate anew what is extolled when we sing our
alma mater, "Omnia Extares!" at graduation ceremonies? Our
collective inquiry will involve a look back-through
important
texts, student work and evaluations, institutes and retreats,
programs at other institutions-to
help answer these questions.
Join us as we assess, appreciate, and incorporate within our
own work together the best of what has been learned about
the influence of this curriculum on learning communities as well
as on collegiality at the college.
In addition to this core work for everyone in the program,
students also will design their own learning experiences. These
field studies, which will constitute up to half the work of the
quarter, can be anything: walking, reading, sailing, midwifery,
writing, gardening, Aikido, hospice care, welding, cooking,
meditation,
etc. (These may seem mundane activities but
any independent
work will be undertaken knowing that your
work, reflections and study will be conducted
in light of the
bookish and somatic inquiries of the program.) Each person will
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?
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 reflectionawareness-and
learning.
As a learning community we will participate in mind-body
practices, as well as bookish study, that facilitate and enhance
our ability to reflect on our current situation in historical, crosscultural and gendered contexts.
Total: 16 credits.
Enrollment: 48
Special Expenses: $30 for yoga workshops.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs
for Freshmen.
Culture, Text and Language I 61
C)
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e,
Designing Languages
Spring quarter
Major areas of study include linguistics and computer
science.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
linguistics, languages and computer science.
Faculty: Susan Fiksdal (linguistics,
(computer science)
French), Judy Cushing
Have you wondered about the ways languages work? Do
you think about how thoughts get translated into language?
Have you explored differences between
natural languages
(such as English or French) and artificial languages (such as
computer programming languages)? Do you know in what ways
computer languages are similar to natural languages and the
ways in which they differ?
In this program, we will explore these questions by studying
natural language, learning a computer language, and designing
a language. Specifically, students will study the structure and
function of human language
through
an introduction
to
the field of linguistics. This will involve a study of phonetics,
phonology,
morphology,
syntax, discourse,
metaphor
and
pragmatics. Students will learn LOGO, a computer language
that makes pleasing designs using some principles of geometry
in a step-by-step
process. We will work on the connections
between natural and artificial languages and we will consider
the implications of language design. Some of these implications
include considering other sorts of language such as music and
mathematics, writing systems, the intersection of culture and
language and the functions of language. Finally, students will
work collaboratively to create a language.
circuits of production and meaning. How can we, as readers,
critics, and writers, approach literary history today? How can
we leverage comparative studies to provide needed national
contexts while questioning nationalism?
We will address these questions by reading key works
of fiction from Brazil and the United States, by exploring
appropriate methods for comparing the two largest societies
in the Americas, and by revisiting the classic phases of literary
history in those societies. Students will emerge with a strong
foundation in critical studies of the novel through Romanticism,
Naturalism, Realism, Modernism, and Postmodernism.
Possible
authors may include Alencar, Azevedo, Machado de Assis,
Rheda, and Santiago from Brazil and Hawthorne,
James,
Faulkner, Morrison, and Danticat from the United States.
Faculty Signature: Students must submit an application and
a sample of written work. Application forms are available
at the Academic Fair, March 5, 2008, or prior to the fair
outside the office of Greg Mullins, Seminar II D3108. For
more information contact Greg Mullins, (360) 867-6243
or mullinsg@evergreen.edu.
Applications received by the
Academic Fair will be given priority. Qualified students will
be accepted until the program fills.
Total: 16 credits.
Enrollment: 25
Poetry New York
Spring quarter
Major areas of study include creative writing, poetics,
performance
studies, literary criticism, American literature
and exile literature.
Class Standing: Sophomore
welcome.
or above; transfer
students
Total: 16 credits.
Prerequisites: Faculty signature
Enrollment: 48
Program is preparatory for careers and future studies in
writing, art, editing and publishing.
Special Expenses: Approximately
expenses.
$15 for final project
A similar program is expected to be offered in 2010-11.
This program is also listed under Programs
and Scientific Inquiry.
for Freshmen
Literature of the Americas:
Brazil and the United States
Spring quarter
Major areas of study include literature,
literary criticism, film and writing.
Class Standing: Sophomores
welcome.
Prerequisites: One quarter
literature. Faculty signature
literary history,
or above; transfer
students
of college writing emphasizing
required (see below).
Program is preparatory for careers and future studies
in cultural studies, literature, writing, education and
international studies.
Faculty: Greg Mullins (comparative
literature)
In the 20th century a great deal of literary scholarship was
organized around national literary traditions, but in the 21 st
century cultural forms increasingly flow through transnational
Faculty: Leonard Schwartz
required
(poetics,
(see below).
creative
writing)
The goal of Poetry New York will be to immerse students
in an intense and various writing community, both as writers of
poetry themselves and as critical writers. It is hoped that this
daily contact with practicing writers, poets, translators, and
publishers will advance each student's writing horizons and
range of reading possibilities, demystifying the practice and
profession of writing while inspiring students to advance in their
own art.
This field study program features an immersion in New
York City's poetry, literary and publishing worlds. We will spend
two weeks on campus preparing for our trip by way of various
readings in New York's literary history and in The New York
School of Poets. The program will then fly to New York City
for six weeks, where we will take up classroom residency at
The Bowery Poetry Club, on Manhattan's Lower East Side. By
arrangement with the Club we will use its space as a classroom
for daily meetings, as a venue for our own readings and as
locale for attending readings. The Bowery Poetry Club is a
cafe, classroom and stage space that currently serves as the
center for numerous literary scenes in NYC, including those
of an experimental tradition, a spoken word and performance
tradition, and various ethnically identified writing scenes.
Students will pursue their own writing, write critical pieces
on the poetry they hear, read, interview poets they meet, and
be required to attend at least one event a day (or night) across
the city: The Bowery Poetry Club, The St. Marks Poetry Project,
The Academy of American Poets, The New York Public Library,
V)
62 I Culture, Text and Language
C)
Z
ii
e,
Vl
and so on, are all options for students to pursue their writing.
Local projects might include working on poems to appear in
public spaces in the city, working collaboratively on translations
of poets
journal
in town
of field
writing
in other
languages,
or compiling
notes. Field trips will also be arranged
a
to the
has called "the knife side of history," the blade that threatens to
obliterate anyone who ends up on the wrong side of a conflict.
The syllabus will include plays such as Richard II, Richard III,
and Henry \I, as well as film adaptations
directors
such as Welles,
Olivier
of these scripts
and Branagh.
by
We will also
offices of various publishers of the instructor's acquaintance
to study, close up, the way in which literature is made. Some
of these publishers might include: New Directions Publishing
question the generic category of "the history" by considering
other Shakespearean texts such as King Lear or The Merchant
of Venice. To help us sort out questions
of genre and ideology,
Company, The New York Review Of Books, Archipelago
we will
literary
Books,
read the
work
of influential
critics,
but
we
Seven Stories Press, etc.
The final two weeks of the quarter will be spent back on
campus in Olympia, debriefing,
finishing poems and essays,
will also learn to make our own informed
decisions about
Shakespeare's interpretations
of history by reading primary
documents,
historical
monographs
and biographies.
Most
and producing
importantly,
students will engage directly with the plays as
scripts by performing short scenes every week. For us, as for
the generations of Shakespearean actors who have reimagined
an anthology
of our work.
Faculty Signature: To obtain a faculty signature, students
must submit a ten page portfolio
of poetry or critical writing
and interview with the faculty. To make an appointment,
contact
Leonard
Schwartz,
and reinvented these plays, performance
powerful tool for interpreting the text.
Students will develop skills in critical thinking, literary
historical analysis, film studies, performance and writing.
(360) 867-5412 or schwartl@
evergreen.edu.
Portfolios received by the Academic Fair,
March 5, 2008, will be given priority. Qualified students will
be accepted
until the program
and
Total: 16 credits.
fills.
Total Credits: 12 or 16 credits.
Enrollment: 50
Enrollment: 25
Special Expenses: Approximately
Special Expenses: Approximately
will serve as our most
$40 for theater
tickets.
$2,000 for airfare to New
York City, food and lodging for six weeks, in addition to
some ticket fees for special events. The instructor will have
suggestions
about living arrangements.
Steinbeck's Americans
Spring quarter
Major areas of study include literature.
Stages of History: Performing Gender and
Authority on the Shakespearean Stage
Class Standing: This all-level program
support
for freshmen
offers appropriate
as well as supporting
and encouraging
those ready for advanced
Spring quarter
work.
Program is preparatory for careers and future studies in
Major areas of study include English history, English
literature
Renaissance
Faculty: Tom Grissom (physics, literature,
literature,
literary
theory,
performance
and film
and the humanities.
philosophy)
studies.
Class Standing: Sophomores
or above, transfer
students
The writer John Steinbeck created a uniquely American
literature
in his depiction
of individuals
caught up in and
welcome.
Prerequisites: Eight credits in literature.
Program is preparatory for careers and future studies in
education,
literary
studies,
history
Faculty: Elizabeth Williamson
and theater
tensions and situations that
There was always a strong
social consciousness and voice in his novels, short stories, and
nonfiction writings that was specifically cited in awarding him
studies.
(English literature),
struggling
with the conflicting
characterize
American
society.
Nancy
the Nobel Prize for literature in 1962.
In this program, we will examine major works of fiction and
Taylor (English history)
by this important writer, from such works as Cannery
Row, Of Mice and Men, To a God Unknown, The Pearl, The Red
Pony, In Dubious Battle, The Grapes of Wrath, East of Eden, Sweet
Thursday, The Wayward Bus, The Winter of Our Discontent, The
Long Valley and Travels with Charley. In addition, we will read
nonfiction
Although
demonstrate
written
early
in his career,
Shakespeare's highly developed
the
history
plays
talent for defining,
and undermining,
the structures of power that operated
his society. We will consider these plays as documents
"performance"
in
of
in every sense of the word. On the one hand,
the plays expose the ways in which the aristocracy performs its
authority-as
when Henry V. rallying his troops at Agincourt,
promises to make every man his brother, knowing full well that
the common foot soldiers will suffer the heaviest casualties
and will return to their homes richer only in scars. They also
demonstrate that gender itself is a performance, as in the case
of the dangerously powerful women who figure prominently in
Richard III and Henry VI. On the other hand, these scripts are
unique
theatrical
narratives.
performances
Shakespeare
based
on existing
was careful to depict
historical
only events that
literary criticisms
biographical
discuss with the aim of understanding
plays-the
histories
consistently
emphasize
relevance
of these
what Cornel West
work and
of the writer.
and assessing Steinbeck's
contribution to and place in American literature. Classes will be
seminars and recitations in which students will be responsible
Total: 16 credits.
political
on Steinbeck's
life and times
and aesthetic qualities of the writings and to their
and relevance, responding
always to the question:
What is the writer doing, and how does he do it? We will read and
chance to comment upon existing conflicts and controversies.
Similarly, theater companies in the 20th and 21 st centuries have
the searing
the
structure
meaning
for presenting
to appreciate
about
Students will write responses each week to the readings and
will produce a longer expository paper on some chosen aspect
of Steinbeck's writing. In our work, we will pay attention to the
happened hundreds of years before his birth, but at the same
time, his own act of reshaping the chronicles gave the actors a
come
of and commentary
material
their own writing
and work.
Enrollment: 24
This program is also listed under Programs for Freshmen.
Environmental Studies I 63
Environmental
The
Environmental
Studies
(ES) planning
unit
offers
Studies
broadly
interdisciplinary
academic
studies
within
and across three
distinctive thematic areas outlined below. Evergreen's unique approach to environmental
studies emphasizes hands-on, experiential
learning in the field and surrounding communities.
Many programs include extended field trips within the U.s. and several programs
include fieldwork in Central America.
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, ecological agriculture, environmental communication,
environmental
economics,
environmental
health,
environmental
history, environmental
law and policy, geography,
land-use
planning
and policy,
political economy and sustainability.
Natural
History focuses on observation,
identification
and interpretation
of flora and fauna using scientific field methods as
a primary approach to understanding
the natural world. It draws upon botany, ecology, entomology,
herpetology,
invertebrate
zoology, mammalogy, mycology, and ornithology to explore issues in biodiversity.
Environmental
Science deals with the underlying mechanisms and structures
Environmental
evolutionary
science can involve
biology,
laboratory
forest ecology,
geology,
of global environmental
change.
Programs in each of these three thematic
are listed in the following
science and mathematics.
e-mail
faculty
of natural systems,
and field work, including
biogeochemistry,
hydrology,
analysis, marine biology
environmental
areas will be offered
each year, although
biology,
to seek advice.
Another
advising
resource
year of undergraduate
study in biology, chemistry,
of the advanced environmental
studies programs.
is the Environmental
in environmental
and synergy.
particular
faculty
Repeating
programs
introductory
plant biology
history, non-fiction writing,
ecology,
as well as issues
Studies coordinator
studies or environmental
in political economy, physical
should feel free to call or
(contact
Academic
science, a minimum
Advising,
of one full
and statistics is recommended.
These subjects may also be prerequisites to some
Students can gain research experience by participating
in Advanced Research in
are offered
or foci each year. Conversely,
and oceanography
programs
Students
Environmental
Studies, which can serve as a capstone experience during the senior year.
Environmental
Studies offers both repeating and one-of-a-kind
programs that respond
events,
living and non-living.
climatology,
there may be overlap among them. Programs
pages, grouped by thematic area. Students should also consider
Any of the Environmental
Studies faculty can advise students.
(360) 867-6312), who will be aware of catalog updates.
For students who intend to pursue graduate studies
both
chemistry,
to unique
combinations
every year or every other year and may vary in content,
some faculty
teach the same topic
in different
programs
of interests,
depending
on the
each year. For example,
is taught roughly every other year often in interdisciplinary
programs of different titles that integrate art,
or economic botany. Two programs, Introduction to Environmental Studies (IES) and Practice of Sustainable
Agriculture (PSA) are offered every year. IES is intended for sophomore and transfer students who are new to environmental
studies;
it is also open to well-prepared
freshmen. PSA combines academics with hands-on farming experience. Programs focusing on human
communities
and environmental
years include Animal
Behavior,
and Tropical Rainforests.
The Master of Environmental
are taught
Affiliated
in the evenings,
Agriculture,
Study (MES) program
frequently
allow advanced
every year, although
Hydrology,
Marine
the program
titles change. Programs offered
Life, Plant Ecology and Taxonomy,
shares faculty with the undergraduate
undergraduates
curriculum
Temperate
which
Faculty:
John Longino
Entomology, Ecology,
Evolutionary Biology
John Perkins
Agriculture, Energy,
Media, Policy
Maria Bastaki
Environmental Toxicology,
Dylan Fischer
Forest and Plant Ecology
Risk Assessment
Russell Fox
Community Development,
Urban Planning
Cheri Lucas-Jennings
Environmental Health,
Law, Policy
Paul Przybylowicz
Ecology, Biology,
Agriculture, Sustainability
Lee Lyttle
Environmental Policy,
Research Methods
Liza Rognas
American History,
Research Methods
Ralph Murphy
Environmental Economics,
Environmental Policy
Martha Rosemeyer
Ecological Agriculture,
Food Systems
Nalini Nadkarni
Forest Ecology,
Environmental Outreach
Steve Scheuerell
Ecological Agriculture,
Composting, Sustainability
Lin Nelson
Environmental Health,
Community, Policy
Linda Moon Stumpff
Natural Resource
Policy, Forestry
Paul Butler
Geology, Hydrology, Statistics
Gerardo Chin-Leo
Marine Science,
Plankton Ecology
Robert Cole
Systems Science, Sustainability
Amy Cook
Ecology, Vertebrate Biology
may
Rainforests
and MES electives,
Carolyn Dobbs
Land Use,
Environmental Planning
programs
in alternate
to enroll.
Sharon Anthony
Environmental Chemistry,
Water Quality
Frederica Bowcutt
Botany, Environmental History
Some
policy are also offered
Ecological
be cancelled
Karen Gaul
Cultural/Ecological
Anthropology, Sustainability
Martha Henderson
Geography,
Environmental History
Heather Heying
Zoology, Behavioral
Ecology, Evolution
and others
added
after
this printing.
For the most
current
information,
Alison Styring
Ornithology, Tropical Ecology
Ken Tabbutt
Geology, Hydrogeology,
Geochemistry
Erik V. Thuesen
Marine Science, Zoology,
Ecophysiology
Ted Whitesell
Geography, Political
Ecology, Conservation
Tom Womeldorff
Economics
see www.evergreen.edu/catalog/2007-08.
64 I Environmental Studies
Christian Roots:
Medieval and Early Modern Science
Ecological Agriculture
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include European history, history of
science, philosophy, European ethnobotany,
book arts and
expository writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Major areas of study include agro ecology, soil science, soil
microbiology, history of agriculture, sustainable agriculture
and agricultural policy.
Class Standing: Juniors or seniors; transfer
welcome.
students
Prerequisites: Two quarters of college-level general
biology, one quarter college-level general chemistry.
Program is preparatory for careers and future studies in
the humanities, education, environmental
studies, natural
sciences, healing arts and ethnobotany.
Program is preparatory for careers and future studies
in sustainable agriculture, environmental
studies and
community studies.
Faculty: Kevin Francis (history/philosophy
of science),
Frederica Bowcutt (botany, history of science)
Faculty: Steve Scheuerell (organic agriculture),
Przybylowicz (soil microbial ecology)
We will explore the medieval and early modern influences
on western science. In doing so, we will study the development
of European culture between approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy. We will also examine the influence of Christianity on
early scientific understanding
of the world.
This program investigates the following questions. How
did classical pagan philosophy and Christianity shape the
way medieval and Renaissance
Europeans interpreted
and
represented the world? How did humanism, the rise of science
and changing technology
transform the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices in art and science? How does the emphasis on the
rational, scientific approach to knowing influence our life today?
How does our understanding of the natural world influence our
beliefs about our spiritual existence? And, finally, how does one
comprehend and relate to historical epochs with a set of beliefs
and practices that seem, at first glance, very foreign to our own
way of understanding
and interacting with the world?
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
will study Greek, Roman and Arabicthinkers such as Hippocrates,
Aristotle, Dioscorides, and Avicenna who influenced natural
philosophy. We will also examine selected philosophical and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany through herbals, horticulture, and medical history.
Students will begin a book arts project that continues through
winter quarter.
In the winter, we will address the emerging humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany, astronomy and medicine. During the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions of
higher learning and numerous translations of classical pagan
works, the seeds for a new scientific enterprise were planted.
New technology, global exploration, and artistic movements
also contributed to the scientific revolution that took place in
the early modern period.
This program provides a broad, interdisciplinary study of
agriculture from a critical perspective of social and ecological
sustainability. In fall quarter, we will focus on the foundations
of agricultural systems-soil
science, current farming practices,
and the history and present predicament
of North American
agriculture. We will start off winter quarter by attending the
Ecofarm conference in California. We will also examine how
farm policy, agro ecology and soil microbiology
influence
farming systems, as well as consider alternatives and possible
futures of agriculture. In spring quarter, students will have. the
opportunity to apply the knowledge gained in fall and winter
in a variety of applied settings on either the Evergreen Organic
Farm or other local farms.
We will emphasize
hands-on activities-field
trips, labs
and field experiments-as
well as systems thinking, expository
and scientific report writing, library research and quantitative
reasoning skills. Among the topics we will cover are: ecological
principles applied to agro-ecosystems,
soil science and fertility
management,
energy flow and nutrient
cycling through
farms, crop and livestock management,
agricultural history,
socioeconomic
aspects of agriculture, and regional to global
food systems. Labs will provide a hands-on introduction to soil
science, soil microbiology, and microscopy. Field trips will allow
students to visit farms that are working toward sustainability,
and to interact with farmers. Field experiments will focus on
topics such as biodiversity and cropping systems for winter
production.
Seminars will focus on the social, economic,
historical, and political aspects of farming and food systems.
Total: 16 credits
each quarter.
Enrollment: 48
Special Expenses: $150 for art supplies.
This program is also listed under Programs for Freshmen;
Culture, Text and Language; Expressive Arts; Scientific
Inquiry; and Society, Politics, Behavior and Change.
Paul
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: $75 each quarter
winter for EcoFarm conference.
for field trips; $400 in
Internship Possibilities: Spring quarter
approval.
with faculty
A similar program is expected to be offered in 2009-10.
Environmental Studies I 65
....I
....I
~
environmental
studies programs
who want to learn more about
Energy Systems
energy.
Look for program
Fall and Winter quarters
Program Web page, linked to the professor's
Major areas of study include energy, physics,
environmental
credit
studies,
mathematics.
will be awarded
and updates
on the Academic
homepage.
Total: 16 credits each quarter.
Upper-division
for upper-division
Class Standing: Sophomores
details
science
Enrollment: 25
work.
or above; transfer
Special Expenses: $15 equipment
students
fee.
A similar program is expected to be offered in 2009-10.
welcome.
This program is also listed under Scientific
Prerequisites: One year of college science, strong writing
and pre-calculus
Inquiry.
skills.
Program is preparatory for careers and future studies
in energy and the environment, natural science, physics,
engineering
Evolving Communication:
The Ways Humans and Animals Interact
and education.
Faculty: E. J. Zita (physics, astronomy)
How
is
energy
transformed,
used
created
and
and
harvested,
abused?
Energy
stored
and
Systems
is
a
Fall and Winter quarters
mathematical and applied study of the ways energy is produced
and changed by nature and humans. We will study issues of
Major areas of study include biology,
energy generation
Class Standing: Sophomores
and use in society and in the natural world,
using intermediate
physics and mathematics. One goal is to
gain a deeper understanding
of issues involved in achieving a
sustainable energy society. Another goal is to study interactions
between the Earth and Sun, from an energy perspective. We
will examine energy science and technology,
such as energy policy and environmental
and related topics
concerns, climate
change and global warming. We typically study alternative
energy sources such as solar, wind, geothermal, and bio-fuels as
well as conventional sources of energy such as hydro, nuclear,
gas, and coal.
This
is
a
good
program
for
students
interested
in
linguistics
and
communications.
or above; transfer
students
welcome.
Program is preparatory for careers and future studies
in evolutionary biology, zoology, linguistics, education and
communications.
Faculty: Susan Fiksdal (linguistics),
Heather
Heying (biology)
The search for the origins and evolution of communication
is a necessarily interdisciplinary
exercise. Where did language
come
from?
similar
to
How
human
is
communication
communication?
among
What
do
primates
other
animals
environmental
science and energy physics. We start with
skill building and background
study, and finish with research
communicate
about, and how do they do so? What is the
role of communication
in evolution? What do we know about
projects related
winter. Students
interspecies
as an independent
to energy. Classes meet full-time in fall and
may continue their research projects in spring
learning contract,
if they choose.
While calculus is not a prerequisite
for Energy Systems,
students who know calculus may use it in their coursework or
research projects. Students who have not yet learned calculus
can do so through a separate coordinated
module. A primary
goal of this program is to illustrate the power and beauty of
communication?
Are there universal expressions?
In this program, we will study a wide variety of systems of
communication
to learn how they work and how they function
to maintain life.
Fall quarter our focus will be on the role of verbal and
nonverbal communication,
and an introduction
to the study of
non-human
communication
from a biological
perspective.
We
physics and mathematics in the context of energy systems.
In the seminar component
of Energy Systems, we will
explore social, political, and/or economic aspects of energy
will study the structure of language from a linguistic point of
view including a study of phonetics, phonology, morphology,
syntax and discourse. The ways in which we negotiate meaning
will be central to this work and we will consider deception
production
and
and
use. Topics
may
include
global
warming,
environmental
concerns, the effects of the Sun on Earth's
climate, energy needs of developing countries, the possibilities
and requirements
Student
for a "hydrogen
research
Systems. Students
particularly interests
projects
economy,"
or similar topics.
are a major
part
of
Energy
miscommunication
studies
of biology,
as part
of this
we will examine
negotiation.
evolutionary
In our
approaches
to communication,
including types of signals (e.g. auditory,
visual, chemical, tactile); generation and degradation of signals
in complex
physical
and social environments;
within-species
will choose a research question
that
them, and, usually in small teams, design
communication
(e.g. territorial and mating calls); and betweenspecies communication
(e.g. mutual isms between plants and
and carry out their research investigations.
Research projects
involve quantitative analysis as well as hands-on investigations.
For example, research could include field work, energy analysis
animals).
Winter quarter we will focus on symbolic behavior and
expressive signals indicating cooperation,
conflict, interaction,
of an existing system (natural or constructed),
or design of
a new small-scale energy system, possibly with community
applications.
Past projects
have included
solar systems
emotion,
play and ritual.
The linguistic
study
will
focus
on
for homes, energy generation
from waste products, water
purification for boats or farm composters, analysis of efficiency
sociolinguistics
or the ways we use language in everyday life.
Our biological investigations will support this work with a focus
on game theory and the evolution of cooperation.
We will
also look for parallels in the ways primates communicate
and
of campus buildings,
then turn to the ways primates
and generation
of auroral infrasound from
example,
solar magnetic storms.
Students should be willing
to work
computer-based
learning
tools,
including
may have some
online
seminars
using
The Energy Systems program
in teams and to use
the
Internet.
chat-room
will coordinate
We
software.
with students
in
and humans communicate.
For
one link we will examine is the role of vocal imitation
in the communication of songbirds, whales, primates, elephants
and humans. Sound labs will allow us to analyze bird song and
other local animals' calls.
66 I Environmental Studies
...I
...I
~
Throughout
the two quarters, we will consider whether
humans are truly unique because of our use of language.
Students can expect to discuss methodologies
in biology and
linguistics
used in researching
communication
and to write and
present research projects each quarter.
Introduction to Environmental Studies:
Native Identities, Ecology and Resources in
the North American Pacific Basin
Fall and Winter quarters
Total: 16 credits each quarter.
Enrollment: 50
Major areas of study include physical geography,
Special Expenses: Approximately
$30 for research and field
and political
ecology,
anthropology,
cultural
Native studies and
sociology.
trips each quarter.
This program is also listed under Culture, Text and
Class Standing: This all-level program
Language
support for freshmen as well as supporting
those ready for advanced work.
and Scientific
Inquiry.
offers appropriate
and encouraging
Program is preparatory for careers and future studies
in resource management, environmental studies, social
services,
Introduction to Environmental Chemistry
Canadian
Major areas of study include introductory
research
scientific
writing
and student's
for 50 percent
North
freshmen
program
and 50 percent
peoples
is designed
sophomores.
Program is preparatory for careers and future studies in
chemistry,
environmental
policy,
environmental
studies
and
science.
Faculty: Sharon Anthony
(environmental
chemistry)
This program will provide students with an introduction to
chemistry using environmental
issues as a motivating theme.
We will use chemistry to understand environmental
problems
such as climate change, the ozone hole and acid rain. We will
investigate
warming?
spring?
questions
Why
such as: What should we do about global
does the
ozone
hole form
in the
Antarctic
During fall quarter, we will focus on chemistry topics such as
stoichiometry
and molecular shapes; during winter quarter, we
will move to equilibrium and chemical kinetics. Students will be
introduced to topics in chemistry primarily through workshops
and small-group activities and will also gain lab experience. Each
student will choose an environmental
problem as a topic for a
research project. Scientific writing is a focus of the program,
and students will be required to meet weekly with a writing
tutor to strengthen
their writing
skills.
Total: 16 credits each quarter.
Enrollment: 23
This program is also listed under Programs for Freshmen
and Scientific
Inquiry.
studies and
Gary Peterson
Karen Gaul (anthropology,
Native
independent
project.
Class Standing: This lower-division
(geography),
(Native studies, sociology),
studies, sustainability)
environmental
environmental
studies.
Faculty: Martha Henderson
Fall and Winter quarters
chemistry,
law, Native policies,
American
perceive
Pacific
the
Basin
Basin
Native
region
from
and
Indigenous
a unique
set
of
cultural and physical perspectives.
In this program, we will
focus on environmental
studies through the lenses of Native
rights, resources and Native identities.
We will emphasize
physical geography
and the cultural and political ecologies
from the perspective
of political
and social histories - of
Native and Indigenous groups in the region. We will focus on
environmental
histories, issues of climate change and impacts
on Native cultures, tribal, local and global sustainability;
resource management strategies from
ecological
perspectives;
and Native
a rapidly changing world.
building for environmental
The program will also include skill
studies students including field and
lab data analysis, Geographic
data
analysis,
ethnography
within environmental
Native
historical, cultural and
identity
formation
in
Information
and writing
Systems (GIS)' social
for
social
scientists
work groups. We will work on case studies
of different tribal or Native groups. Local field trips will support
classroom and seminar investigations.
During fall quarter, we will become familiar with the regional
context of the North American
Pacific Rim, environmental
histories, Native tribal identities and social histories, as well
as issues of sustainability.
Students will develop
research
skills including GIS and spatial analysis, policy interpretation,
ethnography
contexts.
and writing
for social sciences in environmental
During the winter quarter, students will continue their
investigation of regional and Native topics from case studies.
We will write a case study of individual Native groups from the
perspective of social, cultural and environmental
relationships
using the skills developed during fall quarter. The program will
include a series of books for seminar, lectures by faculty, guest
speakers and local field trips.
Total: 16 credits each quarter.
Enrollment: 72
Special Expenses: Approximately
$100 for field trip
expenses.
This program is also listed under Programs for Freshmen
and Native American
and World
Indigenous
Peoples Studies.
Environmental Studies I 67
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organize and analyze data (statistics). Microeconomic
principles
and methods will provide the foundation
for environmental
Introduction to Environmental Studies:
Natural Resources, Oceans and Global
Climate Change
economic
analysis.
Total: 16 credits each quarter.
Enrollment: SO
Fall and Winter quarters
This program is also listed under Scientific
Major areas of study include environmental
ecology,
oceanography,
environmental
studies,
Society,
Politics,
Behavior
Inquiry
and
and Change.
policy and
economics.
Class Standing: Sophomores
or above; transfer
students
welcome.
Program is preparatory for careers and future studies in
environmental
ecology
studies,
and natural
Faculty: Gerardo
Ralph Murphy
natural
environmental
resource
Chin-Leo
(political
regulation,
education,
Introduction to Natural Science:
The Structure of Life
management.
(marine ecology,
oceanography),
science, environmental
economics,
Fall, Winter and Spring quarters
Major areas of study include biology,
resources)
precalculus
and mathematical
Class Standing: This all-level program
This two quarter
program
is designed
to serve as a
foundation
for advanced programs in environmental
studies.
As such, it will survey a range of disciplines
and skills essential
for environmental
problem solving from both a scientific and
social science perspective. Specifically, we will study ecological
support
for freshmen
(mathematics,
examine
of
the
aquatic
major
physical
environments
and chemical
and
the
factors
controlling
the species diversity, distribution
and growth of
aquatic organisms. Current issues such as marine pollution
(eutrophication),
introduced
exotic
species,
over-fishing
and
forest management will be also be discussed. These scientific
issues will be grounded in the context of politics, economics
and public policy. In addition, we will examine how the values of
democracy and capitalism from the founding era to the present
influence resource management,
the scope and limitations
of governmental
policymaking,
environmental
law. Understanding
state, local) of governmental
protection
will be explored
studies will offer opportunities
interact
in environmental
will develop
regulatory
the different
agencies
and
levels (federal,
chemistry,
medicine
Our
world
has been
abundant
with
life
since the
first
single-celled
organisms emerged from the chemical soup of
early Earth three and a half billion years ago. In the intervening
period,
life has evolved to an incredible
degree
of complexity,
both in the structure and function of individual organisms, and
in the interactions between them. But what is life exactly? What
are the physical and chemical processes of life that distinguish
from ordinary matter? Are there mathematical
it
rules that govern
the formation and growth of life? And, how does life evolve?
These are some of the fundamental
questions that we will be
looking at in this program.
This is an introductory-level
program, designed for students
who are prepared to take their first year of college-level science.
Specifically, it will include a full year of introductory
biology,
responsibility
for environmental
in-depth.
Field trips and case
to see how science and policy
chemistry and a foundation
in mathematics, which will include
precalculus during fall quarter and topics in mathematical
issues. Finally, during fall quarter, we
the conceptual,
methodological
and quantitative
tools that
they will need to ask and answer questions that integrate these
an introduction
to research design,
quantitative
biology
in the winter quarter. Our goal is to equip students with
We will examine
problem-solving
in depth
three major challenges
for the early
21 st century: natural resources, global warming and energy.
These are three related topics that require an understanding
of
the science, politics and economics of each issue and how they
interact with one another. Globalism, political and economic
development
of the developing world and political unrest and
uncertainty will be discussed within each, as well as how these
macro-level problems overlap one another. Microeconomics will
be studied as a problem solving tool for environmental issues as
well as an introduction to environmental economic analysis.
The material will be presented through lectures, seminars,
labs, field tripslfield
work and quantitative
methods (statistics)
workshops.
Labs and field
trips will examine
microscopic life in aquatic systems, measure water quality and
study local terrestrial habitats. Quantitative methods workshops
the
studies.
David McAvity
physics), Clarissa Dirks (biology)
three disciplines.
Program activities
will present
and environmental
Faculty: Jim Neitzel (biochemistry),
reasoning and statistics.
In winter quarter, the focus will shift to a more global scale.
and economics
work.
Program is preparatory for careers and future studies in
of environmental
policy making, micro economics and political
science. This information will be used to analyze current issues
on a range of topics in environmental studies.
In fall quarter, we will study ecology with a focus on aquatic
We will
appropriate
and encouraging
Prerequisites: Strong algebra skills.
biology,
characteristics
offers
as well as supporting
those ready for advanced
principles and methods, aquatic ecology, methods of analysis in
environmental studies, American political and economic history
systems.
chemistry,
biology.
use of computer
software
such as Excel to
will
include
workshops,
skills will be developed.
where
lectures
and
conceptual
We will have significant
small-group
and technical
hands-on
lab
experience in biology and chemistry. We will also make use of
computer software for mathematical
modeling investigations.
In seminars, we will explore historical ideas about the origins
of life, how theories have developed,
and the reactions to
them
in society.
During
spring
quarter,
students
will
have
the opportunity
to design and carry out their own laboratory
investigations, the results of which they will present in talks and
papers at the end of the quarter.
This program will prepare students for more advanced work
in biology and chemistry, such as in the programs
Organism and Environmental Analysis.
Total: 16 credits fall and winter quarters;
spring
Molecule
to
12 or 16 credits
quarter.
Enrollment: 72
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen
and Scientific
Inquiry.
Someprograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
68 I Environmental Studies
...J
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Local Knowledge: Community, Public Health,
Media Activism and the Environment
research, oral history and the use of government documents.
We will develop a strong sense of local place, story, history
and culture. Through these studies we will build a base for
collaborative
studies, public
media analysis, environmental
media production,
studies,
labor studies,
popular
education
or above; transfer
winter and spring in response to what we have learned about
community needs and interests. The faculty encourage students
to focus on one of the following project areas: public health,
students
welcome.
the environment, labor, immigrant
systems, public art and media.
Prerequisites: Some community
desirable.
service experience
required (see below).
Faculty signature
Program is preparatory for careers and future studies in
community development,
media, public policy, environmental
studies, non-profit and social justice groups.
Faculty: Anne Fischel (media, community
(public
health, environmental
studies), Lin Nelson
community studies)
studies,
rights and education,
Faculty Signature: Students must interview
practice
is a program
of community-based
participatory
research,
focused
work,
and other
on the theory and
using video,
forms
oral history,
of activist
learning.
or studies is useful, but not required.
contact Anne Fischel, (360) 867-6416
program
local knowledge
possible
which to construct
responses to new challenges, one which we, as collaborators,
need to understand and incorporate into our work.
The history and identity of a community are inscribed in
For information,
or fischela@evergreen.
or nelsonl@evergreen.
fills.
Total: 16 credits each quarter.
base from
with the faculty
edu. Interviews conducted by the Academic Fair will be
given priority. Qualified students will be accepted until the
Our goal is to develop frameworks, methodologies,
strategies
and skills for collaborating
with local communities. We hope
to work closely with people in the region and support their
efforts to sustain and empower their communities. We believe
is a valuable
food
at the Academic Fair, May 16, 2007, to discuss their interest
in the program. Some background in community service
edu or Lin Nelson, (360) 867-6056
Local Knowledge
in doing
or two areas in which to deepen the skills most relevant to
their project work. We will develop collaborative
projects in
and participatory
research.
Class Standing: Sophomores
work.
library and archival research, document analysis, oral histories
and documentary
video. In winter students can choose one
Major areas of study include community
health,
community
In fall everyone will learn the basic skills involved
Fall, Winter and Spring quarters
Enrollment: 50
Special Expenses: $150 for project
materials,
video and
field trip.
Internship Possibilities: Spring quarter with faculty approval.
A similar program is expected to be offered in 2010-11.
This program is also listed under Expressive Arts.
stories, documents,
images, places, forms of knowing and
social practice.
The ways communities
define
problems,
envision solutions
and plan for the future are both enabled and
limited by this collectively held sense of history and identity.
But communities are also shaped by institutions-government,
mass
media,
globalized
corporations,
and
academic
and
policy expertise-that
are far removed from local values and
experience. As centers of power and decision-making
move
out of local reach, community
marginalized.
knowledge
and experience
are
confronting
and resolving the social, economic,
political,
cultural and environmental challenges they face. We will learn
efforts and participate
that tackle problems
to address.
Through
in ongoing
local citizens have identified
reading,
with community
our knowledge
field
trips,
film
projects
and begun
screenings,
meetings
mentors and archival research we will develop
of four local communities:
Tacoma, Shelton,
Centralia and Olympia.
Fall quarter
Major areas of study include forest ecology, conservation
What is at stake here is the capacity of local people to
be informed and empowered
citizens, creatively identifying,
from locally initiated
Mixing Messages: Bringing Art and Science
Together for Conservation
As we shape these case studies, we will
ask: What sense of history, identity
and common
experience
biology,
visual arts and natural history.
Class Standing: Juniors or seniors; transfer students
welcome.
Prerequisites: Three quarters of organismal
biology
or
three quarters of visual arts. For an alternative to the visual
arts prerequisite,
students may submit a portfolio
(to Lucia
Harrison) that demonstrates
competence
in one or more
of the following areas: drawing, photography,
painting
sculpture. Faculty signature required (see below).
and
Program is preparatory for careers and future studies in
ecology,
arts and conservation.
guides these communities?
What challenges do community
members confront,
and how are these being defined and
evaluated?
How does a community's
ability to define and
Faculty: Nalini Nadkarni (ecology), Lucia Harrison (visual arts)
represent itself affect its relationship to regional
policies, issues and debates?
How does" expert"
developed
the world.
or national
information
and input affect how communities identify and solve problems?
What regional, national, or international
networks can offer
information or support to local struggles?
Our
studies
will
draw
from
the
literature
of
popular
education, community-based
research, environmental studies,
public health, political
economy
and media analysis. We
will learn how to conduct research and analyze locally held
knowledge,
support
community
initiatives
and implement
projects
familiarize
for
sustainable
ourselves
with
community
development.
community
resources
We
will
and develop
relationships with community members and organizations. We
will learn skills in documentary video, media literacy, historical
On the surface,
the disciplines
of science
and art have
very different approaches and tools to understand
Generally, scientists use approaches that increase
objectivity, whereas artists often imbue the scene of focus with
emotions and personal outlooks. However, the two disciplines
share many characteristics: practitioners require sharp powers
of observation, adherence to a regime of discipline,
communicate results to an audience.
Both science and art can be used to inspire
and must
awareness
of and a sense of protection
for the natural world. Some
partnerships between scientists and artists have successfully
resulted
in synergistic
not have been carried
campaigns
to effect
actions that could
out singly. We will explore
expressions of these two seemingly
disparate
how the
modes of inquiry
Environmental
Studies I 69
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and communication-art
and science-can
contribute toward
a common goal of promoting conservation. We will draw upon
local, regional, national and international examples of how
artists and scientists partnered to enhance conservation. Our
program will examine how to promote the cross-fertilization
of concepts, tools, skills and approaches to better understand
forests and trees.
We will emphasize
forest ecosystems
of the Pacific
Northwest, with a focus on The Evergreen State College campus
and its surroundings. We will explore methods to represent
and understand natural systems, using ecology and visual arts,
identify and analyze projects that have brought together artists
and scientists for conservation and carry out small group projects
that plan for or create materials that enhance conservation.
Emphasis will be placed on development
of quantitative and
analytical skills for the science aspects and observational and
technical skills for the visual art aspects. Lectures, workshops,
seminars and oral presentations will be offered.
Students can expect one three-day field trip to the Olympic
Peninsula to learn about marine and forested environments.
In addition, a set of five or six day-long field trips will be
included.
