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Identifier
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Eng
Catalog_2008-2009.pdf
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Title
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Eng
Course Catalog, 2008-2009
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Date
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2008
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Creator
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Eng
The Evergreen State College
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extracted text
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Undergraduate Catalog 2008-2009
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 reimagines programs to enrich your
exploration of problems through multiple perspectives. The faculty works 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. You will have the
opportunity to take these skills into the community through internships, field studies and service learning.
EVEROREEN
THE EVERGREEN STATE COLLEGE
OLYMl'i:\, WASHINCiTON
www.evergreen.edu
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
which enable them to tackle real world issues in all their complexity.
areas,
Collaborative Learning
Students develop knowledge and skills through shared
than learning in isolation and competition with others.
learning
rather
Learning Across Significant Differences
Students learn to recognize, respect
in an increasingly diverse world.
and bridge
differences,
a critical skill
Personal Engagement
Students develop their capacities
of their own reasoned beliefs.
to judge,
speak and act on the basis
Linking Theory with Practical Applications
Students understand
abstract theories by applying them to projects
activities and by putting them into practice in real world situations.
and
Table of Contents
ENROLLMENT SERVICES
INFORMATION
005 Academic Calendar
133
Mission Statement
006 Admissions
133
Expectations
009 Tuition and Fees
134
Public Service at Evergreen
011
135
Diversity and Community
136
Services and Resources
138
Evergreen's Social Contract
140
Campus Regulations
141
Index
144
Campus Map
Registration and Academic Regulations
ACADEMIC
014
PLANNING
Planning and Curricular Options
016 Matching Evergreen's Programs to
Your Field of Interest
021
Condensed Curriculum
ACADEMIC PROGRAMS
024
How to Read a Program Description
025 Programs for Freshmen
049
Culture, Text and Language
063 Environmental Studies
075 Expressive Arts
089
Scientific Inquiry
103
Society, Politics, Behavior and Change
119
Native American and
World Indigenous Peoples Studies
125 Tacoma Program
127
Graduate Study at Evergreen
128
Faculty, Trustees and Administration
Academic Calendar
2008-2009
Orientation
Quarter Begins
I
Fall
Winter
Spring
2008
2009
2009
First Session
Second Session
September
I
March 30
Evaluations
July 27
June 8-12
Quarter Ends
December 19
June 12
Vacations
Thanksgiving
Break
November
24-28
Spring
Break
March 21-29
I
August 28
I
* 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.
©2007 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/2008-09.
The information contained in this Catalog
is available in other media with 24 hours'
notice. nY: (360) 867-6834.
6 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.
Information you provide on your application for admission may support programs for students. The data collected
about the education level of your parents and your race/ethnicity may result in additional funding from Washington state
and federal government programs to support the educational needs of students. Additionally, you may be eligible for
financial assistance through "Passport to College," if you were in foster care in Washington. More information about
Passport to College may be found at www.evergreen.edu/apply.
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. Iftranscripts 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 7
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
8 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 CLEP,AP and IBwork 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 IBwork evaluated for transfer credit, contact the testing
company and have official test scores sent to Admissions. CLEP and AP credit are also accepted as part of an associate's
degree in a direct transfer agreement with a Washington state community college.
AP examinations:
a minimum test score of 3 is required to receive credit.
CLEP general and subject examination may also generate credit. Minimum test scores vary by subject area.
International Baccalaureate (IB): Evergreen will award up to 45 credits of IB work, based on a minimum of three
higher level subject marks and three subsidiary level subject marks with scores of 4 or better. Students without the
final IB diploma and with scores of 4 or better on the exams may be eligible to receive partial credit.
SPECIAL STUDENTS
Students wishing to enroll on a part time basis prior to seeking admission to Evergreen may register as "special students"
for a maximum of 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/adult_student.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 I 9
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. Web payment is also available for students wishing to pay with Visa, Mastercard or E-check.
In accordance with Section 438 of Public Law 93-380 (Family Education Rights and Privacy Act of 1974), billing
information will only be discussed with or mailed to the student. If the student is dependent on someone else for
financial support while attending Evergreen, it is his or her responsibility to make sure that the other party is aware of
what payments are due and that the payments are made on time. You may set up a special billing address so your bills
are sent directly to the person who pays them. Contact the Student Accounts Office for more information.
Failure to pay tuition and fees in full by the deadline 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
SO percent to the 30th day
No refund after the 30th calendar day
Ifyour 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.
·10 I Tuition and Fees
ESTIMATED EXPENSES
These estimates are for a single undergraduate
2008-09 nine-month academic year.
student who lives on or off campus and attends full time during the
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 2007-08 academic year. Visit www.evergreen.edu/tuition
or call Student
Accounts to verify tuition rates at (360) 867-6447.
9 or fewer
$153.00 per credit;
2 credit minimum
$497.80 per credit;
2 credit minimum
8 MPA & MES
16 MIT
$1,751.20 per quarter
$2,189 per quarter
$5,334.40 per quarter
$6,668.00 per quarter
9 or fewer**
$218.90 per credit;
2 credit minimum
$666.80 per credit;
2 credit minimum
*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.
MISCELLANEOUS
FEES
Application
Fee (nonrefundable)
$50
Returned Check
Mandatory
Health Fee (quarterly)
$46
Reinstatement/late-registration
Bus Pass (quarterly)
$1.10 per credit
up to $13.20
ID Card Replacement
with meal plan
$5
$25
$25
Mandatory
CAB Renovation
Fee
$15
Fee
$50
$5.75 per credit
Graduation
Clean Energy Fee
$1 per credit
Undergraduate
Transcript. per copy
$10
Graduate Admission Deposit (nonrefundable)
$100
$8
Specialized Facility Use Fee (varies)
$5-$150
WASHPIRG (quarterly, waivable)
Housing / Administrative
Fee: Rental Contract or Unit Lease
Fee
Admission Deposit (nonrefundable)
$50
$45 each
These fees are current at time of publication. Please check to verify amounts or additional fees.
PARKING FEES
Automobiles / Motorcycles
Automobiles 1 Motorcycles
$2.00
$115/$60
$401$20
$1201$65
Registration and Academic Regulations 111
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 at my.evergreen.edu.
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 online. 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 ernail 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 their MyEvergreen account. See also Billing and Payment
Procedures, page 9.
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 9.)
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 9.)
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.
12 I Registration and Academic Regulations
ACADEMIC
CREDIT
General Policies
You receive academic credit for meeting your program 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
0-44 credits
Sophomores
45-89
Juniors
90-134
Seniors
135 or more credits
credits
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.
Registration and Academic Regulations 113
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
Part time
Undergraduate students
12-20 credits
11 credits or fewer
Graduate students
10-12 credits
9 credits or fewer
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)
14 I Planning and Curricular Options
Planning and
Curricular Options
HOW DO I PLAN MY EDUCATION AT EVERGREEN?
At Evergreen, there are no predetermined majors or required courses of study. You plan your own academic pathway with
assistance from faculty and staff advisors. Advisors can help you identify and choose those programs that appeal to you and
for which you are appropriately prepared.
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/advising/academidairs.htm
Publications This catalog contains the full-time curriculum for 2008-09, planned during the spring of 2007. Updates
and changes are listed online: www.evergreen.edu/catalog/2008-09.
Our part-time offerings are published in the
Evening and Weekend Studies Class Listing (online at www.evergreen.edu/ews)
and the Summer Times (online at
www.evergreen.edu/summer).
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.eduladvising
for more information on what these offices offer.
Since planning your education is your responsibility, the more information you have, the better. Students new to Evergreen may
find the Academic Planning Workshop very useful for gathering comprehensive information on the academic planning process and
the resources and tools available to you. This workshop is required for all new students to Evergreen. Students can sign up online
at: www.evergreen.eduladvisinglWorkshopslworkshopsignup.htm
or www.evergreen.eduladvising/academicplanning.htm
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.
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.
PLANNING AND CURRICULAR OPTIONS 2008-09
PROGRAMS WITH A STRONG TRAVEL COMPONENT:
After Nietzsche: Arts, Literature.
Wanderer's Shadow
American
Individual Learning Contracts and Internships Typically
reserved for junior- and senior-level students, these are
in the
P 60
Places
P 50
Animal Behavior & Zoology
P 90
Changing
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."
Philosophy
P 27
China
India: Tradition & Beyond
P 52
Introduction
P 73
to Geology
Persistence: A Study of Inspired Work
P 36
(Re)lmagining
P 56
the Middle
East
Survey of the Wine Industry Across the Americas
P 111
Venezuela: Building
P 85
Economic and Social Justice
Planning and Curricular Options 11S
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 at www.evergreen.edu/advising
under "Individual
Study." For individual study and internship options and more information on the 2008-09 contract pool of faculty sponsors,
visit www.evergreen.edu/catalog/2008-09/individualstudy.htm.
STUDIES IN SUSTAINABILITY AND JUSTICE
If you'd like to focus your educatiol1on
issues ofsustainability,look
into these
programs:
Climate Change
Conceptualizing
p 44
Native Place
p 28
Environmental Health:
Science, Policy and Social Justice
p 66
Food, Health and Sustainability
p 30
Food, Place and Culture
p 45
Green Studio
p 31
Legacy of the American Dream:
People, Power and Nature
p 33
Mediaworks in Context: Sustainability & Justice
p 82
The Olympic Peninsula
p 39
The Pacific Northwest:
History, Culture and Environment
p 48
Practice of Sustainable Agriculture
p 69
Toward a Sustainable Puget Sound:
Place, People and Policy
p 40
Venezuela: Building Economic & Social Justice
p 85
Insist on the rights of humanity and nature to co-exist.