Faculty Signature: Students must submit the following:
a) a one-page letter that describes the student's relevant
background activities (classes and work experience) and
reasons for wanting to take the program; b) a list of names,
telephone
numbers and e-majl addresses of contacts for
three former faculty, preferably from Evergreen, and c) an
alternative to the visual arts prerequisite,
students may
submit a portfolio (to Lucia Harrison) that demonstrates
competence
in one or more of the following areas: drawing,
photography,
painting, sculpture. For more information
and submission of application materials, contact Nalini
Nadkarni, (360) 867-6621 or nadkarnn@evergreen.edu
or
Lucia Harrison, (360) 867-6486 or harrisol@evergreen.edu.
Applications received by the Academic Fair, May 16, 2007,
will be given priority. Qualified students will be accepted
until the program fills.
Total: 16 credits.
Enrollment: 50
Special Expenses: Approximately
field trip expenses.
$200 for art supplies
This program is also listed under Expressive
Arts.
and
Money, Molecules and Meds
Fall and Winter quarters
Major areas of study include economics,
pharmacology
and chemistry.
management,
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
Prerequisites: Strong algebra proficiency.
biology and chemistry recommended.
for
High school
Program is preparatory for careers and future studies in
business, education, humanities, law and natural science.
Faculty: Glenn Landram (management,
statistics), Maria
Bastaki (pharmacology),
Lydia McKinstry (chemistry)
This program will explore the economic,
ethical and
scientific impacts of the pharmaceutical
industry on global
society. We will educate from a variety of angles in order for
students to gain an appreciation of the critical issues involved
with disease diagnosis, drug development,
testing, regulation
and production. The program will use an organizing theme that
links the chemical and biochemical concepts of drug design
and development
with the economic, social and legal issues
associated with the demand, cost and feasibility of research.
During the fall quarter, we will survey the fundamental
principles of chemistry and molecular structure as they relate to
drug activity and function. We will also consider the biochemical
principles that are important in drug bioavailability, therapeutic
efficacy and toxicity. We will explore the definition of disease in
the context of pharmaceutical
research priorities and the role
of the medical profession in disease diagnosis and treatment.
The regulatory, political and public policy processes involved in
moving a potential drug candidate from the research laboratory
through clinical testing and ultimately to the consumer will also
be examined.
In the winter quarter, our inquiry will focus on the role of
pharmaceutical
and biotechnology
industries in public health
and society, as well as the ways in which these organizations
are structured and financed. We will compare the costs and
benefits associated with drug development as they apply to the
industry and society, including research, testing, production,
packaging and marketing. Historical accounts of the discovery,
development, testing and regulation of a few specific drugs will
be presented along with the resulting public health and public
policy impacts. In addition, we will consider the economic,
social and geographical factors associated with certain national
and global public health care issues.
Program activities will consist of lectures, small-group
problem-solving
workshops,
laboratories,
field trips and
seminars. Our readings and discussions will be concerned
with the economic,
ethical and scientific aspects
of the
pharmaceutical industry as they relate to the global community,
as well as individuals. As appropriate,
we will use quantitative
methods to gain additional
insights into these concepts.
Students will undertake assignments focused on interpreting
and integrating the topics covered. This work will emphasize
critical and quantitative reasoning, as well as the development
of proficient writing and speaking skills.
Total: 16 credits
each quarter.
Enrollment: 60
Special Expenses: Approximately
museums, theaters and legislative
$25 for field trips to local
sessions.
This program is also listed under Programs for Freshmen;
Scientific Inquiry; and Society, Politics, Behavior and Change.
70 I Environmental Studies
The Science of Sustainable Buildings
Temperate Rainforests
Fall quarter
Fall quarter
Major areas of study include environmental
physics, civil
Major areas of study include forest ecology, ecosystem
and mechanical engineering,
history of world architecture
and sustainable building and design. All science content is
lower-division
science credit.
Class Standing: Juniors or seniors; transfer students
Class Standing: This all-level program
Prerequisites: One year of college-level
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
and encouraging
Prerequisites: There are no specific subject prerequisites,
but ability
to calculate
and read carefully
ecology,
landscape
processes,
weather
and climate.
welcome.
science required.
Program is preparatory for careers and future studies
in ecology, education, environmental studies and earth
science.
will be essential.
Faculty: Dylan Fischer (forest ecology),
Paul Butler (geology)
Program is preparatory for careers and future studies in
applied
physical sciences, architecture,
sustainability
and
engineering.
Faculty: Rob Knapp (physics, ecological
What
temperate
of other
design)
are
the
structure,
composition
and
function
of
rainforests? How does this relate to the ecology
systems,
land management
and the
physical
environment?
We will explore
how diversity
and physiology
of
How do buildings stand up? How do you design buildings
for earthquakes,
solar energy, or good indoor air? How do
basic services like electricity or plumbing actually work? What
temperate rainforests relates to these questions. Specific topics
will include forest nutrient cycling, ecophysiology,
sampling,
do natural organisms,
between
like plants or animals, have to teach us
about good ways to build? These are some of the questions
this program will consider. The emphasis will be on sustainable
designs that have been proven in real-world projects. The work
will cover the basic scientific concepts that affect the structure
and operation of buildings and the basic techniques by which
they are used in designing or analyzing buildings. The program
land management
effects on ecosystems
and the relationship
forests and the physical environment.
Our focus will
be on the ecosystem 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 primary scientific
literature
related
to the structure,
composition,
function
anq
should be useful both to students considering further study of
architecture or engineering, and equally to students who want
management
of temperate
rainforests to elucidate current
scientific knowledge of these systems. We will also investigate
interactions
between
humans and forests to consider the
to learn some college-level
applications.
organized
We will study
both
science with important
new and old approaches
real-world
to building
design. Since both high technology and traditional indigenous
methods have important insights and examples to contribute,
we will try to understand the natural forces and processes at
work in all of them. Most topics will include an introduction to
broader impacts of ecological
group
develop
an
development
projects
research. Students will undertake
in ecology
and natural
independent
study project
of research and quantitative
history
and
that requires the
skills. We will use
The Evergreen State College campus as a field laboratory. The
program will also take a field trip to the Olympic Peninsula to
study natural history and field ecological
aspects of temperate
the basic estimating techniques used by professionals in this
area. We will also consider the values embodied in the various
approaches we study, as expressed in the symbolism, aesthetics
rainforests. In addition, we will work with a local landowner to
characterize and evaluate ecological structure and nitrogen
cycling in a 200-acre forest that has a diverse mixture of
and political economy associated with them. For example, we
may try to understand and evaluate the ways in which southwest
England's Eden Project has been shaped by a mix of commercial
wetlands, riparian
harvest units.
and environmental values.
Topics will include structures,
Total: 16 credits.
heating,
and other forms of energy and sustainable
light,
sound,
materials,
solar
and we
will use illustrated lectures, skill workshops, site visits and book
seminars to address them. There will be assignments to make
daylight
models,
measure household
energy use, practice with
design estimating techniques and do research on a significant
recent building, in addition to weekly readings in a background
text as well as related
to
build
skill
books and articles. Students
in quantitative
reasoning,
can expect
descriptive
architectural
drawing and sustainable design
will also be some attention to model-building
writing,
methods. There
and computer-
based graphics.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$25 to $50 for drawing
supplies; approximately
$20 for one overnight
mid-quarter;
as well as purchase of a scientific
(TI-30XA
field trip in
calculator
or equivalent).
This program is also listed under Programs for Freshmen;
Expressive
Arts; and Scientific
Inquiry.
zones,
mature
second
growth
and recent
Enrollment: 50
Special Expenses: Approximately
$160 for a five-day
trip to the Olympic Peninsula. The deadline
the field trip fee is September 28, 2007.
field
for payment
of
A similar program is expected to be offered in 2009-10.
This program is also listed under Scientific Inquiry.
Environmental Studies I 71
a:::
w
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Z
OFFERINGS BEGINNING
§
Student Originated Studies: Environmental
Studies
WINTER QUARTER
Winter quarter
Plant Ecology and Physiology
Major areas of study include geology,
geography
Winter quarter
hydrology,
physical
and statistics.
Class Standing: Juniors or seniors; transfer students
Major areas of study include plant ecology, plant anatomy,
plant physiology,
plant community
ecology
and technical
Prerequisites: Faculty signature
writing.
environmental
welcome.
Program is preparatory
forest ecology,
(see below).
studies and earth science.
Faculty: Paul Butler (geology)
science.
for careers and future studies in
botany, biology,
required
Program is preparatory for careers and future studies in
Class Standing: Juniors or seniors; transfer students
Prerequisites: One year of college-level
welcome.
education,
environmental
Student Originated Studies (50S) offers opportunities
advanced students to create their own course of study
for
and
sciences and ecology.
research. Prior to the beginning
Faculty: Dylan Fischer (forest ecology)
individual students or small groups of students must consult with
How do plants and plant communities
function?
How do
plants differ in function above ground and below ground?
We will closely examine the ecology and physiology of plants
of winter
quarter,
interested
the faculty sponsor about their proposed projects. The project
is then described in an Independent
Learning Contract. The
faculty sponsor will support
student
research in environmental
be
studies that focuses on the physical environment of the Pacific
Northwest. Project proposals for work outside this area will be
divided between those that focus on individual plants, on the
interactions among plants and with the abiotic environment.
considered on a case by case basis. Students wishing to conduct
environmental fieldwork need to demonstrate that they have
Topics will include plant anatomy, physiology, competition
ecology, plant water use, photosynthesis,
plant growth and
form, plant rooting, and the potential effects of large scale
the appropriate
disturbances such as global warming on plant communities.
We will apply what we learn about plant ecology to better
Independent
understand current research in the broader field of ecology in
general. Our readings will be divided between current widely
should send their proposal to Paul Butler and arrange an
appointment.
For more information,
contact Paul Butler,
used texts in plant physiology and ecology and current research
papers from technical journals. Day trips, workshops, labs and
a multiple-day field trip will allow us to observe field research
(360) 867-6722 or butlerp@evergreen.edu.
and current
methods
in plant
ecology.
Our studies
will
on plant physiology, restoration, the plant ecology of diverse
environments, as well as conduct student-driven
research on
plant ecology and physiology.
Communication
skills will
reading
scientific
be
articles and writing
emphasized,
for scientific
particularly
audiences.
We will also practice skills for communicating
to a broader
public using non-fiction and technical writing found in major
botanical journals.
Total: 16 credits.
Enrollment: 25
Special Expenses: $250 for field trip costs.
A similar program is expected to be offered in 2009-10.
skills.
Faculty signature: To enroll, students
Learning Contract
Butler. Interested
students
must develop an
in consultation with Paul
who have a project
proposals received by the Academic
2007, will be given priority. Qualified
accepted
until the program
Total: 8 to 16 credits.
Enrollment: 12
fills.
in mind
Contract
Fair, November 28,
students will be
11( Enviranm~nraI5tudi&5
OFFERINGS BEGINNING SPRING QUARTER
Tropical Rainforests
Winter quarter
Ecology of Harmful Algal Blooms
Major areas of study include ecology
tropical
ecosystems,
processes,
weather
introductory
awarded
statistics
and evolution
for field biology:
and climate
?f. tropical
Spanish. Upper-divIsion
of
landscape
regions
Spring quarter
and
science credit will be
Class Standing: Juniors or seniors; transfer
awarded
students
Prerequisites: Introduction
to Environmental
for upper-division
Upper-division
Program
is
prepar~t:ory
'lor
careers
work.
Prerequisites: One year of college-level
and £u~ure ~"tud;es
in environmental
studies, ecology, conservation biology,
evolutionary
biology, geology, physical geography and Latin
American studies.
Faculty: John T. Longino (biology),
The tropics
will
on
Costa
biodiversity.
Rica, emphasizing
This
biological
richness, field ecology, the physical environment,
statistical
analysis of field data, conservation biology and Latin American
culture. 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, quantification and analysis
of ecological diversity, an overview of major taxa of Neotropical
plants and insects, and discussions of the physical environment
of tropical regions. This material will be integrated with classes
in introductory
statistics and conversational Spanish.
During the Costa Rica field trip, we will visit four major field
sites, including coastal habitats, 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, both faculty and student
led. 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.
must submit an application.
will be based primarily on writing skills and
background
knowledge
in the sciences. Application
are available from John T. Longino, (360) 867-6511,
evergreen.edu.
Applications
received
until the program
Qualified
Fair,
students
fills.
Faculty: Gerardo
Chin-Leo
(biological
oceanography)
Micro algae account
production
in aquatic
for most
systems.
of the plant biomass and
Recently,
coastal
waters
worldwide have experienced an increase in the occurrence of
large concentrations
(blooms) of harmful algal species. This
increase can be linked to human activities such as the increased
input of nutrients into aquatic systems from wastewater and
sewage. Blooms of toxic algal species (e.g. red tides) can cause
direct mortality of fish and shellfish. Other organisms, including
humans, can be indirectly affected through the consumption
of contaminated
seafood. Large blooms of non-toxic 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, causing the mortality of plants and animals. This
program will examine these interactions.
We will study the taxonomy and ecology
species, the environmental
factors controlling
Enrollment: 24
$2,200 for a three-week
field trip to Costa Rica.
A similar program is expected to be offered in 2009-10.
This program is also listed under Scientific
Inquiry.
of harmful algal
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 to monitor harmful algal blooms
and to control their impact on fisheries and public health. The
in phycology,
microscopy
and seawater analysis as well as field trips to local estuaries.
Total: 16 credits.
Enrollment: 25
This program is also listed under Scientific
Total: 16 credits.
Special Expenses: Approximately
and one
ecology.
There will be labs to learn methods
forms
longinoj@
by the Academic
28, 2007, will be given priority.
will be accepted
biology
quarter of general chemistry.
Program is prepara~ory for careers a.nd 'u.ture studies
in marine sciences, environmental studies, biology and
material will be presented through lectures, seminar discussion
of books and scientific articles and student research projects.
Faculty Signature: Students
Assessment
students
Paul Butler (geology)
are the cradle of the world's
focus
marine
credit will be
welcome.
Studies
or one year of college-level
science. Spa~lsh IS highly
recommended.
Faculty signature IS required (see below).
November
and oceanography.
Class Standing: Juniors or seniors; transfer
welcome.
program
Major areas of study include marine ecology,
phycology
in all science areas.
Inquiry.
Environmental Studies I 73
C)
z
D2
Q.
V)
Field Ecology
Invertebrate
Spring quarter
Spring quarter
Major areas of study include botany, ecosystem science,
forest
structure,
history,
ecological
plant-insect
restoration,
interactions,
biocomplexity.
Upper-division
for upper-division
work.
riparian
disturbance
ecology,
ecology
Zoology and Evolution
Major areas of study include invertebrate
fire
and
invertebrate
zoology
zoology,
and microscopy.
lab, evolution
Class Standing: This all-level program
science credit will be awarded
support
for freshmen
offers appropriate
as well as supporting
and encouraging
those ready for advanced
work.
Class Standing: Juniors or seniors; transfer students
Prerequisites: Two quarters of college-level
welcome.
or Introduction
Prerequisites: One year of college-level
signature
required
science. Faculty
to Environmental
Program is preparatory for careers and future studies in
zoology
forest resources, ecology, botany, environmental
sciences,
education, forest ecology, environmental
journalism, science
Faculty: Erik V. Thuesen (zoology)
and natural history.
of organisms,
will focus on intensive group
and individual
field research on current topics in ecology and field biology.
Students will be expected to intensively use primary literature
and
student-driven
field
research
to
address
observations
about ecological composition, structure and function in natural
environments.
Students will participate
in a two-week field
trip to a remote field site in the southwestern United States
where we will conduct
and the biological
Invertebrate
Faculty: Dylan Fischer (forest, plant ecology)
This program
biology
Resources,
Oceans and Global Climate Change.
(see below).
Program is preparatory for careers and future studies in
writing
general
Studies: Natural
a series of ecological
studies. Students
will also be expected to develop multiple independent
and
group research projects in local forests in the South Sound,
the Evergreen forest campus, national forests, national parks,
state forests and other relevant
natural settings.
Students
are
sciences.
animals comprise
and knowledge
an extremely
of invertebrate
diverse group
zoology
is a key
component to understanding
biodiversity on the planet. This
program will examine the invertebrate
phyla with particular
regards
to
functional
The evolution
morphology,
of invertebrates
phylogeny
and
ecology.
will be an underlying
theme
throughout
the course. Students will study the science of
evolution through seminar readings and oral presentations.
The proximity of Evergreen's campus to various marine, freshwater and terrestrial
habitats
provides
excellent
opportunities
to study many diverse groups of invertebrate
organisms.
Emphasis will be placed on learning the regional invertebrate
fauna. Fundamental laboratory and field techniques in zoology
will be learned, and students will be required to complete a
research
project
utilizing
the
available
microscopy
facilities
expected to "hit the ground running" and should develop
research projects for the entire quarter within the first weeks of
(light and scanning electron microscopes). This program
include extensive work in both the lab and field.
the program. These research projects will be formally presented
by groups and individuals in the final weeks of the quarter.
Total: 16 credits. Upper-division
Topics
of study
will include
botany,
ecosystem
science,
forest structure, ecological restoration, riparian ecology, fire
history, insect-plant interactions, disturbance ecology, and the
broad fields of biocomplexity and ecological interactions. These
topics and student projects will be crystallized through a series
of intensive multi-day paper-writing workshops in which group
and individual papers will be produced. We will emphasize
identification
of original field research problems in diverse
habitats, experimentation,
data analysis, oral presentation
findings and writing in journal format.
awarded
for upper-division
will
science credit will be
work.
Enrollment: 24
Special Expenses: Approximately
$175 for overnight field
trip; approximately
$10 for dissection tools; above average
book costs.
This program is also listed under Programs for Freshmen
and Scientific
Inquiry.
of
Faculty Signature: Students must submit an application.
Assessment will be based primarily on previous coursework
and experience. Application
forms are available from
Dylan Fischer, (360) 867-6509
or outside
or fischerd@evergreen.edu
his office, Lab II, 3265. Applications
received
by
the Academic Fair, March 7, 2008, will be given priority.
Qualified students will be accepted until the program fills.
Total: 16 credits.
Enrollment: 25
Special Expenses: Approximately
trip to a remote
$400 for a two-week
field
field site.
A similar program is expected to be offered in 2009-10.
Some.programs
may be cancelled and others added after this printing. For the most current lnformation,
see www.evergreen.edu/catalog/2007-08.
74 I Environmental Studies
Landscape Processes
Practice of Sustainable Agriculture
Spring quarter
Spring, Summer and Fall quarters
Major areas of study include geology
Upper-division
science credit
Major areas of study include practical
and geomorphology.
organic farming
will be awarded.
horticulture
and
practices.
Class Standing: Juniors or seniors; transfer students
Class Standing: Juniors or seniors; transfer students
welcome.
welcome.
Prerequisites: One year of college-level
Prerequisites: Faculty signature
science.
required
(see below).
Program is preparatory for careers and future studies in
Program is preparatory for careers and future studies in
earth science, environmental
forestry.
sustainable agriculture, horticulture,
farming,
studies and environmental
education.
studies,
Faculty: Paul Butler (geology),
new
The need to understand
urgency as awareness
land-use
planning
and
Faculty: TBA (horticulture,
TBA (geology)
landscape processes has gained
of global climate change has
environmental
small farm management)
This program
integrates
the theoretical
and practical
aspects of small-scale organic farming in the Pacific Northwest
increased. For example, by studying changes in the landscape
due to past climatic events, we will be better able to understand
throughout
the spring, summer and fall quarters. Each week
includes eight hours of classroom instruction and twenty hours
and predict
of hands-on
the future direction
of landscape adjustments
that
are now underway. In addition, human modification
of Earth's
surface, whetherfor agriculture, mining, forestry, or urbanization,
is often
undertaken
without
adequate
surficial processes, sometimes
knowledge
of Earth's
with dire consequences.
Process
work at Evergreen's
Organic
Farm. This program
is designed to compliment the broader and ecological
focus of the Ecological Agriculture program.
Students
will explore
basic farm management,
include seasonal crop production,
nutrient
systems
which will
management,
animal
geomorphology
(the processes that make and modify physical
landscapes) draws on a number of overlapping
physical and
biological sciences, which include physics, chemistry, hydrology,
husbandry, irrigation, plant breeding for seed production, weed
and pest control, as well as direct and wholesale marketing.
Working
with state-of-the-art
facilities,
this program
will
soil science, geography, meteorology, climatology and biology.
This program will combine text discussion and lab exercises,
introduce students to vermiculture, composting
and biodiesel
production.
These topics
will provide
a framework
and
with the opportunity
for separate field studies at selected sites
in Washington and the Grand Canyon to gain an understanding
foundation
season.
of these processes. Our goal is to improve students' ability to
make the connection
between landscape form and process.
In spring, the program
will focus
horticulture,
greenhouse
management,
The focus of our studies
regions and coasts.
This program
will be on river systems, glaciated
has two
travel
options
available.
Students
equipment
for
more specific
maintenance.
concepts
In summer,
to be explored
each
on soils, practical
crop rotation
and
students
will
explore
their
personal
agricultural
interests
through
a research
project. The program will also visit a wide range of diverse
can choose to participate in a 16-day, Grand Canyon field trip,
or attend a one-week field trip to Eastern Washington
and
alternative
complete
preservation, as well as outbuilding
construction,
with basic
workshops on plumbing and electricity.
In fall, we will focus on winter crop production, cover crops,
a research project.
Total: 12 or 16 credits. Students
extended
unable to attend
either
field trip should enroll in the 12 credit option.
Enrollment: SO
Special Expenses: The Grand Canyon field trip expense is
approximately
$1,800. Students planning to participate
in
this option should contact the faculty no later than February
1, 2008, to obtain
deadline
the application
for payment
is February
criteria
and conventional
reproductive
organic farms. Summer topics will
crop biology,
fruit
production
and food
entomology
and plant pathology, genetics and seed saving,
compost biology, food storage and farm business planning.
After completing
the Practice of Sustainable Agriculture
program,
students
will
have an understanding
systems approach to small-scale sustainable
in the Pacific Northwest.
of
a whole
farm management
for the trip. The
29, 2008. The Eastern
Washington field trip is approximately
payment is April 4, 2008.
include
$150. The deadline
This program is also listed under Scientific Inquiry.
for
Faculty Signature: Application
and interview
To apply, contact Melissa Barker, Organic
(360) 867-6160 or barkerm@evergreen.edu
Evergreen
State College,
Organic
are required.
Farm Manager,
or mail to The
Farm Manager,
Lab I,
Olympia, WA 98505, or contact the Academic Advising
Office, (360) 867-6312. Applications
received by March
5, 2008, will be given priority. Qualified
accepted until the program fills.
students
will be
Total: 16 credits.
Enrollment: 25
Special Expenses: $100 each quarter for field trips.
Internship Possibilities: Agriculture
related
with faculty
approval.
A similar program is expected to be offered in 2008-09.
Environmental Studies I 75
C)
z
ii:
e,
Rainforest Research
The Science of Fat
Spring quarter
Spring quarter
Major areas of study include tropical field biology. Upperdivision science credit will be awarded.
Class Standing: Juniors or seniors; transfer
welcome.
students
Prerequisites: Temperate Rainforests or Tropical Rainforests
or the equivalent. Faculty signature required (see below).
Program is preparatory for careers and future studies in
environmental
studies, ecology, conservation
biology and
evolutionary biology.
Faculty: John T. Longino (biology)
This program is a logical successor to the Temperate
Rainforests and Tropical Rainforests programs. Students will
carry out an independent
scientific research project in tropical
rainforest biology. Proposals for projects will have been
developed during the earlier Tropical Rainforests program, or
through direct consultation with the faculty. Projects will involve
extensive field work, and may be located in a variety of possible
sites in Costa Rica. Students will gather and analyze their own
data, write a technical research report and present their results
in a symposium at the end of the quarter. Students will have
weekly consultation with faculty via e-mail, and will meet with
the faculty twice during the quarter at the La Selva Biological
Station, once early in the quarter for project development,
and at the end of the quarter for final report writing and the
symposium.
Examples of previous studies include insect
attraction to bioluminescent fungi, foraging behavior of nectarfeeding bats and effect of canopy position on epiphyte drying
rates.
Faculty Signature: Students enrolled in Tropical Rainforests
should include a statement in their application regarding
interest in the Rainforest Research program. Tropical
Rainforests students will be given preference but new
students may enroll. New students wishing to enroll
should contact John Longino, (360) 867-6511 or longinoj@
evergreen.edu,
for an interview. Students applying prior
to the fall Academic Fair, November 28, 2007, will be given
preference. Qualified students will be accepted until the
program fills.
'"
Major areas of study include chemistry
and statistics.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
for
Program is preparatory for careers and future studies in
chemistry, statistics and public health.
Faculty: Sharon Anthony (chemistry),
(mathematics)
Brian L. Walter
What is all the fuss about fat in our diets? In what ways is
fat a necessary nutrient and how is it harmful to us? What's the
difference between a saturated fat and a trans fatty acid and
why should we care? How do researchers use data to create
dietary recommendations
for the public?
In this program, we will investigate the role of fat in our
diets from a chemical perspective,
and study how to use
statistics to draw conclusions from data about health and diet.
With chemistry and statistics as disciplinary backbones, we will
investigate what types of fat we should eat as well as whether
fat replacements
such as Olestra are a healthy alternative.
Seminar texts will discuss a range of issues including healthy
diets, causes of obesity, perceptions
and stereotypes
about
fatness, and media presentation
of diet and health issues.
Students will also undertake a significant research project on
a topic related to the content of the program, culminating in a
scientific poster and presentation.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
trip.
$75 for overnight
This program is also listed under Programs
and Scientific Inquiry.
field
for Freshmen
Total: 16 credits.
Enrollment: 24
Special Expenses: Students should be prepared to finance
their own travel, daily living expenses and project needs.
For example, complete room and board for ten weeks 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 Biological Station will be required and should be
factored in to your living expenses ($250 or $340, depending
on long-term or short-term status at La Selva). There is a
$150 study abroad fee payable to Evergreen.
A similar program is expected to be offered in 2009-10.
This program is also listed under Scientific Inquiry.
Someprograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
76 I Environmental Studies
Vertebrate Evolution
Spring quarter
Major areas of study include evolutionary
vertebrate
science.
zoology,
comparative
anatomy
biology,
and philosophy
of
Class Standing: Juniors or seniors; transfer students
welcome.
Prerequisites: One year of college-level
biology,
preferably
two.
Program is preparatory for careers and future studies in
vertebrate
biology.
zoology,
veterinary
Upper-division
medicine
Faculty: Heather Heying (evolutionary
Evolution
biological
and evolutionary
science credit will be awarded.
provides
an explanation
biology)
for the
extraordinary
diversity on this planet. In this program, we will focus
on macro evolutionary
processes-specifically
speciation and
the evidence it leaves behind. In doing so, we will address
several philosophical
questions including: How do we make
claims of knowledge
in a historical
science such as evolution?
We will investigate questions that initially seem simple-for
example "What is a species?"-but
turn out to have myriad,
conflicting answers. It is this complexity, and our attempts as
scientists to discern the pattern in that complexity, that will be
our focus.
We will use vertebrates as our model to study evolution.
Innovations have marked the history of vertebrates, including
the
origins
amniotic
habitats.
of cartilage,
bone,
brains,
endothermy
and the
egg, which allowed for the invasion of terrestrial
The transformation
of existing structures to take on
new functions
has been another
notable feature
of vertebrate
evolution: from swim bladder into lungs, hands into wings, and
scales into both feathers and hair. In the second half of the
quarter, we will review the history and diversity of vertebrates.
Classroom work will include workshops and lectures in which
active participation
by all students will improve the learning
community for all. In the wet lab, we will study the comparative
anatomy of vertebrate skulls and skeletons, and dissect cats
and salamanders. In the computer lab, we will use software
designed
for systematic
character
analysis, and students
will
generate and analyze morphological
datasets. Students will
present short lectures on topics in anatomy or physiology
(e.g. circulatory system, muscle physiology). Students will also
conduct
extensive
research on a current,
unresolved
topic
in
vertebrate evolution, and will present that research in both a
paper and a poster. In the final week of the quarter, we will go
on a multi-day
field trip.
Total: 16 credits.
Enrollment: 25
Special Expenses: Approximately
to Oregon
and $50 lab specimen
$130 for four-day
fee.
field trip
A similar program is expected to be offered in spring
2010.
This program is also listed under Scientific Inquiry
Expressive Arts I 77
Expressive Arts
In the Expressive Arts area, students gain skills and experience in the arts with a special focus on connecting theory and
practice. Students often work collaboratively and in more than one art form simultaneously, exploring cross-disciplinary
approaches to a theme. Program themes are drawn from the scholarly and creative work of the faculty, keeping the curriculum
vital and relevant. Most programs take a hands-on approach, offering students ample opportunities for skill development,
but a theme-based curriculum cannot provide sequential skill training in every art form. The area offers yearly work in the
performing arts (theater, music and dance). media arts and visual arts. In all these contexts, the faculty strive to support a
strong multicultural perspective. Moreover, we see creative work as a central element in a broad, liberal arts education.
Thus, we encourage our students to seek academic studies outside the area for admission to some arts programs. Students
in the arts are advised to periodically study other disciplines or to select cross-divisional programs offering the arts, such as
science/arts or literature/arts.
Programs in the Expressive Arts area include annual entry-level programs in media arts (Mediaworks), performing arts
(Foundations of Performing Arts) and visual arts (Foundations of Visual Art). These programs provide an introduction and
theoretical foundation for work in one or more arts disciplines. Because of high student demand, enrollment in some of
these programs requires the completion of a written application or a portfolio review. Students are admitted to entry-level
programs in visual arts, media or theater, or advanced programs in Expressive Arts only when they have completed at least
one year of interdisciplinary work outside the arts.
For intermediate and advanced arts students, individual contracts and senior thesis projects are two options for upperdivision 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 skill-development courses offered through Evening and Weekend Studies to supplement their
program work. Finally, internship 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 Media: 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 mixedmedia 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 that they have developed through
work in programs and courses. 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 seniorlevel work in one or more media. Participating students work with a thesis committee of faculty or staff. Applications for
Senior Thesis are available from the Performing and Media Arts Manager in the Communications Building. During spring
quarter, 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.
Affiliated Faculty:
Susan Aurand
Lara Evans
Matthew Hamon
Laurie Meeker
Lisa Sweet
Visual Art
Art History
Visual Art, Photography
FilmNideo
Visual Art
Andrew Buchman
Joe Feddersen
Lucia Harrison
Kabby Mitchell
Gail Tremblay
Music
Visual Art
Visual Art
Dance
Visual Art, Creative Writing
Arun Chandra
Anne Fischel
Ruth Hayes
Ratna Roy
Sean Williams
Music
FilmNideo
Animation
Sally Cloninger
Ariel Goldberger
Rose Jang
Dance, African American
Studies, South Asian Studies
Julia Zay
Video/Media
FilmNideo
Scenic Design
Theater
Terry Setter
doranne crable
Walter Eugene Grodzik
Robert Leverich
Music
Performance Studies,
Literature
Theater
Visual Art, Architecture
Paul Sparks
Bob Haft
Jean Mandeberg
Visual Art, Photography
Visual Art, Photography
Visual Art, Sculpture
Ethnomusicology
Studies
78 I Expressive Arts
..J
..J
~
The American Eye: A History of America in
Photographs and Fiction
Adagio: Dance and Music Inquiry
Fall, Winter and Spring quarters
Major areas of study include beginning
Fall quarter
dance technique,
dance anthropology,
Laban Movement Analysis,
multicultural
movement and non-verbal communication,
music and dance history,
collaborative
expository
performance,
Major areas of study include American
and-white
and critical writing,
introduction
Class Standing: Sophomores
to choreography
or above; transfer
Prerequisites: Core program
students
Program is preparatory for careers and future studies in
anthropology,
dance, history
Faculty: Kabby Mitchell
Adagio
represents
(dance, African
American
between
of a cycle. In Western classical
In this program,
connections
between
students
will experience
musical and movement
and
phrasing
and analysis.
We will study African, Afro-American
and Euro-American
dance choreographers
who challenged
and changed rigid
classical form to contemporary
expressive form. We will listen
and
critique
major
classical
and
contemporary
musical
compositions that were either written for or adapted to dance
performance. The composers we will study include: Beethoven,
Vivaldi, Stravinsky, Barber, Ellington,
Gershwin and Jarrett.
Students will choose from these composers, as well as others,
to research musical selections used to create improvisational
and
or its equivalent.
faculty-choreographed
work.
The
the arts and the humanities.
history)
the space of inner reflection
and closing movements
interpretation.
to
students
Faculty: Bob Haft (photography)
and music.
and contemporary dance, it is a central piece of movement that
allows for individual expression of kinesthetic and emotional
explore
or above; transfer
Program is preparatory for careers and future studies in
welcome.
opening
and black-
welcome.
and research.
Class Standing: Sophomores
literature
photography.
texts
students
will
study and adapt to their individual research include: Nijinsky,
Diaqhilev, Massine, Laban, Wigman, Ailey, Dunham, Graham,
This program involves both hands-on photography
and
a study of the American history that helped shape the way
photographic
images of the U.S. have looked from the 1850s
to the present. We will begin with a short look at the birth of
photography
in Europe and then how it was used as a tool of
documentation
for major points in American history, such as the
Civil War, the opening of the American West, the Roaring 20s,
the Great Depression,
In addition
World War II, and the 1950s.
to looking at and learning to read photographs
by others, we will learn to make photographs (black and white)
ourselves as recording devices for our own lives and times.
Subsequently,
students
will learn to become
Vegas.
Total: 16 credits.
Balanchine, Brown and Jamison. Students will also participate
with guest artists who will explore dance forms as interpretations
Special Expenses: Approximately
Spanish dance,
Afro-Cubans
who
have integrated
traditional
ritual dance with Euro-Western dance forms, and capoeira as a
martial arts/dance form adapted to the Euro-Western body).
One component
of this
experiential
and intellectual
program will be the study of
uses of dance,
specifically
movement I~ general, through the application of dance therapy
~nd authentic movement. Student activities will include: viewing
films and live performances, writing critical analysis in journals
and meeting with noted guest artists to discuss their work.
During
spring
performance.
at a minimum
quarter.
quarter,
students
will prepare
for a public
Among the requirements
will be attendance
of two dance and/or music performances each
Total: 16 credits each quarter.
Enrollment: 20
Special Expenses: Approximately
performance
tickets.
$75 each quarter
for
in the
The Red Badge of Courage, The Jungle, The Great Gatsby, The
Grapes of Wrath, On the Road, and Fear and Loathing in Las
Primus, Duncan, Limon, DeMille, Alonso, the Nicholas Brothers,
from their formal training (e.g., trained Western classical dancers
who interpret
Japanese classical and contemporary
dance
forms, Hispanic flamenco dancers who have trained in classical
proficient
use of 35mm cameras, how to correctly expose, develop and"
print film, and how to discuss images intelligently.
Our main text for the quarter will be American Photography
by Miles Orvell. We will also read a number of novels including
Enrollment: 25
photographic
$200 to $250 for
supplies.
A similar program is expected to be offered in 2009-10.
This program is also listed under Culture, Text and
Language.
Expressive Arts I 79
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Christian Roots:
Medieval and Early Modern Science
Fashioning the Body: Versions of the
Citizen, the Self and the Subject
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include European history, history of
Major areas of study include cultural studies, gender
science, philosophy,
studies, cinema studies, photography,
humanities,
cultural history, history of art and visual culture.
expository
European
ethnobotany,
book arts and
writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting
and encouraging
those ready for advanced work.
social and
ClassStanding: Juniors or seniors; transfer students welcome.
Prerequisites: Successful experience
in at least two of the
Program is preparatory for careers and future studies in
following areas: film studies, media studies, art history,
critical theory, performance
studies, or theater history.
the humanities, education, environmental
sciences, healing arts and ethnobotany.
Program is preparatory for careers and future studies in
studies,
Faculty: Kevin Francis (history, philosophy
Frederica
Bowcutt
(botany,
history
natural
Faculty signature
of science),
required
(see below).
history of art and visual culture,
studies and communications.
of science)
Faculty: Elizabeth Williamson
We will explore
the medieval
and early modern
influences
(media production,
teaching,
fine arts, media
(English literature),
Julia Zay
cinema studies)
on western science. In doing so, we will study the development
of European culture between
approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy.
did classical pagan philosophy
way medieval and Renaissance
questions.
the negotiation of these forces. Throughout the program we will
move among traditional models of performance, in which actors
and Christianity
shape the
Europeans interpreted
and
in art and science? How does the emphasis
rational, scientific approach to knowing
on the
influence our life today?
How does our understanding
of the natural world influence our
beliefs about our spiritual existence? And, finally, how does one
comprehend
the ways in which Western
How
represented the world? How did humanism, the rise of science
and changing
technology
transform
the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices
the Body explores
on
We will also examine the influence of Christianity
early scientific understanding
of the world.
This program investigates the following
Fashioning
cultural forces have shaped our bodies and our images of them,
as well as our efforts to "fashion" our own identities through
and relate to historical epochs with a set of beliefs
recreate fictional roles within a theatrical space, a wider range
of mediated performances represented in photography, film and
video, and the social performances that structure everyday life.
During the early modern period, clothing literally determined
the shape of European bodies, especially women's bodies.
"Fashion," from the Latin verb facio ("to make") actively molded
and defined
personhood.
thus transferable,
clothing
But because it was detachable,
also provided
and
a space for resistance,
allowing the body to function as a site for questions about the
relationship between individual identity and social roles.
Bodily
fashioning
becomes
more
complicated
with
the
and practices that seem, at first glance, very foreign to our own
way of understanding
and interacting with the world?
advent of photography and the moving image, but continues to
raise questions of how individuals negotiate body imperatives.
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
Early criminology, for instance, relied heavily on photographic
portraits to discern motivations
and psychology, even moral
character. Similarly, early motion studies shot on film were
will study Greek, Roman and Arabicthinkers
such as Hippocrates,
Aristotle,
Dioscorides,
and Avicenna who influenced natural
philosophy. We will also examine selected philosophical
and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany
through herbals, horticulture and medical history.
Students will begin a book arts project that continues through
winter quarter.
In the winter, we will address the emerging humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany,
astronomy
and medicine.
During
the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions
of
used by scientists to determine the exact gait of a horse or
the movement of muscles in an athlete's back. Using these and
other examples, we will consider the central role photography
and cinema play in molding 20th- and 21st-century ideas about
embodied
personhood.
Techniques of fashioning
the body can mean radically
different things in different historical contexts. In contemporary
Western societies, individuals have a variety of permanent and
non-permanent
options for fashioning their own bodies. Some
people talk about the phenomenon
external expression of an internal
of bodily
essence;
alteration as the
others describe
higher learning and numerous translations of classical pagan
works, the seeds for a new scientific enterprise were planted.
the body as an infinitely alterable canvas with no connection
to an authentic interiority. Conceptual
artists such as Adrian
Piper and the French performer "Orlan" explore the tensions
New technology,
global exploration,
and artistic movements
also contributed
to the scientific revolution that took place in
the early modern period.
between modern and post-modern
conceptions of embodied
identity in provocative ways, helping to draw our attention to
the cultural norms and hypocrisies around discourses of the
Total: 16 credits each quarter.
body. In these and other contemporary
examples, resistance
is not a simple dynamic of pushing against social norms, but
Enrollment: 48
rather reconfiguring
Special Expenses: $150 for art supplies.
During fall quarter, we will examine numerous examples of
social fashioning and self-fashioning
within particular cultural
This program is also listed under Programs for Freshmen;
Culture,
Scientific
Text and Language;
Inquiry;
and Society,
Environmental
Politics,
Studies;
Behavior
and Change.
a wide range of cultural signifiers.
contexts. Students will view films and still images, read important
pieces of theoretical
cultural productions
literature and learn to engage with various
as thoughtful,
professional critics. Critical
reflections will take both written and visual form (essays and
photography),
and we will make regular use of online blogs
as parallel discussion spaces and places to respond to weekly
prompts given by faculty. During winter quarter, students will
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
80 I Expressive Arts
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embark on faculty-guided
independent
projects, informed by
the theoretical models introduced fall quarter, as well as by
original research.
Faculty Signature: All interested students must submit
an application
and include sample Evergreen evaluations
(unofficial copies are acceptable).
In lieu of Evergreen
evaluations, transfer students may provide a brief letter from a
faculty member addressing their academic preparedness
in this
area. Application forms will be available in the Program Office,
Seminar II A2217, and at Academic Advising, Library 2100V.
For more information contact Elizabeth Williamson, (360) 8676015 or williame@evergreen.edu.
Applications received by the
Academic Fair, May 16, 2007, will be given priority. Qualified
students will be accepted until the program fills.
Total: 16 credits
Faculty Signature: To obtain a faculty signature, students
must present a portfolio that demonstrates
some proficiency
in drawing. For more information, contact Susan Aurand,
(360) 867-6711 or aurands@evergreen.edu.
Applications
received by the Academic Fair, May 16, 2007, will be given
priority. Qualified students will be accepted until the
program fills.
Total: 16 credits each quarter.
Enrollment: 40
Special Expenses: Approximately
quarter for art supplies.
$300 to $350 each
A similar program is expected to be offered in 2008-09.
each quarter.
The Gypsy Road: A Study of the Roma
Enrollment: 50
Special Expenses: Approximately
and admission fees to museums.
$25 for field trip expenses
Fall and Winter quarters
Internship Possibilities: With faculty approval. Students
are welcome to arrange for an internship at a gallery, a
historical society, museum, library or archive as part of their
independent
project during winter quarter.
This program is also listed under Culture, Text and Language.
Major areas of study include European history, the
history and culture of the Roma, performance
studies
movement studies.
Class Standing: Juniors or seniors; transfer
junior or senior standing welcome.
students
and
with
Program is preparatory for careers and future studies
in European, East European and Russian history, cultural
studies and movement studies.
Foundations of Visual Art
Faculty: Patricia A. Krafcik (Russian, Slavic studies), doranne
crable (performance
art, 19th-century literature and history,
comparative literature)
Fall, Winter and Spring quarters
Major areas of study include drawing, painting,
photography,
art history and aesthetics.
sculpture,
Class Standing: Sophomores
welcome.
students
and above; transfer
Prerequisites: Students should have at least one year of art
experience in drawing, painting and art history and should
present a portfolio of their work for review. Faculty signature
required (see below).
Program is preparatory for careers and future studies in
art, design, humanities and education.
Faculty: Matthew Hamon (photography,
Aurand (visual arts), TBA
visual arts), Susan
Foundations
of Visual Art is the entry-level program for
students who are interested in emphasizing the visual arts in
their Evergreen education. 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, to learn to use art
materials to express one's ideas and to make a sustained visual
investigation of ideas or topics through work in series. This
program is designed for students who are passionate about art,
open to new ideas and willing to take risks. Students must be
able to do focused work for extended periods, to share their
work with their peers and to actively support others' learning.
The program functions as a community of working artists who
are learning together and sharing ideas through intensive instudio work and art history study.
In fall quarter, students will build skills in drawing, painting
and black-and-white
photography.
During winter quarter,
students will advance these skills, begin to develop threedimensional design and technical skills, and concentrate
on
developing a visual vocabulary through their own theme work.
In spring quarter, students will continue their study of studio
art and art history, focusing on developing a sustained body of
work of two-dimensional
and/or sculptural work in an approach
of their choosing.
Who are the Gypsies-more
accurately known as the
Roma? What are their origins? What are the many myths that
surround them? What is the genuine history of this people?
What are the elements and the nature of Romani culture, and
why is this culture so incredibly powerful? Join us in our journey
as we move beyond the myths to explore the dynamic history
and rich culture of the Roma.
We will examine the history of Roma migration out of
India into East Central Europe (Bulgaria, Slovakia, the Czech
Republic, Hungary, Romania), Russia, Western Europe (Spain,
Portugal, and Southern France), the Middle East, and to the
United States-and
experience the variants of Romani culture
in these places. With the emergence
of their music and
dance forms over the centuries, the Roma have possessed an
extraordinary presence in Western culture that has impacted
literature, music, dance, cinema and the theater. Only recently,
though, have scholars taken a fresh and hard look at the
centuries-old
oppression of the Roma by particular cultural
and political movements and because of racism and ethnic
and religious prejudice. Within Romani history, we will devote
special attention to their tragic fate as victims of Nazi genocide
in World War II and their present struggle to survive as a people
in our highly industrialized and technological world.
Among our many readings will be We Are the Romani People,
Hancock; Bury Me Standing: The Gypsies and Their Journey,
Fonseca; A History of the Gypsies of Eastern Europe and Russia,
Crowe; The Time of the Gypsies, Stewart; Gypsies, Yoor; The Art
of Flamenco, Pohren; the poetry and drama of Garcia Lorca and
the works of Carlos Suarez, as well as other books and selected
articles. We will view documentaries
and films dealing with or
portraying Romani history, culture and society, including A Time
of the Gypsies and Latcho Drom, and will explore the influence
of Romani music in the works of Manuel De Falla and Bizet,
among others.
Fall quarter will be devoted to intensive reading and study of
the history, culture, and rich performance experience ofthe Roma
in order to prepare a foundation for hands-on work during winter
quarter. In winter quarter, according to their interests and skills,
Expressive Arts I 81
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students will select and participate in workshops in technical
theater, dramaturgy, art, music, narrative, and dance. Along
with faculty, technical staff advisors, and guest artists, students
will work collaboratively to create and produce a performance
in the Experimental Theater by the end of the quarter.
Total: 16 credits each quarter.
Enrollment: 44
Special Expenses: Approximately $80 for art supplies and CDs.
This program is also listed under Culture, Text and Language.
Janus Music and Theater:
Looking Forward and Seeing the Past
Fall and Winter quarters
Major areas of study include theater and music.
Local Knowledge: Community. Public Health.
Media Activism and the Environment
Fall. Winter and Spring quarters
Major areas of study include community studies, public
health, media production, media analysis, environmental
studies, labor studies, popular education and participatory
research.
Class Standing: Sophomores
welcome.
or above; transfer students
Prerequisites: Some community service experience
desirable. Faculty signature required (see below).
Program is preparatory for careers and future studies
in community development, media, public policy,
environmental studies, non-profit and social justice groups.
Faculty: Anne Fischel (media, community studies), Lin
Nelson (public health, environmental studies, community
studies)
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level
study.
music or theater
Program is preparatory for careers and future studies in
theater performance, music performance, teaching, liberal
arts, aesthetics, performing arts history and theory, world
theater and music.
Faculty: Arun Chandra (music), Rose Jang (theater)
Performance is an offer made to an audience. It can be
a point of teaching, of presenting a question one would
like considered, of offering a social situation one would like
changed; it can be a way of being an input to society, and not
just an output of it.
Composers and writers throughout the world have used
performance as a means not just of reporting social problems,
but of offering stimulus towards social change; their works look
backwards on existing problems to point forwards towards an
as-yet -non-existent future-whence
the title for our class.
Likewise, every dream of a potential future carries with it,
by negation or affirmation, the past it assumes to have been.
Music and theater have long been partners, each medium
helping the other, in proposing futures and reporting pasts. Our
two-quarter class will investigate historical experiments in music
and theater from around the world, what they have presented
to their audiences, and what techniques they used to do so. We
will explore contemporary writers for the theater and for music,
and find out how they are presenting information for our time.
Lastly, we will encourage students to create performances, in
response to faculty provocations, and present them to the class.
During the fall quarter, there will be a strong emphasis on
the cultural contexts of theater and music, particularly nonwestern forms of the arts, such as Asian, African and MiddleEastern theater. We will read theater works by authors such as
Wole Soyinka, Rabindernath Tagore, Dario Fo, Sabina Berman,
Gao Xingjian, and others, and investigate the techniques these
artists used. Small group projects will be assigned to perform
scenes from these different theater traditions. There willbe visiting
guests, trips to see performances and opportunities to perform.
During the second quarter, students will participate in a fullfledged performance, created by the teachers and students in
collaboration, utilizing the techniques we will have studied in
the fall quarter. Students will be involved in all technical aspects
of the production.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Approximately
tickets to performances.
$50 each quarter for
Local Knowledge is a program focused on the theory and
practice of community-based work, using video, oral history,
participatory research, and other forms of activist learning.
Our goal is to develop frameworks, methodologies, strategies
and skills for collaborating with local communities. We hope
to work closely with people in the region and support their
efforts to sustain and empower their communities. We believe
local knowledge is a valuable base from which to construct
responses to new challenges, one which we, as collaborators,
need to understand and incorporate into our work.
The history and identity of a community are inscribed in
stories, documents, images, places, forms of knowing and
social practice. The ways communities define problems,
envision solutions and plan for the future are both enabled and
limited by this collectively held sense of history and identity.
But communities are also shaped by institutions--government,
mass media, globalized corporations,
and academic and
policy expertise-that
are far removed from local values and
experience. As centers of power and decision-making move
out of local reach, community knowledge and experience are
marginalized.
What is at stake here is the capacity of local people to
be informed and empowered citizens, creatively identifying,
confronting and resolving the social, economic, political,
cultural and environmental challenges they face. We will learn
from locally initiated efforts and participate in ongoing projects
that tackle problems local citizens have identified and begun
to address.
Through reading, field trips, film screenings, meetings
with community mentors and archival research we will develop
our knowledge of four local communities: Tacoma, Shelton,
Centralia and Olympia. As we shape these case studies, we will
ask: What sense of history, identity and common experience
guides these communities? What challenges do community
members confront, and how are these being defined and
evaluated? How does a community's ability to define and
represent itself affect its relationship to regional or national
policies, issues and debates? How does "expert" information
and input affect how communities identify and solve problems?
What regional, national, or international networks can offer
information or support to local struggles?
Our studies will draw from the literature of popular
education, community-based research, environmental studies,
public health, political economy and media analysis. We
will learn how to conduct research and analyze locally held
knowledge, support community initiatives and implement
projects for sustainable community development.
We will
familiarize ourselves with community resources and develop
relationships with community members and organizations. We
82 I Expressive Arts
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will learn skills in documentary video, media literacy, historical
research, oral history and the use of government documents.
We will develop a strong sense of local place, story, history
and culture. Through these studies we will build a base for
collaborative community work.
In fall everyone will learn the basic skills involved in doing
library and archival research, document analysis, oral histories
and documentary video. In winter students can choose one
or two areas in which to deepen the skills most relevant to
their project work. We will develop collaborative projects in
winter and spring in response to what we have learned about
community needs and interests. The faculty encourage students
to focus on one of the following project areas: public health,
the environment, labor, immigrant rights and education, food
systems, public art and media.
Faculty Signature: Students must interview with the faculty
at the Academic Fair, May 16, 2007, to discuss their interest
in the program. Some background in community service
or studies is useful, but not required. For information,
contact Anne Fischel, (360) 867-6416 or fischela@evergreen.
edu or Lin Nelson, (360) 867-60S6 or nelsonl@evergreen.
edu. Interviews conducted by the Academic Fair will be
given priority. Qualified students will be accepted until the
program fills.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: $150 for project materials, video and
possible field trip.
Internship Possibilities: Spring quarter with faculty
approval.
A similar program is expected to be offered in 2010-11.
This program is also listed under Environmental
Studies.
Made for Contemplation
Fall and Winter quarters
Major areas of study include visual arts, media arts,
meditative arts, feminist theory, art history, photography
and writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
visual arts, media arts, meditative arts and feminist theory.
Faculty: Laurie Meeker (film, video), Joe Feddersen (visual
arts, printmaking), Sarah Williams (feminist theory, somatic
studies)
This program is an inquiry into an awareness ofthe numinous,
which Rudolf Otto, amidst the turmoil of WWI, explained as
a "non-rational, non-sensory experience or feeling whose
primary and immediate object is outside the self." In numinous
experience everything but the experience of awareness falls
away. Just as lava lamps that were made for contemplation in the
60s inspired renewed interest, Rudolf Otto's articulation of the
numinous has also regained popularity. Amidst contemporary
global turmoil, we'll be asking what kinds of objects, spaces
and practices evoke for us, now, a non-rational, non-sensory
experience or feeling that takes us outside the self to that which
is "wholly other."
Our study has two parts: we will examine the recognized
numinous works of others from global contexts and develop
skills to create our own numinous art and experiences. We will
explore how artists and practitioners manufacture opportunities
for contemplative
responses through visual arts, visionary
film, experimental video and meditative arts within transhistorical, cross-cultural and gendered contexts. This will lead
to experiments in creating our own numinous works through
skill development in workshops and collaborative projects in
visual arts, media arts, community service and meditative arts,
including yoga.
Reflection on the possible inherent disposition of our
neurophysiology for numinous experience will be central to our
inquiry. Such reflection will require the cultivation of analytic
skills as well as the contemplative arts of listening and abiding
in silence. We'll cultivate the capacity to pay attention to our
awareness of experiences to which the most appropriate
response is silence.
Made for Contemplation
shares with the program,
Awareness: Writing and Renunciation, interests in contemplative
education. There are possibilities for collaboration between the
two learning communities.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: Approximately $330 each quarter for art
and media supplies and yoga workshop fee.
This program is also listed under Programs for Freshmen
and Culture, Text and Language.
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Mediaworks
Making Space and Using It:
Installation and Performance Art
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include performance
studies, queer
studies, directing, actor training, installation art, art history,
art theory, costume design and multicultural studies.
Class Standing: Sophomores
welcome.
or above; transfer
students
Prerequisites: Core program
or freshman-level
English.
Class Standing: Juniors or seniors will be given priority,
however qualified sophomores
may apply; transfer students
are also welcome to apply. Faculty signature required (see
below).
Program is preparatory for careers and future studies in
art, art history, community activism, performance,
design
and theater.
Faculty: Lara Evans (art history, performance
studies),
Walter Eugene Grodzik (theater, acting, queer studies),
Tremblay (studio art, writer)
Gail
This program is designed for students who wish to explore
the place of performance art in a social, historical and cultural
context with special emphasis on queer, feminist, Native
American, African American, Latino and international cultural
experiences.
Students will learn a variety of installation art
skills to create spaces, costumes and props. These installations
will serve as sites for performance
artworks that they create
themselves. Students will also participate in movement, voice
and acting workshops to prepare them with techniques needed
to successfully realize their performances.
Over the course of this program, we will study the history
of installation and performance art, performance theory, and a
variety of techniques for creating and analyzing performances.
The program features visits by guest performance artists and
field trips to performance events.
Fall and winter
quarter,
students
will create
two
collaborative
performance/installation
projects
as well as
participate in weekly performance exercises. Students in spring
quarter will create fully developed performances/installations
for Arts Walk, an Olympia Arts festival held in April, and a final
performance on campus at the end of the quarter. This program
will be theoretically intensive and will include reading, writing,
and- discussions in seminars, as well as physical acting and
movement workshops.
Total: 16 credits
each quarter.
Enrollment: 75
Special Expenses: Approximately
$250 for program
trips, performance
and museum tickets.
Major areas of study include media arts, media studies and
production including animation, film, digital video, media
theory and history, sound design and independent
media
projects.
field
Prerequisites: Two quarters of an Evergreen interdisciplinary
program or the equivalent interdisciplinary
learning
community experience at another academic institution. This
is a foundation program in media arts that assumes no prior
experience in media, but upper-division college-level critical
thinking, reading and writing skills are required.
Program is preparatory for careers and future studies in
media arts, visual arts, education and communications.
Faculty: Ruth Hayes (animation,
(media arts and studies)
media arts and studies),
TBA
What does it mean to make moving images in the
information age? How do we critically engage the traditions of
media practices while pushing beyond established forms? What
responsibilities do media artists and producers have to their
subjects and audiences? In Mediaworks, students will engage
with these and other questions as they gain skills in film/video
history, theory, critical analysis and media production.
We will explore a variety of media modes and communication
strategies including animation, documentary and experimental
film/video, emphasizing
the materiality and specific artistic
properties of film, digital video and other sound and moving
image media, as well as the various strategies
artists and
media producers have employed to challenge traditional or
mainstream media forms. Our emphasis will be on experimental
and/or alternative conceptual approaches to production that
include nonfiction, autobiography,
audio-visual essays, and
strategies of image and sound production using digital video,
film and sound in live-action and animation. Students will also
have opportunities
to extend their media experiments
into
performance and installation modes.
In fall and winter quarters, students will acquire critical and
technical skills as they work collaboratively to explore different
ways to design moving image works, execute experiments in
image-making and sound and "read" films and video tapes.
Students will strengthen critical and conceptual skills as they
learn to analyze visual material and negotiate the politics of
representation
through readings in media criticism, film theory
and history, seminars, research and critical writing. Students will
integrate this theoretical material into their production practices
as they develop skills in drawing, animation, cinematography,
film and digital video, audio and post-production
techniques.
Artist statements
and project proposals will be developed
in
preparation
for individual or collaborative
projects that will
be produced
in the spring. Throughout
the year, students
will participate in regular critique sessions, another form of
collaboration, through which we help each other evaluate and
improve our work.
Faculty Signature: Students must submit a written
application that includes copies of recent faculty and
student self-evaluations,
or in the case of transfer students,
an unofficial transcript and a letter of recommendation
from a previous faculty. Application forms will be available
by mid-April, 2007, in the Program Secretaries offices,
Communications
Building, room 303A and 303B. For more
information contact Ruth Hayes, (360) 867-6890 or hayesr@
evergreen.edu.
Applications received by the Academic Fair,
84 I Expressive Arts
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May 16, 2007, will be given priority. Qualified students
be accepted until the program fills.
Total: 16 credits fall and winter quarters;
spring quarter.
will
12 or 16 credits
Enrollment: 48
Special Expenses: Approximately
$200 to $300 each
quarter for media supplies, lab costs and field trip expenses.
Internship Possibilities: Spring quarter
with faculty approval.
A similar program is expected to be offered in 2008-09.
reasons for wanting to take the program; b) a list of names,
telephone numbers and e-mail addresses of contacts for
three former faculty, preferably from Evergreen, and c) an
alternative to the visual arts prerequisite, students may submit
a portfolio (to Lucia Harrison) that demonstrates
competence
in one or more of the following areas: drawing, photography,
painting, sculpture. For more information and submission
of application materials, contact Nalini Nadkarni, (360) 8676621 or nadkarnn@evergreen.edu
or Lucia Harrison, (360)
867-6486 or harrisol@evergreen.edu.
Applications received
by the Academic Fair, May 16, 2007, will be given priority.
Qualified students will be accepted until the program fills.
Total: 16 credits.
Mixing Messages: Bringing Art and Science
Together for Conservation
$200 for art supplies
This program is also listed under Environmental
Fall quarter
Major areas of study include forest ecology,
biology, visual arts and natural history.
Class Standing: Juniors or seniors; transfer
welcome.
Enrollment: SO
Special Expenses: Approximately
field trip expenses.
and
Studies.
conservation
students
Prerequisites: Three quarters of organismal biology or
three quarters of visual arts. For an alternative to the visual
arts prerequisite,
students may submit a portfolio (to Lucia
Harrison) that demonstrates
competence
in one or more
of the following areas: drawing, photography,
painting and
sculpture. Faculty signature required (see below).
Program is preparatory for careers and future studies in
ecology, arts and conservation.
Faculty: Nalini Nadkarni (ecology), Lucia Harrison (visual arts)
On the surface, the disciplines of science and art have
developed very different approaches and tools to understand
the world. Generally, scientists use approaches that increase
objectivity, whereas artists often imbue the scene of focus with
emotions and personal outlooks. However, the two disciplines
share many characteristics: practitioners require sharp powers
of observation, adherence to a regime of discipline, and must
communicate results to an audience.
Both science and art can be used to inspire awareness
of and a sense of protection for the natural world. Some
partnerships
between scientists and artists have successfully
resulted in synergistic campaigns to effect actions that could
not have been carried out singly. We will explore how the
expressions of these two seemingly disparate modes of inquiry
and communication-art
and science----can contribute toward a
common goal of promoting conservation. We will draw upon local,
regional, national and international examples of how artists and
scientists partnered to enhance conservation. Our program will
examine how to promote the cross-fertilization of concepts, tools,
skills and approaches to better understand forests and trees.
We will emphasize
forest ecosystems
of the Pacific
Northwest, with a focus on The Evergreen State College campus
and its surroundings.
We will explore methods to represent
and understand natural systems, using ecology and visual arts,
identify and analyze projects that have brought together artists
and scientists for conservation and carry out small group projects
that plan for or create materials that enhance conservation.
Emphasis will be placed on development
of quantitative and
analytical skills for the science aspects and observational and
technical skills for the visual art aspects. Lectures, workshops,
seminars and oral presentations will be offered.
Students can expect one three-day field trip to the Olympic
Peninsula to learn about marine and forested environments. In
addition, a set of five or six day-long field trips will be included.
Faculty Signature: Students must submit the following:
a} a one-page letter that describes the student's relevant
background activities (classes and work experience) and
Performing Arts Crossing Borders
Fall and Winter quarters
Major areas of study include Odissi dance, puppet theater,
performance,
cultural studies, critical studies, literature,
dance and movement, health and somatic studies.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies
in fields that require collaboration,
cross-cultural literacy,
performance,
theater arts, dance, movement, puppet
theater, health and somatic studies.
Faculty: Ratna Roy (literature, dance, performance,
studies), Ariel Goldberger
(theater, puppet theater,
theater/design,
performance,
dance)
cultural
technical
This program will offer students an opportunity to study
traditions of performing arts in their native contexts and in the
Asian Indian and Balinese Diasporas. Studies will explore issues
of dynamism and stasis in traditional arts and the relevance of
new influences in existing and evolving ancient traditions. It will
study issues of hybridity, borderlands,
and cultural crossings,
as related to the performing arts, and require students to
create performances addressing these issues. Student projects
will allow for exploration of issues of appropriation,
cultural
colonialism, and the influences of economy and globalization.
Students will have the opportunity to focus on specific
traditions of puppetry and dance, using different modes of
knowledge. These may include experiential
modes, master
classes, contextual studies and cognitive learning process such
as critical readings, creative and analytical writing.
Students will participate in weekly movement, Odissi dancetheater, and puppet theater workshops. The performance
aspect of the program will deal with themes related to ecofeminism, politics of self-representation,
immigration, national
identity, hybridity, borderlands and cultural crossings. At the
end of the program, students will participate in presentations
of performance skills.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Ticket fees $50 each quarter; material
fees $50 each quarter; costume maintenance $15 each
quarter.
This program is also listed under Programs
and Culture, Text and Language.
for Freshmen
Expressive Arts I 85
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Performing Arts in the City
Fall, Winter and Spring quarters
Major areas of study include music, dance, performing
and cultural studies.
Class Standing: Sophomores
welcome.
or above; transfer
arts
students
Program is preparatory for careers and future studies in
the arts and the humanities.
Faculty: Andrew Buchman (music), Stephanie
development)
Kozick (human
Have you ever wondered how living in a city changes a
person's consciousness about arts and culture? What is it about
urban environments
that can promote open, positive and
creative attitudes, or burden people with alienation and fear?
How do artists grow and learn in cities? What special advantages
do they enjoy, and what special problems do they face?
Themes
of this program
include
considerations
of
individual and group identity, the impact on the planet's
ecology of urbanization (90% of which is currently occurring
in the developing world), and the phenomenon
Alan Lomax
called "cultural grey-out." He argued that many art forms,
languages and cultures are disappearing-unless
we preserve
them somehow in a rapidly changing world. Students in this
program may find a mission, a research project, and/or a spring
internship engaged in this vital work.
As the pace of technological
and social change has
quickened,
cities have become centers for migrants from
elsewhere who come together to create new kinds of polycultural
artistic forms, cuisines, communities, families and relationships.
Old musics blend into new musics, dreams blend with realities,
and dance is ever reinvented-all,
often, in the cities.
Why is this becoming a globe of urban dwellers? How
will inhabitants of cities retain their connections to the natural
world and remain conscious of the need to conserve and
protect it? What aspects of the interrelated history of the arts
and cities offer patterns for our own creative work and our own
conceptions of a better world? Thinking about cities engages
intercjjsciplinary learning about history, urban studies, specific
arts (movement, music, performance), literature, cultural studies
and social movements.
In weekly workshops, we will learn to use our voices, play
instruments, stretch, move, compose, choreograph,
write and
perform dramatic scenarios and dialogues. Students will work
regularly in small groups, collaborating to create a series of
original performance
projects (presented
in class) reflecting
themes from our studies. We will do lots of writing, too,
including play scripts, musical compositions,
dance scenarios,
expository
essays, observational
field notes, and research
assignments using maps, tables and graphs.
In the fall, we will establish a common base of historical
artists, genres, themes, styles and approaches
to analyzing
performances.
Whether students have a little background
in
the arts or a lot, after this quarter's work they will have acquired
new, interdisciplinary
perspectives
on the performing
arts
and culture. We will study the role of an artist's cultural time
and place in their work, and how cities developed historically.
We'll examine contemporary
cities in both the industrialized
and developing
world. For example,
we might examine
various versions of the Orpheus myth, including contemporary
performances set in Paris, New York and Rio de Janeiro.
In the winter, we'll dive into serious studies of the myths and
realities of life in Chicago and New York, via evocative works of
art and ethnographic studies. We will study the arts and cultures
of successive waves of migrants to North America. In addition
to discussing exceptional artists, we'll be discussing the role
of music and dance in people's everyday lives: in childhood,
lifecycle rituals, work, play, worship and politics.
In the spring, all students will be expected to pursue an
arts and/or community internship, a major research project and
continuing studies of artworks chosen by students as well as the
faculty. Group or individual research might involve comparing
the modern histories of Beijing and Shanghai, or Chicago and
Berlin, or closer to home, examining the needs of Seattle and
Portland.
Total: 16 credits fall and winter quarter;
options spring quarter.
8, 12 or 16 credit
Enrollment: 50
Special Expenses: Approximately
$100 to $150 each
quarter for performance tickets, graphic design materials,
costumes, props (for group projects), musical instruments
and music paper. Depending on their individual projects,
some students may incur additional expenses. Optional
independent
travel to large American cities to study social
artistry, approximately
$500 each week, depending
upon
student's choice of city.
Internship Possibilities: With instructor
approval.
A similar program is expected to be offered in 2008-09.
This program is also listed under Culture, Text and
Language.
86 I Expressive Arts
The Science of Sustainable Buildings
Shaping: Advanced Sculpture
Fall quarter
Fall and Winter quarters
Major areas of study include environmental
physics, civil
and mechanical engineering,
history of world architecture
and sustainable building and design. All science content is
lower-division science credit.
Major areas of study include sculpture,
contemporary
art history.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Prerequisites: Foundations of Visual Art
at least one year of college drawing, one
painting or printmaking, and one college
or 3-D design. Faculty signature required
Prerequisites: There are no specific subject prerequisites,
but ability to calculate and read carefully will be essential.
Program is preparatory for careers and future studies in
applied physical sciences, architecture,
sustainability and
engineering.
Faculty: Rob Knapp (physics, ecological
drawing
Class Standing: Juniors or seniors; transfer
welcome.
and
students
or the equivalent of
college course in
course in sculpture
(see below).
Program is preparatory for careers and future studies in
fine art, design and the humanities.
Faculty: R. T. Leverich (sculpture,
woodworking, furniture design)
architecture,
design)
How do buildings stand up? How do you design buildings
for earthquakes,
solar energy, or good indoor air? How do
basic services like electricity or plumbing actually work? What
do natural organisms, like plants or animals, have to teach us
about good ways to build? These are some of the questions
this program will consider. The emphasis will be on sustainable
designs that have been proven in real-world projects. The work
will cover the basic scientific concepts that affect the structure
and operation of buildings and the basic techniques by which
they are used in designing or analyzing buildings. The program
should be useful both to students considering further study of
architecture or engineering, and equally to students who want
to learn some college-level science with important real-world
applications.
We will study both new and old approaches
to building
design. Since both high technology and traditional indigenous
methods have important insights and examples to contribute,
we will try to understand the natural forces and processes at
work in all of them. Most topics will include an introduction to
the basic estimating techniques used by professionals in this
area. We will also consider the values embodied in the various
approaches we study, as expressed in the symbolism, aesthetics
and political economy associated with them. For example, we
may try to understand and evaluate the ways in which southwest
England's Eden Project has been shaped by a mix of commercial
and environmental values.
Topics will include structures, heating, light, sound, solar
and other forms of energy and sustainable materials, and we
will use illustrated lectures, skill workshops, site visits and book
seminars to address them. There will be assignments to make
daylight models, measure household energy use, practice with
design estimating techniques and do research on a significant
recent building, in addition to weekly readings in a background
text as well as related books and articles. Students can expect
to build skill in quantitative
reasoning, descriptive writing,
architectural drawing and sustainable design methods. There
will also be some attention to model-building and computerbased graphics.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately $2S to $SO for drawing
supplies; approximately
$20 for one overnight field trip in
mid-quarter;
as well as purchase of a scientific calculator
(TI-30XA or equivalent).
This program is also listed under Programs for Freshmen;
Environmental Studies; and Scientific Inquiry.
Sculpture is profoundly physical and spatial in character. A
sculptor creates forms that activate space and engage viewers,
from discrete objects for serene contemplation
to whole
environments
for kinesthetic experiences.
This two-quarter
program is for students who are interested in and prepared
for focused work in sculpture and related three-dimensional
art forms. Topics to be explored include the character of
sculpture as object and experience, interactions with sites and
environments, objects for use that function as sculpture, and
the sculptor's work in the studio and the community.
_
Students will be asked to make a daily commitment to
sculpture and drawing practice in the studio, to develop strong
technical and conceptual skills, and to produce a cohesive body
of three-dimensional
works over the course of the program.
This work will be supported
by technical demonstrations
in
wood, metals and other media, workshops on site selection,
environmental
concerns,
and
community
engagement,
as well as regular critiques. Seminars and readings
will
address contemporary
sculpture and design, scale, craft and
technologies,
place making, art and environmental
issues,
public art and professional practice. Students will be asked to
write short stance papers as well as artist's statements clarifying
their thinking about their own work and process, and to author
research papers and presentations
on contemporary
artists
working in sculpture, installation, craft or environmental art.
The goals of the program include understanding
and
mastery of selected
materials and processes
in making
sculpture, experience in conceiving and developing a personal
body of sculptural work, three-dimensional
expression, and a
well informed, reasoned, and rigorous approach to personal
sculptural expression.
Faculty Signature: Students must submit a portfolio of
examples of their work or slides of previous 2- and 3-D work,
at least one sample of written work, and the most recent
program evaluation or an unofficial transcript listing college
courses taken. Portfolios received by the Academic Fair,
May 16, 2007, will be given priority. Qualified students will
be accepted until the program fills. For more information,
contact R. T. Leverich, (360) 867-6760 or leverich@evergreen.
edu or The Evergreen State College, Lab II 32S3, Olympia,
WA 98505.
Total: 16 credits each quarter.
Enrollment: 21
Special Expenses: $250 each quarter for equipment and
supplies; $50 each quarter for shop fee; and $20 each
quarter for shared studio resources.
A similar program is expected to be offered in 2009-10.
Expressive Arts I 87
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Student Originated Studies: Media
Student Originated Studies: Visual Art
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include media arts, filmmaking, digital
media and media theory.
Class Standing:
welcome.
Juniors or seniors only; transfer students
and future
studies
Sophomores
or above; transfer students
are
Prerequisites:
Foundations of Visual Art or the equivalent
of preparatory college work in the visual arts, including
substantial work in drawing. Faculty signature required (see
below).
Prerequisites:
In order to be considered for this advanced
program, students should have successfully completed
Mediaworks (the entry-level program in media studies at
Evergreen) or its equivalent (i.e., approximately a year of
media skill training, media history and media theory), or
completed another interdisciplinary media program at
Evergreen. Faculty signature required (see below).
Program is preparatory
for careers
media arts and communications.
Major areas of study include the visual arts.
Class Standing:
welcome.
Program is preparatory
the visual arts.
in
Faculty: Sally Cloninger (film, video), Julia Zay (digital media)
Students are invited to join this learning community of
media artists who are interested in media production, design,
writing, history, and theory, and want to collaborate with media
faculty. This program is designed for students who share similar
skills and common interests to do advanced work that may have
grown out of previous academic projects and/or programs.
Students will work with faculty during the first few weeks of
fall quarter to design small study groups, collaborative projects,
or critique groups that will be supported by this year's SOS
program.
In addition to the student-centered
curriculum, we will
explore different themes each quarter. In fall, our focus will be
building media communities. We will also study Web design in
orderto create artist's Web sites by the middle offall quarter, and
develop skills in DVD authoring to create portfolio and proposal
documentation pieces. The themes for winter and spring will be
developed collaboratively with program members.
Faculty Signature: Students must submit a portfolio which
includes copies of recent faculty evaluations, and a VHS
or DVD which contains two examples of your best work in
- film or video. All prospective students must complete the
written application available at Academic Advising, Library
2100Vor in the Program Office, Communications 302. For
more information contact Sally Cloninger, (360) 867-6059
or c1oninsj@evergreen.edu
or Julia Zay, (350) 867-6051 or
jzay@evergreen.edu.
Portfolios and applications received
by the Academic Fair, May 16, 2007, will be given priority.
The faculty will be reviewing applications during May, 2007.
Qualified students will be accepted until the program fills.
Students will be individually notified bye-mail of their
acceptance into this program.
for careers
and future
studies
in
Faculty: Paul Sparks (visual arts, photography), Lucia
Harrison (visual arts, drawing, painting), Joe Feddersen
(visual art, printmaking)
This program is designed for students who are thinking
of graduate school or professional work in the visual arts and
who want to join a learning community of visual artists who
are interested in doing advanced work in drawing, painting,
photography, printmaking or sculpture.
Students will design their own projects, complete visual
research and write papers appropriate to their topic, work
intensively in the studio together, produce a significant thematic
body of work and participate in demanding weekly critiques.
Faculty Signature: Students must complete an application
which includes an expository essay, evaluations by a previous
faculty member or a transcript for transfer students, and
an independent project proposal. The application must
be submitted prior to an interview. Students must bring
a portfolio of visual work to the interview. Preference will
be given to students who interview the week before the
Academic Fair, (for fall quarter) May 16, 2007; (for winter
quarter) November 28, 2007; (for spring quarter) March
5, 2008. For more information about fall quarter, contact
Paul Sparks, (360) 867-6024 or sparksp@evergreen.edu.
For winter quarter, contact Lucia Harrison, (360) 867-6486
or harrisol@evergreen.edu.
For spring quarter, contact Joe
Feddersen, (360) 867-6393 or feddersj@evergreen.edu.
Applications received prior to each Academic Fair will be
given priority. Qualified students will be accepted until the
program fills.
Total: 16 credits.
Enrollment:
25
Special Expenses: Students should expect above average
expenses for art materials. The specific expenses will vary
based upon the student project proposal.
Total: 12 or 16 credits each quarter.
Enrollment:
18
Special Expenses: For media production materials,
dependent upon the nature of the student project.
Internship
Possibilities:
A similar program
Some programs
may be cancelled
With faculty approval.
is expected
and others
to be offered
added
in 2008-09.
after this printing.
For the most current
information,
see www.evergreen.edu/catalog/2007-08.
88 I Expressive Arts
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OFFERINGS BEGINNING
WINTER QUARTER
Taking Things Apart: A Scientific and Artistic
Exploration
Studio Projects: Painting
Winter and Spring quarters
Winter and Spring quarters
Major areas of study include biology, drawing, history and
philosophy of science, literature and photography.
Major areas of study include drawing, painting, art history
and aesthetics.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Class Standing: Sophomores
welcome.
or above; transfer students
Prerequisites: Students should have completed Foundations
of Visual Art or the equivalent introductory work in drawing,
painting and art history. Life drawing experience is highly
recommended.
Faculty signature required (see below).
Program is preparatory for careers and future studies in
art, the humanities and education.
Faculty: TBA
Studio Projects: Painting is an intermediate to advancedlevel program focusing on the development of studio skills
and methods in painting. Students will have the opportunity
to expand their technical skills in the use of acrylics and oils,
explore mixed media and contemporary approaches to both
drawing and painting and learn about the history of painting.
During winter quarter, students will address weekly studio
projects in class designed to improve their understanding of
color, composition, thematic research and studio methodology.
Through winter and spring quarters, each student will create
a series of paintings on an individual theme and will research
topics in art history related to their work in painting. We will
study texts on contemporary art theory and criticism, make
visits to galleries and museums and view the works of visiting
professional artists.
This program is designed for students who already have
a strong work ethic and self-discipline, and who are willing to
work long hours in the art studio, on campus, in company with
their fellow students.
Faculty Signature: To obtain a faculty signature, students
must present an artist portfolio that demonstrates
proficiency in drawing and some introductory work in
painting. For more information, contact Susan Aurand, (360)
867-6711 or aurands@evergreen.edu.
Portfolios received by
the Academic Fair, November 28, 2007, will be given priority.
Qualified students will be accepted until the program fills.
Total: 16 credits each quarter.
Enrollment: 25
Special Expenses: Approximately
quarter for art supplies.
$300 to $350 each
A similar program is expected to be offered in 2008-09.
Prerequisites: One year of high school biology or chemistry.
Faculty signature required (see below).
Program is preparatory for careers and future studies in
art, science and the humanities.
Faculty: Bob Haft (visual art, photography,
Donald Morisato (biology)
expressive
arts), '
Both science and art take things apart. In some instanceslike the evisceration of a frog or an overly analytical critique of
a poem or a piece of visual art-the
process can result in the
loss of the vital force. But in the best scenario, for both art and
science, carefully isolating and understanding the individual
parts actually reconstitutes the original object of study, bringing
a greater appreciation for the whole that is greater than the
parts. And sometimes, taking things apart results in an entire
paradigm shift in our consciousness: suddenly, the ordinary
becomes extraordinary.
In one strand of this program, we will be using a biologist's
tool kit and the scientific method to take apart living organisms
and to explore how they function. Science relies on making
careful
observations,
formulating
predictions,
testing
hypotheses with experiments, and placing those results within
the framework of a conceptual model. We will learn how
biology takes apart and studies life at many different levels. In
the laboratory, we will examine structures down to the level
of individual cells by using microscopes, and even find ways
to isolate and visualize the underlying molecules. We will
investigate how defects produced by genetic mutations can
reveal the function of normal biological processes.
Another strand of the program takes visual art as its
point of departure. Here, we will work with different sorts of
tools---camera and charcoal pencils, for example--both to take
things apart, and to construct new things. We will learn the
basics of drawing and photography in order to study life at a
more macroscopic level than in the biology lab. Ultimately, our
goal here is the same as that of the scientist: to reconstitute and
reanimate the world around us. By doing so, we hope to enhance
our connection with and appreciation of the mysteries of life.
Finally, there are some ideas for which literature provides
a far more sophisticated and satisfying approach than either
science or the visual arts. Thus, in a third strand, we will
examine how literature depicts and takes apart that complex
set of emotional and behavioral interactions that we call
"love." Authors that we may read include Shakespeare, Henry
James, Milan Kundera, Nadine Gordimer, John Berger, Haruki
Murakami and Louise Gluck.
Our goal is to weave these three strands together, in the
hopes of producing a fabric of understanding about the world
that is informed by both cognition and intuition.
Faculty Signature: Freshmen who wish to apply must submit
a writing sample (either a paper from a literature class or
documentation of a major project from a biology or chemistry
class). Freshmen must schedule an interview with the faculty
in order to obtain a faculty signature. For information,
contact Bob Haft, (360) 867-6474 or haftr@evergreen.
edu or Donald Morisato, (360) 867-6026 or donaldm@
evergreen.edu.
Interviews will be held during the Academic
Expressive Arts I 89
C)
OFFERINGS BEGINNING SPRING QUARTER
Z
ii:
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Fair, November 28, 2007. Those students who submit their
writing sample in advance of the Academic Fair will be
given priority. Qualified students will be accepted until the
program fills.
on the use of the body in performance
complement our studio work.
Total: 16 credits.
Total: 16 credits each quarter.
Enrollment:
Enrollment:
Special Expenses:
48
Special Expenses:
and art history will
$150 to $200 for art supplies.
40
This program
Approximately
$40 for drawing materials.
is also listed under Programs for Freshmen.
This program is also listed under Programs for Freshmen
and Scientific Inquiry.
Mask and Movement:
Symbolic Theater of East and West
OFFERINGS BEGINNING SPRING QUARTER
Spring quarter
Beyond Words
Major areas of study include theater, dance, performing
arts, anthropology, intercultural communication and writing.
Spring quarter
Major areas of study include drawing, movement,
art history, dance, anthropology and writing.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
Butoh,
Prerequisites:
Two quarters of a coordinated studies
program or freshman composition and writing.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory
for careers and future studies in
expressive arts therapy, movement theater and visual arts.
Faculty: Lisa Sweet (visual arts). doranne
(performance studies)
crable
The human figure is dynamic and expressive-its
gestures
in performance,
drawings and sculpture speak volumes
without utilizing words. Indeed, the belief that art "expresses
the inexpressible" hinges on the idea of art's capacity for
transcending
common language and text to speak to the
heart, mind and soul in another, more complex and focused
language.