-William McDonough and Michael Braungart
At Evergreen, we take a "seven generations" approach to questions of how to sustain human life and community in
harmony with the planet. This is a cross-generational, ecologic ethic that has descended to us from the Haudenoshaunee
(Iroquois) Confederacy'. We offer students who embrace this ethic the opportunity to design a curricular pathway that
focuses on issues of sustainability.
In this catalog, you can find programs in environmental studies, social justice, the humanities and the arts, to help you
build the background, skills and vision needed to make change in areas that count-climate change, food systems, cultural
survival, environmental justice, media and communications, applied ecology, green business and beyond.
In addition, the college's Center for Community-Based Learning and Action works with programs to involve students in
community-based work with a wide range of service, study and governance organizations in our area. Students also have
chances to apply their studies to Evergreen itself. Our Sustainability Task Force works with food services, purchasing,
facilities, heat and power-even
parking-to reduce our environmental and social impacts and enhance the health of the
college's land and people, and its presence in the wider community.
The Haudenoshaunee, whose historical lands and continuous home is in what is now the Northeast US/Southeast Canada. consist of the Mohawk, Oneida, Tuscarora,
Onondaga, Cayuga and Seneca Nations, and continue to provide leadership in educating people in how to conceive of planetary stewardship and ensuring the health
of human and animal populations.
1
16 I 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 21) 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 "Connect to Your
Major" from Evergreen's home page, www.evergreen.edu.
Individual
AESTHETICS
Acting
& Directing:
After Nietzsche:
Queer Theory and Practice
Arts, Literature,
Philosophy
in the Wanderer's
Shadow
Beauty, Elusive Sublime
Japanese Film: Characteristics
Music Composition
Nietzsche:
Toward a Sustainable
Tradition
ART HISTORY
Intensive
AMERICAN
Conceptualizing
Theatre
Individual
Native Place
Study: Fiber Arts, Installation,
History, Native American
STUDIES
and Multicultural
Hop on Pop: Investigating
Intervening
in American
and
Inescapable
American
Beauty, Elusive Sublime
Student Originated
Studies: Visual Art
Climate Change
Undergraduate
STUDIES
Research in Scientific Inquiry
BIOCHEMISTRY
Eye
American
Places
Foundations
Character
Studies: Images, Ethics and Culture
Molecule to Organism
Native Place
and Intervening
in American
Culture
Research in Scientific Inquiry
BIOLOGY
Gender and Sexuality: History, Culture, and Politics
Hop on Pop: Investigating
of Health Science: Global and Local Perspectives
Undergraduate
The End of Prosperity
Looking
and the Religious
ASTRONOMY
Agriculture
Survey of the Wine Industry Across the Americas
Conceptualizing
Poetry,
Impulse
Food, Place and Culture
Practice of Sustainable
Art
Literature
Medieval and Renaissance Studies: Materiality
Food, Health and Sustainability
The American
Non-Western
Studies, Creative Writing:
The Incisive Line
Popular Culture
AGRICULTURE
AMERICAN
Puget Sound: Place, People and Policy
Green Studio
and Aesthetic
Life, Times, Work
Rehearsal & Performance:
AFRICAN
Peninsula
Persistence: A Study of Inspired Work
ARCHITECTURE
Green Studio
Inescapable
Study: Cultural Studies
The Olympic
Popular
Advanced
Biology: Cell Signaling
Animal Behavior & Zoology
Backward: America
in the Twentieth
Century
Food, Health and Sustainability
Survey of the Wine Industry Across the Americas
Food, Place and Culture
The Pacific Northwest:
Foundations
Undergraduate
The Wisdom
History, Culture and Environment
Research in the Humanities
of a Sailor
ANTHROPOLOGY
of Health Science: Global and Local Perspectives
Health and Human Development
Introduction
to Natural Science
Marine Life: Biological
Microbial
American
Places
Molecule to Organism
Character
Studies: Images, Ethics and Culture
The Opening
Of The Field: Ecopoetics,
Health and Human Development
Science, Creativity
Imagining
Undergraduate
the Body
Oceanography
Ecology
Ecology and Ideas
and Exploration
Research in Scientific Inquiry
Matching Evergreen's Programs to Your Field of Interest 117
BOTANY
CULTURAL STUDIES
Advanced
Research in Environmental
Practice of Sustainable
Science, Creativity
Studies
Acting
Agriculture
and Exploration
& Directing:
Advanced
Biology:
American
Places
Art of Conversation
BUSINESS AND MANAGEMENT
Changing
Advanced
Business Foundations
Individual
Study: Management,
Non-profit
Development
Business, Maritime
and International
Studies,
Trade
Native Place
Dance: Body, Culture and Behavior
Decolonizing
the Mind
Food, Place and Culture
CHEMISTRY
Gateways: Popular Education
Environmental
Literature
Analysis
Foundations
of Health Science: Global and Local Perspectives
Introduction
to Natural Science
Individual
Research in Scientific Inquiry
& Beyond
Individual
Study: Psychology
Individual
Study: Society and Behavior
and Aesthetic
Tradition
Dream: People, Power and Nature
Looking Backward: America in the Twentieth
Queer Theory and Practice
Popular
Study: Cultural Studies
Legacy of the American
Century
Medieval and Renaissance Studies: Materiality
Art of Conversation
and the Religious
Impulse
Gateways: Popular Education
Hop on Pop: Investigating
& Political Economy
and Intervening
in American
Multicultural
Popular
Culture
Counseling:
An Innovative
Native Studies: Indigenous
Model
Americans
Before and
After Columbus
Image and Sequence
The Pacific Northwest:
Language
PerformanceWorks:
Matters:
Persuasive Language in Popular Culture
Backward: America in the Twentieth
Century
Postmodernity
Persistence: A Study of Inspired Work
Murakami
Political Economy of the Media: U.S. Historical
& Contemporary
Realities
and Postmodernism:
COMMUNITY
Studies: Performing
Arts
Barth, Pynchon, Delillo,
and World Cinema
Power Play(ers): Actions and Consequences
(Re)lmagining
Student Originated
History, Culture and Environment
Telling Stories
Persistence: A Study of Inspired Work
Media Services Internships
the Middle
East
Reservation-Based/Community-Determined:
in a Communal
STUDIES
Integrating
Environmental
Health: Science, Policy and Social Justice
American
Popular Education
& Political Economy
Spain and the Americas:
Undergraduate
Power Play(ers): Actions and Consequences
Reservation-Based/Community-Determined:
Change
Society
Venezuela: Building
Economic and Social Justice
Ideas
Economic and Social Justice
Ideas
DANCE
India: Tradition
Algebra to Algorithms
and Language Theory
Computational
Linguistics
to Natural Science
Methods of Mathematical
& Beyond
PerformanceWorks:
Telling Stories
Student Originated
Studies: Performing
Advanced
Research in Environmental
Physics
Data and Information:
Computational
Educating
Music, Math, and Motion
Food, Health and Sustainability
Research in Scientific Inquiry
Marine Life: Marine Ecology
Microbial
STUDIES
Ecology
Leadership
Individual Study: Cultural Studies
The Olympic
Peninsula
Individual Study: Society and Behavior
The Opening
Of The Field: Ecopoetics,
Integral Psychology
Political Ecology of Land
Multicultural
Persuasive Language in Popular Culture
Counseling:
An Innovative
Model
Linguistics
On the Wild Side
Natural History Expedition
Language Matters:
Studies
Animal Behavior & Zoology
Models of Motion
CONSCIOUSNESS
Arts
ECOLOGY
Science Foundations
Data and Information:
Undergraduate
Psychology
Dance: Body, Culture and Behavior
COMPUTER SCIENCE
Introduction
in EastlWest
The Wisdom of a Sailor
Wonderful
Services Skill Sets
Computer
Cultural Crossings
Research in the Humanities
Venezuela: Building
Integrating
Social Work/Human
Computability
and Cinema
Services Skill Sets
Turning Eastward: Explorations
Persistence: A Study of Inspired Work
Wonderful
Literature
Social Work/Human
Study: Society and Behavior
in a Communal
Legacies
Self and Culture: Studies in Japanese and
Food, Place and Culture
Gateways:
Change
Society
Russia and Eurasia: Empires and Enduring
The End of Prosperity
Individual
in American
the Body
Japanese Film: Characteristics
Studies: Images, Ethics and Culture
COMMUNICATIONS
Looking
and Intervening
Culture
India: Tradition
and Exploration
CLASSICS
Acting & Directing:
and Popular Culture
Hop on Pop: Investigating
Imagining
to Organism
Science, Creativity
Undergraduate
& Political Economy
Gender and Culture: Studies in Japanese and American
Climate Change
Character
China
Conceptualizing
The Science of Business Decisions
Molecule
Queer Theory and Practice
Cell Signaling
Toward a Sustainable
Ecology and Ideas
Puget Sound: Place, People and Policy
18 I Matching Evergreen's Programs to Your Field of Interest
India: Tradition
ECONOMICS
Decolonizing
Individual
the Mind
Language Matters:
The End of Prosperity
Individual
Study: Management,
Non-profit
Development
Looking Backward: America
Native Studies: Indigenous
Business, Maritime
Studies,
and International
Trade.
in the Twentieth
Century
Americans
Persuasive Language in Popular Culture
Counseling:
The Pacific Northwest:
Advanced
in a Communal
Integrating
Change
Society
East
Services Skill Sets
GEOLOGY
of a Sailor
Advanced
EDUCATION
Advanced
Research in Environmental
Character
Studies: Images, Ethics and Culture
Studies
Research in Environmental
Introduction
to Geology
The Olympic
Peninsula
Science, Creativity
The End of Prosperity
& Political Economy
Study: Topics in Environmental
Environmental
Education,
to Natural Science
Persistence:
A Study of Inspired Work
Science
Reservation-Based/Community-Determined:
Integrating
Change in a Communal
Behavioral Medicine
Toward a Sustainable
Environmental
Puget Sound: Place, People and Policy
Health: Science, Policy and Social Justice
Food, Health and Sustainability
STUDIES
Research in Environmental
Foundations
Studies
of Health Science: Global and Local Perspectives
Health and Human Development
Animal Behavior & Zoology
Individual
Study: Psychology
Climate Change
Microbial
Ecology
On the Wild Side
HISTORY
Environmental
Analysis
Environmental
Health: Science, Policy and Social Justice
Individual
Study: Topics in Environmental
Education,
Environmental
Introduction
Education,
Science
Studies, and Education
Beyond the News: Media, Theory and Global History
Conceptualizing
Decolonizing
Native Place
the Mind
The End of Prosperity
to Geology
Legacy of the American
Marine Life: Biological
Society
HEALTH
Power Play(ers): Actions and Consequences
ENVIRONMENTAL
Puget Sound: Place, People and Policy
GOVERNMENT
Studies, and Education
Introduction
Studies
and Exploration
Toward a Sustainable
Health and Human Development
Education,
Dream: People, Power and Nature
Survey of the Wine Industry Across the Americas
Survey of the Wine Industry Across the Americas
Popular Education
Studies
Native Place
Russia and Eurasia: Empires and Enduring Legacies
Spain and the Americas: Cultural Crossings
The Wisdom
Research in Environmental
Conceptualizing
Legacy of the American
The Science of Business Decisions
Educating
Model
GEOGRAPHY
Reservation-Based/Community-Determined:
Advanced
An Innovative
History, Culture and Environment
the Middle
Social Work/Human
Columbus
Individual
Multicultural
(Re)lmagining
Before and After
Political Ecology of Land
Gateways:
& Beyond
Study: Cultural Studies
Dream: People, Power and Nature
Oceanography
Gender and Sexuality: History, Culture, and Politics
Hop on Pop: Investigating
in American
Marine Life: Marine Ecology
and Intervening
Popular Culture
Marine Life: Marine Science Research
Imagining
the Body
The Pacific Northwest:
Individual
Study: Topics in Political Economy, Globalizaton,
History, Culture and Environment
Contemporary
Political Ecology of Land
India and u.S. History
Power Play(ers): Actions and Consequences
Looking Backward: America in the Twentieth
Practice of Sustainable
Medieval and Renaissance Studies:
Toward a Sustainable
Undergraduate
Agriculture
Puget Sound: Place, People and Policy
Research in Scientific Inquiry
The Pacific Northwest:
Animal Behavior & Zoology
Introduction
U.S. Historical
Analysis
Before
& Contemporary
Realities
Russia and Eurasia: Empires and Enduring
Oceanography
Natural History Expedition
GENDER AND WOMEN'S
Science, Creativity
Legacies
and Exploration
Survey of the Wine Industry Across the Americas
Marine Life: Marine Ecology
Marine Life: Marine Science Research
& Directing:
History, Culture and Environment
Power Play(ers): Actions and Consequences
to Geology
Marine Life: Biological
Acting
Americans
Political Economy of the Media:
On the Wild Side
Environmental
and the Religious Impulse
Native Studies: Indigenous
and After Columbus
FIELD STUDIES
Educating
Materiality
Century
Leadership
STUDIES
Queer Theory and Practice
Undergraduate
Research in the Humanities
HYDROLOGY
The Olympic
Peninsula
INTERNATIONAL
STUDIES
Art of Conversation
Gender and Culture: Studies in Japanese and American
Literature
and Popular Culture
Gender and Sexuality: History, Culture, and Politics
Hop on Pop: Investigating
in American
Imagining
and Intervening
Popular Culture
the Body
Changing
China
Individual
Study: Management,
Non-profit
Development
Business, Maritime
and International
Power Play(ers): Actions and Consequences
(Re)lmagining
the Middle
Studies,
Trade.
East
Survey of the Wine Industry Across the Americas
Matching Evergreen's Programs to Your Field of Interest 119
LANGUAGE
Changing
STUDIES
MARITIME
China
(Re)lmagining
the Middle
East
Venezuela: Building
Study: Management,
Non-profit
Russia and Eurasia: Empires and Enduring
Spain and the Americas:
Legacies
Development
Economic and Social Justice
Algebra to Algorithms
Computability
Computer
Health: Science, Policy and Social Justice
Looking Backward: America in the Twentieth
Century
and Language Theory
Science Foundations
Introduction
to Geology
Introduction
to Natural Science
Political Ecology of Land
Methods
Power Play(ers): Actions and Consequences
Models of Motion
of Mathematical
The Science of Business Decisions
Music, Math, and Motion
Social Work/Human
Quantum
Services Skill Sets
Toward a Sustainable
Puget Sound: Place, People and Policy
Study: Management,
Development
Business, Maritime
and International
Natural History Expedition
Studies,
Trade.
Leadership
IMAGE
Media Artists Studio
Media Services Internships
Power Play(ers): Actions and Consequences
Mediaworks
LINGUISTICS
in Context:
Advanced
Data and Information:
Matters:
Computational
Linguistics
Audio Production
India: Tradition
Persuasive Language in Popular Culture
Music Composition
Wonderful
After Nietzsche: Arts, Literature,
Philosophy
in the Wanderer's
Shadow
Eye
Intensive
Telling Stories
Ideas
NATIVE AMERICAN
American
STUDIES
Places
American
Places
Conceptualizing
Changing
China
Food, Place and Culture
Death Considered
Literature
and Popular Culture
Study: Fiber Arts, Installation,
History, Native American
and Multicultural
Non-Western
Studies, Creative Writing:
American
Japanese Film: Characteristics
The Pacific Northwest:
Art
Poetry,
and Aesthetic
Murakami
Ecology and Ideas
Educating
Change in a Communal
Power Play(ers): Actions and Consequences
The Olympic
LEADERSHIP AND EDUCATION
Natural History Expedition
The Wisdom
ARTS
Acting & Directing:
Self and Culture: Studies in Japanese and
Changing
Literature
and Cinema
Dance: Body, Culture and Behavior
Experimental
Undergraduate
India: Tradition
Wonderful
Research in the Humanities
of a Sailor
Theatre and Puppet Theatre
& Beyond
Rehearsal & Performance:
Ideas
Student Originated
Wonderful
MARINE SCIENCE
Advanced
Research in Environmental
Educating
On the Wild Side
Marine Life: Biological
Queer Theory and Practice
China
Spain and the Americas: Cultural Crossings
The Wisdom
Oceanography
Leadership
of a Sailor
PERFORMING
Theatre
Leadership
Peninsula
Russia and Eurasia: Empires and Enduring Legacies
American
Society
On the Wild Side
OUTDOOR
Barth, Pynchon, Delillo,
and World Cinema
Rehearsal & Performance:
Integrating
Natural History Expedition
Telling Stories
and Postmodernism:
Reservation-Based/Community-Determined:
Tradition
Century
Life, Times, Work
Postmodernity
History, Culture and Environment
NATURAL HISTORY
Looking Backward: America in the Twentieth
PerformanceWorks:
Before
Persistence: A Study of Inspired Work
Literature
Of The Field: Ecopoetics,
Americans
and After Columbus
Gender and Sexuality: History, Culture, and Politics
The Opening
Native Place
Native Studies: Indigenous
Gender and Culture: Studies in Japanese
and American
Workshop
& Beyond
PerformanceWorks:
LITERATURE
Nietzsche:
and Justice
Music, Math, and Motion
Language and Mind
Individual
Sustainability
MUSIC
Art of Conversation
The American
Puget Sound: Place, People and Policy
Research in Scientific Inquiry
Image and Sequence
Persistence: A Study of Inspired Work
Language
MOVING
Physics
Theory: Physics and Philosophy
Toward a Sustainable
Undergraduate
LEADERSHIP STUDIES
Non-profit
Studies,
Trade.