In Beyond Words, we will explore the body's expressive
capacity through movement and life drawing. Our focus will
be the gesture. One may think of simple gestures absentmindedly used to communicate on a daily basis: the hailing of
a bus, waving at a passing acquaintance, a facial expression
of displeasure, the ritual of washing one's face, or embracing
a beloved. The impressionists made much of these small
gestures-the
picking of peaches, dance rehearsals and images
of the bath were among the simple gestures these artists
focused on to create works of art. Likewise, the history of dance
has been rooted in a broad range of both grand and humble
gestures of physical human expression to convey meaning. The
gesture as ritual, communication, form and movement will be
at the heart of our work.
In drawing, we refer to the gesture in two ways: as the pose
of the body, and as a type of loose, quick preliminary drawing
that captures the essence of the human figure's pose. These
drawings aim for accuracy of emotion and movement rather
than anatomical accuracy. In dance and movement, we refer to
the gesture as the first element in a phrase (initiation) leading
to where the gesture creates movement through full-body
posture (follow-through and recuperation). Paralleling the use
of gesture in drawing, in dance it serves a similar purpose: it is
subtle, often quick, and expresses a moment of memory so that
the postural pose can carry forward to reaction or response.
Intensive workshops on life drawing and fundamentals of
movement with a focus on Butoh technique will form the core
of our work. Students who are self-motivated and are able to
commit, without reservation, to collaborative work will benefit
from our inquiry. Expect about 50 hours of work in class and
outside of class: in studios, out-of-class assignments and
reading texts that will enrich our understanding of the body and
the expressive power of its movement. Lectures and readings
ome programs
may be cancelled
and others
added
after this printing.
for
Program is preparatory
for careers and future studies in
theater, dance, performing arts, anthropology and cultural
studies.
Faculty: Rose Jang (theater); Ratna Roy (dance)
All theaters are symbolic, but in this program, we are trying
to explore only those which purposefully incorporate symbolic,
abstract physical expressions as major hallmarks of their style.
All theaters are symbolic, because the origin of theater can
be found in symbolic gesturing and dance movements of the
ancient time in direct communication with the spiritual realm.
Masks were frequently used in ancient symbolic performances
to suggest natural spirits or supernatural powers in possession
of the body. Through history and across the globe, theatrical
performances focused on the symbolic quality of face and
movement and have continued to engage our joy, interest and
imagination as both theater goers and practitioners.
In this program, we will study many theaters of East and
West whose masterful use of masks or movements or both
have kept the flaring sparks and deep spirit of ancient rituals
alive. In the Eastern tradition, we will look at such enduring
performance and aesthetic practices of symbolism as in Indian
dances, Chinese opera and Japanese Noh theater as well as
their contemporary metamorphoses in the hands of new theater
artists of the East. In the Western tradition, we will study equally
powerful and everlasting traditions of stylized movements
and mask use tracing through Greek theater, Roman theater,
commedia dell'arte, mime, theater of carnivals and clownery,
all the way to the modern experiments by Peter Brook, Robert
Wilson and Ariane Mnouchkine.
Students will read about these traditions and artists,
watch films of the works they are studying, and participate
in workshops incorporating various different aesthetics and
performance styles. After intense reading, reflective writing,
viewing and workshop exercises for the first six weeks of the
quarter, students will have the opportunity to create their own
symbolic theater pieces using masks and movements. Using
their works, they will then collaborate to create an end-ofquarter public production, focused more on movement and
imagination than on the technical trappings of the stage.
Total: 16 credits.
Enrollment:
46
Special Expenses: Approximately
and dance performances.
A similar program
This program
For the most current
is expected
$100 for tickets to theater
to be offered
in 2009-10.
is also listed under Programs for Freshmen.
information,
see www.evergreen.edu/catalog/2007-08.
Vl
90 I Expressive Arts
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Nature: Image and Object
Springquarter
Major areas of study include drawing,
and natural history.
art history, book arts
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
visual arts, education and natural history.
Faculty: Lucia Harrison (visual arts)
This studio-intensive
visual art program is designed for
beginning art students who would like to combine the close
observation of nature and visual art. In a series of lectures and
readings, we will explore how artists, in different time periods
and cultural traditions, have expressed their relationship with
nature. In the studio portion of this program, we will gain skills
in making art from natural materials, learn how to draw from
observation, and learn how to abstract from our experiences in
nature. In addition, we will explore how to sequence text and
images in artist books and in three-dimensional
objects.
This program will include field trips to view public art,
environmental projects and museums, as well as other locations
for drawing.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$200 for art supplies.
This program is also listed under Programs
for Freshmen.
Scientific Inquiry I 91
Scientific Inqu i ry
The world is so full of such marvelous things that humans are drawn to wonder at it and try to understand it. Science is
one result of that wonder. The faculty of the Scientific Inquiry planning unit are members of the scientific community-men
and women who have devoted their professional lives to personal journeys of discovery as they investigate the world and
help their students learn about it. We are committed to the ideal of science education in the context of liberal arts education,
and science and mathematics are essential components of the modern liberal arts curriculum. We will help studentswhatever their primary interests may be-understand
the wonders of nature and also understand science as a force in our
technological society.
Because science and technology are so central to our world, citizens must be scientifically informed so they can make
informed decisions and participate intelligently in a democratic society. At the same time, scientists must consider the
social implications and consequences of their work, and they must know how science has influenced society in the past.
Thus, our studies of science itself are combined with studies of the history of science and with philosophical, social and
political issues.
Some programs in this planning unit allow you to learn basic science as part of your general liberal arts education,
whereas others are designed to help prepare you for a career in science or technology, or in an applied field such as medicine
or computer networking. In all of our offerings, however, we emphasize the application of science, and you will use the
scientific principles you learn to solve real-world problems.
By engaging in laboratory and group problem-solving exercises, you will learn to think like a scientist: to apply theories
to experimental situations, to collect data and analyze them in the light of underlying theory, and to use data to test
hypotheses. You will do much of your work with the same high-quality, modern analytical instruments used in research
laboratories, and use some of the best modern software available. In addition, you will read current scientific journal articles
and learn to write technical reports and papers.
Whether you are a freshman or more advanced, you willfind a program that fits with your academic plan. You may choose
to follow a pathway that emphasizes a particular science or you may simply want to explore the wonder and application of
science in a broader context. There are programs that offer beginning, intermediate and advanced work in all the major
scientific disciplines. Programs in Scientific Inquiry are mostly repeating: either every year or alternate years. The main
repeating programs are listed below.
Biology
Chemistry
Foundations
Science
of Health
Introduction
Science
to Natural
Foundations
Science
of Health
Introduction
Science
to Natural
Molecule to Organism
Molecule to Organism
Advanced
Environmental
Biology
Analysis
Atoms Molecules
Research
Computer Science
Mathematics
Algebra to Algorithms
Models of Motion
Models of Motion
Computer Science
Foundations
Computer Science
Foundations
Computability
Student Originated
Software
Methods of Applied
Math
Computability
Mathematical
Physics
Physicist's World
Models of Motion
Astronomy and
Cosmologies
Energy Systems
Physical Systems
Systems
You should refer to the individual program descriptions for more details about these programs and other programs not
listed above.
Advanced science students have many opportunities to do scientific research as part of an ongoing faculty research
program. Research students have presented their work at scientific meetings and have become authors on technical papers.
Alumni of Scientific Inquiry programs have an excellent record of success in graduate and professional schools, as well as in
their chosen fields. The possibilities are limited only by your energy and ambition.
Affiliated Faculty:
Clyde Barlow
Kevin Francis
David McAvity
Neal Nelson
Chemistry
Mathematics and Physics
Computer Science
Microbiology
Dharshi Bopegedera
History of Science
and Technology
Lydia McKinstry
Janet Ott
James Stroh
Geology
Benjamin Simon
Chemistry
Rachel Hastings
Organic Chemistry
Biology
Andrew Brabban
Mathematics
Donald V. Middendorf
Michael Paros
Rebecca Sunderman
Biology
Jeffrey J. Kelly
Physics
Veterinary Medicine
Chemistry
John Aikin Cushing
Chemistry
Donald Morisato
David W. Paulsen
Brian Walter
Computer Science
Robert H. Knapp, Jr.
Biology
Cognitive Science
Mathematics
Judy Bayard Cushing
Physics
Nancy Murray
Paula Schofield
Computer Science
Elizabeth M. Kutter
Biology
Chemistry
E. J. Zita
Physics
Clarissa Dirks
Biology
James Neitzel
Sheryl Shulman
Biochemistry
Computer Science
Molecular and Cellular Biology
92 I Scientific Inquiry
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Christian Roots:
Medieval and Early Modern Science
Data and Information:
Computational Science
Fall and Winter quarters
Fall quarter
Major areas of study include European history, history of
science, philosophy, European ethnobotany,
book arts and
expository writing.
Major areas of study include history and philosophy of
science and mathematics,
introduction to programming,
and
information technology and modeling.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
the humanities, education, environmental
studies, natural
sciences, healing arts and ethnobotany.
Prerequisites: It is strongly recommended
that students
be able to manipulate algebraic expressions, as from high
school algebra or pre-calculus. Some experience using
spreadsheets
or programming
or study in the sciences would
also be helpful.
Faculty: Kevin Francis (history/philosophy
of science),
Frederica Bowcutt (botany, history of science)
We will explore the medieval and early modern influences
on western science. In doing so, we will study the development
of European culture between approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy. We will also examine the influence of Christianity on
early scientific understanding
of the world.
This program investigates the following questions. How
did classical pagan philosophy and Christianity shape the
way medieval and Renaissance
Europeans interpreted
and
represented the world? How did humanism, the rise of science
and changing
technology
transform the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices in art and science? How does the emphasis on the
rational, scientific approach to knowing influence our life today?
How does our understanding
of the natural world influence our
beliefs about our spiritual existence? And, finally, how does one
comprehend and relate to historical epochs with a set of beliefs
and practices that seem, at first glance, very foreign to our own
way of understanding
and interacting with the world?
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
will study Greek, Roman and Arabicthinkers such as Hippocrates,
Aristotle, Dioscorides, and Avicenna who influenced natural
philosophy. We will also examine selected philosophical and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany through herbals, horticulture, and medical history.
Students will begin a book arts project that continues through
winter quarter.
In the winter, we will address the emerging humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany, astronomy and medicine. During the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions of
higher learning and numerous translations of classical pagan
works, the seeds for a new scientific enterprise were planted.
New technology, global exploration, and artistic movements
also contributed to the scientific revolution that took place in
the early modern period.
Program is preparatory for careers and future studies
in computer science, applied mathematics
and the physical
sciences.
Faculty: Judy Cushing (computer
science)
For all sciences, whether field-based or where a significant
body oftheory exists, or in engineering where best practices have
been determined,
information technology and computational
methods help suggest hypotheses, make predictions, or build
artifacts. Many scientists and engineers face issues involving the
conditions under which scientific models hold, as in ecology,
computational
chemistry, astronomy, weather prediction, or
bridge building. Even scientists whose work is primarily in the
laboratory or in the field spend time searching for information
on the Web or in data archives, and using predictive models
when analyzing and visualizing data and comparing their own
data with data collected by others.
Similarly, many computer scientists and mathematicians
work on real-world scientific problems that cannot easily be
solved using off-the-shelf software or by formulaic mathematical
scripts. The scientific domains hold many interesting examples
of these problems.
This program will bring together students in the sciences,
computer science and mathematics around real world problems
in science. It will provide an introduction to the practice, history
and process of using information technology and modeling
in ways applicable to further study of the sciences, or of the
computer and mathematical sciences.
Science students will gain a general understanding
of
how information technology and computational
methods are
transforming
the study and practice of science. Computer
science and math students will learn how to collaborate with
scientists and learn about scientific computing. Freshmen and
others prepared and motivated to begin studies in computer
science or mathematics will prepare for entry-level programs in
those areas, e.g., Computer Science Foundations to be offered
winter and spring.
Total: 16 credits.
Enrollment: 24
This program is also listed under Programs
Total: 16 credits
each quarter.
Enrollment: 48
Special Expenses: $150 for art supplies.
This program is also listed under Programs for Freshmen;
Culture, Text and Language; Environmental Studies;
Expressive Arts; and Society, Politics, Behavior and Change.
for Freshmen.
Scientific Inquiry I 93
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Special Expenses: $15 equipment
Energy Systems
This program is also listed under Environmental
Fall and Winter quarters
Major areas of study include energy, physics,
environmental studies, mathematics. Upper-division
credit will be awarded for upper-division work.
Class Standing: Sophomores
welcome.
fee.
A similar program is expected to be offered in 2009-10.
Studies.
science
or above; transfer students
Evolving Communication:
The Ways Humans and Animals Interact
Prerequisites: One year of college science, strong writing
and pre-calculus skills.
Fall and Winter quarters
Program is preparatory for careers and future studies
in energy and the environment, natural science, physics,
engineering and education.
Major areas of study include biology, linguistics and
communications.
Faculty: E. J. Zita (physics, astronomy)
How isenergy created and harvested, stored and transformed,
used and abused? Energy Systems is a mathematical and applied
study of the ways energy is produced and changed by nature
and humans. We will study issues of energy generation and use
in society and in the natural world, using intermediate physics
and mathematics. One goal is to gain a deeper understanding
of issues involved in achieving a sustainable energy society.
Another goal is to study interactions between the Earth and Sun,
from an energy perspective. We will examine energy science
and technology, and related topics such as energy policy and
environmental concerns, climate change and global warming.
We typically study alternative energy sources such as solar, wind,
geothermal, and bio-fuels as well as conventional sources of
energy such as hydro, nuclear, gas, and coal.
This is a good program for students
interested
in
environmental science and energy physics. We start with
skill building and background study, and finish with research
projects related to energy. Classes meet full-time in fall and
winter. Students may continue their research projects in spring
as an independent learning contract, if they choose.
While calculus is not a prerequisite for Energy Systems,
students who know calculus may use it in their coursework or
research projects. Students who have not yet learned calculus
can do so through a separate coordinated module. A primary
goal of this program is to illustrate the power and beauty of
physics and mathematics in the context of energy systems.
In the seminar component of Energy Systems, we will
explore social, political, and/or economic aspects of energy
production and use. Topics may include global warming,
environmental concerns, the effects of the Sun on Earth's
climate, energy needs of developing countries, the possibilities
and requirements for a "hydrogen economy," or similar topics.
Student research projects are a major part of Energy Systems.
Students willchoose a research question that particularly interests
them, and, usually in small teams, design and carry out their
research investigations. Research projects involve quantitative
analysis as well as hands-on investigations. For example, research
could include field work, energy analysis of an existing system
(natural or constructed), or design of a new small-scale energy
system, possibly with community applications. Past projects
have included solar systems for homes, energy generation from
waste products, water purification for boats or farm com posters,
analysis of efficiency of campus buildings, and generation of
auroral infrasound from solar magnetic storms.
Students should be willing to work in teams and to use
computer-based learning tools, including the Internet. We may
have some online seminars using chat-room software. The Energy
Systems program will coordinate with students in environmental
studies programs who want to learn more about energy.
Look for program details and updates on the Academic
Program Web page, linked to the professor's homepage.
Total: 16 credits each quarter.
Enrollment: 25
Class Standing: Sophomores
welcome.
or above; transfer students
Program is preparatory for careers and future studies
in evolutionary biology, zoology, linguistics, education and
communications.
Faculty: Susan Fiksdal (linguistics), Heather Heying (biology)
The search for the origins and evolution of communication
is a necessarily interdisciplinary exercise. Where did language
come from? How is communication
among
primates
similar to human communication?
What do other animals
communicate about, and how do they do so? What is the
role of communication in evolution? What do we know about
interspecies communication? Are there universal expressions?
In this program, we will study a wide variety of systems of
communication to learn how they work and how they function
to maintain life.
Fall quarter our focus will be on the role of verbal and
nonverbal communication, and an introduction to the study of
non-human communication from a biological perspective. We
will study the structure of language from a linguistic point of
view including a study of phonetics, phonology, morphology,
syntax and discourse. The ways in which we negotiate meaning
will be central to this work and we will consider deception
and miscommunication
as part of this negotiation.
In our
studies of biology, we will examine evolutionary approaches
to communication, including types of signals (e.g. auditory,
visual, chemical, tactile); generation and degradation of signals
in complex physical and social environments; within-species
communication (e.g. territorial and mating calls); and betweenspecies communication (e.g. mutualisms between plants and
animals).
Winter quarter we will focus on symbolic behavior and
expressive signals indicating cooperation, conflict, interaction,
emotion, play and ritual. The linguistic study will focus on
sociolinguistics or the ways we use language in everyday life.
Our biological investigations will support this work with a focus
on game theory and the evolution of cooperation. We will
also look for parallels in the ways primates communicate and
then turn to the ways primates and humans communicate. For
example, one link we will examine is the role of vocal imitation
in the communication of songbirds, whales, primates, elephants
and humans. Sound labs will allow us to analyze bird song and
other local animals' calls.
Throughout the two quarters, we will consider whether
humans are truly unique because of our use of language.
Students can expect to discuss methodologies in biology and
linguistics used in researching communication and to write and
present research projects each quarter.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Approximately
trips each quarter.
$30 for research and field
This program is also listed under Culture, Text and
Language and Environmental Studies.
94 I Scientific Inquiry
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Foundations of Health Science
Genes and Development
Fall, Winter and Spring quarters
Fall quarter
Major areas of study include introductory general
chemistry, organic chemistry, biochemistry, microbiology,
immunology, anatomy and physiology, genetics and
nutrition. All credits are lower-division science credits.
Major areas of study include genetics, developmental
biology and molecular biology. Upper-division science credit
will be awarded.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Prerequisites: Students
to work with fractions.
must have ability to use algebra and
Program is preparatory for careers and future studies in
health sciences, education, biology, chemistry and public
health.
Faculty: Rebecca Sunderman (chemistry), Michael Paros
(veterinary medicine), Benjamin Simon (biology)
Class Standing: Juniors or seniors; transfer students
welcome.
Prerequisites: Successful completion of Molecule to
Organism or equivalent (introductory genetics, molecular
biology, biochemistry and cell biology).
Program is preparatory for careers and future studies in
biology and medicine.
Faculty: Donald Morisato (biology)
Foundations of Health Science is designed for students
contemplating work in the healthcare field, who want to learn
more about how the body functions on both a macroscopic
and microscopic level, and those who are interested in learning
more about science in an integrated and thematic context.
This is a yearlong, laboratory-based
program exploring
introductory concepts of biology and chemistry with a focus
on health and medicine. Over the course of three quarters, we
will study general chemistry, organic chemistry, biochemistry,
microbiology, immunology, anatomy and physiology, genetics
and nutrition. Topics will be spread out over multiple quarters,
as content will be organized around themes. We will focus on
cancer in fall quarter, obesity in winter quarter and infectious
disease in spring quarter.
In our explorations, we will incorporate laboratory work,
lectures,
group projects,
seminars, textbook
homework
assignments, workshops and field trips. Communication skills,
both written and oral, will be emphasized. Concepts and
techniques of thesis-driven writing and scientific writing will be
studied and applied.
Completion of this program will give students many of the
prerequisites they need for allied health careers in nursing,
physical therapy, midwifery, athletic training, nutrition, and
others. If you intend to pursue a career in medicine, dentistry,
veterinary medicine, naturopathy,
or pharmacy, you are
advised to enroll in the sequence of programs beginning
with Introduction to Natural Science followed by Molecule to
Organism.
The union of a sperm and egg initiates the process of
development
in which a single cell-the
fertilized eggeventually produces hundreds of different cell types that form
distinctive tissues and organs. If the developmental program
is encoded in the genome, how are the key regulatory genes
expressed in the right place and at the right time, and what
do these genes do? Genetics provides a powerful approach
for studying complex biological pathways. By analyzing
mutations that result in developmental
defects, geneticists
can learn not only how normal genes control cell growth and
cell communication, but gain insights into the logic of how an
organism establishes its major body axes and achieves spatial
patterning.
This advanced program will provide an overview of the
genetic strategies used to study questions in developmental
biology. How do we make and isolate mutations that affect a
complex process? How do we analyze the order and location
of gene action in developmental pathways? How do we identify
the gene that corresponds to a mutant phenotype, and begin
to analyze its function at the molecular level? We will focus
on several model organisms, including the fruit fly Drosophila
melanogaster. We will also consider how the method of RNA
interference, together with advances in genomics, allows us to
carry out functional studies in organisms that are not amenable
to classical genetic analysis.
A key aim ofthis program will be the analysis of experimental
design and logic. Emphasis will be placed on reading and
interpreting
primary research
papers,
in both seminar
discussions and written critiques. There will be a significant
laboratory component
applying contemporary
genetic and
molecular biological techniques to the study of development.
Total: 16 credits each quarter.
Total: 16 credits.
Enrollment: 66
Enrollment: 25
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen
and Society, Politics, Behavior and Change.
Scientific Inquiry I 95
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Health and Human Development
Introduction to Environmental Chemistry
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include human biology (without lab),
lifespan developmental
psychology, research methodology,
anthropology,
human evolution and descriptive statistics. All
credit is lower-division.
Major areas of study include introductory environmental
chemistry, scientific writing and student's independent
research project.
Class Standing:
welcome.
Sophomores
or above; transfer
students
Program is preparatory
for careers and future studies in
biology, psychology, anthropology,
the health professions,
human services and education.
Faculty:
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
Program is preparatory
chemistry, environmental
science.
Faculty:
for
for careers and future studies in
policy, environmental
studies and
Sharon Anthony (environmental
chemistry)
Carrie M. Margolin, TBA
Health and Human Development will build a background
in human biology and psychology affording students the
knowledge to make analytical choices in their own life. We'll
look at life-span human development
in the fall from prenatal
to adolescence
and in the winter, from adulthood through
aging to mortality. Concurrently, we'll cover development
and
aging from both biological, psychological and cross-cultural
perspectives,
as well as human evolutionary development.
Attaining good health is a multifaceted process, therefore our
exploration of healthy lifestyles will include an exploration of
biological, psychological and even financial health.
Humans are spectacularly complex. An average adult's body
contains roughly 10 trillion cells, each cell intricate enough to
be an organism unto itself. The human nervous system alone
contains hundreds
of billions of cells, forming trillions of
electrical connections. And this biological complexity is only
the beginning. We live in highly intricate social units-families,
tribes, political, ethnic and religious communities, etc.-each
with its own history and structure. In this interdisciplinary
program, we will study how these complexities develop over
time and interact in healthy human lives.
The program format will include workshops, lectures, films,
seminars, guest presentations and group and individual projects.
We will focus on clarity in oral and written communication,
quantitative
skills and the ability to work across significant
differences.
Total: 16 credits
Enrollment:
each quarter.
50
This program will provide students with an introduction to
chemistry using environmental
issues as a motivating theme.
We will use chemistry to understand environmental problems
such as climate change, the ozone hole and acid rain. We will
investigate questions such as: What should we do about global
warming? Why does the ozone hole form in the Antarctic
spring?
During fall quarter, we will focus on chemistry topics such as
stoichiometry and molecular shapes; during winter quarter, we
will move to equilibrium and chemical kinetics. Students will be
introduced to topics in chemistry primarily through workshops
and small-group activities and will also gain lab experience. Each
student will choose an environmental problem as a topic for a
research project. Scientific writing is a focus of the program,
and students will be required to meet weekly with a writing
tutor to strengthen their writing skills.
Total: 16 credits
Enrollment:
each quarter.
23
This program is also listed
and Environmental Studies.
under
Programs
for Freshmen
Introduction to Environmental Studies:
Natural Resources, Oceans and Global
Climate Change
Fall and Winter quarters
Special Expenses: Approximately
$80 to $100 for a privately
obtained physical. Whether you will need to have a physical
or not will depend on whether you select a project that
requires the physical.
Major areas of study include environmental
studies,
ecology, oceanography,
environmental
policy and
economics.
This program
and Change.
Class Standing:
welcome.
is also listed
under
Society, Politics, Behavior
Sophomores
or above; transfer
Program is preparatory
for careers and future
environmental
studies, environmental
regulation,
ecology and natural resource management.
students
studies in
education,
Faculty: Gerardo Chin-Leo (marine ecology, oceanography),
Ralph Murphy (political science, environmental
economics,
natural resources)
This two quarter program is designed
to serve as a
foundation for advanced programs in environmental
studies.
As such, it will survey a range of disciplines and skills essential
for environmental problem solving from both a scientific and
social science perspective. Specifically, we will study ecological
principles and methods, aquatic ecology, methods of analysis in
environmental studies, American political and economic history
of environmental policy making, micro economics and political
science. This information will be used to analyze current issues
on a range of topics in environmental studies.
me programs
may be cancelled
and others
added
after
this printing.
For the most
current
information,
see www.evergreen.edu/catalog/2007-08.
96 I Scientific Inquiry
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In fall quarter, we will study ecology with a focus on aquatic
systems. We will examine the major physical and chemical
characteristics of aquatic environments and the factors controlling
the species diversity, distribution and growth of aquatic organisms.
Current
issues such as marine pollution (eutrophication),
introduced exotic species, over-fishing and forest management
will be also be discussed. These scientific issues will be grounded
in the context of politics, economics and public policy. In addition,
we will examine how the values democracy and capitalism from
the founding era to the present influence resource management,
the scope and limitations governmental policymaking, regulatory
agencies and environmental law. Understanding
the different
levels (federal, state, local) of governmental
responsibility for
environmental protection will be explored in-depth. Field trips
and case studies will offer opportunities to see how science and
policy interact in environmental issues. Finally, during fall quarter,
we will develop an introduction to research design, quantitative
reasoning and statistics.
In winter quarter, the focus will shift to a more global scale.
We will examine in depth three major challenges for the early
21 st century: natural resources, global warming and energy.
These are three related topics that require an understanding of
the science, politics and economics of each issue and how they
interact with one another. Globalism, political and economic
development of the developing world and political unrest and
uncertainty will be discussed within each as well as how these
macro-level problems overlap one another. Microeconomics will
be studied as a problem solving tool for environmental issues as
well as an introduction to environmental economic analysis.
The material will be presented through lectures, seminars,
labs, field trips/field work and quantitative methods (statistics) and
economics workshops. Labs and field trips willexamine microscopic
life in aquatic systems, measure water quality and study local
terrestrial habitats. Quantitative methods workshops will present
the use of computer software such as Excel to organize and
analyze data (statistics). Microeconomic principles and methods
will provide the foundation for environmental economic analysis.
the formation and growth of life? And, how does life evolve?
These are some of the fundamental questions that we will be
looking at in this program.
This is an introductory-level program, designed for students
who are prepared to take their first year of college-level science.
Specifically, it will include a full year of introductory biology,
chemistry and a foundation in mathematics, which will include
precalculus during fall quarter and topics in mathematical
biology in the winter quarter. Our goal is to equip students with
the conceptual,
methodological
and quantitative
tools that
they will need to ask and answer questions that integrate these
three disciplines.
Program activities will include lectures and small-group
problem-solving
workshops, where conceptual and technical
skills will be developed. We will have significant hands-on lab
experience in biology and chemistry. We will also make use of
computer software for mathematical modeling investigations.
In seminars, we will explore historical ideas about the origins
of life, how theories have developed,
and the reactions to
them in society. During spring quarter, students will have
the opportunity to design and carry out their own laboratory
investigations, the results of which they will present in talks and
papers at the end of the quarter.
This program will prepare students for more advanced work
in biology and chemistry, such as in the programs Molecule to
Organism and Environmental Analysis.
Total: 16 credits fall and winter quarters;
spring quarter.
12 or 16 credits
Enrollment: .72
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs
and Environmental Studies.
for Freshmen
Mathematical Systems
Total: 16 credits
each quarter.
Enrollment: 50
Fall, Winter and Spring quarters
This program is also listed under Environmental
and Society, Politics, Behavior and Change.
Studies
Introduction to Natural Science:
The Structure of Life
Fall, Winter and Spring quarters
Major areas of study include biology, chemistry,
precalculus and mathematical
biology.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Prerequisites: Strong algebra
skills.
Program is preparatory for careers and future studies in
biology, chemistry, medicine and environmental
studies.
Faculty: Jim Neitzel (biochemistry), David McAvity
(mathematics,
physics), Clarissa Dirks (biology)
Our world has been abundant
with life since the first
single-celled organisms emerged from the chemical soup of
early Earth three and a half billion years ago. In the intervening
period, life has evolved to an incredible degree of complexity,
both in the structure and function of individual organisms, and
in the interactions between them. But what is life exactly? What
are the physical and chemical processes of life that distinguish it
from ordinary matter? Are there mathematical rules that govern
Major areas of study include real analysis, abstract algebra,
point-set topology, algebraic topology, geometry, history
and philosophy of mathematics.
Upper-division science
credit will be awarded for upper-division work.
Class Standing: Sophomores
welcome.
or above; transfer
students
Prerequisites: One year of calculus.
Program is preparatory for careers and future studies in
mathematics,
physics, education, the history of mathematics,
the philosophy of mathematics and the history of science.
Faculty: Rachel Hastings
(mathematics)
This program involves the intensive study of several
fundamental areas of pure mathematics, including a nucleus of real
analysis, abstract algebra and topology. Later in the year, students
will also have the opportunity to learn other advanced topics,
such as combinatorics, geometry and mathematical linguistics.
The schedule of study includes introductions to abstract algebra
(group theory) and real analysis (advanced calculus) in the fall,
continuing with more advanced work in these areas in the winter.
Parallel to these studies, point-set topology will be introduced,
which, together with abstract algebra, will allow for an investigation
of the beautiful theory of algebraic topology.
The work in this advanced-level
mathematics program is
likely to differ from students' previous work in mathematics
(such as calculus) in a number of ways. Our emphasis will be
on understanding the careful definitions of mathematical terms
and the statement and proofs of the theorems which capture
the main conceptual landmarks in the areas we study. Thus, a
Scientific Inquiry I 97
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major portion of our work will involve the reading and writing
of rigorous proofs in axiomatic systems. This skill is valuable not
only for continued
study of mathematics,
reasoning.
In addition to work in core areas of advanced mathematics
we will devote seminar time to looking at our studies in a
broader historical
and discuss work
threads
that came from different
cultures
and
regions and that influenced current theories and approaches. In
short, we will be interested in deepening our understanding of
what mathematics is today, and how it came to be that way.
This program
to design and carry out laboratory
or computer
of topics in physics that interest them.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses:Approximately
$125 for graphing calculator.
A similar program is expected to be offered in 2009-10.
This program is also listed under Programs for Freshmen.
and philosophical
context. We will read
on the history of mathematics,
as a way
of understanding
how the current mode of mathematical
thinking came to be developed. We will seek to understand
the intellectual
investigations
but in many areas of
thought in which an argument is set forth according to strict
criteria of logical deduction. Students will gain experience in
articulating their evidence for claims, and expressing their ideas
with precise and transparent
the opportunity
is designed
for students who intend to pursue
studies or teach in mathematics
and the sciences, as well as for
those who want to know more about
Students will be expected
to work
mathematical
independently
thinking.
and in
Molecule To Organism
Fall, Winter and Spring quarters
Major areas of study include organic chemistry,
biochemistry,
microbiology,
cell and molecular
groups, and present some of the course material and solutions
to problems to the class. In the spring quarter, students will
Class Standing: Sophomores
have the opportunity
Prerequisites: One year of general chemistry
to work on individual
projects.
biology.
Students who remain enrolled in the entire program for all
three quarters will receive 48 upper-division
science credits.
or above; transfer
students
welcome.
one year of general
biology
with lab and
with lab.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in
Enrollment: 25
biology,
A similar program is expected to be offered in 2009-10.
Faculty: Paula Schofield (chemistry),
(biology),
This
program
offers appropriate
and
interrelates
biology,
organic
level and the other at the "molecule"
and encouraging
Prer:equisites: Precalculus.
Program is preparatory for careers and future studies in
computer
develops
(laboratory)
science and education.
Faculty: TBA (math and physics), TBA (computer
science)
Careful observation ofthe physical world reveals an underlying
order. The goal of physics is to build models that explain this
order. Crucial among such models are those that explain the
interactions
between
objects and the changes in motion
interactions
bring about. With the development
those
of new physical
models come new mathematical methods needed for describing
them. Calculus, for example, is enormously successful as a tool
for analyzing simple models of reality. However, for more complex
situations, approximate methods are needed. We can simulate
these situations on a computer using numerical methods or
algorithms in order to understand their behavior. Learning how
to do that efficiently will be one of the goals of this program.
through
fall quarter, we will cover introductory
topics
calculus and computer
programming
in Python
small-group
workshops,
interactive
lectures,
hands-
on laboratory investigations and computer programming
labs.
Through our study of physics, we will learn about models of
motion and change and the process for constructing
them.
examine organic chemistry, the nature of organic compounds
and reactions and carry this theme into biochemistry and the
fundamental chemical reactions of living systems. As the year
of cellular and molecular
merge through
processes in biological
writing
papers
and
maintaining
laboratory
groups. This is an intensive program.
by the end of the year. During spring quarter, students will have
All
The subjects are complex,
and the sophisticated understanding we expect to develop
require devoted attention and many hours of scheduled
will
lab
work each week.
This program will give students the prerequisites needed
for the following health careers: medicine, dentistry, veterinary
medicine, naturopathy, optometry and pharmacy. If you intend
to pursue a career in an allied health field (e.g. physical therapy,
nursing, nutrition), you do not need as many science prerequisites
and may want to consider the program
Science instead.
spring quarter.
simulations of them. In winter and spring quarters, our focus
will primarily be on physics and calculus, with the goal of
completing
a full year of university-level
physics and calculus
notebooks.
laboratory work, and approximately one half of the non-lecture
time will be spent working in collaborative
problem solving
Total: 16 credits fall and winter quarters;
to create efficient
studies
systems.
Each aspect of the program
will contain a significant
laboratory component.
On a weekly basis, students will be
mathematically
programming
"cell"
we start with the cell and microbiology
and proceed to the
whole organism with the examination
of structurelfunction
relationships
at all levels. In the molecular theme, we will
We will also learn how to use calculus to analyze these models
and computer
in
and
level. In the cell theme,
progresses, the two themes continually
During
in physics,
concepts
chemistry
biology, and organic chemistry in a yearlong sequence.
The program integrates two themes: one at the
in Python.
support for freshmen as well as supporting
those ready for advanced work.
physics, mathematics,
and health science.
Andy Brabban
and medicine. Students will carry out upper-division work in
biochemistry, microbiology, cellular, molecular and developmental
Major areas of study include physics, calculus and
Class Standing: This all-level program
medicine
biochemistry, thus providing a foundation for students who plan
to continue studies in chemistry, laboratory biology, field biology
Fall, Winter and Spring quarters
programming
education,
Nancy Murray (biology).
experimental
Models of Motion
computer
chemistry,
Foundations
of Health
12 or 16 credits
Enrollment: 75
A similar program is expected to be offered in 2008-09.
98 I Scientific Inquiry
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Money, Molecules and Meds
The Physicist's World
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include economics,
pharmacology
philosophy
Class Standing: This lower-division
50 percent
freshmen
program
and 50 percent
and chemistry
is designed
of science, history of science and quantitative
reasoning.
for
Class Standing: This all-level program
sophomores.
Prerequisites: Strong algebra proficiency.
biology
Major areas of study include physics, philosophy,
management,
and chemistry.
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
High school
recommended.
and encouraging
Program is preparatory for careers and future studies in
Program is preparatory for careers and future studies in
business, education,
the sciences and humanities.
humanities,
law and natural science.
Faculty: Tom Grissom (physics), Neal Nelson (mathematics,
Faculty: Glenn Landram (management, statistics), Maria
Bastaki (pharmacology),
Lydia McKinstry (chemistry)
This
program
scientific
impacts
will
explore
of the
society. We will educate
the
economic,
pharmaceutical
from a variety
industry
ethical
computer
and
on global
of angles in order for
students to gain an appreciation of the critical issues involved
with disease diagnosis, drug development,
testing, regulation
and production. The program will use an organizing theme that
links the chemical and biochemical concepts of drug design
and development
with the economic,
associated with the demand,
During the fall quarter,
social and legal issues
cost and feasibility of research.
we will survey the fundamental
science)
The 20th century
understanding
has brought
about
a revolution
in our
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
principles of chemistry and molecular structure as they relate to
drug activity and function. We will also consider the biochemical
by the physicist to make sense out of our experience of the
material world around us, and to try and understand the nature
principles that are important in drug bioavailability, therapeutic
efficacy and toxicity. We will explore the definition of disease in
of physical 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
the context of pharmaceutical
research priorities and the role
of the medical profession in disease diagnosis and treatment.
The regulatory,
political
and public policy processes involved
in
moving a potential drug candidate from the research laboratory
through clinical testing and ultimately to the consumer will also
be examined.
In the winter
pharmaceutical
quarter,
our inquiry will focus on the role of
and biotechnology
industries
in public
health
and society, as well as the ways in which these organizations
are structured and financed. We will compare the costs and
benefits associated with drug development as they apply to the
industry and society, including research, testing, production,
packaging and marketing. Historical accounts of the discovery,
continue through each of the major developments
century physics, including the theories of relativity,
theory,
deterministic
chaos, and modern
cosmology.
examine the nature and the origins of the limits
imposes on our ultimate knowledge of the world.
No mathematical
thinking
prerequisites
will be developed
of 2Othquantum
We will
that
each
are assumed. Mathematical
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. We will read primary
texts, such as works by the Presocratics,
Plato, Lucretius,
Galileo,
Newton
and
Einstein,
plus
selected
contemporary
testing and regulation of a few specific drugs will
along with the resulting public health and public
writings on physics. In addition to the other texts, a book-length
manuscript has been written for this program, and will serve
policy impacts. In addition,
we will consider the economic,
social and geographical factors associated with certain national
as an extended outline and guide to the works and ideas that
we will read and discuss. Fall quarter will concentrate on the
development,
be presented
period
and global public health care issues.
Program
activities
will
consist
of
lectures,
small-group
problem-solving
workshops,
laboratories,
field
trips
and
seminars. Our readings and discussions will be concerned
with the economic,
ethical and scientific
aspects of the
pharmaceutical industry as they relate to the global community,
as well as individuals. As appropriate,
we will use quantitative
methods
to gain additional
insights into these concepts.
Students will undertake assignments focused on interpreting
and integrating
the topics covered. This work will emphasize
critical and quantitative
of proficient
writing
reasoning,
as well as the development
and speaking skills.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: Approximately
$25 for field trips to local
museums,
sessions.
theaters
and legislative
This program is also listed under Programs for Freshmen;
Environmental
Change.
Studies; and Society,
Politics,
Behavior and
up to the beginning
will cover developments
of the 20th century; winter
quarter
during the 20th century.
Total: 16 credits each quarter.
Enrollment: 48
This program is also listed under Programs for Freshmen
and Culture,
Text and Language.
Scientific Inquiry I 99
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Science Seminar
The Science of Sustainable Buildings
Fall quarter
Fall, Winter and Spring quarters
Major areas of study include environmental
physics, civil
Major areas of study include environmental
and mechanical
architecture
physics, astronomy,
engineering,
and sustainable
lower-division
building
history
of world
and design.
All science content
is
science credit.
and history
Class Standing: Sophomore
Prerequisites: Students
support
skills. No background
offers appropriate
as well as supporting
and encouraging
those ready for advanced
work.
environmental
but ability
studies,
and read carefully
will be essential.
Program is preparatory for careers and future studies in
applied
physical sciences,
architecture,
sustainability
Faculty: Rob Knapp (physics, ecological
for earthquakes,
solar energy,
reading
and writing
or science is necessary.
or good
indoor
or plumbing
studies,
history,
natural science, education,
and philosophy
cultural
of science.
Faculty: E. J. Zita (physics, astronomy)
In Science Seminar, we read popular
journal articles on compelling
topics
design)
stand up? How do you design buildings
basic services like electricity
must have good
in mathematics
and
engineering.
How do buildings
students
Program is preparatory for careers and future studies in
Prerequisites: There are no specific subject prerequisites,
to calculate
or above; transfer
welcome.
Class Standing: This all-level program
for freshmen
studies,
of science.
air? How do
actually work? What
without
facilitate
books and sometimes
in science, generally
math. Student teams prepare for and sometimes
seminars. Individually, students write and respond to
short essays.
In fall and winter quarters,
we will meet with students
from
do natural organisms, like plants or animals, have to teach us
about good ways to build? These are some of the questions
Energy Systems to discuss readings on topics such as global
warming, alternative energy, and/or new possibilities for future
this program will consider. The emphasis will be on sustainable
designs that have been proven in real-world projects. The work
will cover the basic scientific concepts that affect the structure
energy systems.
In spring quarter,
and operation
of buildings
and the basic techniques
by which
they are used in designing or analyzing buildings. The program
should be useful both to students considering further study of
architecture or engineering, and equally to students who want
to learn some college-level
science with important
real-world
applications.
we will
meet
with
students
from
the
Astronomy
and Cosmologies
program
to discuss readings
on topics such as mythology, cosmologies (how humans have
understood the heavens, throughout history and across cultures),
and/or modern scientific understanding
of the universe.