MATHEMATICS
The End of Prosperity
Individual
Business, Maritime
and International
The Wisdom of a Sailor
Cultural Crossings
LAW AND PUBLIC POLICY
Environmental
STUDIES
Individual
Studies
Theatre
Studies: Performing
Arts
Ideas
PHILOSOPHY
After Nietzsche: Arts, Literature,
Philosophy
Shadow
Marine Life: Marine Ecology
Death Considered
Marine Life: Marine Science Research
The End of Prosperity
Inescapable
Beauty, Elusive Sublime
Language and Mind
in the Wanderer's
20 I Matching Evergreen's Programs to Your Field of Interest
Nietzsche:
Life, Times, Work
Postmodernity
Murakami
Barth, Pynchon, Delillo,
and World Cinema
Science, Creativity
Undergraduate
Persistence: A Study of Inspired Work
Computational
(Re)lmagining
Linguistics
the Middle
Venezuela: Building
and Exploration
SUSTAINABILITY
PHYSICS
of Mathematical
Conceptualizing
Physics
Environmental
Models of Motion
Food, Place and Culture
Theory: Physics and Philosophy
Green Studio
PHYSIOLOGY
Dance: Body, Culture and Behavior
POLITICAL SCIENCE
Americans
History, Culture and Environment
Puget Sound: Place, People and Policy
Economic and Social Justice
Eye
China
Green Studio
Hop on Pop: Investigating
Before
in American
and After Columbus
and Intervening
Popular Culture
Image and Sequence
Political Economy of the Media:
& Contemporary
The Incisive Line
Realities
Individual
Power Play(ers): Actions and Consequences
the Middle
The American
Changing
Dream: People, Power and Nature
Native Studies: Indigenous
East
Reservation-Based/Community-Determined:
Integrating
Change in a Communal
Study: Fiber Arts, Installation,
Studies, Creative Writing:
Poetry, and Multicultural
American
Inescapable
Society
Media Artists Studio
Medieval and Renaissance Studies:
Materiality
Literature
and the Religious Impulse
Student Originated
PSYCHOLOGY
Art
Beauty, Elusive Sublime
Survey of the Wine Industry Across the Americas
Economic and Social Justice
Non-Western
History, Native American
Spain and the Americas: Cultural Crossings
Venezuela: Building
and Justice
VISUAL ARTS
India and U.S. History
Legacy of the American
(Re)lmagining
Peninsula
& Political Economy
Study: Topics in Political Economy, Globalizaton,
U.S. Historical
Sustainability
The Olympic
Venezuela: Building
Popular Education
Contemporary
in Context:
Toward a Sustainable
the Mind
Food, Place and Culture
Individual
Dream: People, Power and Nature
Mediaworks
Practice of Sustainable Agriculture
The End of Prosperity
Gateways:
Legacy of the American
The Pacific Northwest:
Beyond the News: Media, Theory and Global History
Decolonizing
Native Place
Health: Science, Policy and Social Justice
Food, Health and Sustainability
Music, Math, and Motion
Quantum
Economic and Social Justice
STUDIES
Climate Change
Climate Change
Methods
East
Survey of the Wine Industry Across the Americas
Theory: Physics and Philosophy
Science, Creativity
Study: Cultural Studies
Animal Behavior & Zoology
OF SCIENCE
Data and Information:
Individual
STUDY ABROAD
and Exploration
Research in the Humanities
PHILOSOPHY
Quantum
SOMATIC STUDIES
and Postmodernism:
Studies: Visual Art
WRITING
Behavioral Medicine
Health and Human Development
Awareness:
Individual
Study: Psychology
Changing
China
Individual
Study: Society and Behavior
Character
Studies: Images, Ethics and Culture
Counseling:
An Innovative
in American
Model
Self and Culture: Studies in Japanese and American
Literature
Individual
So You Want to be a Psychologist
Social Work/Human
Services Skill Sets
Turning Eastward: Explorations
in EastlWest
Psychology
the Body
& Directing:
Study: Fiber Arts, Installation,
Studies, Creative Writing:
Poetry, and Multicultural
American
Natural History Expedition
The Opening
Queer Theory and Practice
Gender and Sexuality: History, Culture, and Politics
& Beyond
(Re)lmagining
Leadership
Ecology and Ideas
Telling Stories
the Middle
East
Change in a Communal
Science, Creativity
Study: Society and Behavior
Turning Eastward: Explorations
in EastlWest
The Wisdom
Wonderful
Beyond the News: Media, Theory and Global History
the Mind
Society
and Exploration
Toward a Sustainable
Psychology
SOCIOLOGY
Decolonizing
Literature
Of The Field: Ecopoetics,
PerformanceWorks:
Integrating
Individual
Art
Reservation-Based/Community-Determined:
RELIGIOUS STUDIES
India: Tradition
Non-Western
History, Native American
Language Matters: Persuasive Language in Popular Culture
Ideas
QUEER STUDIES
Acting
Imagining
and Intervening
Popular Culture
The Incisive Line
and Cinema
Wonderful
Studies
Hop on Pop: Investigating
Integral Psychology
Multicultural
Independent
Puget Sound: Place, People and Policy
of a Sailor
Ideas
ZOOLOGY
Advanced
Research in Environmental
The End of Prosperity
Animal Behavior & Zoology
Power Play(ers): Actions and Consequences
The Olympic
Peninsula
Studies
Condensed Curriculum 2008-2009 I 21
Condensed
Curriculum
2008-2009
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
pg
Evening
and Weekend
International
Studies and
Opportunities
to Study Abroad
31
Global and Local Perspectives
Gender and Culture: Studies in Japanese
14
134
Public Service Centers
45
Food, Place and Culture
··Fo~ndations···orHealth·S~ie·n~e·:
14
Studies
and ...~.Jl1E!rican...Literatur~ ..a ..Jld ..F'()PlJl~.r..c:.lJ.ltlJ.r~..... 46
Green Studio
31
'jr6agean~$~g~en~~
The Incisive Line
Language Matters:
PROGRAMS FOR FRESHMEN
32
45
............_____
41
Core: Designed for freshmen
pg quarter
F'.~.r~.lJ~~iVE!
...~~.Jl.g.lJ
..~.g~...i.Jl...F'().PlJ.l~r.c:lJlture
.L~.Jl.g.lJ.~.g~
...~Jl~....
t-,1iJl.~
.....
qhangingC:hin~.................................................................................................................
27
F W S
Looking Backward:
Character:....S.tu..cJie~:lrnagE!s,E:tb_ics and Culture
28
F W S
America in the Twentieth Century
Hop on Pop: Investigating
and Intervening
-Medieval and RenaissanceStu'aies:
FW
in AmericanPopularCulture
32
~h~
..•
••jr6~gi6i6g •.• §<?~y.•.......................
Legacy of the American Dream:
People, Power and Nature
The Pacific Northwest:
33
...f::l.i~~()ry,
...c:u.ltureandEnVirc)n.Jl1~nt.
Toward a Sustainable
Puget Sound:
Place, People and Polic:y_~
Wonderful Ideas
48
33
--
----
All-level: A mix of freshmen, sophomores,
juniors and seniors
~'Nareness:ln~~p~n~~nt?~lJ~i~~
Computer
Science Foundations
¢<?6~~p!0~liii6gNa~i\l~pl~~~"
Dance: Body, Culture and Behavior
Data and Information: Computational
[)e~()I()Jli2:iJlgtb~t-,1iJl~
E:~lJc~tiJlg()ntheVVildSi~e
Food,Healthan~?lJst~iJla~ili~y
FW
S
pg
44
26
27
41
28
quarter
F W
S
S
F W S
F W S
W S
F W
W__
__
F W
_.1.~~
LinfLui~!ic~,_~~,
30
44
30
S
F W
FWS
S
FW
FWS
S
W
47
S
34
FWS
34
39
FW
F
FW
FW
42
36
WS
FWS
U.S ....f::list()ric.~I.?<...c:().Jl.~.~.Jl1.p()r~ry
..R~.~.li~.i~.~.....
Russia and Eurasia:
42
WS
._E:.Jl1.pir.~.?_.~Jl~_.E:n~lJrin.g
..Legacies
Science, Creativity and Exploration
Self and Culture: Studies in Japanese
and American Literature and Cinema
S()Y()LJ\N~ntt()~~~F'sY~b()l()gi~t
Social Work/Human
Services Skill Sets
Spain and theAmericas:
Cultural Crossings
37
37
FWS
FWS
43
48
38
W
....t-,1.~t~.ri~.lity
...~..Jl.~. ...th~.Relig.ious.I.Jl1puls.~.
t-,1icr()biaIEcology
Music, Math, and Motion
40
FW S
--~~~-----40
FW
..~ctiJl.g ..?<..[)irecting: ...C1ueer ..Th~.()rya.Jl~ ...Pr~~ti~.~..... 26
~lg~~r~t()~lg()rithlTls
43
Tb~~Jl1E!ri~~JlE:Y~
American Places
FW
S
........................,35
35
The ..()lyJl1.pic.F'~ni.Jl.s..u.la.....
The Opening Of The Field:
Ec()p()~ti~?,E:~()I()gY~Jl~I~~~?
Persistence:
A Study of Inspired \No.r.~_~ __
Political Economy of the Media:
----"38
~?lJ.rV~y.()f.tE~~y.,ine ...lnd~;t~yA'c~?s~Th~AJl1.eri~~.~
.....
~F
S
F W S
F WW S
quarter
FW
22 I Condensed Curriculum 2008-2009
Sophomores or above (intermediate
CULTURE, TEXT AND LANGUAGE
Introductionto(Jeol()gy
. .
Naturalf:ii?t()ry§xpE!~iti()n~e~~ership
All-level: A mix of freshmen, sophomores,
juniors and seniors
American Places
pg
50
~~~~~~~~~:I~d~p~~d~~i:St~di~=======)1Fi/{j_
Gender and Culture: Studies in Japanese
and American Literature and
Culture
language
Matters:
.~rsl!.'l~ive
lan9l~.~.~~~ula!:i=ulture
looking Backward:
~rllE!ri~aillthE!T~E!Il~iethC:E!lltlJrY
Medieval and Renaissance
Studies:
fv1aterialityan~theReli9iouslmplJlse
The OpeningOfTh~Fi~ld:·
61
5_8__
level)
. f:iistory, ..C:ulture, ...and ...Politics
_I!l.~i d ual?.!tJ~y:C:lJltural.Studies
.
Individual Study: Fiber Arts, Installation,
Non-Western
Art History, Native American
Creative Writing: Poetry, and Multicultural
American Literature
Juniors or seniors (advanced level)
After Nietzsche: Arts, Literature, Philosophy
~~~~:;~;~
~_._
54
F W S
55
F W
60
W S
57
F W S
59
58
W
F W
pg
50
quarter
F
51
61
FW
52
FWS
shadow'--
16~i~:f~~~i~i?rlI·$E!y?6d
.11lE!~~~p<l~IE!!:lE!auty,!:lusi\le?ublirlle
pg
S
FW
F
FWS
quarter
------'~::.:~=---F--=S
_
52
53
F W S
FW
Nietzsche:
Life ,.-::T:-i
m~e.:.s,'_W':'-"o_rk_'_:_--:-_:__-~----=-5.:.9_
W
Undergraduate
Research in the Humanities
__ .61._ ..__ . __
ENVIRONMENTAL
~
STUDIES
All-level: A mix of freshmen, sophomores,
juniors and seniors
[)an.ce:.!:l0dy,.C:ulture.an~
...Behavior
..§~lJc<l~illgQrl~hE!l,fI,'il~?i~E!
.
F()()~,f:iE!alth<lrl~?lJ~~<lirl~~ility
Food, Place and Culture
.rv1i~r().~ial_§.~()1()9Y
.
. ThE!..Qlyrll.pic.Peninsula
.
The Opening Of The Field:
Ec()poetics,Ecology
...~ndl.cJE!a~_
Lower-division:50 percent freshmen
and 50 percent sophomores
_CIima!E!.c:harl9.E!.
_
Juniors or seniors (advanced level)
Advanced Research in Environmental
.
Studies
A6i0~1$~F~yi~~I%?~I?gy
Environmental
Analysis
Environmental
Health:
Science, Policy and Social Justice
Individual Study: .
.
pg
73
71
quarter
S
W S
pg
64
65
66
quarter
F W S
F W S
F W S
66
FWS
Topics in Environmental
Education, Science
Education, Environmental
Studies, and Education 68
F W
·~.ari~~.·Life:$iofo:gica.IQcea~?g~~-phY-·--------·
--6S--F·---fv1~rillE!lifE!:fv1<lrirlE!§~()1()9y
Marine Life: Marine Science Research
Political Ecology of land
Practice of Sustainable Agriculture
70
74
74
69
W
S
S
S
F
EXPRESSIVE ARTS
Studies,
Characteristics
and Aesthetic Tradition
54
Postmodernity
and Postmodernism:
Barth, Pynchon,
Delillo, Murakami and World Cinema
56
JRe)Ir::fl.C1.gJllirlgt.hE!rv1i~dleEast
56
~:~~:
S
.
§c()p()E!ti~s,.§<:()1<?9yall~I~E!as.
Russia and Eurasia:
ErllpiresandEnduringlegacies
Self and Culture: Studies in Japa~es~
and American
literature
and Cinema
~~~--~-~--~~---~-----~-~
~~~-~~---~----~------~----------?P~ill~rl~thE!~rllE!ri~<l~:c:ulturalc:r()ssillgs
Sophomores or above (intermediate
Art of Conversation
G~~de~a~dS~~~afity:
quarter
F W S
level)
pg
65
72
67
73
69
70
quarter
F W
S
FW
S
F
FW
71
W S
pg
72
quarter
S
All-level: A mix of freshmen, sophomores,
juniors and seniors
..~.~tin9 ...8<,.[).i.rE!c~in9.:
...9uE!.E!.r..Th.E!()ry.an.~...Practice
The~rllericanEye
76
87
c:()n<:E!ptuali~in_9..r-J.ati\lE!F'la~e.............
Danc:.e: Body, Culture and Behavior
Green Studio
Irll~9E!an~?E!qlJE!n~E!
The Incisive line
Medi~~af~~dRe~ai~sa~ceStudie~:Mat~~iafity~~dth~
Religiouslrllpulse
Music, Math, and Motion
77
65
78
78
87
quarter
FW
S
FW
FW
FW
FWS
S
83
84
F W
F W
pg
84
quarter
F W S
pg
quarter
Lower-division: 50 percent freshmen
and 50 percent sophomores
Performance Works:
Stories
Sophomores or above (intermediate
level)
pg
..§)(pE!ri.rll.E!.rlt~.I
ThE!a~~E!<.lrl.~..
. ~.lJppE!t.ThE!at~E!
??..................... S
Individual Study: Fiber Arts, Installation, Non-Western
Art
History, Native American Studies, Creative Writing:
Poetry, and Multicultural American Literature
79
FWS
fv1E!~i~.~().r~s.irl...¢()rltE!)(~:•..?us1:<li.6~~ility...~n.~...JlJs!i~E!•..•
?2.··· FWS
Rehearsal & Performance:
Theatre
88
S
WS
··si:ud~~tO~ig·i.~·ated.··Studi~~:··yi~uaIA~t.··.........
86
Ven~zuela: Buildi~9- Econo~ic and Soci~1 Justice ------'85
FWS
Juniors or seniors (advanced level)
Advanced Audio Production Worksh()p
India: Tradition 8<,Beyond
.-
pg
76
quarter
F W S
----i'i-F WS
IrlE!s~~p~~IE!~E!~lJty,§llJsi\lE!?u~lirlle
Media Artists Studio
M~di~$~~~ic~~J~i:~~~~hips....
-Music·Composition
I~te~si~e
80
81
81
83
F
F
F
F
W
W S
W S
W
.StudentQriginated?tlJdies:Perf()rrllin9~rts-
85
F W
Condensed Curriculum 2008-2009
NATIVE AMERICAN AND WORLD
INDIGENOUS PEOPLES' STUDIES
All-level: A mix of freshmen, sophomores,
juniors and seniors
pg
quarter
American Places
120 F W 5
_~on<:,,~p~~'!!!~i~iL!'!~_~~_.!'l<'l_c~
'1]_Lf_Y'! _
Food, Place and Culture
124
5
:~~~~i~i~~-~~~:A:~~~~Y:?II0~pi~~~W?!k----------i22-F\r;is
Social Work/Human Services Skill Sets
123 F W 5
Sophomores or above (intermediate
level)
pg
Native Studies:
Indigenous Americans Before and After Columbus121
Juniors or seniors (advanced level)
pg
quarter
FW
quarter
Reservation-Based/Community-Determined:
-'-~.El.gLCl!lf!_9.fb<'l_f!g_~_iTl_<'I_fg!'1_I11_l!.~~~gc:i!?~L
__.___1~~ F W 5
SCIENTIFIC INQUIRY
All-level: A mix of freshmen, sophomores.
juniors and seniors
pg
quarter
~Igebra t~~.9.~rit~~~
]QQ
~_
__
f_~_~p.,:!!!?!_?_cJ~_f!.c:!?_f~':!Tl_~~!i
on-,~
~~
Y'!__S__
Data and Information:Computational~inguistics~_f
_
_f~~d, H~Cl~tb~_.?ustaina~il!.1:y~
__..__.___
___ 9_2 ~W
Food, Place and Culture
101
5
·F;:;~ndati;:;n~o{H~aii:hsc::ien~e:
FWS
~1~_~~<'Ind ~1:)C:ClIPer~E!?c:tive_~___
___ ?3
Introduction to Natural Science
94
FWS
5
__
~Cl.~guagE!Clr1~tyli~~
.____ .____
._..J_Q]
tylic:robial~C:l:)logy.....................
95
F
Music, Math, and Motion
96
FW
··S~j~nce,·C~eai:i~ii:y···and··I;plo~aBon··········===~········9'i··········F·W···S··
Lower-division: 50 percent freshmen
and 50 percent sophomores
quarter
100
level)
Advanced Business Foundations
Beha~Toral-~';'-edTcin-e-.....------- ..
level)
pg
quarter
91
93
FW 5
FW
=-:::==
~!.f_Y'!
90
F
90.... - ..... _ .....F__W
._._
._.... _ ..5_.
92
FW 5
102
5
SOCIETY, POLITICS, BEHAVIOR AND CHANGE
All-level: A mix of freshmen, sophomores,
juniors and seniors
pg
quarter
105 F W
~---.-117
5
108
quarter
104
104
FW
F
BeyondtheNe~s:
Medi.a, Theory ilTld Glo~..<llHistory
105 F W
Gateways: Popular Education & Political Economy 106 F W 5
__f:1E!<lltbilTl9_1::l':!111_Cl.r1_!2~.\I_E!I~EI11E!Tl_t________________}Q?
__f_"",_
Individual Study: Management, Business,
Maritime Studies, Non-profit Development
and International Trade.
107 F W 5
_!f!_<:Ji_\f~d~_ClL_~!':!9y:.£'~y~_b()I()_9L__
!}.<l __ -""' __
l':1~!':i.cl.~l?.!ud~:....?.ociety~_~_~~b~'yi()_r~
~1i
..?..
Native Studies: Indigenous Americans
Before and After Columbus
109 F W
jRe)lm-ag!ning the Middle E~-----·----~1-1
(fF\iVS
The Science of Business Decisions
117
5
Turning Eastward:
_~.xE'I()E_Cl.!ions_!r1_~as~~_!i~~YC:_~1:)1~9L_________
_11_?_.._f_'-'\I_.. _
Venezuela: Building Economic and Social Justice
113 F W 5
The Wisdom of a Sailor
111 F W 5
Juniors or seniors (advanced level)
pg
quarter
The End of Prosperity
1~
Individual Study: Topics in Political Economy, Globalizaton,
__fg_f!!~_~p.c:l!~I)'_I_r1.9J.<l..!l_':1~JL
~:}:ll~!g!}'
!.!.?
5_
tyI~I~!c:~ltL.1~illf~tJTl~E!liTlg:_~I1_ITlTlI:)\lCl.ti\lE!_tyl_~<:J_e:L__1_Q~
__f_"",_? _
TACOMA CAMPUS PROGRAMS
pg
_1"1:)~e:r:l"la.~(~r:.sL~~!igr1saTl<:J_~()nsE!gtJE!Tlce:~___126
INDIVIDUAL
Advanced level
_
95
FW 5
96
FW 5
98--1" VV-S-
Juniors or seniors (advanced level)
Advanced Biology: Cell Signaling
__
~f!ll11aIB_e:_b_a\fior_&.:~~I:)I~gy
...
~r1\1ir()f!I11e:r1!ClIAf!Clly!ii!i
_Q':!Clf!!':!I11_Ibe:I:)I)':~by!iic:~Clr1<:Jl"bill:)!i.~pby
pg
quarter
FW 5
5
Computability and Language Theol)'
Health and Human Devel~ment
_tyl_E!!b~_~_~gir0:Cl!bE!_I11Cl!ic:ClI_£'hysic:~
__
Models of Motion
Mofec~fei:o-6rganjsm.
.
__
Undergraduate Researchinsc;er;tff~Tnquiry--
Decolonizing the Mind
Integral Psychology
Looking Backward:
.....