Learning
goals
include
improved
critical
thinking,
deeper
qualitative
understanding
of science,
and improved
communication
skills, both oral and written. Students
willing to work in teams and to use computer-based
must be
learning
We will study both new and old approaches to building
design. Since both high technology and traditional indigenous
methods have important insights and examples to contribute,
tools, including the Internet. We may have some online seminars
using chat-room software.
we will try to understand the natural forces and processes at
work in all of them. Most topics will include an introduction to
Program Web page, linked to the professor's
the basic estimating techniques used by professionals in this
area. We will also consider the values embodied in the various
approaches we study, as expressed in the symbolism, aesthetics
-and political economy associated with them. For example, we
may try to understand and evaluate the ways in which southwest
England's Eden Project has been shaped by a mix of commercial
and environmental values.
Topics will include
structures,
and other forms of energy
heating,
and sustainable
light,
sound,
materials,
Look for program
details
and updates
on the Academic
homepage.
Total: 8 credits each quarter.
Enrollment: 20
A similar program is expected to be offered in 2008-09.
solar
and we
will use illustrated lectures, skill workshops, site visits and book
seminars to address them. There will be assignments to make
daylight
models,
design estimating
measure household
techniques
energy use, practice with
and do research on a significant
recent building, in addition to weekly readings in a background
text as well as related books and articles. Students can expect
to build skill in quantitative
reasoning, descriptive
writing,
architectural
drawing and sustainable design methods. There
will also be some attention to model-building
and computerbased graphics.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$25 to $50 for drawing
supplies; approximately
$20 for one overnight
mid-quarter;
as well as purchase of a scientific
(TI-30XA or equivalent).
field trip in
calculator
This program is also listed under Programs for Freshmen;
Environmental
Studies; and Expressive
Arts.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
100 I Scientific Inquiry
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Student Originated Software: Designing and
Implementing Real-World Systems
Temperate Rainforests
Fall quarter
Fall, Winter and Spring quarters
Major areas of study include computer science, software
engineering,
programming
and application architecture
practicum.
Class Standing: Juniors
welcome.
or seniors; transfer
students
Prerequisites: Expertise in 1) computer science, as
evidenced by completion of the Data and 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 upper-division
work in their area of expertise, including
some introductory
programming,
expert level expertise in
one application program from their domain and a software
project proposal for their domain. Faculty signature required
(see below).
Program is preparatory for careers and future studies in
computer science and software engineering
or technology
use and development
in an application area.
Faculty: Sheryl Shulman (computer
science)
The successful
completion
of large software systems
requires strong technical skills, good design and competent
management.
Critical problems with software systems remain
despite the best efforts of many very smart people over the
last 50 years. Software is often late, over-budget,
socially
irresponsible,
unable to perform according to user needs,
poorly designed,
poorly implemented,
difficult to maintain
or some combination of these. In addition, many applications
require substantial domain knowledge. While some of these
problems and goals have technical solutions, the art of using
these solutions and putting together a large system requires a
variety of skills and experiences.
Student Originated Software is intended to help students
gain the technical knowledge required to build software in
application
domains, as well as support students as they
develop a substantial project.
Domains of past successful projects include: the sciences,
music, visual arts, automobile
tuning, education,
computer
security, databases
for small business and local and state
agencies. The technical topics covered will be selected from:
data structures, algorithm analysis, database systems, object
oriented
design and analysis, verification techniques
and
applications architectures. The program seminar 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.
Faculty Signature: To demonstrate
prerequisites,
students
must complete a questionnaire
and if requested,
interview
with the faculty. Questionnaires
are available from the
program faculty and from the Academic Advising office.
For information, contact Sheryl Shulman, (360) 867-6721
or sherri@evergreen.edu.
Questionnaires
received by the
Academic Fair, May 16, 2007, will be given priority. Qualified
students will be accepted until the program fills.
Total: 16 credits
each quarter.
Enrollment: 25
Internship Possibilities: With faculty approval.
Major areas of study include forest ecology, ecosystem
ecology, landscape processes, weather and climate.
Class Standing: Juniors or seniors; transfer
welcome.
Prerequisites: One year of college-level
students
science
required.
Program is preparatory for careers and future studies
in ecology, education, environmental
studies and earth
science.
Faculty: Dylan Fischer (forest ecology),
Paul Butler (geology)
What are the structure,
composition
and function of
temperate
rainforests? How does this relate to the ecology
of other systems,
land management
and the physical
environment? We will explore how diversity and physiology of
temperate rainforests relates to these questions. Specific topics
will include forest nutrient cycling, ecophysiology,
sampling,
land management
effects on ecosystems and the relationship
between forests and the physical environment. Our focus will
be on the ecosystem 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 primary scientific
literature related to the structure, composition, function and
management
of temperate
rainforests to elucidate current
scientific knowledge of these systems. We will also investigate
interactions
between
humans and forests to consider the
broader impacts of ecological research. Students will undertake
organized group projects in ecology and natural history and
develop an independent
study project that requires the
development
of research and quantitative skills. We will use
The Evergreen State College campus as a field laboratory. The
program will also take a field trip to the Olympic Peninsula to
study natural history and field ecological aspects of temperate
rainforests. In addition, we will work with a local landowner to
characterize and evaluate ecological structure and nitrogen
cycling in a 200-acre forest that has a diverse mixture of
wetlands, riparian zones, mature second growth and recent
harvest units.
Total: 16 credits.
Enrollment: 50
Special Expenses: Approximately
$160 for a five-day field
trip to the Olympic Peninsula. The deadline for payment of
the field trip fee is September 28, 2007.
A similar program is expected to be offered in 2009-10.
This program is also listed under Environmental
Studies.
~
Scientific Inquiry 1101
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Z
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WINTER QUARTER
Computer Science Foundations
Winter and Spring quarters
Advanced Chemistry
Major areas of study include design of computer programs,
algorithms and data structures, discrete mathematics
and
computer architecture.
Winter and Spring quarters
Major areas of study include quantum mechanics,
advanced inorganic chemistry, instrumentation
laboratory,
advanced chemistry laboratory and coordination chemistry.
Upper division science credit will be awarded.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Class Standing: Juniors or seniors; transfer
welcome.
Program is preparatory for careers and future studies in
computing, science, mathematics and education.
students
Prerequisites: One year of college-level chemistry, ability
to do integral and differential calculus required for quantum
mechanics.
Program is preparatory for careers and future studies
in chemistry, chemical engineering,
chemical physics,
medicine, biochemistry and teaching.
Faculty: Dharshi Bopegedera
(Chemistry)
What do chemists do? In answering this question, this
upper-division chemistry program will further students' studies
in chemistry and prepare them for graduate studies or a career
in chemistry. In all aspects of the program, classroom studies will
be connected with the applications chemists encounter in their
everyday work. In the lecture component, we will explore topics
in quantum mechanics, spectroscopy,
descriptive
inorganic
chemistry and the chemistry of transition elements. Students
taking quantum mechanics must be comfortable working with
differential and integral calculus.
The laboratory portion of the program will demand a high
(level
of independence
from students. In the winter quarter,
students will learn to use analytical instruments for chemical
analysis. In the spring quarter, students working in small
groups will conduct experiments
in advanced inorganic and
physical chemistry. Technical writing skills will be developed
throughout both quarters. Career guidance for those interested
in pursuing careers in chemistry will be an important aspect of
the program.
Total: 6,12 or 16 credits each quarter. The 6 or 12 credit
option requires a faculty signature. For more information,
contact Dharshi Bopegedera,
(360) 866-6620 or
bopegedd@evergreen.edu.
Prerequisites: Strong algebra
Faculty: TBA (computer
skills.
science,
mathematics)
The goal of this program is to lay a firm foundation for
advanced work in computer science. Our work will emphasize
knowledge ofthe fundamentals, including discrete mathematics,
program design, algorithms and data structures, and computer
architecture. Individual and collaborative problem-solving
will
also be stressed.
The content of this program 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 three interwoven
themes. The computational organization theme will begin with
object-oriented
programming in Java and the organization of
hardware and software into a functional system. The discrete
mathematical theme will develop the mathematical tools and
abstract ideas that support problem solving in computer
science. The history and social implications of technology theme
will explore the context in which quantitative and computerized
tools have been developed and applied.
Total: 16 credits
each quarter.
Enrollment: 24
Special Expenses: Students can expect expensive
textbooks, approximately
$200 each quarter.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs
for Freshmen.
Enrollment: 25
Some programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2007-08.
102 I Scientific Inquiry
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Taking Things Apart:
A Scientific and Artistic Exploration
advance of the Academic
students will be accepted
Enrollment: 48
Major areas of study include biology,
of science,
drawing, history
and photography.
literature
Qualified
Total: 16 credits each quarter.
Winter and Spring quarters
philosophy
Fair will be given priority.
until the program fills.
Class Standing: This all-level program
and
This program is also listed under Programs for Freshmen
and Expressive
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
Special Expenses: $150 to $200 for art supplies.
Arts.
and encouraging
Prerequisites: One year of high school biology or chemistry.
Faculty signature
required
(see below).
Tropical Rainforests
Program is preparatory for careers and future studies in
art, science and the humanities.
Winter quarter
Faculty: Bob Haft (visual art, photography,
Donald
Morisato
expressive
arts),
Major areas of study include ecology and evolution
(biology)
tropical
processes,
Both science and art take things apart. In some instanceslike the evisceration
of a frog or an overly analytical critique
of
a poem or a piece of visual art-the
process can result in the
loss of the vital force. But in the best scenario, for both art and
science,
carefully
isolating
parts actually reconstitutes
and understanding
the
individual
the original object of study, bringing
a greater appreciation
for the whole that is greater than the
parts. And sometimes, taking things apart results in an entire
paradigm shift in our consciousness: suddenly, the ordinary
becomes extraordinary.
In one strand of this program, we will be using a biologist's
tool kit and the scientific method to take apart living organisms
and to explore how they function. Science relies on making
careful
observations,
formulating
predictions,
testing
hypotheses with experiments, and placing those results within
the framework
of a conceptual
model. We will learn how
biology
takes apart and studies life at many different
levels. In
the laboratory, we will examine structures down to the level
of individual cells by using microscopes, and even find ways
,to
isolate
and
visualize
the
underlying
molecules.
We will
investigate how defects produced by genetic mutations
reveal the function of normal biological processes.
can
Another strand of the program takes visual art as its point
of departure. Here, we will work with different sorts of toolscamera and charcoal pencils, for example-both
to take things
apart,
and to construct
new things.
We will learn the basics
of drawing and photography
in order to study life at a more
macroscopic level than in the biology lab. Ultimately, our goal
here is the same as that of the scientist: to reconstitute and
reanimate the world around us. By doing so, we hope to enhance
our connection
with and appreciation
of the mysteries of life.
Finally, there are some ideas for which literature provides
a far more sophisticated
and satisfying approach than either
science or the visual arts. Thus, in a third strand, we will
examine
set
of
how literature
emotional
and
depicts
and takes apart that complex
behavioral
interactions
that
we
call
"love." Authors that we may read include Shakespeare, Henry
James, Milan Kundera, Nadine Gordimer, John Berger, Haruki
Murakami and Louise Gluck.
Our goal is to weave these three strands together, in the
hopes of producing a fabric of understanding about the world
that is informed
by both cognition
ecosystems,
and intuition.
weather
statistics
and climate
a writing
sample (either a paper from a literature
documentation
of a major project
from a biology
class or
or chemistry
class). Freshmen must schedule an interview with the faculty
in order to obtain a faculty signature. For information, contact
Bob Haft, (360) 867-6474 or haftr@evergreen.edu
or Donald
Morisato,
Interviews
(360) 867-6026 or donaldm@evergreen.edu.
will be held during the Academic
Fair, November
28, 2007. Those students who submit their writing
sample in
of tropical
introductory
Spanish. Upper-division
awarded in all science areas.
regions
and
science credit
will be
Class Standing: Juniors or seniors; transfer students
welcome.
Prerequisites: Introduction
to Environmental
or one year of college-level
science. Spanish is highly
recommended.
Faculty signature
is required
Studies
(see below).
Program is preparatory for careers and future studies
in environmental studies, ecology, conservation biology,
evolutionary
biology,
American studies.
geology,
physical geography
Faculty: John T. Longino (biology).
The tropics
program
richness,
and Latin
Paul Butler (geology)
are the cradle of the world's
biodiversity.
will focus on Costa Rica, emphasizing
field ecology, the physical environment,
This
biological
statistical
analysis of field data, conservation biology and Latin American
culture. 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, quantification and analysis
of ecological diversity, an overview of major taxa of Neotropical
plants and insects, and discussions of the physical environment
of tropical regions. This material will be integrated with classes
in introductory statistics and conversational Spanish.
During the Costa Rica field trip, we will visit four major field
sites, including coastal habitats, 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, both faculty and student
led. 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.
Faculty Signature: Students must submit an application.
Assessment will be based primarily on writing skills and
background
knowledge in the sciences. Application
forms
are available from John T. Longino, (360) 867-6511,
longinoj@evergreen.edu.
Faculty Signature: Freshmen who wish to apply must submit
of
landscapes
for field biology,
Academic
Qualified
Fair, November
students
Applications
received
by the
28, 2007, will be given priority.
will be accepted
until the program
fills.
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately
$2,200 for a three-week
field trip to Costa Rica.
A similar program is expected to be offered in 2009-10.
This program is also listed under Environmental
Studies.
Scientific Inquiry 1103
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OFFERINGS BEGINNING
«on
SPRING QUARTER
Algebra, Algorithms and Modeling:
An Introduction to Mathematics
for Science and Computing
Alchemy: Spiritual and Chemical
Spring quarter
Spring quarter
Major areas of study include chemistry,
and art history.
history of science
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
Prerequisites: Strong algebra
for
skills.
Program is preparatory for careers and future studies in
humanities, natural science and education.
Faculty: Lydia McKinstry (chemistry),
philosophy of science)
precalculus
and
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
the sciences, education and mathematics.
Faculty: Neal Nelson (computer
science,
mathematics)
Kevin Francis (history,
Alchemy was a scientific pursuit that integrated chemistry,
astrology,
art, metallurgy,
medicine
and mysticism. The
philosophical and practical roots of alchemy span ancient China
and India, classical Greece and Rome, Arabia during the Islamic
Golden Age, and medieval Europe. Today alchemy is of interest
mainly to historians of science. However, the metaphysical and
spiritual aspects of alchemy continue to intrigue philosophers,
theologians and artists.
In this program, we will explore the origins of both spiritual
and chemical alchemy. We will look at the parallel development of
these two strands and study their influences on modern science
and philosophy. Part of our inquiry will focus on the chemical
principles and processes discovered by early alchemists. In
addition, we will learn how seemingly magical transformations
are now the mainstay of today's chemical industry.
Program activities will include lectures, problem-solving
workshops, laboratories, field trips, seminars and independent
projects. Most of our readings and discussions will be concerned
with the history of alchemy as it relates to modern philosophy
and science. Students will undertake
assignments
focused
on interpreting and integrating these themes. This work will
emphasize critical and quantitative reasoning, as well as the
development of proficient writing and speaking skills.
\
Major areas of study include algebra,
computer science.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
$40 for field trips to the
Tacoma Museum of Glass, other museum exhibits and/or
theater performances
in Portland, Oregon or Seattle,
Washington.
This program is also listed under Programs
for Freshmen.
Western science relies on mathematics
as a powerful
language
for expressing
the character
of the observed
world. Mathematical models predict the behavior of complex
systems, within limitations. Modern computing has significantly
magnified the power of mathematical
modeling and helped
shape new models that increasingly influence 21 st-century
decisions. This program will explore the ways mathematics
and computing are used to construct the scientific models
that express our understanding
of the natural world. Students
will explore computing, study mathematical
abstractions and
develop the mathematical skills needed to express, analyze and
solve problems arising in the sciences.
The common basis for the mathematics we know today
arose from ancient Greek philosophies
and the scientific
revolution of the 17th and 18th centuries when the predictive
power of science became a significant influence on the world.
An historical component of the program will allow students an
opportunity to develop the mathematical concepts and skills
of today by expressing, analyzing and solving problems within
the original historical contexts in which they arose in the natural
sciences.
This program is intended for students who want to gain a
fundamental
understanding
of mathematics and be exposed
to computer science before leaving college or pursuing further
work in mathematics, teaching or the sciences. The emphasis
is on the development
of fluency in mathematical
thinking
and expression while reflecting on the role and influence of
mathematics in the history of science. Topics include college
algebra and pre-calculus, introduction to modeling, history
of science and introductory concepts in programming.
This
program is not intended for students who have had calculus or
are otherwise ready to take calculus.
Total: 16 credits.
Enrollment: 24
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs
Some programs may be cancelled and others added after this printing. For the most current information,
for Freshmen.
see www.evergreen.edu/catalog/2007-08.
104 I Scientific Inquiry
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Astronomy and Cosmologies
Designing Languages
Spring quarter
Spring quarter
Major areas of study include astronomy,
mythology
and history
Major areas of study include linguistics
physics,
of science.
Class Standing: Sophomores
or above; transfer
students
welcome.
Class Standing: This all-level program
support
Prerequisites: Strong writing
and computer
science.
and algebra
for freshmen
those ready for advanced
skills.
offers appropriate
as well as supporting
and encouraging
work.
Program is preparatory for careers and future studies
in astronomy, education, science, history and philosophy of
Program is preparatory for careers and future studies in
science.
Faculty: Susan Fiksdal (linguistics,
Faculty: E. J. Zita (physics, astronomy)
(computer
In Astronomy
to-intermediate
Have you wondered about the ways languages work? Do
you think about how thoughts get translated into language?
Have you explored
differences
between
natural languages
interactive
and Cosmologies,
we will learn beginningastronomy
through
lectures,
discussions,
workshops,
and observations.
We will use naked eyes,
linguistics,
languages
and computer
science.
French), Judy Cushing
science)
(such as English or French) and artificial
languages
binoculars, and telescopes. We will build simple astronomical
tools such as spectrometers,
motion
demonstrators,
and
computer
position
computer languages are similar to natural languages
ways in which they differ?
finders. We will learn about the structure and evolution
of our universe and celestial bodies. Students will research a
question that interests them, share research with classmates,
and publish their work on our program Web page.
We will also discuss cosmologies: how people across cultures
and throughout
history have understood the universe and our
place in it. We will study creation stories and world views, from
those of ancient peoples to modern astrophysicists. We will
learn ways in which human understanding
and knowledge are
constructed.
Students are invited to help organize an optional field trip
to a location with clear skies. Students must be willing to work
in teams and to use computer-based
learning
tools, including
the Internet. We may have some online seminars
room software.
using chat-
programming
In this program, we will explore these questions
function
the field
by studying
of human language
through
an introduction
to
of linguistics. This will involve a study of phonetics,
phonology,
morphology,
syntax, discourse,
metaphor
and
pragmatics. Students will learn LOGO, a computer language
that makes pleasing designs using some principles of geometry
in a step-by-step
process. We will work on the connections
between natural and artificial languages and we will consider
the implications of language design. Some of these implications
include considering other sorts of language such as music and
mathematics,
language
writing
systems, the intersection
and the functions
work collaboratively
Total: 16 credits.
Total: 16 credits.
of language.
of culture
and
Finally, students
will
to create a language.
Enrollment: 48
Enrollment: 25
expense
and the
natural language, learning a computer language, and designing
a language. Specifically, students will study the structure and
Look for program details and updates on the Academic
Program Web page, linked to the professor's homepage.
Special Expenses: $15 equipment
(such as
languages)? Do you know in what ways
fee; optional
field trip
is possible.
A similar program is expected to be offered in 2009-10.
Special Expenses: Approximately
$15 for final project
expenses.
A similar program is expected to be offered in 2010-11.
This program is also listed under Programs for Freshmen
and Culture,
Text and Language.
\
Scientific Inquiry 1105
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Ecology of Harmful Algal Blooms
Invertebrate
Zoology and Evolution
Spring quarter
Spring quarter
Major areas of study include marine ecology, marine
Major areas of study include invertebrate
phycology
invertebrate
awarded
and oceanography.
for upper-division
Upper-division
credit
will be
work.
zoology
Class Standing: This all-level program
offers appropriate
as well as supporting
and encouraging
Class Standing: Juniors or seniors; transfer students
support
welcome.
those ready for advanced
Prerequisites: One year of college-level
quarter
of general
biology
for freshmen
or Introduction
chemistry.
of college-level
general biology
to Environmental
Studies: Natural Resources,
Oceans and Global
ecology.
zoology
Faculty: Gerardo Chin-Leo (biological
Micro
algae account
in
worldwide
occurrence
aquatic
Recently,
have experienced
an apparent
of large concentrations
(blooms)
biomass
and the biological
sciences.
waters
Invertebrate animals comprise an extremely diverse group
of organisms, and knowledge of invertebrate zoology is a key
increase in the
of harmful algal
component to understanding
biodiversity on the planet. This
program will examine the invertebrate
phyla with particular
coastal
and
of fish and shellfish. Other organisms, including
humans, can be indirectly
of contaminated
seafood.
Change.
Faculty: Erik V. Thuesen (zoology)
species. Blooms of toxic algal species (e.g. red tides) can cause
direct mortality
Climate
Program is preparatory for careers and future studies in
oceanography)
for most of the plant
systems.
work.
Prerequisites: Two quarters
and one
Program is preparatory for careers and future studies
in marine sciences, environmental studies, biology and
production
zoology,
and microscopy.
lab, evolution
affected through the consumption
Large blooms of non-toxic species
regards to functional
morphology,
The evolution of invertebrates
will
phylogeny
and ecology.
be an underlying theme
throughout
the course. Students will study the science
evolution through seminar readings and oral presentations.
of
can also have negative impacts on aquatic habitats by shading
benthic plants and by interfering with the activities of other
The proximity of Evergreen's campus to various marine, freshwater and terrestrial habitats provides excellent opportunities
organisms. Furthermore, if these algal blooms are not grazed or
diluted, their decomposition
can deplete the dissolved oxygen
in the water, causing the mortality of plants and animals. This
to study many diverse groups of invertebrate
Emphasis will be placed on learning the regional
program will examine these interactions.
We will study the taxonomy and ecology
species, the environmental
and productivity
human activities
blooms.
factors
controlling
of harmful
algal
the abundance
of aquatic algae and the possible role of
in causing the increase of harmful algal
In addition,
we will examine
the efforts
of scientists
fauna. Fundamental laboratory and field techniques in zoology
will be learned, and students will be required to complete a
research project utilizing the available microscopy
facilities
(light and scanning electron microscopes). This program will
include extensive work in both the lab and field.
Total: 16 credits.
Upper-division
and government
agencies to monitor harmful algal blooms
and to control their impact on fisheries and public health. The
awarded
material will be presented through lectures, seminar discussion
of books and scientific articles and student research projects.
Special Expenses: Approximately
There will be labs to learn methods in phycology, microscopy
_ and seawater analysis as well as field trips to local estuaries.
organisms.
invertebrate
for upper-division
science credit
will be
work.
Enrollment: 24
trip; approximately
book costs.
$175 for overnight
$10 for dissection
field
tools; above average
This program is also listed under Programs for Freshmen
and Environmental
Total: 16 credits.
Studies.
Enrollment: 25
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.edu/catalog/2007-08.
1061 Scientific Inquiry
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Landscape Processes
Rainforest Research
Spring quarter
Spring quarter
Major areas of study include geology and geomorphology.
Upper-division science credit will be awarded.
Major areas of study include tropical field biology. Upperdivision science credit will be awarded.
Class Standing: Juniors or seniors; transfer
welcome.
Class Standing: Juniors or seniors; transfer
welcome.
Prerequisites: One year of college-level
students
science.
Program is preparatory for careers and future studies in
earth science, environmental
studies, land-use planning and
forestry.
Faculty: Paul Butler (geology),
TBA (geology)
students
Prerequisites: Temperate Rainforests or Tropical Rainforests
or the equivalent. Faculty signature required (see below).
Program is preparatory for careers and future studies in
environmental
studies, ecology, conservation
biology and
evolutionary biology.
Faculty: John T. Longino (biology)
The need to understand
landscape processes has gained
new urgency as awareness
of global climate change has
increased. For example, by studying changes in the landscape
due to past climatic events, we will be better able to understand
and predict the future direction of landscape adjustments that
are now underway. In addition, human modification of Earth's
surface, whetherfor agriculture, mining, forestry, or urbanization,
is often undertaken without adequate
knowledge of Earth's
surficial processes, sometimes with dire consequences.
Process
geomorphology
(the processes that make and modify physical
landscapes) draws on a number of overlapping physical and
biological sciences, which include physics, chemistry, hydrology,
soil science, geography, meteorology, climatology and biology.
This program will combine text discussion and lab exercises,
with the opportunity for separate field studies at selected sites
in Washington and the Grand Canyon to gain an understanding
of these processes. Our goal is to improve students' ability to
make the connection between landscape form and process.
The focus of our studies will be on river systems, glaciated
regions and coasts.
This program has two travel options available. Students
can choose to participate in a 16-day, Grand Canyon field trip,
or attend a one-week field trip to Eastern Washington and
complete a research project.
Total: 12 or 16 credits. Students unable to attend either
extended field trip should enroll in the 12 credit option.
Enrollment: 50
Special Expenses: The Grand Canyon field trip expense is
approximately
$1,800. Students planning to participate in
this option should contact the faculty no later than February
1, 2008, to obtain the application criteria for the trip. The
deadline for payment is February 29, 2008. The Eastern
Washington field trip is approximately
$150. The deadline for
payment is April 4, 2008.
This program is also listed under Environmental
Studies.
This program is a logical successor to the Temperate
Rainforests and Tropical Rainforests programs. Students will
carry out an independent
scientific research project in tropical
rainforest biology. Proposals for projects will have been
developed during the earlier Tropical Rainforests program, or
through direct consultation with the faculty. Projects will involve
extensive field work, and may be located in a variety of possible
sites in Costa Rica. Students will gather and analyze their own
data, write a technical research report and present their results
in a symposium at the end of the quarter. Students will have
weekly consultation with faculty via e-mail, and will meet with
the faculty twice during the quarter at the La Selva Biological.
Station, once early in the quarter for project development,
and at the end of the quarter for final report writing and the
symposium.
Examples of previous studies include insect
attraction to bioluminescent fungi, foraging behavior of nectarfeeding bats and effect of canopy position on epiphyte drying
rates.
Faculty Signature: Students enrolled in Tropical Rainforests
should include a statement in their application regarding
interest in the Rainforest Research program. Tropical
Rainforests students will be given preference but new
students may enroll. New students wishing to enroll
should contact John Longino, (360) 867-6511 or longinoj@
evergreen.edu
for an interview. Students applying prior to
the fall Academic Fair, November 28, 2007, will be given
preference. Qualified students will be accepted until the
program fills.
Total: 16 credits.
Enrollment: 24
Special Expenses: Students should be prepared to finance
their own travel, daily living expenses and project needs.
For example, complete room and board for ten weeks 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 Biological Station will be required and should be
factored in to your living expenses ($250 or $340, depending
on long-term or short-term status at La Selva). There is a
$150 study abroad fee payable to Evergreen.
A similar program is expected to be offered in 2009-10.
This program is also listed under Environmental
Studies.
(
Scientific Inquiry 1107
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The Science of Fat
Vertebrate Evolution
Spring quarter
Spring quarter
Major areas of study include chemistry
and statistics.
Class Standing: This lower-division program is designed
50 percent freshmen and 50 percent sophomores.
for
'"
Major areas of study include evolutionary biology,
vertebrate zoology, comparative anatomy and philosophy
science.
Program is preparatory for careers and future studies in
chemistry, statistics and public health.
Class Standing: Juniors or seniors; transfer
welcome.
Faculty: Sharon Anthony (chemistry),
(mathematics)
Prerequisites: One year of college-level
two.
Brian L. Walter
What is all the fuss about fat in our diets? In what ways is
fat a necessary nutrient and how is it harmful to us? What's the
difference between a saturated fat and a trans fatty acid and
why should we care? How do researchers use data to create
dietary recommendations
for the public?
In this program, we will investigate the role of fat in our
diets from a chemical perspective,
and study how to use
statistics to draw conclusions from data about health and diet.
With chemistry and statistics as disciplinary backbones, we will
investigate what types of fat we should eat as well as whether
fat replacements
such as Olestra are a healthy alternative.
Seminar texts will discuss a range of issues including healthy
diets, causes of obesity, perceptions
and stereotypes
about
fatness, and media presentation
of diet and health issues.
Students will also undertake a significant research project on
a topic related to the content of the program, culminating in a
scientific poster and presentation.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately
trip.
$75 for overnight
This program is also listed under Programs
and Environmental Studies.
field
for Freshmen
of
students
biology, preferably
Program is preparatory for careers and future studies in
vertebrate zoology, veterinary medicine and evolutionary
biology. Upper-division science credit will be awarded.
Faculty: Heather
Heying (evolutionary
biology)
Evolution provides an explanation for the extraordinary
biological diversity on this planet. In this program, we will focus
on macro evolutionary processes-specifically
speciation and
the evidence it leaves behind. In doing so, we will address
several philosophical questions including: How do we make
claims of knowledge in a historical science such as evolution?
We will investigate questions that initially seem simple-for
example "What is a species?"-but
turn out to have myriad,
conflicting answers. It is this complexity, and our attempts as
scientists to discern the pattern in that complexity, that will be
our focus.
We will use vertebrates
as our model to study evolution.
Innovations have marked the history of vertebrates,
including
the origins of cartilage, bone, brains, endothermy
and the
amniotic egg, which allowed for the invasion of terrestrial
habitats. The transformation
of existing structures to take on
new functions has been another notable feature of vertebrate
evolution: from swim bladder into lungs, hands into wings, and
scales into both feathers and hair. In the second half of the
quarter, we will review the history and diversity of vertebrates.
Classroom work will include workshops and lectures in which
active participation by all students will improve the learning
community for all. In the wet lab, we will study the comparative
anatomy of vertebrate skulls and skeletons, and dissect cats
and salamanders.
In the computer lab, we will use software
designed for systematic character analysis, and students will
generate and analyze morphological
datasets. Students will
present short lectures on topics in anatomy or physiology
(e.g. circulatory system, muscle physiology). Students will also
conduct extensive research on a current, unresolved topic in
vertebrate evolution, and will present that research in both a
paper and a poster. In the final week of the quarter, we will go
on a multi-day field trip.
Total: 16 credits.
Enrollment: 25
Special Expenses: Approximately
$130 for four-day field trip
to Oregon and $50 lab specimen fee.
A similar program is expected to be offered in spring
2010.
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.edu/catalog/2007-08.
108 I Society, Politics, Behavior and Change
Society, Politics, Behavior and
Change
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. 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 society and other social forces affect the experiences and opportunities of
the individuals and groups within.
Politics: Many of our programs consider how societies and governments are organized to allow collective decisionmaking. Our study of politics focuses on political economy and the interplay of politics and economics, with an emphasis on
the international political economy and its implications for race, gender and class in l.l.S. society.
Behavior: Many of our programs study the social, psychological and biological forces that influence human health and
behavior. Our faculty have particular strengths in the areas of cognitive, clinical and social psychology, and our senior-level
multicultural counseling program is unique in the state.
Change: Our programs study strategies for bringing about social change. We examine historical examples of successful
social change and ongoing struggles to improve society, and to consider positive alternatives for the future.
Our management programs study the role of organizations in society, and the ways in which various types of organizations,
including for-profit, nonprofit, public and entrepreneurial ventures, may be structured and financed. Recognizing that the
Puget Sound region 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 and 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. Our entire faculty works collaboratively to develop our undergraduate curriculum.
Affiliated Faculty:
Don Bantz
Public Administration
Peter G. Bohmer
Political Economy
Priscilla V. Bowerman
Economics, Philosophy
William Bruner
Economics, Management
Scott Coleman
Education
Stephanie Coontz
European/American History,
History/Sociology of
Marriage, Family Studies
Bruce Davies
Public Administration
Elizabeth Diffendal
Cultural Anthropology,
Human Services
Peter Dorman
Economics, Political Economy
John Robert Filmer
Maritime Studies,
Business Management
Zoltan Grossman
Geography, Native
American Studies
Terry Ford
Education, Multicultural
Studies
Jeanne E. Hahn
Political Economy,
Contemporary India
George Freeman, Jr
Clinical Psychology
Ryo Imamura
Counseling Psychology,
Buddhist Studies
Laurance R. Geri
Public Non-profit
Management,
International Affairs
Jorge Gilbert
Sociology, International
Studies
Angela Gilliam
Anthropology
Jose Gomez
Law and Politics
Amy Gould
Public Administration,
Political Science
Heesoon Jun
Psychology
Cynthia Kennedy
Leadership
Mukti Khanna
Psychology, Expressive
Arts Therapy
Janice Kido
Inter-cultural Communication,
Education
Cheryl Simrell King
Public and Non Profit
Administration, Community/
Urban Studies
Glenn Landram
Management, Statistics
Sarah Pedersen
Literature, Maritime Studies
Gerald Lassen
Economics
Yvonne Peterson
Education, Native
American Studies
Daniel B. Leahy
Social Movement Theory and
Practice, Political Economy
Anita Lenges
Ethnomathematics,
Science Education
Math/
Carrie M. Margolin
Cognitive Psychology
Paul McMillin
Information Studies,
Historical Sociology
Janet Mobus
Business
Lawrence J. Mosqueda
Political Economy
Alan Nasser
Political Economy,
Foreign Policy
Toska Olson
Sociology
Nelson Pizarro
Business Administration,
Entrepreneurship
Zahid Shariff
Public Administration,
Post-Colonial Studies
Masao Sugiyama
Mathematics, Education
Michael Vavrus
Social Foundations of
Education, Political Economy
Sherry L. Walton
Education, Literacy
Sonja Wiedenhaupt
Psychology, Education
Tony Zaragoza
American Studies,
Political Economy
Society, Politics, Behavior and Change I 109
...J
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American Indian Sovereignty: Competing
Contexts
500 Years of Globalization
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include world history, globalization,
political
economy,
geography
and sociology.
Major areas of study include Native American
Class Standing: Juniors or seniors; transfer students
American
welcome.
and policy, legal research and writing,
methodology
in the social sciences.
Prerequisites: Students
must have previous
economy, political science and history.
required (see below).
study in political
Faculty signature
is
law, education
Faculty: Jeanne Hahn (political
political
theory,
federal
and theory
world
is
and informed
citizenship.
Program is preparatory for careers and future studies
in Native American studies, law, public policy, tribal
government
economy)
undergoing
unprecedented
flux
and
transformation.
Some argue we are in the midst of a passage
to a qualitatively
different
world. How do we understand
this, historically
and in the present? What is the future
of the
nation-state in the face of the hypermobility
of capital, the reemergence of nationalism, the increasing disparity and similarity
between
the "first"
and "third"
worlds, and the United States'
attempts to assert global military dominance?
Is the public
sphere disappearing in the face of privatization and neoliberal
policy? These are big questions;
stake in the answers.
and
Class Standing: Juniors or seniors; transfer students
and policy.
Faculty: Kristina Ackley (Native American
The
studies,
Indian law
welcome.
Program is preparatory for careers and future studies in
the social sciences,
history,
every person on earth has a
In the fall quarter, we will focus on a study of the evolution
of historical capitalism and the international political economy
Gomez (constitutional
studies), Jose
law and politics)
American
Indians have a relationship
with the federal
government
unlike that of any other ethnic or political group
in the United
States. They also have complex
understandings
of tribal sovereignty that contest all attempts to make them
subordinate to colonial powers. In this two-quarter
program,
we will consider the various ways in which sovereignty
has been
understood and argued, taking as our broad starting points the
two competing contexts of tribal knowledge systems and the
U.S. Constitution.
The concept
of sovereignty
must be placed within
a local,
to understand the process by which over the past 500 years
Europeans (and later Euro-Americans) created capitalism and
historical, cultural and global context. Through theoretical
readings and discussion, we will move from nation building in
America to Native forms of nationalism. We will examine the
the nation-state,
and imperialism,
historical background and basic doctrines of federal Indian law,
including the history of federal Indian policy, the foundations of
rewrote the world map through colonialism
established
the rules of the international
system, and initiated the process by which the rest of the world
generally became poor and powerless.
In the winter
quarter,
we will focus on the present
and
assess the rapidly changing global political economy and recent
geostrategic
developments.
We will explore the relationship
between transnational corporations and multilateral institutions,
investigate the neoliberal agenda as expressed through public
policies in the first world and structural adjustment
in-the third world, and explore changing structures
programs
of power
through an examination of state-market and regional tradingbloc relationships. We will look directly at the rise of revolutionary
(often religious) nationalism,
strategies
for de-linking
from
the
capitalist
world-system,
and the
nature
of global
social
movements and change. Students will write frequently, engage
in a major research project and analyze world developments
through
the daily New York Times and one foreign
newspaper.
tribal sovereignty,
federal roles in Indian affairs and the complex
interplay of federal, tribal and state authorities in Indian country.
Students
will learn about traditional
tribal
governmental
structures,
contemporary
and submit
a portfolio
of previous
with the faculty
work that includes a
sample of written work and a sample Evergreen evaluation
or previous transcript.
For more information,
contact Jeanne
Hahn, (360) 867-6014 or hahnj@evergreen.edu.
Applications
received
by the Academic
priority. Qualified
program fills.
students
Fair, May 16, 2007, will be given
will be accepted
Total: 16 credits each quarter.
Enrollment: 25
until the
governments
and the
areas
of federal power over Indigenous peoples and tribes, state
and federal constraints on tribal authority, and state claims to
power over both Indian tribes and non-Indians living or working
in Indian country.
In the fall quarter, students will gain an understanding
of the legal nature of the relationship
between
American
Indians and the United
Constitution
and the
States.
Beginning
era of the
with the American
early republic,
the federal-
Indian relationship will be discussed in terms of the developing
American nation state. Central to this discussion will be an
analysis of the retention
Faculty Signature: Students must interview
tribal
in which they exercise authority and proposals for future selfdetermination.
We will also examine the sources and limitations
of tribal
sovereignty
in the face of
political and geographic encroachment justified with arguments
over federalism and carried out through treaty making, Indian
removal
modern,
and systematic military
legal tribal sovereignty
campaigns. The origins of
will be contrasted with the
implications of the plenary powers doctrine.
In the winter quarter, we will move from this foundational
overview to topical issues that have emerged
in the 20th
and 21st centuries, including
early attempts
to appeal to
international
law, conservation
efforts and their impacts on
treaty rights, tribal interests and subsistence needs of Aboriginal
people.
We will also examine
the rise of modern
inter-tribal
political organizing in the face of termination, treaty rights and
tribal sovereignty. Finally, the emergence of land claims, social
welfare
issues and economic
development
as critical
study in the late 20th century will be contrasted
areas of
with the rise
in broad-based appeals to other global Indigenous people and
the reclamation of traditional voice in a decolonization
context
in recent years.
In major projects during the fall and winter quarters,
students will work on a contemporary
issue within Washington
orne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
110 I Society, Politics, Behavior and Change
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state that is of particular interest to local tribes. This will
culminate in writing appellate briefs and presenting arguments
in mock court. Alternatively, students may research and write
about tribal sovereignty through a case study.
Students will challenge post-colonial theory that merely
deconstructs
and move to a consideration
of decolonizing
practices. We will take as our basic premise in this program that
those wishing to know about the history of a particular native
group should learn about it with a purpose to be of support to
these people today. Students will develop skills as writers and
researchers by studying scholarly and imaginative works and
by conducting policy research and fieldwork. We will require
extensive reading and writing on these topics. There will be
films and guest speakers that reflect important aspects of
Indigenous experiences.
Total: 16 credits
Enrollment: 50
This program is also listed under Native American
World Indigenous Peoples Studies.
Major areas of study include business, Latin American
studies, management,
economics, political science, finance
and quantitative methods.
Class Standing: Sophomores
welcome.
or above; transfer
students
Prerequisites: It is helpful, but not essential, that students
have introductory accounting and introductory economics
before taking this program.
Faculty: Larry Geri (management,
international affairs,
economics), William Bruner (economics, management),
Nelson Pizarro (business administration,
entrepreneurship)
and
The Arts of the Sailor
Fall quarter
Major areas of study include history, critical reasoning,
writing, coastal navigation, communication,
leadership and
seamanship.
or seniors; transfer
Prerequisites: Faculty signature
Fall and Winter quarters
Program is preparatory for careers and future studies in
business, management,
public administration,
law and the
social sciences.
each quarter.
Class Standing: Juniors
welcome.
Business, Culture and the State in the U.S.
and Latin America
required
students
(see below).
Program is preparatory for careers and future studies in
leadership, management,
business, maritime industry and
seafaring.