,!l.I11e:!ic:.Cl.ir1!b!?T.~!?f!tiE!th
...f.!?Tltul)' ...
Sophomores or above (intermediate
Juniors or seniors (advanced level)
pg
Climate Change
Sophomores or above (intermediate
X~r.!i.i?!!?~c:e:£ Study _~_I~~.cI._\fY()~
1Q~Y'!_?_
Political Economy of the Media: U.S. Historical &
fI:)Tl~~l11p~rClI)'~!?Clliti!?!i
114
W 5
?c:l...y'ouV\f<lr1!_tobe ~.!'!iyc:ho~()gi!it____.
1E
?_
~n
and the Americas: Cultural Crossings
110 F W
_?~'!:\I~ygf!be:_YYJE'_~.1
Tl_~~_!i!rY._~C:E~~!i!b_~_J\_~.El.r.i.C:il.!i.
__!!]_f""'_.?
FW 5
STUDY AND RESEARCH
pg
quarter
Advanced Research in Environmental Studies
64
FW 5
·.E~Iyi~~ar~f~(fY:~~~E~-r~C~~~~e~~~~~~~~~ ------ - 61------ -5
Individual Study: Fiber Arts, Installation,
Non-Western Art History, Native American Studies,
Creative Writing: Poetry, and Multicultural
American Literature
52
FW 5
-In-di~id~afSt;;-dY~Ma;:;ageme-;:;t.-B-~~;:;e~s~---------------------Maritime Studies, Non-profit Development
and International Trade.
107 F W 5
114
W _,._.
_1.!1<:Ji\li9l!.il!?!':!cJY:_l"syc:b()I_~9L
..
..._ .....• _1f1_<:Ji\li9_U.ClI_?!':!9LS.()_<:i.El.!YCl.l1cJ_E!.E!b_a\l~~~_
116
5
Individual Study: Topics in Environmental
Education, Science Education, Environmental
Studies, and Education
68
FW
Marine Life: Marine Science Research
74
5
tx!e:<:Jia?~_r\lic:~!iIf1!!?ETl!ibip~_______
__?1_f"",?
__L,JI1_~~L9E!l_<:JtJ.<l.!e:_~_E!!i~ClE_c:bJTl!b_E!_f:l_u_~a.r1J!i~_s
~?_______?
I 23
24 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
Mediaworks in Context:
Sustainability and Justice
Indicates subject areas that ~
correspond to traditional disciplines
Fall, Winter and Spring quarters
~nd subjects. Credit may .be earned
In these areas at completion of the
program
-------<
J
CLASS STANDING
States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
PROGRAM IS PREPARATORY ...
Major areas of study include film theory and criticism,
documentary history and theory, experimental film/video
history, cinematography, digital video production, audio
production, independent projects in film and video,
sustainability and justice, and proposal writing.
Class Standing: Sophomores or above; transfer students
welcome.
Prerequisites: Core or interdisciplinary studies program.
Transfer students must complete at least one quarter of
interdisciplinary studies.
Program is preparatory for careers and future studies in
media, visual arts, communication, and education.
Suggests that program might be
a particularly useful step for future
studies or careers.
FACULTY
Lists members of the faculty
team scheduled to teach the
program. See faculty bios page 128.
Faculty: Laurie Meeker (film and video production,
media history and theory)
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.
Mediaworks is the foundational program for moving
image practices in the Expressive Arts at Evergreen. This
program will continue to emphasize the study of media
technology and hands-on production practices along
with the study of film/video history and theory. This year
we have decided to take Mediaworks in a new direction.
Our work as filmmakers will be placed in the service of
both sustainability and justice. A number of academic
programs are centering their inquiries on important issues
facing us and our planet - climate change, environmental
justice, the relationship between people and the land, the
sustainability of human and natural communities. How do
we engage these issues as filmmakers and artists? Can our
work make a difference?
Engaging media history and theory will be central
to developing strategies of representation in our own
work as producers of media. We will examine the history
of documentary filmmaking to explore the strategies
filmmakers have developed to represent "reality." We will
study non-fiction filmmaking strategies ... See page 82 for
the full description
L
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.
SPECIAL EXPENSES
Lists expenses in addition to
regular tuition and fees.
TOTAL~--------------~ Faculty
Number of quarter hours that
could be credited at successful
completion of the program each
quarter. Fewer than 16 credits allow
for other options, e.g., an internship
or language course.
J
,.---------<
ENROLLMENT
Number of students who may
enroll. Core programs typically
allow 23 students per faculty; alllevel allow 24; intermediate and
advanced, 25.
Signature: Students must complete a written
application ... Applications received by the Academic
Fair, May 14, 2008, will be given priority. For more
information, contact Laurie Meeker at meekerl@
evergreen.edu. Qualified students will be accepted until
the program fills.
Total: 16 credits per quarter
Enrollment: 44
Special Expenses: $200-$300 per quarter for media
production supplies.
Internship Possibilities: Spring only with faculty
approval.
A similar program is expected to be offered in 2009-10.
INTERNSHIP
POSSIBILITIES
States whether an internship is
optional or required.
3
SIMILAR PROGRAMS O~FERE.D
. G.lvesthe next opportunity to JOin
a similar program.
Programs for Freshmen I 25
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.
26 I Programs for Freshmen
Acting & Directing: Queer Theory and Practice
American Places
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include acting, directing, technical theatre
and theatrical design, theater history and dramatic literature,
playwriting, dramaturgy, and queer, gender, and feminist studies.
Major areas of study include American studies, anthropology,
literature, history, Native American studies, politics, and
community studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
humanities, elementary and secondary education, journalism,
American studies, Native American studies, social services, law,
and environmental studies.
Faculty: Sam Schrager (folklore), Kristina Ackley (Native American
studies), Matthew Smith (political science)
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
education, theatre, queer studies, the arts and humanities.
Faculty: Walter Eugene Grodzik (theater, acting)
The appearance of queer people on the stage is not only a
modern phenomenon. This program will investigate the portrayal
of gays and lesbians in the theatre from Shakespeare through
the pioneering plays of the early and mid-twentieth century, to
contemporary playwrights and queer performance and performance
art. In addition, we will also examine how the nature and practice of
theatrical performance has transformed from the realism of the early
20th century to the postmodern performance of today.
Students will participate in weekly seminars, critiques, and
theatre workshops. In seminar, we will study queer theatre history and
dramatic literature, and acting and directing theories and techniques
from Stanislavski to Robert Wilson and Anne Bogart. In performance
workshop, students will select and perform monologues and scene
work and also act in and direct one-act plays. In addition to the
performance aspects of the class, students should possess a strong
interest in reading, critical thinking, and queer theatre history and
gay and lesbian dramatic literature.
Students interested in this program should come prepared with
commitment, enthusiasm, and creativity. Students must also possess
a strong interest in gay, lesbian, and queer theatre and performance
as it isfundamental to the program. This is an introductory preparatory
theatre training program where students of all ages and abilities are
welcome. Students who show the discipline and ability to perform
at an advanced level will be invited to join spring quarter's Rehearsal
and Performance: Theatre.
Total: 16 credits per quarter
Enrollment: 24
Planning Units: Expressive Arts and Programs for Freshmen
Place absorbs our earliest notice and attention, it bestows on us our
original awareness; and our critical powers spring up from the study
of it and the growth of experience inside it. Sense of place gives
equilibrium; extended, it is sense of direction too. -Eudora Welty
Place forms us, Welty says. Yet in this age of unprecedented
interchangeability of spaces, what happens to the distinctive
character of places? In the face of the mobility, uprooting, and
alienation endemic in the U.S. and elsewhere, what connections
to place can we hope to nurture? Our program will explore how
place emerges from experiences of location within the physical
world and power-laden fields of social relations. We will study how
American places are conceived, lived in, felt about, fought over, and
transformed at intersections of geography and history, culture and
politics. How, we will ask, do persons and groups create-and how
are they shaped by-the places they inhabit?
Re-imagining and reinventing place will be a central theme.
We will look at how Indigenous communities have contested
American spaces by re-mapping race, gender and nation in the
face of colonization, and we will listen to ongoing Native discourse
about the effects of borders on tribal sovereignty. Our inquiry will
consider other groups remaking places: Europeans transplanting
home cultures, African Americans asserting selfhood in racist South
and North, settlers relocating to the West, and Latin American and
Asian immigrants forging transnational identities. Contemporary
issues will include tourism and economic development, power
in social institutions, practices of community, the value of stories
and the fate of cultural traditions. Our views of place will range
broadly, encompassing Olympia and New York City, the Six Nations
Confederacy and the Idaho woods, families and worship-houses,
beauty salons and theme parks, schools and prisons.
This program offers ideal opportunities for students to develop
skill as interpreters, writers, and researchers by studying scholarly
and imaginative works and by conducting ethnographic fieldwork
(observation, interviewing, documentation of social life). From midwinter to mid-spring, students will undertake an extended project
on an American place of their choice, locally or elsewhere. The
faculty will provide strong support. This project, embedded in the
conversation of the program, will include the option of combining
research with internships or other community service. The research
will be a fine context for writing senior theses. We anticipate that the
work students accomplish here will be a source of pride and pleasure
in years to come.
Total: 16 credits per quarter
Enrollment: 72
Special Expenses: $240 for fall and spring program field trips.
Students may incur expenses associated with winter/spring
research project. Costs will depend on location of study and
choices of research.
Internship Possibilities: With faculty approval, as part of winterspring research project.
Planning Units: Culture, Text and Language; Native American and
World Indigenous Peoples' Studies; and Programs for Freshmen
Programs for Freshmen I 27
Awareness: Independent Studies
Changing China
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include areas of student interest.
Major areas of study include China studies, Chinese history,
philosophy, religion, literature, language studies, visual arts,
theatre and performing arts, movement and martial arts, as well
as research and writing.
Class Standing: This Core program is designed for freshmen.
...I
...I
~
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in wherever
your work takes you.
Faculty: William Ray Arney
Awareness has been offered in various forms for the past three
years. This year, students will pursue independent projects that
fit under the rubric of Awareness. There is no faculty signature
requirement, but students are encouraged-not required-to submit
proposals to the faculty before registering. (NB: Submission of a
proposal does not guarantee a slot on the class roster.) Proposals
should consist of answers to the following questions:
1. What do you want to learn?
2. How are you going to learn it?
3. How are you going to know that you have learned it? (This is
the most difficult and most important question. If you have trouble
answering this question, or if you are inclined to say you are involved
in "life-long learning," you probably need different answers to the
first two questions.)
4. What difference will this make?
There will be an optional convivium every second or third week
at which students may present their work.
All students should be motivated and self-directed. Freshmen
are welcome but are STRONGLY advised to consult with faculty via
e-mail before registering.
Total: 16 credits per quarter
Enrollment: 24
Internship Possibilities: With faculty approval.
Planning Units: Culture, Text and Language and Programs for
Freshmen
Program is preparatory for careers and future studies in China
studies, Asian studies, international studies, Eastern philosophy,
Chinese literature and language, world literature, comparative
literature, education and the social sciences.
Faculty: TBA (China Studies), Rose Jang (China Studies,
performing arts)
From the ancient titles of "Middle Kingdom" and "All under
Heaven" and nearly four thousand years of written history and ongoing
civilization emerged a complicated, multi-ethnic and controversial
place called China. What is China? Who is Chinese? This program
will provide students with a comprehensive picture of Chinese history
and culture, from prehistoric archaeology and mythologies to the
complex modern nation state. Through historical surveys, hands-on
practice of Chinese arts and readings of Chinese literature, we will
examine China's long and rich classical tradition. We will explore the
mysteries and misunderstandings that enshroud Chinese modern
history and politics. For the full year, students will work in a Chinese
language classto build fundamental skills in conversation and reading
that will support their studies and prepare them to travel to China in
spring quarter. Our ultimate goal is to understand China and its role
in our ever-widening global community.
Fall quarter, we will emphasize the foundations of Chinese
culture, established via more than three thousand years of
monarchical, dynastic history. Chinese philosophy comprised of the
primary "Three Teachings" of Confucianism, Daoism and Buddhism,
and blended with popular beliefs, will inform our study of Chinese
literary tradition and its enduring works of poetry, prose, song, fiction
and drama. We will also study and experiment with Chinese classical
arts. From Chinese calligraphy, brush painting, interior and garden
design, theatre/performing arts to movement and martial arts such
as Taiji, students will experience and embody a variety of Chinese
artistic and aesthetic practices. These arts grew from the same roots
as China's cosmology, philosophy and literary traditions.
Winter quarter we will focus on China's modern period. We
will look at the 17th century when internal ethnic disharmony
and interventions by Western powers destabilized its centuriesold monarchy, and continue to the twentieth century when China
transformed into a republic, and then into a Communist state.
With critical and open minds, we will study the cultural, social and
political ramifications of these changes, confronting the suffering
and brutality which engulfed millions. Relevant issues included
international and civil wars, border disputes, ethnic unrest, cults of
personality, ideological crises, cultural revolutions and movements
for democracy. Our historical survey will be accompanied by literary
readings, artistic exercises, film viewing and critical reflections.
In spring quarter, we will continue our survey of modern China
by tracing the critical phases of reform and modernization initiated in
the early 1980s. We will pay close attention to China's current image
as a dynamic economic powerhouse and enigmatic, ambitious world
political presence, aswell as its internal need for a well-functioning legal
system. Students will have the option of traveling to China to further
study Chinese language and culture, Taiji, calligraphy, visual arts, and
Chinese opera. Those who stay on Evergreen's campus will continue
to engage in serious China studies via projects or internships.
Total: 8,12 or 16 credits per quarter
Enrollment: 46
Special Expenses: $200 for art supplies and event tickets; $4,000
for optional travel and study abroad in China in the spring. A
deposit of $150 is due February 1, 2009.
A similar program is expected to be offered in 2009-2010
28 I Programs for Freshmen
...•
...•
Character Studies: Images, Ethics and Culture
Conceptualizing Native Place
~
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include classical studies, American studies,
Major areas of study include Native American studies, geography,
anthropology,
and the arts.
Class Standing: This Core program is designed
for freshmen.
Program is preparatory for careers and future studies in the
humanities, education, law, and public service.
Faculty: Rita Pougiales (anthropology), Bruce Davies (law),
Andrew Reece (classical studies), TBA
How do we determine what to do when faced with hard choices?
Is our own happiness uppermost in our minds, or is something else
- loyalty to a friend, say, or religious principles? How can we live
with integrity in the face of temptation or tragedy? These are ethical
questions, and questions like these demand that we think carefully
about character.
Character comprises not only our distinctive qualities, but also
our disposition to act in certain ways, for good or ill. Indeed, our
word "ethical" derives from the Greek word for character, ethos,
which, like our word, can refer to a literary figure (a character) or
to one's combination of qualities and dispositions. Aristotle thought
that good character is the same thing as being good at being a
person. What did he mean by that?
Members of this introductory program will study works of
philosophy, history, psychology, science, anthropology, drama, and
fiction that illuminate our understanding of character. We enlist
their aid in our exploration of the ways in which character affects,
and is affected by, desire, deliberation, action, and suffering. We
are especially interested in literary, historical, and anthropological
accounts that illustrate the character of both individuals and cultures.
These incidents may be profound moral dilemmas, or they may be
the day-to-day trials that are woven into the fabric of individual and
communal experience over time. They may also be acts of profound
goodness or evil.
As we read, discuss, and write about examples of these themes,
texts in ethical philosophy and anthropology will challenge and
broaden our notions of character. We will pay special attention to
the relationship between character and external goods, habits,
happiness, friendships, and the duties that attend membership in
communities of all kinds, such as families, workplaces, schools, public
places, and other forms of social organization. Our texts will provide
us with powerful interpretive tools and a highly refined vocabulary
for grappling with the central questions of the program, and for
developing new ways of thinking about abiding dilemmas of the
human condition. Authors may include Plato, Aristotle, Sophocles,
Immanuel Kant, S6ren Kierkegaard, Hannah Arendt, Edith Wharton,
Nathaniel Hawthorne, Tayeb Salih, John Dewey, Jean Piaget,
Stephen Jay Gould, and Carol Gilligan.
Students are invited to join this program in order to examine
questions of enduring concern that only rarely receive close and
sustained attention within communities devoted to inquiry. Character
Studies will be such a community. Students will not only think critically
about what they read, but also investigate their own beliefs and
submit them to rigorous analytical scrutiny. That is, we will practice
ethical thinking as well as study it. Thus, the program has at its center
the opportunity to explore what it means to "be good at being a
person" by learning to be good at reading, writing, and discussing
interesting and important ideas. Students will also complete larger
term projects that employ analytic, critical, creative, and reflective
skills, all with the aim of understanding and appreciating character in
its many expressions across time and around the globe.
art history and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting
advanced work.
and encouraging
those ready for
.
Program is preparatory for careers and future studies in Native
American studies, art history, geography, cultural studies and
education.
Faculty: Lara Evans (art history), Zoltan Grossman (geography,
Native studies)
In this program, we will explore historical and contemporary
relationships of Native North Americans to place, using art
and geography in a cross-cultural comparative analysis, and as
"common ground" for strengthening intercultural communication.
The unique status of indigenous nations can be better understood
by highlighting the centrality of territory in Native identity, and
the strong indigenous connections to place. These connections
can be seen in numerous fields: art and material culture, Native
national sovereignty, attachment to ceded treaty lands, the focus
on traditional land use and protection of sacred sites, environmental
protection, sustainable planning, indigenous migration and symbolic
mobility (through community practices such as powwows and
commemorative journeys).
All of these connections have been expressed artistically and
geographically
through traditional
indigenous
cartographies,
artistic "mapping" of ideas using contemporary art practices, and
modern mapmaking techniques. A number of group exhibitions of
contemporary Native art have collected bodies of work that share
an analysis of the importance of place and identity, from Reservation
X in 1999 to Our Land, Our Selves in 2007. Examination of crosscultural and cross-disciplinary ideas about land, place, environment,
and relationship to human cultures offers the opportunity to
develop new conceptualizations for the meaning of place, self, and
community.
We will examine how conceptions of land are disseminated
through art and objects of material culture, informing our examination
with geographic studies and investigation into the sociopolitical uses
of mapping. Students will discover differences and potential meeting
points between Native and Western cultural systems, identify
differences within and among diverse tribal nations, and develop
an understanding of indigenous peoples' ability to define and set
their own social, cultural, and spatial boundaries and interpretations.
Students will develop greater awareness of indigenous cultures, but
also of aspects of culture that may be determined and protected by
Native peoples themselves.
Fall quarter will introduce students to historical geographies and
worldviews of Native North America, basic visual literacy skills in art,
and basic literacy in graphic representational systems for geographic
data. In winter quarter, students will develop specialized projects
relevant to geographic areas of interest. In general, program activities
will involve guest lectures, images and videos, workshops, readings
and class discussions, quizzes and exams, writing assignments, and
presentations to compare and contrast our different geographical
case studies. Students are expected to use critical thinking skills in
interpreting the readings, images, videos and lectures. Through field
trips to Native communities in urban and reservation areas, and a
comparative examination of museums by or about Native peoples,
students will be asked to engage directly with the questions and
contentions surrounding notions of place in Native America.