Faculty: John Filmer (maritime studies)
This program is intended for students who want to do
more than just learn how to sail. It provides an opportunity for
students to learn coastal navigation, seamanship and the sailing
arts aboard the Yawl Resolute. Students will learn power cruise
and sail seamanship, become part of a working crew, learn the
"rules of the road," tides and currents, weather, boating safety
and regulations, coastal navigation (not celestial) and various
sailor's arts including knots, splices, hitches, reefs and the
correct use of lines in docking and un-docking. This program
will be demanding and include a reading and writing schedule
covering the history and development
of sail and Northwest
maritime history. The development of leadership and teamwork
skill is a primary goal.
Sailing days will generally consume a full day. Students
must be willing to work hard and engage academically with the
material.
In this two-quarter program, we will combine the study of
business practices with an exploration of Latin American culture,
politics, business practices and economic development.
Over
the last two decades, China and much of East Asia experienced
remarkable economic growth and improved living standards
(though at a significant social and environmental cost). while
many of the countries of Latin America struggled to improvethe lives of their citizens. Our goal is to gain knowledge and
skills in business and management (on topics such as accounting
and finance,
organizational
development,
organizational
behavior, marketing, economics, business history and ethics)
while attempting to answer two questions: What led to this
wide difference in social and economic outcomes? What policy
options are available for improving such outcomes
in this
diverse region?
During fall quarter, we will develop analytical frameworks,
subject expertise and basic skills in business, management,
economics and the study of cultures and political systems. In
winter quarter, we will apply these frameworks to an analysis of
globalization, culture, and the state, with an emphasis on Latin
America. We will examine the complex relationships between
the U.S. and countries within the region, and between the
state and business, as well as the opportunities
and problems
associated
with increased trade within the Americas. This
discussion will emphasize the impacts of the North American
Free Trade Agreement and related free-trade proposals.
Students
in the program can expect to gain a solid
introduction to business and management
as a basis for more
advanced study, or for jobs in either the public or private
sectors. They will also gain an improved understanding
of the
countries and cultures of Latin America, and insights into the
relationship between business and society.
Total: 16 credits
Enrollment: 75
Faculty Signature: Students must submit a one-page
summary of their goals and objectives as well as their
expectations
of the program. Acceptance into the program
will be based on the student's background and aspirations.
For information and to schedule a faculty interview, contact
John Filmer, (360) 867-6159 or write to The Evergreen State
College, Seminar II A2117, Olympia, WA 98505. Applications
received by the Academic Fair, May 16, 2007, will be given
priority. Qualified students will be accepted until the
program fills.
Total: 8 credits.
Enrollment: 11
Special Expenses: $500 lab fee to be paid by September
2007.
28,
This program is also offered in winter and spring quarters.
each quarter.
Society, Politics, Behavior and Change I 111
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Christian Roots:
Medieval and Early Modern Science
Colonialism and Decolonization
Fall and Winter quarters
Fan and Winter quarters
Major areas of study include economics,
Major areas of study include European history, history of
and literature.
science, philosophy,
expository writing.
Class Standing: This all-level program
European
ethnobotany,
Class Standing: This all-level program
book arts and
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
and encouraging
politics,
law and economics.
the humanities,
(education)
sciences,
healing
Bowcutt
natural
(botany,
history
We will examine the different ways in which the notions
of imperialism and colonization
can be understood
broadly
of science),
of science)
as well
We will explore the medieval and early modern influences
on western science. In doing so, we will study the development
of
European
science), Anita Lenges
arts and ethnobotany.
Faculty: Kevin Francis (history/philosophy
Frederica
studies,
and encouraging
Program is preparatory for careers and future studies in
education,
Faculty: Zahid Shariff (political
environmental
history
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
Program is preparatory for careers and future studies in
education,
education,
culture
between
approximately
1100 to 1750
through the prism of astronomy, botany, medicine and natural
philosophy. We will also examine the influence of Christianity on
early scientific understanding of the world.
This program investigates the following
questions. How
did classical pagan philosophy
and Christianity
shape the
way medieval and Renaissance Europeans interpreted
and
represented the world? How did humanism, the rise of science
and changing
technology
transform
the way Renaissance
Europeans made sense of the world? In what ways, if any, do
these earlier forms of understanding
nature inform our current
practices in art and science? How does the emphasis on the
rational, scientific approach to knowing influence our life today?
as in specific
Focusing
in Africa,
the
geographic
and
historical
contexts.
on the historical experiences
of people of color
the Middle East and the Americas, we will explore
ways
in which
imperialism
and
colonization
served
as
tools for conquest and domination as well as subjugation and
exploitation.
We will examine the context in which these tools
were, and continue to be, employed
and the resistance of
different kinds with which they have to contend. One context
that will be explored
throughout
of schooling in colonialism
toward decolonization.
the two quarters
is the role
as well as how some schools work
One purpose of the program is to make distinctions and
identify similarities between the imperialist practices of the
past and those that are at work now. Exploring the role of
image,
representation
and
knowledge-incentives
for
their
of the natural world influence our
production,
and the prospects for their distribution-will
be
significant elements of the program. Quite often the critique
beliefs about our spiritual existence? And, finally, how does one
comprehend and relate to historical epochs with a set of beliefs
of orientalism will guide us. Another purpose is to explore the
resistance offered by the colonized and subjugated people to
and practices that seem, at first glance, very foreign to our own
way of understanding and interacting with the world?
the colonial and imperial forces. Such resistance has manifested
itself in diverse forms and it continues to evolve in creative
In the fall, we will develop a grounding in the precipitating
factors, cultural and scientific, that led to the Middle Ages. We
ways.
How does our understanding
will study Greek, Roman and Arabicthinkers such as Hippocrates,
Aristotle,
Dioscorides,
and Avicenna who influenced natural
philosophy. We will also examine selected philosophical
and
theological issues that vexed scholars in Medieval monasteries
and universities. Finally, we will examine the practice of European
ethnobotany
Students
through
herbals, horticulture,
and medical history.
will begin a book arts project that continues
winter quarter.
In the winter, we will address the emerging
through
humanism of the
Renaissance and its influence on the study of nature, especially
in the areas of botany, astronomy and medicine. During the
Middle Ages, these sciences were heavily shaped by Christian
values and beliefs. With the establishment
of institutions of
higher learning and numerous translations of classical pagan
works, the seeds for a new scientific enterprise were planted.
New technology,
global
exploration,
also contributed
to the scientific
the early modern period.
and artistic
revolution
movements
that took place in
To accomplish
the learning
goals, students
will read
course materials both to understand the authors' perspectives
and relate their own perspectives to the authors'. Students
will also work collaboratively,
learning to discuss ideas with
people who hold different perspectives and life experiences
from their own. We expect to accomplish these goals through
frequent
writing
assignments
in seminar facilitation,
and active student
introduction
participation
of films and documentaries
and leadership in organizing discussions. Among the writing
assignments will be short weekly papers based on the readings
and a longer paper on a relevant topic selected by the students.
The readings will include such classical texts as Airne Cesaire's
Discourse on Colonialism as well as more recent works like Linda
Smith's Decolonizing
Methodologies.
Total: 16 credits each quarter.
Enrollment: 48
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $150 for art supplies.
This program is also listed under Programs for Freshmen;
Culture,
Text and Language;
Expressive
Arts; and Scientific
Environmental
Studies;
Inquiry.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
112 I Society, Politics, Behavior and Change
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and data collection. Ongoing workshops will allow students to
learn the skills for completing their projects. Late winter and into
spring quarter, students will write conclusions, wrap up print!
Family: Inspiration of Significant Others
Fall, Winter and Spring quarters
non-print
projects,
and prepare for a public presentation.
last part of spring will be entirely dedicated
Major areas of study include history of the Americas,
Depending
on their individual
projects,
develop, use and explore some of the following
political science, ethnography,
cultural anthropology,
Indigenous studies, and areas of study determined
by
student
Class Standing: This all-level program
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
and encouraging
Program is preparatory for careers and future studies
in education, social sciences, the arts, multicultural studies,
(education,
an Evergreen graduate and the five foci; quantitative reasoning;
selfand
group-motivation;
communication
(to
include
dialogue, e-mail, resources on the Web and Web crossing).
They will also develop skills in creating interactive Web pages
and documentaries,
as well as I-movie editing and presentations
Native American
studies),
studies),
Yvonne Peterson (education, Native American
Raul Nakasone (education, Native American
Total: 16 credits each quarter.
studies,
Latin American
Special Expenses: Approximately
studies,
Enrollment: 72
Spanish, Peruvian history)
This program is for students who have a research topic
(with a major focus on family) in mind, as well as for those who
would
like to learn how to do research in a student-centered
environment.
Students
will be exposed
to research methods,
ethnographic
research and interviewing
techniques,
writing
workshops, computer literacy, library workshops, moving River
of Culture Moments to documentary, educational technology
and the educational
philosophy that supports this program.
Yvonne Peterson will offer a special series of workshops to
support
the particular
$2,000 for an optional
five-week study abroad trip to Peru during winter quarter.
Cost includes transportation,
room and board. A $150 nonrefundable
deposit
must be paid by September
For information
about the study abroad
Raul Nakasone,
(360) 867-6065
28, 2007.
component,
contact
or nakasonr@evergreen.edu.
Internship Possibilities: With faculty approval.
This program is also listed under Programs for Freshmen
and Native American
and World
Indigenous
Peoples Studies.
academic needs of first- and second-year
students.
We will ask students to take a very personal stake in their
educational development.
Within the program's family theme
Foundations of Health Science
and
Fall, Winter and Spring quarters
subjects,
the relationship
expectations of
using PowerPoint.
social work, human services and the humanities.
Faculty: David Rutledge
students
will
areas: Bloom's
Taxonomy; the theory of multiple intelligence;
among curriculum, assessment and instruction;
research projects.
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 learned it, and what difference
the work will make in their lives and within their communities.
Students will be encouraged to assume responsibility for their
Major areas of study include introductory
chemistry,
organic
chemistry,
biochemistry,
general
microbiology,
choices. Faculty and students together will work to develop
habits of worthwhile
community interaction in the context of
immunology,
anatomy and physiology,
nutrition. All credits are lower-division
genetics and
science credits.
Class Standing: This all-level program
offers appropriate
the education process and liberation. The faculty are interested
in providing an environment of collaboration where faculty and
support for freshmen as well as supporting
those ready for advanced work.
students will identify
family topics of mutual interest and act as
partners in the exploration of those topics.
In this
program,
students
develop
individual
projects (with an academic focus on family) to examine what
it means to live in a pluralistic
society at the beginning
of the
21 st century. Through each student's area of interest, we will
look at a variety of cultural and historical perspectives and use
them to help address issues connected
to the program
theme.
Individual research will pay special attention to the value of
human relationships to the land, to work, to others and to the
unknown. Work will be concentrated in cultural studies, human
resource development,
and ethnographic
studies to include
historical and political implications of encounters, and crosscultural communication.
We shall 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
on the Peruvian northern coast offers
students
The
to presentations.
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.
In the fall, participants will state research questions.
fall and winter, individually
In late
and in small study groups, students
and faculty will develop the historical background
for their
chosen questions and do the integrative review of the literature
and encouraging
Prerequisites: Students must have ability to use algebra and
to work with fractions.
Program is preparatory for careers and future studies in
health sciences, education,
biology,
chemistry
and public
health.
Faculty: Rebecca Sunderman
(veterinary
medicine),
(chemistry), Michael
Benjamin Simon (biology)
Paros
Foundations of Health Science is designed for students
contemplating
work in the healthcare field, who want to learn
more about how the body functions on both a macroscopic
and microscopic level, and those who are interested in learning
more about science in an integrated and thematic context.
This is a yearlong, laboratory-based
program exploring
introductory
concepts of biology and chemistry with a focus
on health and medicine. Over the course of three quarters, we
will study general chemistry, organic chemistry, biochemistry,
microbiology,
immunology, anatomy and physiology, genetics
and nutrition. Topics will be spread out over multiple quarters,
as content will be organized around themes. We will focus on
cancer in fall quarter,
obesity
in winter
quarter
disease in spring quarter.
In our explorations,
we will incorporate
lectures,
group
assignments,
both
written
projects,
workshops
and
oral,
seminars,
and infectious
laboratory
textbook
and field trips. Communication
will
be emphasized.
work,
homework
Concepts
skills,
and
Society, Politics, Behavior and Change I 113
...•
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i1:
techniques
studied
of thesis-driven
writing
and scientific writing
will be
and applied.
Completion
prerequisites
of this program
they
need
will give students
for allied
health
many of the
careers
in nursing,
physical therapy, midwifery,
athletic training,
nutrition,
and
others. If you intend to pursue a career in medicine, dentistry,
veterinary
medicine,
naturopathy,
advised to enroll in the sequence
with Introduction
Organism.
to Natural
or
of
pharmacy,
you are
programs
beginning
Science followed
by Molecule
to
Introduction to Environmental Studies:
Natural Resources, Oceans and Global
Climate Change
Fall and Winter quarters
Major areas of study include environmental
ecology,
oceanography,
environmental
Class Standing: Sophomores
studies,
policy and economics.
or above; transfer
students
welcome.
Total: 16 credits each quarter.
Program is preparatory for careers and future studies in
Enrollment: 66
A similar program is expected to be offered in 2008-09.
environmental
studies, environmental
regulation,
ecology and natural resource management.
This program is also listed under Programs for Freshmen
Faculty: Gerardo Chin-Leo (marine ecology,
and Scientific
Ralph Murphy (political
natural resources)
Inquiry.
science, environmental
As such, it will survey a range of disciplines
Major areas of study include human biology
(without
lab),
lifespan developmental
psychology, research methodology,
anthropology,
human evolution and descriptive statistics. All
credit is lower-division.
or above; transfer
Program is preparatory for careers and future studies in
biology, psychology, anthropology,
human services and education.
biology
and
the health professions,
of environmental
policy making, micro economics and political
science. This information will be used to analyze current issues
systems. We will examine the major physical and chemical
characteristics of aquatic environments and the factors controlling
the species diversity, distribution and growth of aquatic organisms.
Current issues such as marine pollution (eutrophication), introduced
TBA
exotic species, over-fishing
Health and Human Development
human
principles and methods, aquatic ecology, methods of analysis in
environmental studies, American political and economic history
on a range of topics in environmental studies.
In fall quarter, we will study ecology with a focus on aquatic
students
welcome.
in
and skills essential
for environmental
problem solving from both a scientific and
social science perspective. Specifically, we will study ecological
Fall and Winter quarters
Faculty: Carrie Margolin,
oceanography),
economics,
This two quarter
program
is designed
to serve as a
foundation
for advanced programs in environmental
studies.
Health and Human Development
Class Standing: Sophomores
education,
psychology
will build a background
affording
students
and forest management
will be also
be discussed. These scientific issues will be grounded in the
context of politics, economics and public policy. In addition, we
the
will examine how the values of democracy and capitalism from the
knowledge to make analytical choices in their own life. We'll
look at life-span human development
in the fall from prenatal
founding era to the present influence resource management, the
scope and limitations of governmental policymaking, regulatory
agencies and environmental
law. Understanding
the different
to adolescence
and in the winter, from adulthood
through
aging to mortality. Concurrently, we'll cover development
and
levels (federal,
state,
local) of governmental
responsibility
for
'aging from both biological,
psychological
and cross-cultural
perspectives,
as well as human evolutionary
development.
Attaining good health is a multifaceted
process, therefore our
exploration
of healthy lifestyles will include an exploration
of
environmental protection will be explored in-depth. Field trips
and case studies will offer opportunities to see how science and
policy interact in environmental issues. Finally, during fall quarter,
we will develop an introduction to research design, quantitative
biological,
reasoning and statistics.
psychological
and even financial health.
Humans are spectacularly
complex. An average adult's body
contains roughly 10 trillion cells, each cell intricate enough to
be an organism unto itself. The human nervous system alone
contains
hundreds
of
billions
of
cells,
forming
trillions
of
electrical connections. And this biological complexity
is only
the beginning. We live in highly intricate social units-families,
tribes, political, ethnic and religious communities,
etc.-each
with its own history and structure.
In this interdisciplinary
In winter quarter, the focus will shift to a more global scale.
We will examine in depth three major challenges for the early
21st century:
natural
resources,
global
warming
and energy.
These are three related topics that require an understanding
of
the science, politics and economics of each issue and how they
interact
with one another.
Globalism,
political
and economic
over
development
of the developing world and political unrest and
uncertainty will be discussed within each, as well as how these
macro-level problems overlap one another. Microeconomics
will
lectures, films,
be studied as a problem solving tool for environmental issues as
well as an introduction to environmental economic analysis.
seminars, guest presentations and group and individual projects.
We will focus on clarity in oral and written communication,
quantitative
skills and the ability to work across significant
The material will be presented through lectures, seminars,
labs, field tripslfield work and quantitative methods (statistics) and
economics workshops. Labs and field trips will examine microscopic
program, we will study how these complexities
time and interact in healthy human lives.
The program format will include workshops,
develop
differences.
life in aquatic systems, measure water quality
Total: 16 credits each quarter.
terrestrial habitats. Quantitative methods workshops will present
the use of computer software such as Excel to organize and
analyze data (statistics). Microeconomic
Enrollment: 50
Special Expenses: Approximately
obtained
physical.
Whether
$80 to $100 for a privately
you will need to have a physical
or not will depend on whether
requires the physical.
you select a project
This program is also listed under Scientific Inquiry.
that
will provide the foundation
and study
principles
for environmental
local
and methods
economic analysis.
Total: 16 credits each quarter.
Enrollment: 50
This program is also listed under Environmental
and Scientific
Studies
Inquiry.
Someprograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007,08.
114 I Society, Politics, Behavior and Change
....I
....I
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Latin American Development:
Rhetoric or Reality
Looking Backward:
America in the 20th Century
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include Latin American
economics,
sociology,
history
Class Standing: Sophomores
Major areas of study include American
studies,
thought,
and demography.
or above; transfer
required
(see below).
Faculty: Jorge Gilbert
(sociologist,
Program is preparatory for careers and future studies in
anthropology
and teaching.
Faculty: David L. Hitchens (American
studies),
diplomatic
history),
Jerry Lassen (economics)
TBA (economics)
During
and encouraging
the humanities and social sciences, law, journalism, history,
economics, sociology, literature, popular culture, cultural
studies, public
and anthropology.
international
economic
offers appropriate
support for freshmen as well as supporting
those ready for advanced work.
Program is preparatory for careers and future studies
in Latin American studies, political economy, international
studies, sociology, diplomacy, cultural
administration,
economic development
history,
and mass culture.
literature
Class Standing: This all-level program
students
welcome.
Prerequisites: Faculty signature
American
the fall quarter,
students
will study
Latin America
from a historical, cultural, economic and political viewpoint. The
historical and international
context that produced the current
socio-political
and economic
colonial structure, dependent
conditions of the region such as
state and the current neo-liberal
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 and military
that sparked responses across the globe. In between, the United
States invented
flying,
created
atomic
weapons,
sent men to
model will also be studied.
the moon and began to explore the physical underpinnings
In the winter quarter, students will analyze present-day
issues such as poverty, foreign debt, migrations, remittances,
fair trade, capital flight, unequal competition and Latin America's
our place in the universe. Many observers have characterized
the 20th century as "America's Century" because, in addition to
of
developing as the mightiest military machine on the face of the
earth, the United States also spawned the central phenomenon-
role in today's globalized world. Finally, within this context the
program will evaluate current political events such as Cuba's
continuing relevance and its connection to the shifting political-
of "the mass." Mass culture, mass media, mass action, massive
destruction,
massive fortunes-all
are significant elements of
economic paradigm taking place in the region.
Students will have the option to travel to Chile for four to
life in the United States.
Looking Backward will be a retrospective,
ten weeks during spring quarter. This study abroad opportunity
origins, development,
will focus on the study of different
The main subjects will include the
phenomena and will place those aspects of national life against
our heritage to determine if the political, social and economic
issues facing
current
different
neoliberal
aspects of Chilean
particular struggles
sectors of the population
model
of economic
life.
and
under Chile's
development,
poverty,
popular
culture,
artistic
expression,
women's
issues and
environmental
concerns of the people. The studies will involve
research, observation, and close collaboration
with community
organizations, cooperatives and public institutions.
In addition,
students can enroll in a Spanish
course
for
four
credits
through
the
Evening
language
and Weekend
Faculty Signature. Students
must provide a letter
from a former faculty. For more
of recommendation
contact
Jorge Gilbert,
(360) 867-6740 or
gilbertj@evergreen.edu.
Materials received by the Academic
Fair, May 16, 2007, will be given priority. Qualified students
will be accepted
until the program
familiar impulses and
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
closely, write with effective insight and develop
projects
to refine their
affairs, read
appropriate
skills and contribute
to the
collective enrichment of the program. There will be workshops
on economic thought, student panel discussions of assigned
topics as well as program-wide
symposia. Each end-of-quarter
symposium will provide a culmination
of the quarter's work.
Students
will gain valuable
experience
in public
speaking
presentation.
fills.
Total: 16 credits each quarter.
Total: 16 credits each quarter.
Enrollment: 46
Enrollment: 50
Special Expenses: Approximately
$3,150 for an optional,
spring quarter, four- to ten-week study abroad component
to Chile. The cost includes transportation,
including airfare,
room and board,
of "the mass"
of the nation in the last century was a new thing or the
logical continuation
of long-standing,
forces in American life. While exploring
research
Studies program.
information,
growth
close study of the
expansion and elaboration
and field trip expenses.
A similar program is expected to be offered in 2008-09.
A similar program will be offered in 2008-09.
This program is also listed under Programs for Freshmen
and Culture,
Text and Language.
and
Society, Politics, Behavior and Change I 115
...•
...•
~
Marxist Theory
Money, Molecules and Meds
Fall quarter
Fall and Winter quarters
Major areas of study include political theory, political
Major areas of study include economics,
economy
pharmacology
and philosophy,
history,
race and gender
studies.
management,
and chemistry.
Class Standing: Juniors or seniors; transfer students
Class Standing: This lower-division
welcome.
50 percent
freshmen
program
and 50 percent
is designed
for
sophomores.
Prerequisites: Political Economy and Social Change
Prerequisites: Strong algebra proficiency.
program or one year of political science, sociology or history
or the equivalent. Faculty signature required (see below).
biology
Program is preparatory for careers and future studies in
Program is preparatory for careers and future studies in
business, education,
political
Faculty: Glenn Landram (management,
science, political
Faculty: Larry Mosqueda
theory
and history.
(political
economy)
This
humanities,
law and natural science.
Lydia McKinstry
will
explore
the
statistics), Maria
(chemistry)
economic,
ethical
and
scientific impacts of the pharmaceutical
industry on global
society. We will educate from a variety of angles in order for
Sit down and read. Educate yourself for the coming conflicts
Harris (Mother)
program
High school
recommended.
Bastaki (pharmacology),
I am not a Marxist
-Karl
Marx
-Mary
and chemistry
Jones
students to gain an appreciation of the critical issues involved
with disease diagnosis, drug development,
testing, regulation
and production.
If one believes the current mass media, one would believe
that Marxism is dead and that the "end of history"
is upon us.
The program
will use an organizing
theme that
links the chemical and biochemical concepts of drug design
and development
with the economic, social and legal issues
As Mark Twain is reported to have said upon news accounts of
his demise, "The reports of my death are greatly exaggerated."
associated with the demand,
During the fall quarter,
The same, of course, is true for Marxist Theory.
Few Americans
have read more than The Communist
Manifesto, if that. Very few "educated"
people have a clear
principles of chemistry and molecular structure as they relate to
drug activity and function. We will also consider the biochemical
understanding
of Marx's concept
of alienation,
dialectics,
historical materialism, or his analysis of labor or revolutionary
cost and feasibility of research.
we will survey the fundamental
principles that are important in drug bioavailability, therapeutic
efficacy and toxicity. We will explore the definition of disease in
change.
the context of pharmaceutical
research priorities and the role
of the medical profession in disease diagnosis and treatment.
In this program,
we will examine the development
of
Marx's thought and Marxist Theory. We will read and discuss
The regulatory, political and public policy processes involved in
moving a potential drug candidate from the research laboratory
some of Marx's early and later writings as well as writings
Lenin and others. We will also explore concrete examples
through clinical testing and ultimately
be examined.
how "dialectics"
and "materialism"
of
of
can be applied to race and
gender issues. At the end of the program students should have
a solid foundation for further study of Marxist analysis.
In the winter
quarter,
to the consumer will also
our inquiry will focus on the role of
pharmaceutical
and biotechnology
industries in public health
and society, as well as the ways in which these organizations
are structured
and financed.
We will compare
the costs and
Faculty Signature: Faculty will assess students'
benefits associated with drug development as they apply to the
industry and society, including research, testing, production,
packaging and marketing. Historical accounts of the discovery,
the faculty. For more information,
contact Larry Mosqueda,
(360) 867-6513 or mosqueda@evergreen.edu.
Application
development, testing and regulation of a few specific drugs will
be presented along with the resulting public health and public
policy impacts. In addition, we will consider the economic,
ability to
- write at the college level. Students should submit a past
social science research paper and set up an interview with
materials received before the Academic
will be given priority. Qualified students
until the program
Total: 16 credits.
Enrollment: 25
fills.
Fair, May 16, 2007,
will be accepted
social and geographical
factors associated with certain national
and global public health care issues.
Program activities
will consist of
problem-solving
seminars.
workshops,
Our
readings
and
lectures,
laboratories,
discussions
field
will
small-group
trips
and
be concerned
with the economic,
ethical and scientific
aspects of the
pharmaceutical industry as they relate to the global community,
as well as individuals. As appropriate,
we will use quantitative
methods
to gain additional
insights into these concepts.
Students will undertake assignments focused on interpreting
and integrating
the topics
covered.
This work will emphasize
critical and quantitative reasoning, as well as the development
of proficient writing and speaking skills.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: Approximately
$25 for field trips to local
museums, theaters
sessions.
and legislative
This program is also listed under Programs for Freshmen;
Environmental
Studies; and Scientific
Some programs may be cancelled and others added after this printing. For the most current information,
Inquiry.
see www.evergreen.edu/catalog/2007-08.
116 I Society, Politics, Behavior and Change
....I
....I
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Multicultural Counseling
Native Decolonization in the Pacific Rim
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include counseling
theory, abnormal psychology,
multicultural
psychology.
expressive
and
Major areas of study include Native American studies,
geography
and world
Indigenous
Class Standing: Sophomores
Class Standing: Seniors have priority;
accepted
skills, personality
arts therapies,
juniors
peoples
studies.
or above; transfer
students
welcome.
will be
if there is space available.
Prerequisites: Students must have a current, valid passport.
Prerequisites: One year of study in an interdisciplinary
Program is preparatory for careers and future studies in
liberal arts program
Native studies,
with some background
in issues of
diversity and one year of study covering general principles
of psychology. Transfer students are invited to describe their
background
in psychology, cultural studies and liberal arts
education. Faculty signature required (see below).
Program is preparatory for careers and future studies
in psychological counseling, clinical psychology, expressive
arts therapies,
social work and multicultural
studies.
Faculty: Mukti Khanna (clinical psychologist,
expressive
arts
therapist)
We will .explore ways psychology
and
Zoltan C. Grossman
can be of service in an
experiential
aspects
of
multicultural
and transpersonal
psychology
in a community
context,
and how
can contribute
to the current United Nations
psychology
Decade of
Nonviolence.
In the fall quarter, students will explore personality theory
and engage in counseling laboratories. Students will interview
for an internship
site in the fall and participate
in a community
based mental health internship
quarters. In the winter quarter,
during the winter and spring
students will study abnormal
psychology
research that
and social science
relates to their
and global studies.
(geography,
Native studies)
This program examines the dynamics of settler colonization
and Native decolonization
in a comparative
the Pacific Rim as a geographic
framework,
using
focus. By concentrating
on a
larger region, students will have an opportunity
to broaden
Indigenous studies beyond the 48 states, and show common
processes
increasingly diverse society by addressing concepts of mental
health, the mental health system and psychological counseling
that are critical to the maintenance of healthy communities and
a more just and peaceful world. We will address theoretical
geography
Faculty: Frances V. Rains (Native studies, U.S. history).
of
societies.
We will
Native
be
relationships,
decolonization
studying
sovereign
in
different
decolonization
jurisdiction,
settler
through
and
the
treaty
cultural
revitalization of First Nations. In this context, the program will
explore the qualitative interaction of human beings and the
natural environment.
In order to examine the central role of
Indigenous peoples in the region's cultural and environmental
survival, we will use the lenses of geography,
literature.
and
history, art and
In the fall quarter, we will emphasize the complexities
intricacies of Native decolonization
by concentrating
on a particular
region,
in this case the First Nations of British
Columbia, Canada. These Aboriginal
peoples did not sign
treaties with the Canadian state, and are today in the forefront
of defining and mapping their land base.
In the winter quarter, we will expand the focus to appreciate
internship site. In the spring, students will continue to study
abnormal
psychology
and psychological
ethics. Studies in
multicultural psychology, counseling skills and person-centered
the similarities and differences of Indigenous experiences in
other areas of the Pacific Rim. These may include the Maori in
expressive arts therapy will occur throughout the program. No
previous art or movement
experience is required. Students
peoples, Alaskan and Siberian Natives, among others. We will
be focusing on common Pacific Rim concerns such as climate
change, natural resource control, and the impacts of trade,
need to be willing to work with psychological
knowledge
psychology
theory and self-
through
co-counseling,
expressive
and cultural identity work.
arts,
energy
Faculty Signature: Applications will be available beginning
1, 2007, in the Program Secretaries office, Lab II 2250.
For more information,
contact Mukti Khanna, (360) 867-6752
New Zealand (Aotearoa),
tourism,
militarization
Aborigines
in Australia,
Pacific island
and cultural domination.
Students will engage the issues through lectures, book
seminars, guest speakers, films and field trips. The program will
include a range of research and presentation
methodologies
April
such as the production
or khannam@evergreen.edu.
other computer
graphics.
Students will be expected
to
integrate readings, lecture notes, and other sources in writing
Applications
received
Academic Fair, May 16, 2007, will be given priority.
students will be accepted until the program fills.
by the
Qualified
Total: 16 credits each quarter.
of thematic
maps (cartography)
assignments.
Total: 16 credits each quarter.
Enrollment: 25
Enrollment: 50
Special Expenses: $75 for art supplies.
Special Expenses: Up to $500 for a field trip to Canada.
Internship Possibilities: 15 hours a week during winter and
spring
quarters.
A similar program is expected to be offered in 2008-09.
Students
must have a current,
valid passport.
This program is also listed under Native American
World
Indigenous
Peoples Studies.
and
and
Society, Politics, Behavior and Change 1117
a:::
w
•••
Z
OFFERINGS BEGINNING WINTER QUARTER
Self and Community
~
Fall, Winter and Spring quarters
Major areas of study include psychology,
sociology,
human
The Arts of the Sailor
services and writing.
Winter quarter
Class Standing: Juniors or seniors; transfer students
welcome.
Major areas of study include history, critical reasoning,
Prerequisites: Solid college level reading and writing
skills.
Commitment
to enroll in the program for the entire year and
do an internship/volunteer
work during winter quarter.
Program is preparatory
psychology,
sociology
for careers and future studies in
and social work.
Faculty: Toska Olson (sociology),
writing, coastal navigation,
seamanship.
Jun (psychology),
The major goal of the program is to link theory and practice.
program
involves learning psychological
and sociological perspectives
in fall quarter, applying them to field work in winter quarter,
and returning to the classroom in spring quarter to assess what
worked and to suggest future improvements.
fall quarter,
students
will study psychological
and
sociological perspectives on identity, society, social problems
and human service work. Students will examine questions
such as where do I fit within my community? How does my
society influence me? How can I have a positive impact on my
community and society? Students will explore the reciprocal
relationship
between self and community
through
readings, class activities and fieldwork exercises.
program
During winter quarter, students will make meaningful
service
contributions
to local, national, or international
organizations
by participating
in an internship or volunteer work for 40 hours
a week, the equivalent
required
(see below).
Program is preparatory for careers and future studies in
Students will have opportunities to understand abstract theories
by applying them to projects and activities and by putting them
During
and
welcome.
leadership,
seafaring.
situations. This three-quarter
leadership
Class Standing: Juniors or seniors; transfer students
Prerequisites: Faculty signature
Heesoon
TBA
into practice in real-world
communication,
of 16 credits. Students will communicate
management,
business, maritime
Faculty: John Filmer (maritime
and
studies)
This program is intended for students who want to do
more than just learn how to sail. It provides an opportunity
for
students to learn coastal navigation, seamanship and the sailing
arts aboard the Yawl Resolute. Students will learn power cruise
and sail seamanship, become part of a working crew, learn the
"rules of the road," tides and currents, weather, boating safety
and regulations, coastal navigation (not celestial) and various
sailor's arts including knots, splices, hitches, reefs and the
correct use of lines in docking and un-docking. This program
will be demanding and include a reading and writing schedule
covering the history and development
of sail and Northwest
maritime history. The development of leadership and teamwork
skill is a primary goal.
Sailing days will generally consume a full day. Students
must be willing to work hard and engage academically with the
material.
Faculty Signature: Students
must submit a one-page
of their goals and objectives as well as their
electronically
with the faculty during winter quarter to ask
questions and discuss their learning. In addition, they may meet
summary
with faculty and colleagues for seminar discussions.
Students will return to the classroom in spring quarter
expectations
of the program. Acceptance
will be based on the student's background
to
industry
into the program
and aspirations.
reflect on, critically examine and integrate their fall quarter
theoretical
learning
with
their
winter
quarter
practical
For information
and to schedule a faculty interview, contact
John Filmer, (360) 867-6159 or write to The Evergreen State
experience. The major project this quarter will be a synthesis
paper that details this integration,
proposes how to more
effectively prepare students for community work and develops
College, Seminar II A2117, Olympia, WA 98505. Applications
received by the Academic Fair, November 28, 2007, will be
given priority. Qualified students will be accepted until the
program fills.
effective
guidelines
for serving the community.
students may continue
16 credits.
Studies
will
discussions,
their community
Total: 8 credits.
workshops,
Special Expenses: $500 lab fee to be paid by January 11,
Enrollment: 11
encompass
reading,
In the spring,
work for four of the
lectures,
writing,
research,
seminar
small
group
collaboration
and student presentations about topics related
to self and community. Students who successfully complete this
2008.
This program is also offered in fall and spring quarters.
program will gain considerable experience with applied work in
the social sciences and human services and with independent
scholarly research and writing.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Travel expense during winter quarter
is dependent
community
upon the location
of the student's
Internship Possibilities: All students
participate
credits
in an internship
during
internship
chosen
service work.
winter
are required
or volunteer
quarter.
Students
for four of the 16 credits
to
work for 16
may continue
during
their
spring quarter.
Some programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2007-08.
120 I Society, Politics, Behavior and Change
C)
Z
~
Q.
'"
Political Economy and Social Movements
So You Want to Be a Psychologist
Spring quarter
Spring quarter
Major areas of study include economics, U.S. social
history, political economy, economics, studies in race, class
and gender, theory and practice of social movements,
globalization and Latin American studies.
Major areas of study include history and systems of
psychology, one discipline area (student's choice of
either social, developmental,
cognitive, or physiological
psychology), foundations of psychology, career explorations
in psychology, writing and social science ethics.
Class Standing: Sophomores
welcome.
or above; transfer
students
Program is preparatory for careers and future studies
in labor and community organizing, education, economics,
politics, public policy, U.S. history, political economy, Latin
American studies and labor studies.
Faculty: Peter Bohmer (political economy),
movement theory and practice)
Dan Leahy (social
Political Economy and Social Movements is designed to
introduce students to major concepts in neoclassical economics,
Marxism and anarchism, and to provide a foundation for more
advanced work in political economy and the social sciences. A
central goal of this program is to gain a clear understanding
of how the U.s. economy has been organized and reorganized
over time, how it has been controlled and who has benefited
from it, the nature of racism and sexism, and how social
movements, particularly those based on race, class and gender,
have resisted and shaped its direction.
We will examine the historical construction
of the U.S.
political economy, the role social movements have played in
its development
and the future possibilities for social justice.
We will also examine the current and future direction of u.s.
society, and how various social movements are responding to
the changing global order, nationally and globally. We'll look
at key issues and economic trends and how they are being
addressed in the context of the 2008 Presidential elections.
In particular, our work will center on the interrelationship
between the u.s. economy and the changing global system.
We will study the causes and consequences
of the growing
globalization of capital, the role of institutions such as the World
Bank, the IMF and the World Trade Organization, the meaning
of various trade agreements and the resistance and alternative
models being organized by international social movements and
nation states, with particular attention paid to Latin America.
Films will be shown throughout the program and there will be
a substantial amount of reading in a variety of genres. There
will be workshops throughout the program in economics and
organizing for social change. Students will write a series of
short, primarily analytical papers.
Total: 16 credits.
Enrollment: 50
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
psychology, education and social work.
Faculty: Carrie M. Margolin (cognitive
psychology)
Students
will investigate
theories
and practices
of
psychologists to enhance their understanding
of counseling,
social services, and the science of psychology. 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.
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 and
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.
Library
research skills, in particular the use of PsyciNFO and Science and
Social Science Citation Indexes, will be emphasized.
Students
will gain expertise in the technical writing style of the American
Psychological Association (APA). The class format will include
lectures, guest speakers, workshops, discussions, films and a
field trip.
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. This year's convention will be held in Irvine, Calif. on
April 10·13, 2008.
Total: 16 credits.
Enrollment: 24
Special Expenses: The approximate
cost of the field trip
fee varies between $262 to $393, depending
upon the
type of accommodations
you require; this includes WPA
membership/registration
fees and four nights hotel at the
convention site. Transportation
and food are additional, and
at student's own expense.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs
for Freshmen.
Native American and World Indigenous Peoples Studies 1121
Native American and
World
Indigenous Peoples Studies
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.edu/nativeprograms.
On-campus, yearlong coordinated study programs begin with a focus on the basic principles and concepts of the unique
treaty relationship between Tribal Nations and the u.s. government. Students explore a continuum from pre-Columbian
times to the global effects of colonialism and the political and cultural revitalization movements of the contemporary era,
with particular attention given to the tribes of the Pacific Northwest. These programs are grounded in a recognition of the
vitality and diversity of contemporary Indigenous communities.
Off campus, the reservation-based program emphasizes community-determined education within the tribal communities
where the classes are held. Students are encouraged to value local knowledge and its place in their academic work. Learning
continues through student involvement in the activities of 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 six public service centers at
Evergreen. The primary public service work of the Longhouse is to administer the Native Economic Development Arts
Program (NEDAP). The program promotes education, cultural preservation and economic development for Native artists
and tribes in the Pacific Northwest.
The Northwest Indian Applied Research Institute (NIARI) responds to concerns identified by tribal communities 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, www.evergreen.edu/nwindian.
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 2007. Students take required courses in public administration and receive 24 graduate credits in tribal government
organization, policy development and intergovernmental relations.
Affiliated Faculty:
Kristina Ackley
Joe Feddersen
Alan Parker
Frances Rains
Gail Tremblay
Oneida/BadRiverChippewa
ColvilleConfederatedTribes
Chippewa-Cree
Choctaw/Cherokee
Onondaga/Micmac
Michelle Aguilar-Wells
Zoltlin Grossman
Gary Peterson
David Rutledge
Luiseno/Soboba
Raul Nakasone
Skokomish
Jeff Antonelis-Lapp
Linda Moon Stumpff
SanCarlosApache
Some programsmay be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
122 I Native American and World Indigenous Peoples Studies
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American Indian Sovereignty: Competing
Contexts
Fall and Winter quarters
Major areas of study include Native American studies,
American history, political theory, federal Indian law
and policy, legal research and writing, and theory and
methodology
in the social sciences.
Class Standing: Juniors or seniors; transfer
welcome.
students
Program is preparatory for careers and future studies
in Native American studies, law, public policy, tribal
government
and policy.
Faculty: Kristina Ackley (Native American
Gomez (constitutional
law and politics)
state that is of particular interest to local tribes. This will
culminate in writing appellate briefs and presenting arguments
in mock court. Alternatively, students may research and write
about tribal sovereignty through a case study.
Students will challenge post-colonial theory that merely
deconstructs
and move to a consideration
of decolonizing
practices. We will take as our basic premise in this program that
those wishing to know about the history of a particular native
group should learn about it with a purpose to be of support to
these people today. Students will develop skills as writers and
researchers by studying scholarly and imaginative works and
by conducting policy research and fieldwork. We will require
extensive reading and writing on these topics. There will be
films and guest speakers that reflect important aspects of
Indigenous experiences.
studies), Jose
Total: 16 credits each quarter.
Enrollment: 50
American Indians have a relationship with the federal
government unlike that of any other ethnic or political group
in the United States. They also have complex understandings
of tribal sovereignty that contest all attempts to make them
subordinate
to colonial powers. In this two-quarter program,
we will consider the various ways in which sovereignty has been
understood and argued, taking as our broad starting points the
two competing contexts of tribal knowledge systems and the
U.S. Constitution.
The concept of sovereignty must be placed within a local,
historical, cultural and global context. Through theoretical
readings and discussion, we will move from nation building in
America to Native forms of nationalism. We will examine the
historical background and basic doctrines of federal Indian law,
including the history of federal Indian policy, the foundations of
tribal sovereignty, federal roles in Indian affairs and the complex
interplay of federal, tribal and state authorities in Indian country.
Students
will learn about traditional
tribal governmental
structures, contemporary
tribal governments
and the areas
in which they exercise authority and proposals for future selfdetermination. We will also examine the sources and limitations
of federal power over Indigenous peoples and tribes, state
and federal constraints on tribal authority, and state claims to
power over both Indian tribes and non-Indians living or working
in Indian country.
In the fall quarter, students will gain an understanding
of the legal nature of the relationship between American
Indians and the United States. Beginning with the American
Constitution and the era of the early republic, the federalIndian relationship will be discussed in terms of the developing
American nation state. Central to this discussion will be an
analysis of the retention of tribal sovereignty in the face of
political and geographic encroachment justified with arguments
over federalism and carried out through treaty making, Indian
removal and systematic military campaigns. The origins of
modern, legal tribal sovereignty will be contrasted with the
implications of the plenary powers doctrine.
In the winter quarter, we will move from this foundational
overview to topical issues that have emerged
in the 20th
and 21 st centuries, including early attempts to appeal to
international
law, conservation
efforts and their impacts on
treaty rights, tribal interests and subsistence needs of Aboriginal
people. We will also examine the rise of modern inter-tribal
political organizing in the face of termination, treaty rights and
tribal sovereignty. Finally, the emergence of land claims, social
welfare issues and economic development
as critical areas of
study in the late 20th century will be contrasted with the rise
in broad-based appeals to other global Indigenous people and
the reclamation of traditional voice in a decolonization context
in recent years.
In major projects during the fall and winter quarters,
students will work on a contemporary issue within Washington
This program is also listed under Society, Politics, Behavior
and Change.
Family: Inspiration of Significant Others
Fall, Winter and Spring quarters
Major areas of study include history of the Americas,
political science, ethnography,
cultural anthropology,
Indigenous studies, and areas of study determined
by
student research projects.
Class Standing: This all-level program offers appropriate
support for freshmen as well as supporting and encouraging
those ready for advanced work.
Program is preparatory for careers and future studies in
education, social sciences, the arts, multicultural studies,
social work, human services and the humanities.
Faculty: David Rutledge (education, Native American
studies), Yvonne Peterson (education, Native American
studies), Raul Nakasone (education, Native American
studies, Latin American studies, Spanish, Peruvian history)
This program is for students who have a research topic
(with a major focus on family) in mind, as well as for those who
would like to learn how to do research in a student-centered
environment. Students will be exposed to research methods,
ethnographic
research and interviewing techniques,
writing
workshops, computer literacy, library workshops, moving River
of Culture Moments to documentary, educational technology
and the educational philosophy that supports this program.
Yvonne Peterson will offer a special series of workshops to
support the particular academic needs of first- and second-year
students.
We will ask students to take a very personal stake in their
educational development.
Within the program's family theme
and subjects, 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 learned it, and what difference
the work will make in their lives and within their communities.
Students will be encouraged to assume responsibility for their
choices. Faculty and students together will work to develop
habits of worthwhile community interaction in the context of
the education process and liberation. The faculty are interested
in providing an environment of collaboration where faculty and
students will identify family topics of mutual interest and act as
partners in the exploration of those topics.
In this program,
students
develop
individual projects
(with an academic focus on family) to examine what it means
Native American and World Indigenous Peoples Studies 1123
...•
...•
~
to live in a pluralistic society at the beginning
century. Through each student's area of interest,
at a variety
of cultural
and historical
them to help address issues connected
of the 21 st
we will look
perspectives
and use
to the program
theme.
Individual research will pay special attention to the value of
human relationships to the land, to work, to others and to the
unknown.
Work will be concentrated
resource
development,
in cultural studies, human
and ethnographic
studies
to include
historical and political implications of encounters, and crosscultural communication.
We shall explore Native American
perspectives and look at issues that are particularly
Indigenous People of the Americas.
relevant to
Introduction to Environmental Studies:
Native Identities, Ecology and Resources in
the North American Pacific Basin
Fall and Winter quarters
Major areas of study include physical geography,
and political
ecology,
anthropology,
cultural
and
Native studies
sociology.
Class Standing: This all-level program
support
for freshmen
offers appropriate
as well as supporting
and encouraging
Students whose research could be enriched by being
immersed in a foreign culture will have the opportunity
to live
those ready for advanced
in Peru for five weeks or more during winter quarter. Our access
to rural communities
on the Peruvian northern coast offers
Program is preparatory for careers and future studies
in resource management, environmental studies, social
students the opportunity
to experience volunteer community
work by learning in a safe and healthy pueblo environment.
services, law, Native policies,
Learning
Faculty: Martha Henderson (geography), Gary Peterson
(Native studies, sociology), Karen Gaul (anthropology,
Native
about
Latin America
through
Peru will expand
concept of Native American and Indigenous peoples.
In the fall, participants will state research questions.
fall and winter, individually
the
In late
studies,
environmental
studies
and
studies.
sustainability)
and in small study groups, students
and faculty will develop the historical background
for their
chosen questions and do the integrative review of the literature
and data collection.
Canadian
work.
Ongoing
workshops
will allow students to
North
American
Pacific
Basin
Native
peoples perceive the Basin region from
cultural and physical perspectives.
In this
and
Indigenous
a unique set of
program,
we will
learn the skills for completing their projects. Late winter and into
spring quarter, students will write conclusions, wrap up print/
focus on environmental
studies through
rights, resources and Native identities.
non-print projects, and prepare for a public presentation. The
last part of spring will be entirely dedicated to presentations.
physical geography and cultural and political ecologies from
the perspective of political and social histories of Native and
Depending
on their individual
projects,
develop, use and explore some of the following
Indigenous groups in the region. We will focus on environmental
histories, issues of climate change and impacts on Native
cultures, tribal, local and global sustainability; Native resource
Taxonomy; the theory of multiple intelligence;
among curriculum, assessment and instruction;
students
will
areas: Bloom's
the relationship
expectations of
management
strategies
from historical,
the lenses of Native
We will emphasize
cultural and ecological
an Evergreen graduate and the five foci; quantitative reasoning;
selfand
group-motivation;
communication
(to
include
perspectives;
and Native
identity
formation
in a rapidly
changing world. The program will also include skill building
dialogue,
for environmental studies students
analysis, Geographic
Information
s-mall,
resources
on the Web and Web crossing).
They will also develop skills in creating interactive Web pages
and documentaries, as well as I-movie editing and presentations
including field and lab data
Systems (GIS), social data
using PowerPoint.
analysis, ethnography
and writing for social scientists within
environmental
work groups. We will work on case studies of
Total: 16 credits each quarter.
different tribal or Native groups. Local field trips will support
classroom and seminar investigations.
During fall quarter, we will become familiar with the regional
Enrollment: 72
Special Expenses: Approximately
$2,000 for an optional
five-week study abroad trip to Peru during winter quarter.
Cost includes transportation,
room and board. A $150 nonrefundable
deposit
For information
Raul Nakasone,
must be paid by September
28, 2007.
about the study abroad component,
contact
(360) 867-6065 or nakasonr@evergreen.edu.
Internship Possibilities: With faculty approval.
context
of the
North
American
Pacific
Rim, environmental
histories, Native tribal identities and social histories, as well
as issues of sustainability.
Students will develop
research
skills including GIS and spatial analysis, policy interpretation,
ethnography
and writing for social sciences in environmental
contexts. During the winter quarter, students will continue their
investigation of regional and Native topics from case studies.
This program is also listed under Programs for Freshmen
We will write a case study of individual Native groups from the
perspective of social, cultural and environmental
relationships
and Society,
using the skills developed
Politics,
Behavior
and Change.
during fall quarter. The program
will
include a series of books for seminar, lectures by faculty, guest
speakers and local field trips.
Total: 16 credits each quarter.
Enrollment: 72
Special Expenses: Approximately
$100 for field trip
expenses.
This program is also listed under Programs for Freshmen
and Environmental
Studies.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
1241 Native American and World Indigenous Peoples Studies
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Native Decolonization in the Pacific Rim
Reservation Based/Community
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include Native American
geography
and world
Indigenous
Class Standing: Sophomores
peoples
Major areas of study include Indigenous
studies,
studies.
or above; transfer
knowledge,
critical thinking,
students
Prerequisites: Students
must have a current,
valid passport.
Program is preparatory for careers and future studies in
Native studies,
geography
and global
C. Grossman
This program
(geography,
u.s.
history),
Native studies)
and
science,
and writing.
region,
Indigenous
processes
students
will have an opportunity
using
on a
to broaden
studies beyond the 48 states, and show common
of Native
decolonization
in different
settler
Faculty signature
required
be
studying
decolonization
through
treaty
relationships,
sovereign
jurisdiction,
and
the
cultural
revitalization of First Nations. In this context, the program will
explore the qualitative
interaction of human beings and the
natural environment.
In order to examine the central role of
peoples
in the region's
cultural
and environmental
survival, we will use the lenses of geography, history, art and
literature.
In the fall quarter, we will emphasize the complexities
intricacies
of
Native
decolonization
by
concentrating
(see below).
Program is preparatory for careers and future studies in
human services, tribal
government/administration,
cultural
studies and education.
Faculty: Michelle Aguilar-Wells (public administration),
Antonelis-Lapp
(education), TBA
The Reservation Based/Community
societies.
We will
Indigenous
than 90 credits are encouraged to participate
in the Grays
Harbor College bridge program (mramon@ghc.edu).
or Skokomish.
examines the dynamics of settler colonization
and Native decolonization
in a comparative framework,
the Pacific Rim as a geographic focus. By concentrating
and
culture
political
Prerequisites: Students must have family or professional
ties to tribal communities and/or one of the reservation sites:
Lower Elwha, Muckleshoot,
Nisqually, Port Gamble, Quinault
studies.
Faculty: Frances V. Rains (Native studies,
larger
technology
history,
Class Standing: Juniors or seniors only. Students with less
welcome.
Zoltan
Native American
Determined
a yearly offering
at reservation
designed
sites that
Determined
program
specifically for place-bound
include:
Lower
Jeff
is
students
Elwha, Muckleshoot,
Nisqually, Port Gamble, Quinault and 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 meet regularly for Saturday classes at the "House.
of Welcome," the Longhouse Education and Cultural Center,
on The Evergreen State College
campus. Tribes help to
design
the curriculum
by considering
those
topics
and skills
of British
that an educated member of an Indian tribe needs in order to
contribute to his/her community. The interdisciplinary approach
Columbia,
Canada. These Aboriginal
peoples did not sign
treaties with the Canadian state, and are today in the forefront
allows students to participate in seminars, and do participatory
research while also studying in their individual academic areas
on a particular
region,
in this case the First Nations
of defining and mapping their land base.
In the winter quarter, we will expand the focus to appreciate
the similarities and differences of Indigenous experiences in
other areas of the Pacific Rim. These may include the Maori in
New Zealand (Aotearoa), Aborigines in Australia, Pacific island
peoples, Alaskan and Siberian Natives, among others. We will
be focusing on common Pacific Rim concerns such as climate
change, natural resource control, and the impacts of trade,
tourism, militarization and cultural domination.
Students will engage the issues through
lectures,
book
seminars, guest speakers, films and field trips. The program will
include a range of research and presentation
methodologies
such as the
other
production
computer
integrate readings,
assignments.
of thematic
graphics.
Students
maps (cartography)
will
be
expected
and
to
lecture notes, and other sources in writing
to study
from around the world and in
Indian communities, specifically their own. The program content
will focus on areas of study that include history, anthropology,
political science, literature,
economics,
spirituality
and the
influence of change on traditions
and society.
Faculty Signature: New students must submit an essay
and an intake interview form signed by a program codirector. No signature is required
in the program from the previous
for students continuing
year. To obtain the intake
interview form and make an appointment,
contact Michelle
Aguilar-Wells,
(360) 867-6286 or aguilarm@evergreen.edu
or
(360) 867-6286 or lappj@evergreen.edu.
Enrollment: 75
Special Expenses: Up to $500 for a field trip to Canada.
valid passport.
This program is also listed under Society, Politics, Behavior
and Change.
culture in all of its manifestations
Jeff Antonelis-Lapp,
Enrollment: 50
must have a current,
in Transition:
Total: 12 or 16 credits each quarter.
Total: 16 credits each quarter.
Students
of interest. This years' theme is Cultural Traditions
The Foundation for Sustainable Tribal Nations.
Students will engage in work that allows them
Special Expenses: Travel expenses to The Evergreen
College
campus four times each quarter.
Internship Possibilities: With faculty approval.
State
Tacoma Program 1125
Tacoma Program
The Tacoma program is committed to providing its students with an interdisciplinary, reality-based, community-responsive
liberal arts education. The program operates from a frame of reference that values family, community, collaboration,
inclusivity, hospitality and academic excellence. Recognizing the importance of personal and professional growth, research
and scholarship, and commitment to community and public service, the Tacoma program seeks to provide a catalytic climate
for intellectual, cultural and social growth.
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
Faculty and student diversity
Flexible class schedule
Day and evening classes
A curriculum that integrates students' life experiences and goals
An emphasis on diverse cultural perspectives and experiences
Opportunities
to engage in dialogues across and beyond differences
Personalized academic support and evaluation processes
A tradition of employer satisfaction with graduates
High graduate school placement rate
Who Should Apply
Working adult learners from western Washington who have achieved junior status (90 hours of transferable collegelevel 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.
Executive Director:
Dr. W. J. Hardiman
Affiliated Faculty:
Eddy Brown
W. J. (Joye) Hardiman
Lowell (Duke) Kuehn
Paul McCreary
Gilda Sheppard
Tyrus Smith
~rt.ee Young
orne programsmay be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2007-08.
126 I Tacoma Program
....I
....I
~
Removing Barriers, Bridging Gaps
will
science and math. This grounding
will allow them to obtain
endorsements for further studies in education and prerequisites
Fall, Winter and Spring quarters
Major areas of study include leadership
education,
scientific
and mathematical
Evergreen students who anticipate careers in education
be provided with a solid grounding
in the humanities,
studies,
inquiry,
urban
research
for graduate
school. Students will also have an opportunity
work with an award winning
Class Standing: Juniors or seniors; transfer students
school youth program.
During fall quarter,
welcome.
of
methodology,
interdisciplinary
studies
and media arts.
Prerequisites: Formal admission to the Tacoma program.
Prospective students must attend an intake interview. For
information
about admission and the application
process,
call (253) 680-3000.
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.
Faculty: Gilda Sheppard
(sociology,
media literacy),
Tyrus
Smith (environmental
studies), Artee Young (law, literature),
Paul McCreary (mathematics),
Duke Kuehn (organizational
development),
TBA
leadership,
is designed
to help students
new understandings
of capacity building
issues associated with effective leadership.
individual and community capacity building
discover
and the various
We will focus on
and the role that
humanities, social sciences, mathematics, science, media and
technological
illiteracies play in informing our understanding of
the world around us. A major emphasis of this program will be
the examination
of internal
and external
factors that influence
one's ability to access, overcome and excel in spite of personal
and institutional
barriers. The expectation is that students will
be able to demonstrate
understanding,
action and leadership
in their areas of interest.
This program takes a holistic approach to capacity building
and systemic change at the community level. For example, one
area we will address is that of math, science and writing phobia.
Communities need citizens who can advocate for their children,
parents who can navigate and understand the law and caregivers and teachers who can assist our youth in understanding
subject matter presented to them in the classrooms.
students
leadership
will study
theories,
recognized
historical
leadership
to
after
notions
styles
and
contemporary
views of leaders and followers. Students will
also focus on their personal experiences and the world around
them in order to understand those internal and external factors
that have limited or encouraged them to achieve, to take on
leadership roles and in civic engagement.
fall,
During winter quarter, based upon work done in the
students will identify, develop, and explore models of
educational
leadership that have led to capacity building
and systemic change. Students will enhance their knowledge
of contemporary
the application
leadership
theory
of leadership
and work actively
principles
through
toward
collaborative
research projects.
In spring quarter, students will bridge the gap between
theory and practice. To that end, they will utilize a variety
of expansive
This year's program
and nationally
demonstrate
methods,
from
and communicate
to a wider audience.
Students will present
publicly. The information
benefiting
individual
writing
to
media,
their perceptions
in order
to
and findings
their collaborative
research projects
presented will be directed toward
and
community
capacity
as well
as
communicating
a wider understanding
of their findings to
enhance their own lives, the lives of those in their community,
and the world that we all share.
Total: 16 credits each quarter.
Enrollment: 225
Special Expenses: Approximately
and/or
storage
$50 to $100 for media, lab
supplies.
Internship Possibilities: In spring quarter, with program
coordinator
and faculty
advisor
approval.
A similar program is expected to be offered in 2011-12.
Graduate Studies 1127
Graduate Studies
MASTER OF ENVIRONMENTAL
STUDIES (MES)
Edward A. (Ted) Whitesell, Director
J.T. Austin, Assistant Director
(360) 867-6225 or austinj@evergreen.edu
The Evergreen State College's Graduate Program on the Environment offers a Master of Environmental Study (MES)
degree. This graduate program integrates the study of the biological, physical, and social sciences with public policy. Its
core curriculum explores the interactions among environmental problems, policy responses, and environmental sciences.
The program produces graduates who combine an interdisciplinary understanding of environmental sciences with the
skills and wisdom to intelligently address environmental problems, providing quality professional preparation for people
employed in the public, private, and non-profit sectors or for continuing graduate study in related fields.
For complete information on admissions requirements and procedures, please consult the current catalogue of the
Graduate Program on the Environment or visit www.evergreen.edu/mes.
MASTER OF PUBLIC ADMINISTRATION
(MPA)
Cheryl Simrell King, Director
Mary McGhee, Associate Director
(360) 867-6554 or mcgheem@evergreen.edu
The Masters Program in Public Administration provides high-quality professional education to students pursuing careers
within government agencies, non profits, tribal governments, and research and advocacy organizations. Hundreds of
program graduates work in responsible positions throughout Washington state, the Northwest, and beyond. Through the
program, students gain important knowledge and skills and learn how to be effective advocates for change. Evergreen's
MPA program is unique, due to our emphasis on social change and democratic governance, and the College's innovative
approach to education.
For more information on the MPA program, please consult the current Master of Public Administration catalog or visit
www.evergreen.edu/mpa.
For information on the MPA track in Tribal Governance, contact Associate Director Mike
McCanna at (360) 867-6262, or via email at mccannam@evergreen.edu.
JOINT MES/MPA
DEGREE
The Master in Environmental Study and Master in Public Administration programs also offer a combined MES/MPA
degree. This joint program is designed both for environmental professionals who wish to improve their administrative skills
and for public administrators who want to gain expertise in the analysis of environmental issues. Students must complete a
total of 96 credits in both programs to obtain the degree. For more information, contact the assistant MES director or the
associate MPA director.
MASTER IN TEACHING
(MJn
Sherry Walton, Director
Maggie Foran, Admissions and Advising
(360) 867-6559 or foranm@evergreen.edu
Evergreen's Master in Teaching (MIT) Program is a nationally recognized teacher preparation program leading to
Residency Teacher Certification in Washington state and a Master's degree. The program aspires to develop teachers who
can put principles of effective and meaningful classroom teaching into practice, and who can create classrooms that are
culturally responsive and inclusive, democratic and learner-centered, developmentally appropriate and active. Graduates
are knowledgeable, competent professionals who assume leadership roles in curriculum development, assessment, child
advocacy and anti-bias work.
For complete information on endorsements, admissions requirements and procedures, please consult the current
Master in Teaching catalog or visit www.evergreen.edu/mit.
Catalogs are available from the Graduate Studies office, Lab I 3019, or the Admissions office
128 I Faculty
Faculty
The following is a list of Evergreen's faculty as of summer 2006. A more extensive
areas of expertise can be found on the Academic Advising Web site: www.evergreen.edu/advising.
Kristina
Ackley, Native American Studies,
2000; B.A., History and Political Science,
University of Wisconsin-Madison,
1993; M.A.,
American Indian Law and Policy, University
of Arizona, 1995; Ph.D., American Studies,
State University of New York at Buffalo, 2001.
Michelle
Aguilar-Wells,
Reservation-
Based/Community-Determined,2001;
B.A., Human Services, Western Washington
University, 1977; M.P.A., University of
Arkansas.
Emerita, Literature and
Languages, 1971; B.A., Comparative
Literature, Occidental College, 1963; M.A.,
Spanish, Columbia University, 1965.
Nancy
Allen,
Anthony,
Environmental
Chemistry, 1998; A. B., Mathematics and
Chemistry, Bowdoin College, 1989;
Ph.D., Physical Chemistry, University of
Colorado, 1995.
Sharon
Jeff
Antonelis-Lapp,
Community-Determined,
Reservation-Based/
2001;
B.S., Environmental Education, Western
Washington
University, 1978; M.Ed., Science
Education, University of Washington,
1982.
Theresa A. Aragon,
Management, 1999;
B.A., Political Science/Philosophy,
Seattle
University, 1965; M.A., Political Science/
Sociology, University of New Mexico, 1968;
Ph.D., Political Science/Public Administration,
University of Washington,
1977.
William
Ray Arney.
Susan M, Aurand,
Art, 1974; B.A., French,
Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
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 Tubing en, Germany.
Marianne
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 California, 1972; D.P.A.,
University of Southern California, 1988.
Clyde Barlow,
Chemistry, 1981; B.S.,
Chemistry, Eastern Washington University,
1968; Ph.D., Chemistry, Arizona State
University, 1973.
Bastaki,
Environmental Health,
2005; B.S., Science, University of Patras,
1988; Ph.D., Pharmacology of Angiogenesis,
University of Patras, 1994.
Maria
Marcella
Benson-Quaziena,
Psychology,
2000; B.S., Health and Physical Education,
University of Iowa, 1977; M.A., Athletic
Administration,
University of Iowa,
1980; M.SW., Social Work, University of
Washington,
1988; M.A., Organizational
Development,
The Fielding Institute, 1993;
Ph.D., Human and Organizational
Systems,
The Fielding Institute, 1996.
description
of their
Peter G. Bohmer,
Economics, 1987; B.S.,
Economics and Mathematics,
Massachusetts
Institute ofTechnology, 1965; Ph.D., Economics,
University of Massachusetts,
1985.
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.
Dharshi Bopegedera,
Physical Chemistry,
1991; B.S., Chemistry, University of
Peradeniya, Sri Lanka, 1983; Ph.D., Physical
Chemistry, University of Arizona, 1989.
Scott
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,
Emerita, Economics,
1973; Director of Graduate Program in
Public Administration,
1986-89; Academic
Dean, 1990-94; A.B., Economics, Vassar
College, 1966; M.A., Economics, Yale
University, 1967; M. Philosophy, Yale
University, 1971.
Andrew
Brabban,
Molecular Biology,
2001; B.S., Microbial Biotechnology,
University of Liverpool, U.K., 1989; Ph.D.,
Genetics and Microbiology,
University of
Liverpool, U.K., 1992.
Eddy Brown, Writing, 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-Leo,
Marine Biology,
1991; B.A., Reed College, 1982; M.S.,
Marine Studies (Oceanography),
University
of Delaware, Lewes, 1985; Ph.D.,
Oceanography,
University of Delaware,
Lewes, 1988.
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.
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.
Coontz,
History and Women's
Studies, 1974; B.A., History, University of
Stephanie
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.
Darney, Emerita, Literature
and Women's Studies, 1978; Academic
Virginia
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.
Davies, Public Administration Tribal
Governance, 2006; B.A., College of Letters,
Bruce
Wesleyan University,
Denver, 1979.
1974; J.D., University
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.
Diffendal,
Emerita, Applied
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.
Elizabeth
Anthropology,
of
Faculty 1129
Clarissa Dirks, Biology, 2006; B.S.,
George Freeman, Jr., Clinical Psychology,
Microbiology,
Arizona State University,
1994; Ph.D., Molecular and Cellular Biology,
University of Washington, 2001.
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.
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.
Kathleen Eamon, Philosophy, 2006; B.A.,
Liberal Arts, St. John's College, 1997; M.A.,
Philosophy, Vanderbilt University, 2004.
Lara Evans, Art History, 2005; B.A., Studio
Art, Scripps College, 1994; MAI.S., Studio
Art (Painting) and Art History, Oregon
State University, 1998; Ph.D., Art History,
specializing in Native American Art, University
of New Mexico, 2005.
Joe Feddersen, Printmaking, 1989; B.F.A.,
Printmaking, University of Washington,
M.F.A., University of Wisconsin, 1989.
1983;
Susan R. Fiksdal, Linguistics and
Languages, 1973; Academic Dean, 19962001; B.A., French, Western Washington
University, 1969; M.A., French, Middlebury
College, Vermont, 1972; M.A., Linguistics,
University of Michigan, 1983; Ph.D.,
Linguistics, University of Michigan, 1986.
John Robert Filmer, Management
and International Business, 1972; B.S.,
Agriculture,
Cornell University, 1956;
B.AE., Agricultural
Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering,
Colorado State University, 1964; Ph.D., Fluid
Mechanics, Colorado State University, 1966.
Anne Fischel, Film/Video, 1989; B.A.,
English and American Literature, Brandeis
University, 1971; M.A., Communication,
University of Massachusetts, Amherst,
1986; Ph.D., Communication,
University of
Massachusetts, Amherst, 1992.
Dylan Fischer, Forest Ecology, 2005;
Karen Gaul, Sustainability Studies, 2006;
B.A. Theology and Philosophy, Carroll
College, 1984; M.T.S., Harvard Divinity
School, 1987; MA, Anthropology,
University
of Massachusetts, 1989; Ph.D., Anthropology,
University of Massachusetts,
1994.
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
ofToronto,
1975; Ph.D., Sociology in
Education, University of Toronto, 1980.
Ariel Goldberger, Theatrical Design, 1996;
B.Arch., Temple University,
Brandeis University, 1993.
1987; M.F.A.,
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.
Amy Gould, Public Administration,
2005;
B.A., Public Policy and Management,
University of Oregon, 1997; M.S., Public
Affairs, University of Oregon, 2000;
Ph.D., Political Science, Northern Arizona
University, 2005.
Thomas Grissom, Physics, 1985; B.S.,
Physics, University
Physics, University
Physics, University
of Mississippi,
of Mississippi,
of Tennessee,
1962; M.S.,
1964; Ph.D.,
1970.
Walter Eugene Grodzik, Theater, 2002;
B.A., Research and Theater Studies, Hiram
College, 1977; M.A., Speech/Theater,
Kent
State University, 1983; M.F.A., Directing,
Wayne State University, 1984; Fulbright
Scholar, 1984-86; Ph.D., Drama, University
of Washington, expected.
Zoltan Grossman, Native American
Studies, 2005; B.A and B.S., History and
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
Wisconsin, Madison, 1979.
of
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.
Rachel Hastings, Mathematics,
2005;
B.A, Physics and Mathematics,
Harvard
University, 1991; Ph.D., Applied
Mathematics, Cornell University, 1998;
Ph.D., Linguistics, Cornell University, 2004.
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
Philosophy, Queens
Philosophy, Boston
Philosophy, Boston
President, 1983-90; AB.,
College, 1963; A.M.,
University, 1966; Ph.D.,
University, 1969.
Virginia Hill, Emerita, Communications,
1975; B.A., Journalism/Philosophy,
Marquette University, 1964; Ph.D.,
Communications
and Organizational
Psychology, University of Illinois, 1971.
David Hitchens, History, 1970; Campus
Adjudicator,
1987-89; B.A., History,
University of Wyoming, 1961; M.A, History,
University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.
B.S., Environmental
Science, Oregon State
University, 1998; M.S., Forest Science,
Northern Arizona University, 2001; Ph.D.,
Forest Science, Northern Arizona University,
2005.
Geography, University of Wisconsin, 1984;
M.S., Geography, University of Wisconsin,
1998; Ph.D., Geography, University of
Wisconsin, 2002.
Bob Haft, Expressive Arts, 1982; B.S.,
Karen Hogan, Environmental Science,
2001; B.S., Biology, Michigan State
Teresa L. Ford, Master in Teaching, 1997;
Psychology, Washington State University,
1971; M.F.A., Photography, Washington
State University, 1975.
University, 1979; M.S., Botany, University of
Illinois, 1982; Ph.D., Plant Biology, University
of Illinois, 1986.
Jeanne E. Hahn, Political Science, 1972;
Sara Huntington, Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington,
1984.
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.
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon,
1962; M.A., Political Science, University
of Chicago, 1964; Ph.D. (ABD). Political
Science, Chicago, 1968.
Matthew Hamon, Photography, 2006;
B.A., Studio Art, Humboldt State University,
1999; Secondary Art Education, Humboldt
State University, 2000; M.F.A., Photography,
University of Washington, 2002.
Ryo Imamura, Psychology, 1988; B.A.,
Mathematics,
University of California,
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1981; Ed.D.,
Counseling/Educational
Psychology,
University of San Francisco, 1986.
Ren-Hui (Rosel Jang, Theater, 1988; B.A.,
English, National Taiwan University, 1980;
M.A., Theater, Northwestern
University,
1981; Ph.D., Theater, Northwestern
University, 1989.
128 I Faculty
Faculty
The
areas
following
of expertise
is
a
list
of
can be found
Evergreen's
on the Academic
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, 2001.
Michelle
Aguilar-Wells,
ReservationBased/Community-Determined,2001;
B.A., Human Services, Western Washington
University, 1977; M.P.A., University of
Arkansas.
Emerita, Literature and
Languages, 1971; B.A., Comparative
Literature, Occidental College, 1963; M.A.,
Spanish, Columbia University, 1965.
Nancy
Allen,
Anthony,
Environmental
Chemistry, 1998; A.B., Mathematics and
Chemistry, Bowdoin College, 1989;
Ph.D., Physical Chemistry, University of
Colorado, 1995.
Sharon
Antonelis-Lapp,
Reservation-Based/
Community-Determined,2001;
Jeff
B.S., Environmental Education, Western
Washington University, 1978; M.Ed., Science
Education, University of Washington,
1982.
Theresa A. Aragon,
Management, 1999;
B.A., Political Science/Philosophy,
Seattle
University, 1965; M.A., Political Science/
Sociology, University of New Mexico, 1968;
Ph.D., Political Science/Public Administration,
University of Washington,
1977.
William
Ray Arney.
Susan M. Aurand,
Art, 1974; B.A., French,
Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
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.
Marianne
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 California, 1972; D.P.A.,
University of Southern California, 1988.
Clyde Barlow,
Chemistry, 1981; B.S.,
Chemistry, Eastern Washington University,
1968; Ph.D., Chemistry, Arizona State
University, 1973.
Bastaki,
Environmental Health,
2005; B.S., Science, University of Patras,
1988; Ph. D., Pharmacology of Angiogenesis,
University of Patras, 1994.
Maria
Marcella
Benson-Quaziena,
Psychology,
2000; B.S., Health and Physical Education,
University of Iowa, 1977; M.A., Athletic
Administration,
University of Iowa,
1980; M.S.W., Social Work, University of
Washington,
1988; M.A., Organizational
Development,
The Fielding Institute, 1993;
Ph.D., Human and Organizational
Systems,
The Fielding Institute, 1996.
faculty
as
Advising
of
Web
summer
2006.
A
more
extensive
description
of
their
site: www.evergreen.edu/advising.
Peter G. Bohmer,
Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute ofTechnology, 1965; Ph.D., Economics,
University of Massachusetts,
1985.
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.
Dharshi
Bopegedera,
Physical Chemistry,
1991; B.S., Chemistry, University of
Peradeniya, Sri Lanka, 1983; Ph.D., Physical
Chemistry, University of Arizona, 1989.
Scott
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,
Emerita, Economics,
1973; Director of Graduate Program in
Public Administration,
1986-89; Academic
Dean, 1990-94; A.B., Economics, Vassar
College, 1966; M.A., Economics, Yale
University, 1967; M. Philosophy, Yale
University, 1971.
Andrew
Brabban,
Molecular Biology,
2001; B.S., Microbial Biotechnology,
University of Liverpool, U.K., 1989; Ph.D.,
Genetics and Microbiology,
University of
Liverpool, U.K., 1992.
Eddy Brown, Writing, 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-Leo,
Marine Biology,
1991; B.A., Reed College, 1982; M.S.,
Marine Studies (Oceanography),
University
of Delaware, Lewes, 1985; Ph.D.,
Oceanography,
University of Delaware,
Lewes, 1988.
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.
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.
Coontz,
History and Women's
Studies, 1974; B.A., History, University of
Stephanie
California, Berkeley, 1966; M.A., European
History, University of Washington,
1970.
crable, Expressive Arts,
Performance Theory and Practice,
Comparative Mythology, Women's Studies
and Laban Movement Theory and Practice,
doranne
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.
Darney, Emerita, Literature
and Women's Studies, 1978; Academic
Virginia
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.
Davies, Public Administration Tribal
Governance, 2006; B.A., College of Letters,
Bruce
Wesleyan University,
Denver, 1979.
1974; J.D., University
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.
Diffendal,
Emerita, Applied
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.
Elizabeth
Anthropology,
of
Faculty I 129
Clarissa Dirks, Biology, 2006; B.S.,
George Freeman, Jr., Clinical Psychology,
Microbiology,
Arizona State University,
1994; Ph.D., Molecular and Cellular Biology,
University of Washington, 2001.
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.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-91; Interim Vice
Presidentfor 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.
Kathleen Eamon, Philosophy, 2006; B.A.,
Liberal Arts, St. John's College, 1997; M.A.,
Philosophy, Vanderbilt University, 2004.
Lara Evans, Art History, 2005; B.A., Studio
Art, Scripps College, 1994; MAI.S., Studio
Art (Painting) and Art History, Oregon
State University, 1998; Ph.D., Art History,
specializing in Native American Art, University
of New Mexico, 2005.
Joe Feddersen, Printmaking, 1989; B.F.A.,
Printmaking, University of Washington,
M.F.A., University of Wisconsin, 1989.
1983;
Susan R. Fiksdal, Linguistics and
Languages, 1973; Academic Dean, 19962001; B.A., French, Western Washington
University, 1969; M.A., French, Middlebury
College, Vermont, 1972; M.A., Linguistics,
University of Michigan, 1983; Ph.D.,
Linguistics, University of Michigan, 1986.
John Robert Filmer, Management
and International Business, 1972; B.S.,
Agriculture,
Cornell University, 1956;
B.A.E., Agricultural
Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering,
Colorado State University, 1964; Ph.D., Fluid
Mechanics, Colorado State University, 1966.
Anne Fischel, Film/Video, 1989; B.A.,
English and American Literature, Brandeis
University, 1971; M.A., Communication,
University of Massachusetts, Amherst,
1986; Ph.D., Communication,
University of
Massachusetts, Amherst, 1992.
Dylan Fischer, Forest Ecology, 2005;
Karen Gaul, Sustainability Studies, 2006;
B.A. Theology and Philosophy, Carroll
College, 1984; M.T.S., Harvard Divinity
School, 1987; MA, Anthropology,
University
of Massachusetts, 1989; Ph.D., Anthropology,
University of Massachusetts,
1994.
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
ofToronto,
1975; Ph.D., Sociology in
Education, University of Toronto, 1980.
Ariel Goldberger, Theatrical Design, 1996;
B.Arch., Temple University,
Brandeis University, 1993.
1987; M.F.A.,
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.
Amy Gould, Public Administration,
200S;
B.A., Public Policy and Management,
University of Oregon, 1997; M.S., Public
Affairs, University of Oregon, 2000;
Ph.D., Political Science, Northern Arizona
University, 2005.
Thomas Grissom, Physics, 1985; B.S.,
Physics, University
Physics, University
Physics, University
of Mississippi,
of Mississippi,
of Tennessee,
1962; M.S.,
1964; Ph.D.,
1970.
Walter Eugene Grodzik, Theater, 2002;
B.A., Research and Theater Studies, Hiram
College, 1977; M.A., Speech/Theater,
Kent
State University, 1983; M.F.A., Directing,
Wayne State University, 1984; Fulbright
Scholar, 1984-86; Ph.D., Drama, University
of Washington, expected.
Zoltan Grossman, Native American
Studies, 2005; B.A. and B.S., History and
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
Wisconsin, Madison, 1979.
of
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.
Rachel Hastings, Mathematics,
2005;
B.A., Physics and Mathematics,
Harvard
University, 1991; Ph.D., Applied
Mathematics,
Cornell University, 1998;
Ph.D., Linguistics, Cornell University, 2004.
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
Philosophy, Queens
Philosophy, Boston
Philosophy, Boston
President, 1983-90; A.B.,
College, 1963; A.M.,
University, 1966; Ph.D.,
University, 1969.
Virginia Hill, Emerita, Communications,
1975; B.A., Journalism/Philosophy,
Marquette University, 1964; Ph.D.,
Communications
and Organizational
Psychology, University of Illinois, 1971.
David Hitchens, History, 1970; Campus
Adjudicator,
1987-89; B.A., History,
University of Wyoming, 1961; M.A, History,
University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.
B.S., Environmental
Science, Oregon State
University, 1998; M.S., Forest Science,
Northern Arizona University, 2001; Ph.D.,
Forest Science, Northern Arizona University,
2005.
Geography, University of Wisconsin, 1984;
M.S., Geography, University of Wisconsin,
1998; Ph.D., Geography, University of
Wisconsin, 2002.
Bob Haft, Expressive Arts, 1982; B.S.,
Karen Hogan, Environmental Science,
2001; B.S., Biology, Michigan State
Teresa L. Ford, Master in Teaching, 1997;
Psychology, Washington State University,
1971; M.F.A., Photography, Washington
State University, 1975.
University, 1979; M.S., Botany, University of
Illinois, 1982; Ph.D., Plant Biology, University
of Illinois, 1986.
Jeanne E. Hahn, Political Science, 1972;
Sara Huntington, Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington,
1984.
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.
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon,
1962; M.A., Political Science, University
of Chicago, 1964; Ph.D. (ABD), Political
Science, Chicago, 1968.
Matthew Hamon, Photography, 2006;
B.A., Studio Art, Humboldt State University,
1999; Secondary Art Education, Humboldt
State University, 2000; M.F.A., Photography,
University of Washington, 2002.
Ryo Imamura, Psychology,
1988; B.A.,
Mathematics,
University of California,
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1981; Ed.D.,
Counseling/Educational
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.
130 I Faculty
Jun, Clinical/Counseling
Psychology, 1997; B.S., Psychology,
Heesoon
Daniel B. Leahy,
1985; Director of
B.A., Economics,
M.P.A., New York
School, 1970.
Washington State University, 1971; M.A.,
Clinical Psychology, Radford University,
1972; Ph.D., Educational Psychology,
University of Washington,
1982.
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.BA, The
Pennsylvania State University, 1988.
Khanna, Developmental Psychology,
2000; B.A., Human Biology, Stanford
Mukti
University, 1983; Ph.D., Clinical Psychology,
University of Tennessee-Knoxville,
1989.
Janice Kido, Emerita, 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
Administration,
King, Master in Public
2000; B.A., Psychology/
Sociology, University of Texas, 1981; M.A.,
Experimental/Testing
Psychology, University of
Colorado, 1987; Ph.D., Public Administration,
University of Colorado, 1992.
Robert
H. Knapp, Jr., Physics, 1972;
Academic Dean, 1996-99; Assistant
Academic Dean, 1976-79; B.A., Physics,
Harvard University, 1965; D.Phil., Theoretical
Physics, Oxford University, U.K., 1968.
Stephanie
Kozick, Education, 1991; B.S.,
Education, Northern Illinois University, 1971;
M.S., Curriculum/Instruction,
University of
Oregon, 1980; Ph.D., Human Development!
Family Studies, Oregon State University, 1986.
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.
Patricia
Lowell
(Duke)
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.
G. Landram,
Business Management,
2004; B.S., Mathematics, University of
Puget Sound, 1978; M.S., Statistics, Oregon
State University, 1983; Ph.D., Management
Science, University of Washington,
1990.
Glenn
Lassen, Public Administration,
1980; B.A., Mathematics, University of
Gerald
Texas, 1960; M.A., Economics,
Wisconsin, 1967.
University
of
Public Administration,
Labor Center, 1987-95;
Seattle University, 1965;
University Graduate
Anita Lenges, Teacher Education, 2005;
B.A., Mathematics and Anthropology,
University of Washington,
1986; Teaching
Certification,
University of Washington,
1990; M.A., Curriculum and Instruction,
University of Washington,
1994; Ph.D.,
Curriculum and Instruction, University of
Washington, 2004.
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.
John T. Longino,
Zoology, 1991; B.S.,
Zoology, Duke University, 1978; Ph.D.,
Zoology, University of Texas, Austin, 1984.
Cheri Lucas-Jennings,
Public Policy, 1999;
B.A., Political Economy/Graphic
Design,
San Francisco State University, 1974; M.A.,
Political Science, Women's Studies and
Public Law, University of Hawaii, Manoa,
1978; Ph.D., Public Legislation and Public
Health, University of Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 2001-present;
Academic
Dean, 1998-2001; B.F.A., Architecture,
University of New Mexico, 1974; M., Urban
Planning, University of Washington, 1985; M.,
Library Sciences, University of Hawaii, 1991.
Jean Mandeberg,
Fine Arts, 1978; B.A.,
Art History, University of Michigan, 1972;
M.F.A., Metalsmithing-Jewelry
Making,
Idaho State University, 1977.
Carrie Margolin,
Psychology, 1988; B.A.,
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 of Iowa, 1965; M.A.,
English (American Civilization), University
of Iowa, 1967; Ph.D., English (American
Studies), Washington State University, 1978.
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.
Paul McCreary,
Mathematics, 2006; B.S.,
Political Science, Massachusetts Institute of
Technology, 1970; MAT., Education, Harvard,
1971; M.S. Computational
Mathematics,
University of Illinois at Urbana-Champaign,
1984; Ph.D., Mathematics,
University of
Illinois at Urbana-Champaign,
1998.
Lydia McKinstry,
Organic Chemistry,
2004; B.S., Cellular and Molecular Biology,
Fort Lewis College, 1989; Ph.D., Organic
Chemistry, Montana State University, 1994.
Paul McMillin,
Reference Librarian, 2005;
B.A., Philosophy, Cornell University, 1987;
M.A., Sociology, Binghamton University,
1994; M.LI.S., Library and Information
Science, University of Texas, 2001.
Laurie Meeker,
Film and Video, 1989; B.A.,
Film Production/Still
Photography, Southern
Illinois University, 1980; M.FA, Film Production,
University of British Columbia, 1985.
Meyer-Knapp,
Politics and
1998; B.A., History, Oxford
University, 1969; M.A., Communications,
University of Pennsylvania, 1971; Ph.D.,
Interdisciplinary
Political Studies, The Union
Institute, 1990.
Helena
Government,
V. Middendorf,
Physics and
Biophysics, 1987; B.A., Biology, University
Donald
of
Missouri, 1977; M.S., Applied Physics, Cornell
University, 1980; Ph.D., Plant Physiology,
Cornell University, 1984.
Kabby Mitchell
III, Dance, 2000; A.A.,
Contra Costa College, 1979; M.F.A., Dance,
University of Iowa, 1998.
Janet Mobus,
Business, 2006; B.A.,
Economics, University of California, Davis,
1974; M.B.A., Accounting,
San Diego State
University, 1984; Ph.D., Business Administration,
University of North Texas, 1997.
Morisato,
Genetics/Molecular
Biology, 2002; B.A., Biology, The Johns Hopkins
Donald
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; MA, Political Science,
University of Washington, 1973; Ph.D., Political
Science, University of Washington,
1979.
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.
Murray,
Developmental Biology,
2001; B.S., State University of New York at
Nancy
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, Emeritus, Philosophy, 1975;
A.B., Classical and Modern Languages, St.
Peter's College, 1961; Ph.D., Philosophy,
Indiana University, 1971.
Faculty 1131
James Neitzel,
Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College,
1977; Ph.D., Chemistry, California Institute of
Technology, 1987.
Gary W. Peterson,
Northwest Native
American Studies, 1999; B.A., Human
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.
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.
Un Nelson, Environmental Health, 1992;
B.A., Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
N. Nelson, Computing and
1998; B.A., Mathematics,
Washington State University, 1974; M.s.,
Computer Science, Washington State
University, 1976; Ph.D., Computer Science,
Oregon Graduate Institute, 1995.
Neal
Mathematics,
Steven M. Niva, Middle Eastern Studies,
1999; BA, 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.
Toska Olson, Sociology and Social Problems,
1998; B.A., Anthropology,
University
of Washington, 1989; M.A., Sociology,
University of Washington, 1991; Ph.D.,
Sociology, University of Washington, 1997.
Janet Ott, Biology, 1985; B.S., St.
Lawrence University, 1975; Ph.D., Biology,
University of Southern California, 1982.
Charles N. Pailthorp,
Philosophy, 1971;
Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
Upiversity 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.
Michael Paros, Health Science, 2006; B.A.,
Molecular Biology, University of California,
San Diego, 1989; Ph.D., Veterinary Medicine,
Washington State University, 1993.
Paulsen, Philosophy and
Computing, 1978; B.A., Philosophy,
University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford
University, 1971.
David
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,
University of Kentucky, 1976; M.A., English
Literature, Northern Arizona University,
1979.
Biology, History of
Technology and Environment, 1980; Director
John H. Perkins,
of Graduate Program in Environmental
Studies, 1999-present; Academic Dean,
1980-86; B.A., Biology, Amherst College,
1964; Ph.D., Biology, Harvard University, 1969.
Services, Western Washington University,
1992; M.SW., University of Washington, 1995.
Nelson Pizarro, Business, 2006; B.A.,
Business, Washington State University, 2003;
M.S., Business Administration,
University of
Florida, 2005.
Rita Pougiales,
Anthropology and
Education, 1979; Academic Dean, 1985-88
and 2002-present;
B.A., Liberal Arts,
The Evergreen State College, 1972; M.A.,
Education, University of Oregon, 1977;
Ph.D., Anthropology
and Education,
University of Oregon, 1981.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
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 Education/Mathematics,
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,
M.A., English, Utah State University.
1970;
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.
Uza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A., History, Washington
State University, 1991; M.A., American/
Public History, Washington State University,
1995; M.A., Information Resources and
Library Science, University of Arizona, 1998.
Martha Rosemeyer, Ecological Agriculture,
2001; B.S., Plant Pathology, University of
Wisconsin, Madison, 1978; M.S., Plant
Sciences-Horticulture,
University of
Arizona, 1982; Ph.D., Biology-Agroecology,
University of California, Santa Cruz, 1990.
Ratna Roy, Dance and English, 1989; B.A.,
English, Ranchi University, 1962; M.A.,
English, Calcutta University, 1964; Ph.D.,
English, University of Oregon, 1972.
David Rutledge,
Psychology, 1988; B.A.,
Philosophy and Psychology, University of
Nebraska, 1970; M.S., Human Development,
University of Nebraska, 1975; Ph.D., Counseling
Psychology, University of California,
Berkeley, 1986.
Sarah F. Ryan, Labor Studies, 1999; B.A.,
The Evergreen State College, 1992; M.A.,
Labor and Industrial Relations, Rutgers-The
State University of New Jersey, 1999.
Therese Saliba, English, 1995; B.A.,
English, University of California, Berkeley,
1983; M.F.A., Fiction Writing, University of
Washington, 1989; Ph.D., English, University
of Washington, 1993; Fulbright Scholar, 1995.
Steven Scheuerell,
Ecological Agriculture,
2005; B.S., Ecology, Behavior and Evolution,
University of California, San Diego, 1992;
Ph.D., Botany and Plant Pathology, Oregon
State University, 2002.
Paula Schofield,
Organic Chemistry, 1998;
B.S., Chemistry, Manchester Metropolitan
University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
Samuel A. Schrager,
Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976;
B.A., Mathematics, Western Washington
University, 1978; M.S., Software Engineering,
Seattle University, 1985; M.S., Computer
Science, University of Washington, 1996.
leonard
Schwartz,
Creative Writing,
2003; B.A., Creative Writing and Literature,
Bard College, 1984; M.A., Philosophy,
Columbia University, 1986.
Terry A. Setter, Music and Audio, 1983;
B.A., Music Composition, University
of California, San Diego, 1973; M.A.,
Music Composition, Theory, Technology,
University of California, San Diego, 1978.
Zahid Shariff, Public Administration,
1991;
Director of Graduate Program in Public
Administration,
2001-02; M.P.A., Karachi
University, Pakistan; D. P.A., New York
University, 1966.
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.
Benjamin Simon. Health Science, 2006; B.S.,
Biological Sciences and Fisheries Biology,
Colorado State University, 1993; Ph.D.,
Microbiology, Oregon State University, 2001.
l. Smith. Emerita, Political
Science, 1978; Academic Dean, 1978-94;
Barbara
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.AT., Social
Science, Reed College, 1968; Ph.D., Political
Science, University of North Carolina, 1978.
Urban Environmental
Science, 2002; B.S., Environmental Policy
Tyrus l. Smith.
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.
132 I Faculty
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.
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.
Paul J. Sparks, Emeritus, Art and Photography,
1972; B.A., Art, San Francisco State College,
1968; M.A., Art-Photography,
San Francisco
State College, 1971.
Jules Unsel, Librarian, 2006; B.A., U.S.
History, University of Kentucky, 1991; M.A.,
U.S. History, University of Kentucky, 1993;
Ph.D., U.S. History, University of WisconsinMadison, 2005.
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.
Mammalogy
and
Ornithology, 2005; B.A., Biology,
University, 1994; Ph.D., Biological
Louisiana State University, 2002.
Alison
Styring,
Indiana
Sciences,
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 State College, 1996; Ph.D.,
Inorganic/Physical
Chemistry, Oregon
University, 2001.
State
Lisa Sweet, 2-D Art, 1999; B.F.A., Ceramics
and Drawing, Grand Valley State University,
1989; M.F.A., Printmaking, University of
Wisconsin, Madison, 1997.
Kenneth D. Tabbutt, Environmental
Geology, 1997; B.A., Geology and Biology,
Whitman College, 1983; M.S., Geology,
Dartmouth College, 1987; Ph.D., Geology,
Dartmouth College, 1990.
Nancy Taylor, Emerita, 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.
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.
Elizabeth
Williamson,
Renaissance
Literature, 2005; B.A., English Literature,
Political Economy of
Racism, 2004; B.A., English and Philosophy,
Tony Zaragoza,
Indiana University, 1996; M.A., American
Studies, Washington State University, 2000;
Ph.D. (ABD), American Studies, Washington
State University.
Julia Zay, Digital Mixed Media, 2005; A.B.,
Art and Media Theory and Practice, Vassar
College, 1993; M.A., Media Studies,
Northwestern
University, 1995; M.F.A.,
Video, The School of the Art Institute of
Chicago, 2000.
E. J. Zita, Physics, 1995; B.A., cum laude,
Physics
and Philosophy, Carleton College, 1983;
Ph.D., Physics, University of WisconsinMadison, 1993.
BOARD OF TRUSTEES
SEPTEMBER 2006
Deborah
J. Barnett
Olympia
Jay Carmony
Olympia
Stanley
L. K. Flemming
University
Place
Christopher
Hedrick
Olympia
(Chair)
Claudia
Kauffman
RedMorningStar
Kent (Vice Chair)
David
E. Lamb
Hoquiam
Karen E. Lane
Seattle
Marilee K. Roloff
Spokane (Secretary)
ADMINISTRATION
Thomas
L. Puree
Ed.D., Idaho State University
President
Don Bantz
D.PA,
University
Provost
Arthur
of Southern
A. Costantino
Princeton University, 1999; M.A., English
Literature, University of Pennsylvania, 2001,
Ph.D., English Literature, University of
Pennsylvania, 2005.
Ph.D., Pennsylvania
Thomas Womeldorff,
Economics, 1989;
Academic Dean, 2002-present;
B.A., The
Evergreen State College, 1981; Ph.D.,
Economics, American University, 1991.
BA,
Artee F. Young, Law and Literature, 1996;
B.A., Speech and Theatre, Southern
University, 1967; M.A., Children's Theatre,
Eastern Michigan University, 1970; Ph.D.,
Speech Communication
and Theatre,
University of Michigan, 1980; J.D., University
of Puget Sound School of Law, 1987.
California
and Academic Vice President
State University
Vice President for Student Affairs
D. Lee Hoemann
Montana
State University
Vice President for Advancement
Executive Director,
The Evergreen State College Foundation
John A. Hurley, Jr.
Ed.D., Seattle University
Vice President for
Finance and Administration
Mission & Expectations 1133
Evergreen's Mission Statement
The Evergreen State College is a public, liberal arts college serving Washington state. Its mission is to help students realize
their potential through innovative, interdisciplinary educational programs in the arts, humanities, social sciences and natural
sciences. In addition to preparing students within their academic fields, Evergreen provides graduates with the fundamental
skills to communicate, to solve problems, and to work collaboratively and independently in addressing real issues and
problems. This mission is based on a set of principles that underlies the development of all college programs and services.
PRINCIPLES THAT GUIDE EVERGREEN'S EDUCATIONAL
PROGRAMS:
• Teaching is the central work of the faculty at both the undergraduate
engages everyone at Evergreen-faculty and staff.
and graduate levels. Supporting student learning
• Academic offerings are interdisciplinary and collaborative, a structure that accurately reflects how people learn and work
in their occupations and personal lives.
• Students are taught to be aware of what they know, how they learn, and how to apply what they know; this allows them
to be responsible for their own education, both at college and throughout their lives.
• College offerings require active participation in learning, rather than passive reception of information, and integrate
theory with practical applications.
• Evergreen supports community-based learning, with research and applications focused on issues and problems found
within students' communities. This principle, as well as the desire to serve diverse placebound populations, guides Evergreen's
community-based programs at Tacoma and Tribal Reservations.
• Because learning is enhanced when topics are examined from the perspectives of diverse groups and because such
differences reflect the world around us, the college strives to create a rich mix in the composition of its student body, staff and
faculty, and to give serious consideration to issues of social class, age, race, ethnicity, gender and sexual orientation.
• Faculty and staff continually review, assess and modify programs and services to fit changing needs of students and society.
As evidenced by these principles, an important part of Evergreen's educational mission is engagement with the community,
the state and the nation. One focus of this engagement is through the work of public service centers that both disseminate the
best work of the college and bring back to the college the best ideas of the wider community.
-Expectations of an Evergreen Graduate
THE CURRICULUM IS DESIGNED TO SUPPORT STUDENTS' CONTINUING
IN THE FOLLOWING AREAS:
GROWTH
• Articulate and assume responsibility for your own work. Examples: Know how to work well with others, be an active
participant, assume responsibility for your actions as an individual, and exercise power responsibly and affectively.
• Participate collaboratively and responsibly in our diverse society. Examples: Give of yourself to make the success of others
possible, know that a thriving community is crucial to your own well-being, study diverse worldviews and experiences to help
you develop the skills to act effectively as a local citizen within a complex global framework.
• Communicate creatively and effectively. Examples: Listen objectively to others in order to understand a wide variety of
viewpoints, learn to ask thoughtful questions to better understand others' experiences, communicate persuasively, and express
yourself creatively.
• Demonstrate integrative, independent, critical thinking. Example: Study across a broad range of academic disciplines and
critically evaluate a range of topics to enhance your skills as an independent, critical thinker.
• Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical problems across
disciplines. Examples: Understand the importance of the relationship between analysis and synthesis, become exposed to the
arts, sciences, and humanities to understand their interconnectedness, and learn to apply 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. Examples: Apply your Evergreen education in order to better make sense of the
world, and act in ways that are both easily understood by and compassionate toward other individuals across personal differences.
Adopted by the Evergreen faculty 1/17/01
1341 Public Service Centers
Public Service
At Evergreen
Evergreen's public service centers, funded by the Washington legislature, address the desire to build relationships and form 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.
The Center for Community-Based
Learning and Action,
Evergreen's newest center, established in 2003, provides
opportunities
for students to gain skills and experience in civic
engagement.
It is a primary contact among students, faculty,
academic programs and community organizations. The center
provides workshops, one-on-one support, publications and
online resources to enable students to engage effectively
in community building work in local communities. It serves
as a clearinghouse for opportunities for involvement with
the community and an archive of past college/community
projects. Additionally, the center supports scholarship in
service learning, participatory research and civic leadership
and faculty development
around integration of communitybased learning in their pedagogy.
The Northwest Indian Applied Research Institute was
established in 1999 by The Evergreen State College following
authorization from the state legislature and in response to
the interest of tribal communities. The institute sponsors
and undertakes applied research, (i.e., putting theory into
practice) that focuses on natural resource management,
governance, cultural revitalization and economic sustainability
as these issues impact tribal communities in the Northwest.
Evergreen students and faculty are encouraged to submit
research proposals and to assist in research projects. The
institute's research programs are administered in collaboration
with a network of Indian community leaders, educators,
professionals assisting tribal governments, service providers
and public agencies. www.evergreen.edu/nwindian
www.evergreen.edu/communitybasedlearning
The Evergreen Center for Educational Improvement
focuses
on providing educational opportunities and outreach to K-12
programs and schools. Through innovative partnerships, joint
planning, information exchanges, workshops and conferences,
the Evergreen Center collaborates with the K-12 community
throughout the state. The center welcomes inquiries and
ideas for innovative projects to improve teaching and learning
in K-12 education. www.everqreen.edu/ecei
The Evergreen State College Labor Education & Research
Center, established in 1987, organizes workshops, programs
and classes for workers, community members and Evergreen
students and engages in research with and for unions. The
center designs and implements union-initiated and centersponsored programs throughout the year and maintains a
resource library on labor topics. The center helps students
find labor movement internships and sponsors labor studies
classes in 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 of NEDAP 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 Washington Center for Improving the Quality of
Undergraduate
Education was established in 1985 and
includes 52 participating institutions-all
of the state's
public four-year institutions and community colleges, 10
independent
colleges and one tribal college. The Washington
Center helps higher-education
institutions use existing
resources more effectively by supporting the development
of interdisciplinary "learning community" programs and by
holding workshops and conferences on effective approaches
to teaching and learning. www.evergreen.edu/washcenter
The Washington State Institute for Public Policy,
established
in 1983, has a mission to carry out practical,
non-partisan
research-at
legislative direction--on
issues
of importance
to Washington state. The institute conducts
research using its own policy analysts and economists,
specialists from universities, and consultants.
Institute staff
work closely with legislators, legislative and state agency
staff, and experts in the field to ensure that studies answer
relevant policy questions. Current areas of staff expertise
include: education, criminal justice, welfare, children and
adult services, health, utilities, and general government.
The institute also collaborates
with faculty in public and
private universities and contracts with other experts to
extend our capacity for studies on diverse topics.
www.wsipp.wa.gov
Diversity and Community 1135
Diversity and Community
COMMUNITY-BASED
LEARNING-CLASSROOM
TO COMMUNITY
Evergreen's educational approach provides a unique opportunity for students to go into local communities and engage in
research, education and problem-solving projects that are as beneficial to those communities as they are to our students.
Our emphases-interdisciplinary
understanding and analysis, collaborative learning, communication, 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 to 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.
136 I Services
and Resources
Services And Resources
Evergreen's commitment to you means sound advice, genuine support, good information and easily accessible resources are available to you. We encourage you to take advantage of these services.
Student Affairs
Art Costantino, Vice President
LIB3236, (360) 867-6296
The Office of the Vice President for Student Affairs can assist you in determining how to proceed with problems that
involve other persons or institutional issues. The vice president oversees the grievance and appeals process outlined in the
Student Conduct Code, and establishes a hearings board in the event of an appeal regarding alleged infractions of the
code. The vice president also oversees Student and Academic Support Services, Enrollment Services, Housing, Recreation
and Athletics, and Police Services.
www.evergreen.edu/studentaffairs
Academic Advising
LIB2nd floor, (360) 867-6312
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.
www.evergreen.edu/advising
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.
www.evergreen.edu/career
Access Services for Students with Disabilities
LIB2nd floor, (360) 867-6348, TTY:867-6834
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.
www.evergreen.edu/access
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 face-to-face,
the mediation process is free of charge, voluntary and
confidential.
Athletics and Recreation
Centers for Active Student Learning (CASL)
CRC 210, (360) 867-6770
Evergreen offers a three-court gymnasium, five playing
fields, weight rooms and aerobic workout rooms, an 11-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.
Quantitative and Symbolic Reasoning Center
LIB2304, (360) 867-5547
www.evergreen.edu/athletics
Career Development Center
LIB2nd floor, (360) 867-6193
We provide career and life/work planning services,
resources, referral and support to students and alumni,
including career counseling, graduate school advising, career
Writing Center
LIB2304, (360) 867-6420
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.
www.evergreen.edu/mathcenter
www.evergreen.edu/writingcenter
Services and Resources I 137
Counseling and Health Centers
KEYStudent Support Services
Counseling: SEM I, 4126, (360) 867-6800
Health: SEM I, 2110, (360) 867-6200
The Counseling and Health centers provide safe,
confidential environments for enrolled students to discuss
concerns. Counseling typically covers anxiety, depression,
interpersonal relationship issues and stress management.
The Health Center, a small general practice clinic, provides
a range of medical services, including acute care, chronic
disease management,
women's health services, birth
control and STD testing. Visits are covered by the quarterly
Health and Counseling fee; there may be small charges for
lab work or prescriptions. Both centers make referrals to
community providers as needed.
LIB2nd floor, (360) 867-6464
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. KEYwill
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.
www.evergreen.edu/health
Financial Aid
LIB1st floor (360) 867-6205
Email: finaid@evergreen.edu
The goal of the Financial Aid Office is to provide financial
guidance to all students, and financial aid to those who could
not otherwise attend Evergreen. Evergreen participates in
most federal and state financial aid programs. Students
must apply for financial aid every year by completing the
Free Application for Federal Student Aid (FAFSA). While
the paper version of the FAFSA can be obtained at the
Financial Aid Office, it is recommended that you file your
FAFSA online at www.fafsa.ed.gov. Because funds are
limited, you should submit your 2006-2007 FAFSA to the
federal processor as soon after January 1, 2006 as you can.
Evergreen must receive your processed FAFSA information
on or before March 15, 2006 in order for you to receive
full consideration for all available campus-based financial
aid. Please stop by and see us, or contact us anytime with
questions regarding your financial aid options.
www.evergreen.edu/financialaid
First Peoples' Advising Services
LIB2nd floor, (360) 867-6467
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.
www.evergreen.edu/multicultural
Housing and Food Service
Bldg. A, Room 301, (360) 867-6132
Campus Housing offers a variety of accommodations,
including single and double studios, two-person apartments,
four- and six-bedroom apartments and two-bedroom, fourperson 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.
www.evergreen.edu/key
Police Services
SEM I, 2150, (360) 867-6140
Evergreen's officers, who are state-certified and hold
the same authority as county and municipal officers, see
themselves as part of the college educational process
and are committed to positive interactions with students.
Police Services offers community-based, service-oriented
law enforcement. Officers also assist students with everyday
needs by providing escorts, transportation, personal property
identification and bicycle registration, vehicle jump-starts and
help with lockouts. Information on campus safety and security,
including statistics on campus crime for the past three years,
is available from the Vice President for Student Affairs or
www.evergreen.edu/policeservices/crimestatistics.htm.
www.evergreen.edu/policeservices
Student Activities
CAB 320, (360) 867-6220
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.
www.evergreen.edu/activities
Student and Academic Support Services
LIB2nd floor, (360) 867-6034
The dean has oversight and is responsible for Academic
Advising, Access Services for Students with Disabilities,
the Career Development Center, First Peoples' Advising
Services, GEAR Up,Health/Counseling Centers, KEYStudent
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.
www.evergreen.edu/studentservices
www.evergreen.edu/housing
USEFUL URLs
FAFSA- www.fafsa.ed.gov
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
138 I Evergreen's Social Contract
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 flourish-conditions
characterized by openness, honesty, civility and fairness. These conditions
carry with them certain rights and responsibilities that apply to us both as groups and as individuals. Our rights-and our
responsibilities-are
expressed in Evergreen's Social Contract, a document that has defined and guided the college's
values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting others
and remaining open to others and their ideas provides a powerful framework for teaching and learning.
THE SOCIAL CONTRACT-
A GUIDE FOR CIVILITY AND INDIVIDUAL
FREEDOM
Evergreen is an institution and a community that continues to organize itself so that it can clear away obstacles to
learning. In order that both creative and routine work can be focused on education, and so that the mutual and reciprocal
roles of campus community members can best reflect the goals and purposes of the college, a system of governance and
decision making consonant with those goals and purposes is required.
PURPOSE
Evergreen can thrive only if members respect the rights of others while enjoying their own rights. Students, faculty,
administrators and staff members may differ widely in their specific interests, in the degree and kinds of experiences they
bring to Evergreen, and in the functions which they have agreed to perform. All must share alike in prizing academic
and interpersonal honesty, in responsibly obtaining and in providing full and accurate information, and in resolving their
differences through due process and with a strong will to collaboration.
The Evergreen community should support experimentation with new and better ways to achieve Evergreen's goals;
specifically, it must attempt to emphasize the sense of community and require members of the campus community to play
multiple, reciprocal, and reinforcing roles in both the teaching/learning process and in the governance process.
STUDENT CONDUCT
CODE -
GRIEVANCE 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.edu/policies/governance.htm.
from the campus grievance office at ext. 5052.
The policy on sexual harassment is available from the Equal Opportunity
policies/g-sexhar.htm.
More information is available
Office, LIB 3103, or at www.evergreen.edu/
FREEDOM AND CIVILITY:
The individual members of the Evergreen community are responsible for protecting each other and visitors on campus
from physical harm, from personal threats, and from uncivil abuse. Civility is not just a word; it must be present in all our
interactions. Similarly, the institution is obligated, both by principle and by the general law, to protect its property from
damage and unauthorized use and its operating processes from interruption. Members of the community must exercise
the rights accorded them to voice their opinions with respect to basic matters of policy and other issues. The Evergreen
community will support the right of its members, individually or in groups, to express ideas, judgments, and opinions in
speech or writing. The members of the community, however, are obligated to make statements in their own names and not
as expressions on behalf of the college. The board of trustees or the president speaks on behalf of the college and may at
times share or delegate the responsibility to others within the college. Among the basic rights of individuals are freedom
of speech, freedom of peaceful assembly and association, freedom of belief, and freedom from intimidation, violence and
abuse.
Evergreen's Social Contract 1139
INDIVIDUAL
AND INSTITUTIONAL
RIGHTS:
Each member of the community must protect: the fundamental rights of others in the community as citizens; the rights of
each member of the community to pursue different learning objectives within the limits defined by Evergreen's curriculum or
resources of people, materials, equipment and money; the rights and obligations of Evergreen as an institution established
by the state of Washington; and individual rights to fair and equitable procedures when the institution acts to protect the
safety of its members.
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. Becausethe 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
campus by an individual or group.
of the
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.
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.
140 I Campus Regulations
Campus Regulations
Because Evergreen is a state institution, we must meet state and county responsibilities.
ALCOHOLIC
BEVERAGES
No liquor is allowed on campus or in campus facilities unless a banquet permit has been issued by the State Liquor
Control Board. Nevertheless, rooms in the residence halls and modular units are considered private homes and drinking
is legally permissible for students 21 years of age or older. For students choosing to live in a substance-free environment,
Housing provides alcohol- and drug-free residences.
USE OF COLLEGE PREMISES
Evergreen's facilities may be used for activities other than education as long as suitable space is available, adequate
preparations are made and users meet eligibility requirements.
Arrangements for conferences or group gatherings by outside organizations are made through Conference Services,
CAB 211, (360) 867-6192.
Reservations for space and/or facilities are made through Space Scheduling, (360) 867-6314. Allocations of space are
made first for Evergreen's regular instructional and research programs, next for major all-college events, then for events
related to special interests of groups of students, faculty or staff, and then for alumni-sponsored events. Last priority goes
to events sponsored by individuals and organizations outside the college.
All private and student vendors must schedule tables in the College Activities Building through the Student Activities
Office. Student vendors pay a fee of $5 for used goods only. All other student vendors, alumni and nonprofits pay $30.
Corporations pay $50. Non-student vendors are limited to one table per day and three days per quarter.
Vendor space in other buildings or outdoors may be scheduled with Conference Services. Similar fees apply.
FIREARMS
The college discourages anyone from bringing any firearm or weapon onto campus. Weapons and firearms as defined
by state law are prohibited on campus except where authorized by state law. Campus residents with housing contracts
are required to check their firearms with Police Services for secure storage. Violations of the Campus Housing Contract
relating to firearm possession are grounds for immediate expulsion from Evergreen or criminal charges or both.
PETS
Pets are not allowed on campus unless under physical control by owners. At no time are pets allowed in buildings.
Stray animals will be turned over to Thurston County Animal Control.
BICYCLES
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.
Index 1141
Index
#
109
500 Years of Globalization
A
Academic Advising
136
Academic Standing Policy
12
Accreditation
3
Ackley, Kristina
109,121,122
Adagio: Dance and Music Inquiry
78
Administration
132
Advanced Chemistry
101
Advising Offices
13
Aguilar-Wells, Michelle
124
Alchemy: Spiritual and Chemical
42,103
Algebra, Algorithms and Modeling: An Introduction
to Mathematics for Science and Computing 42, 103
All About Me: Writing and Wellness
28
America Abroad
50
The American Eye: A History of
America in Photographs and Fiction
50, 78
American Indian Sovereignty:
109,122
Competing Contexts
33,47,63,66,75,95,107
Anthony, Sharon
124
Antonelis-Lapp, Jeff
29,43,51,60
Arney, Bill
Art and Religious Practice
28
Art and Science of Light
28
The Arts of the Sailor
110,117,119
104
Astronomy and Cosmologies
136
Athletics and Recreation
Aurand, Susan
28,77,80,88
Awakening the Dreamer, Pursuing the Dream
29
Awareness: Omnia Extares in Hesychia
43,60
Awareness: Writing and Renunciation
29, 51
B
54
Bailey, Marianne
Basic Botany: Plants and People
43
Bastaki, Maria
36,63,69,98,115
44, 89
Beyond Words
132
Board of Trustees
Bohmer, Peter
120
28,91,101
Bopegedera, Dharshi
Bowcutt, Frederica
30,43,51,64,79,92,
111
97
Brabban, Andy
110
Bruner, William
Buchman, Andrew
57,77,85
Business, Culture and the State
in the U.S. and Latin America
110
Butler, Paul
70,71,72,74,100,102,106
C
Calculated Fiction
Campus Regulations
Career Development Center
Center for Mediation Services
Chandra, Arun
Chin-Lee, Gerardo
Christian Roots: Medieval and Early
Modern Science
Cloninger, Sally
Cole, Robert
Colonialism and Decolonization
30
140
136
136
81
63,67,72,95,105,113
30,51,64,79,92,111
45,87
40
31,111
Community-Based Learning
Community College Degrees
Computer Science Foundations
Cook, Amy
crable, doranne
Credit Limit
Culture, Text and Language
Cushing, Judy
135
6
40,101
40
44,53,77,80,89
11
49
31,44,61,92,104
o
Darney, Virginia
Data and Information: Computational
Davis, Stacey
Designing Languages
Dirks, Clarissa
Diversity and Community
Drop or Change a Program
Science
45
31,92
54
44,61,104
34,67,96
135
10
E
Ecological Agriculture
Ecology of Harmful Algal Blooms
Energy Systems
Enrollment Process
Environmental Studies
Equal Opportunity
Evans, Lara
Evening and Weekend Studies
Evergreen Center for Educational Improvement
Evergreen State College
Labor Education & Research Center
Evergreen Tutoring Center
Evolving Communication:
The Ways Humans and Animals Interact
Expectations of an Evergreen graduate
Expressive Arts
64
72, 105
65, 93
10
63
3
83
13
134
134
137
52,65,93
133
77
F
128
Faculty
Faculty Support
13
Family: Inspiration of Significant Others
32,112,122
Fashioning the Body: Versions of the Citizen,
the Self and the Subject
52, 79
35,56,77,82,87,121
Feddersen, Joe
Field Ecology
73
44,52,61,65,93,104
Fiksdal, Susan
Filmer, John
110,117,119
68,81
Fischel, Anne
Fischer, Dylan
63,70,71,73,100
Foundations of Health Science
32,94,112
Foundations of Visual Art
80
Francis, Kevin
30,42,51,64,79,92,103,111
G
34,66,123
Gaul, Karen
Gender and Culture: Japanese and
American Literature and Popular Culture
41,59
Genes and Development
94
Geri, Larry
110
114
Gilbert, Jorge
38,57,84
Goldberger, Ariel
Gomez, Jose
122
Graduate Studies
127
Graduation Requirements
12
1421 Index
Grissom, Tom
Grodzik, Walter Eugene
Grossman, Zoltan C.
The Gypsy Road: A Study of the Roma
38,48,58,62,98
83
116,124
53,80
H
Haft, Bob
Hahn,Jeanne
Hamon, Matthew
Harrison, Lucia
Hastings, Rachel
Hayes, Ruth
Health and Human Development
Henderson, Martha
Heying, Heather
Hill, Patrick
Hitchens, David L.
HOLLYWOOD
Human Rights, Literature, Theory
Huntington, Sara
Media Activism and the Environment
68,81
Longhouse Education and Cultural Center
134
Longino, John T.
72,75,102,106
Looking Backward: America in the 20th Century 35,56,114
M
41,50,77,78,88,101
109
80
47,68,77,84,87,90
91,96
83
95,113
34,66,123
52,65,76,93,107
60
35,56,114
45
59
29,51
I
Illuminations: French Arts, Thought and Cultural History
of the Medieval, Renaissance and
Early Classical Eras
54
Imamura, Ryo
37
Individual and Society: American and
Japanese Society, Literature and Cinema
33, 53
Internships
13
Introduction to Environmental Chemistry
33,66,95
Introduction to Environmental Studies:
Native Identities, Ecology and Resources
in the North American Pacific Basin
34, 66, 123
Introduction to Environmental Studies: Natural Resources,
Oceans and Global Climate Change
67,95, 113
Introduction to Natural Science:
The Structure of Life
34,67,96
Invertebrate Zoology and Evolution
45, 73, 105
Made for Contemplation
35,56,82
Making Space and Using It:
Installation and Performance Art
83
Mandeberg, Jean
28
Margolin, Carrie M.
47,95,108,113,120
Marr, David
50
Marxist Theory
115
Mask and Movement:
Symbolic Theater of East and West
46,89
Master in Teaching (MIT)
127
Master of Environmental Studies (MES)
127
Master of Public Administration (MPA)
127
Mathematical Systems
96
McAvity, David
34,67,96
McCreary, Paul
126
36,42,69,98,103,115
McKinstry, Lydia
Mediaworks
83
Meeker, Laurie
35,56,77,82
Middendorf, Don
37
Mission Statement
133
Mitchell, Kabby
78
Mixing Messages: Bringing Art and
Science Together for Conservation
68,84
Models of Motion
36,97
Molecule To Organism
97
Money, Molecules and Meds
36,69,98,115
Morisato, Donald
41,88,91,94,101
Moruzzi, Harumi
33,41,53,59
Mosqueda, Larry
115,118
Mullins, Greg
55,59,61
Multicultural Counseling
116
Murphy, Ralph
63,67,95,113
Murray, Nancy
91,97
J
Jang, Rose
Janus Music and Theater:
Looking Forward and Seeing the Past
Japanese Language and Culture
Jun, Heesoon
46,81,89
81
55
117
K
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Rob
Kozick, Stephanie
Krafcik, Patricia A.
Kuehn, Duke
Kutter, Betty
29
137
116
39,70,86,99
49,57,85
53,80
126
28
L
Landram, Glenn
36, 69, 98, 108, 115
Landscape Processes
74, 106
Lassen, Jerry
35, 56, 114
Latin American Development: Rhetoric or Reality
114
Leahy, Dan
120
Learning About Learning
46, 119
Learning Resource Center
137
Lenges, Anita
31, 46, 111, 119
Leverich, R. T.
86
Literature of the Americas:
Brazil and the United States
55,61
Local Knowledge: Community, Public Health,
N
Nadkarni, Nalini
63,68,84
Nakasone, Raul
32,112,121,122,123
Nasser, Alan
118
Native American and
World Indigenous Peoples Studies
121
Native Decolonization in the Pacific Rim
116, 124
Nature: Image and Object
47,90
Neitzel, Jim
34,67,96
Nelson, Alice
39
Nelson, Lin
68, 81
Nelson, Neal
38, 42, 58, 98, 103
Northwest Indian Applied Research Institute
134
Notification and Deposit
4
o
Olson, Toska
Our Place in Nature
117
37
p
Pailthorp, Charles
Paros, Michael
Perception, Mind and Reality
Performing Arts Crossing Borders
Performing Arts in the City
Peterson, Gary
37
32,91,94,112
37
38, 57, 84
57,85
34,66,123
Index 1143
32,112,122
Peterson, Yvonne
The Physicist's World
38, 58, 98
110
Pizarro, Nelson
Plant Ecology and Physiology
71
58
Poetics and Power
Poetry New York
61
137
Police Services
120
Political Economy and Social Movements
Political Economy of Power In American Society
118
60
The Power and Limitations of Dialogue
74
Practice of Sustainable Agriculture
Principles That
Guide Evergreen's Educational Programs
133
Prior Learning from Experience
13
Programs for Freshmen
27
Przybylowicz, Paul
64
13
Publications
134
Public Service At Evergreen
Q
Quantitative
and Symbolic Reasoning Center
137
R
75, 106
Rainforest Research
Rains, Frances V.
116,124
Ransom, Bill
28,48,49
11
Record Keeping
37
Reece, Andrew
Removing Barriers, Bridging Gaps
126
Reservation Based/Community Determined
124
Residency Status
7
Retention of Records
4
39
Rosemeyer, Martha
38,46,57,77,84,89
Roy, Ratna
32,112,122
Rutledge, David
5
Scheuerell, Steve
64
Schofield, Paula
91,97
Schrager, Sam
50
Schwartz, Leonard
61
47,75, 107
The Science of Fat
The Science of Sustainable Buildings
39,70,86,99
Science Seminar
99
91
Scientific Inquiry
Seeds of Change: Food, Culture and Work
39
117
Self and Community
136
Services and Resources
29
Setter, Terry
86
Shaping: Advanced Sculpture
31,111
Shariff, Zahid
126
Sheppard, Gilda
100
Shulman, Sheryl
Simon, Benjamin
32,91,94,112
Smith, Tyrus
126
138
Social Contract
108
Society, Politics, Behavior and Change
So You Want to be a Psychologist
47, 120
87
Sparks, Paul
Stages of History: Performing Gender and
Authority on the Shakespearean Stage
62
Steinbeck's Americans
48,62
137
Student Activities
136
Student Affairs
137
Student and Academic Support Services
139
Student Conduct Code
Student Originated Software: Designing and
Implementing Real-World Systems
100
Student Originated Studies: Environmental
Student Originated Studies: Media
Student Originated Studies: Visual Art
Studio Projects: Painting
Study Abroad
Summer Quarter
Sunderman, Rebecca
Sustainable Aquatic Ecosystems
Sweet, Lisa
Studies
71
87
87
88
13
6
32, 91, 94, 112
40
28,44,77,89
T
Tacoma Program
Taking Things Apart:
A Scientific and Artistic Exploration
Taylor, Nancy
Temperate Rainforests
Thuesen, Erik V.
To Apply for Admission
Transcript Information
Transfer Applicants
Transfer of Credit
Tremblay, Gail
Tropical Rainforests
Tsutsumi, Setsuko
125
41,88,102
62
70,100
45,63,73,105
4
4
6
6
83
72, 102
55
u
U.S. Foreign Policy Since Woodrow Wilson:
Before and After 9/11
118
V
Vavrus, Michael
Vertebrate Evolution
48, 108
76, 107
W
Walter, Brian L.
30,47,75,107
War: Consequences and Alternatives
48
Washington Center for Improving
the Quality of Undergraduate Education
134
134
Washington State Institute for Public Policy
46,119
Wiedenhaupt, Sonja
Williams, Sarah
35,43,49,56,60,82
Williams, Sean
37
Williamson, Elizabeth
52, 62, 79
137
Writing Center
y
Young, Artee
126
Z
Zaragoza, Tony
Zay, Julia
Zita, E. J.
39
52,77,79,87
65,93,99, 104
142
144 I Campus Map
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The Evergreen State College
Catalog Production Team
Editing:
Ann Mary Quarandillo,
Tom Womeldorff
Copyediting
Nancy Smith,
and Production Assistance:
Nancy Smith and Caroline Tawes
Design:
Judy Nufiez-Piriedo,
Tony Kirkland and Alyssa Parker
Photography:
Martin Kane, Jon Huey 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.
Catalog_2007-2008.pdf