Total: 16 credits per quarter
Enrollment: 92
Special Expenses: Up to $100 per quarter for theater tickets and
field trips.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $120 for field trips and museum admissions fees.
Planning Units: Expressive Arts; Native American and World
Indigenous Peoples' Studies; and Programs for Freshmen
Programs for Freshmen I 29
Dance: Body Culture and Behavior
Data and Information: Computational
Linguistics
Fall and Winter quarters
Fall quarter
Major areas of study include dance, anatomy, physiology and
anthropology.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in dance,
cultural anthropology, behavior, writing, education and medicine.
Faculty: Amy Cook (biology, animal behavior, physiology), Kabby
Mitchell (dance, African American history and culture)
Major areas of study include linguistics, computer science,
history and philosophy of language, ecology and eco-informatics,
mathematics and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Proficiency with algebra is strongly recommended.
Program is preparatory for careers and future studies in
linguistics, computer science, ecological informatics and
education.
Faculty: Judy Cushing (ecology, computer science), Brian Walter
(mathematics, logic, linguistics), Rachel Hastings (linguistics,
mathematics)
....I
....I
~
Dance is a complex mix of human physiology, emotion, and
culture. The term dance" has also been used by animal behaviorists
to describe movements animals do as part of courtship and other
social interactions. In this program we will explore dance from these
various perspectives. Students will develop the skills necessary to
do dance but will also gain a better understanding of what is behind
the movements - both in terms of anatomy and physiology and in
terms of what dance means to us as humans. We will examine and
perform dance, not simply within categories like ballet or modern,
but from a broader perspective of movement and culture including
African and African-American dance.
In fall quarter we will begin to examine the anatomical and
physiological basis of dance. Through labs, lectures and workshops
we will look at the structure of the musculoskeletal system,
cardiovascular system and respiratory system and how these
systems function both independently and together to allow us to do
anything from walking across the street to performing the complex
movements of dance. These ideas will be reinforced in weekly dance
workshops and students will be encouraged to learn through paying
attention to what is happening in their own bodies.
In winter quarter we will continue our examination of the
physiology of dance and integrate energy, metabolism, balance and
coordination with cultural studies. Students will continue to develop
and hone their movement and dance skills in workshops and work
towards a final performance in which they will be asked to show
what they have learned in the program and bring together the
major program themes. We will also look at the activities that animal
behaviorists call dance and compare them to dance in humans.
What are animals trying to communicate in their dances? Is there
any evidence of individuality or creativity in animal dance? Students
will be encouraged to think deeply about what dance is and whether
it is unique to humans.
In taking an interdisciplinary approach to dance we hope to
attract both students who have a long-term interest in dance as a
career and students who have never before thought about learning
to dance but are interested in human physiology and culture and
would like to be involved in a creative approach to learning the
major concepts of these fields.
Total: 16 credits per quarter
\
Enrollment: 46
Special Expenses: $50 per quarter for performance event tickets.
Planning Units: Environmental Studies; Expressive Arts; and
Programsfor Freshmen
When we read a text, how do we come to understand what it
means? We bring to our reading of that text three critical things:
1) knowledge of the language in which the text is written - its
grammar and the meanings of the words, 2) our understanding of
how the world works and how humans communicate, and 3) our
natural human intelligence. Even with these abilities, however, we
often misinterpret text (or datal. or are sometimes faced with too
much information and data, and need help, for example, as Google
provides when we search the web.
How might a computer assist in processing human language? In
this program we will explore the complexity of developing an interface
between human speech or writing and the power of computing.
Although the task is complex and brushes against fundamental
questions in intelligence, we will find that an understanding of the
abstract structure and organization of human language provides
guidance to the person who trains a computer to mine texts for
structure and meaning, and even to those who work with computers
analyzing text and data.
This program will bring together introductions to linguistic theory
and computer science with the goal of exploring the interaction
between the two areas. In linguistics this will include looking at the
structure of words, sentences and texts (morphology, phonology,
syntax and discourse) as well as their meanings (semantics and
pragmatics). In computer science students will learn to program in
Python and study how computers are used to understand texts and
data.
Ecology case studies that involve text and data will help us
apply learning from linguistics and computing. We will consider
how computational techniques process text at the sentence level,
and glean meanings using principles of linguistic structure and
interpretation. We will look more globally at entire documents, asking
how computers identify main topics, and we will study ontologies, or
ways that concepts are categorized and represented.
In conjunction with studies in linguistics and computer science
we will read about the history and philosophy of both fields, and
gain a deeper understanding of the relationship between human
and computer intelligence.
Total: 16 credits
Enrollment: 72
Planning Units: Programs for Freshmen and Scientific Inquiry
30 I Programs for Freshmen
...•
...•
Oecolonizing the Mind
Food, Health and Sustainability
~
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include history, cultural studies, sociology,
Major areas of study include nutrition, chemistry of biological
political science, post-colonial studies and literature.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in law,
politics, international relations and organizations, and non-profit
organizations.
Faculty: Zahid Shariff (political science)
molecules, genetics and evolution, nutrient cycling and other
ecological issues in food systems, and sustainability.
Class Standing: This all-level program accepts up to 33%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school biology and chemistry.
Program is preparatory for careers and future studi1s in the
biological fields, including ecological agriculture, genetics,
biochemistry, nutrition, chemistry, and agriculture and food
policy.
Faculty: Donald Morisato (genetics and molecular biology).
Martha Rosemeyer (agricultural ecology and food systems)
Consider the colonization of the mind which grips and shapes the
imagination of a vast number of people of color in Africa, Asia and
the Americas. Its broad sweep, which represents exploitation and
resource transfer, is both facilitated and legitimated by the Oriental
discourse. In this program, we will get acquainted with both the
remarkable scope of colonial reach and the discourse that provided
the framework for its justification.
We will then move on to focus on the variety of efforts that
have been, and are still being, made to decolonize the minds of
subjugated
people that have been formally granted political
independence.
Decolonization acquires heightened significance
because colonial links are now often maintained through cultural,
social, economic, and educational means. The issue of decolonizing
the mind-for the colonial actor and the colonized subject-has
excited so much attention because it presents challenges of
enormous proportions. Colonization is often militarily imposed,
but it is legitimated and perpetuated through the consciousness.
We will scrutinize the deployment of cultural resources that protect
such a consciousness, as well those that challenge it. Elements of the
program will include exploring the roles of image, representation,
and knowledge-incentives
for their production, and the prospects
for their distribution.
The learning goals will emphasize engagement with the reading
material in a way that lifts the author and the reader, development of
collaborative and cooperative skills, and learning across differences.
We expect to accomplish these goals through frequent writing
assignments and active student participation in seminar facilitation,
introductions of films and documentaries and student leadership in
organizing discussions. Possible authors include Tsitsi Dangarembga,
Frantz Fanon, Eduardo Galeano, Stephen Kinzer, Rodney Walter,
Edward Said, David Stannard and Ngugi wa Thiong'o.
Total: 16 credits per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
What should we eat? What is the difference between conventional
and organic foods? Why is there an outcry over genetically modified
foods? Why does journalist Michael Pollan call this the American
"Age of Nutritionism?"
This program will take a scientific approach to food and
cooking. The topics will span a broad range of scale, from ecological
agriculture to molecular structure, including sustainable production,
the coevolution of humans and food, the connection between
diet and health, as well as the transformation of food through the
processes of cooking and fermentation. Throughout history, food
and cooking have not only been essential for human sustenance,
but have played a central role in the economic and cultural life of
civilizations. This interdisciplinary exploration of food will take a
broad ecological systems approach as it examines the biology and
chemistry of food, while also incorporating political, historical and
anthropological perspectives.
Students will directly apply major concepts learned in lectures
to experiments in the laboratory and kitchen. Field trips will provide
opportunities for observing food production and processing in the
local community. Program themes will be reinforced in problemsolving workshop sessions and seminar discussions focused on
topics addressed by such authors as Michael Pollan, Harold McGee,
and Gary Paul Nabhan.
More specifically, we will focus in fall quarter on food quality
issues in the production of foods such as vegetables, fruits, grains
and fungi. We will explore the biochemistry of food, beginning
with basic chemical concepts, before moving on to the structure
of proteins, carbohydrates and fats. We will consider the genetic
principles of plant and animal breeding, and the role of evolution in
the selection of plant and animal species used as food by different
human populations.
In winter quarter, we will concentrate on cooking and nutrition.
We will study meat, milk, eggs, vegetables and cereal doughs, and
examine what happens at a biochemical level during the process
of cooking and baking. We will discuss how factors like nutritional
content, heavy metal and pesticide contamination, and genetic
engineering affect food quality. We will explore how our bodies
digest and recover nutrients, and consider the physiological roles
of vitamins and antioxidants, as well as the complex relationship
between diet, disease and genetics. Finally, we will study the
physiology of taste and smell, critical for the appreciation of food.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $50 for food supplies and field trip expenses.
A similar program is expected to be offered in 2010-2011
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
Programs for Freshmen I 31
Foundations of Health Science:
Global and Local Perspectives
Green Studio
Fall, Winter and Spring quarters
Major areas of study include environmental
Major areas of study include introductory
general chemistry,
biochemistry, molecular biology, microbiology, immunology,
physiology and anatomy, genetics, nutrition, epidemiology,
statistics, history of medicine, bioethics, and public policy. All
credits are lower division science credits.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Proficiency in high school algebra.
Program is preparatory for careers and future studies in health
sciences, medicine, education, biology, chemistry and public
health.
Faculty: James Neitzel (biochemistry, microbiology), Kevin Francis
(bioethics, history of medicine), Mike Paros (health sciences,
veterinary medicine)
Foundations of Health Science takes an integrated and thematic
approach to the health sciences, exploring introductory concepts in
biology and chemistry with a focus on health, medicine, and disease.
It is designed for students contemplating work in the healthcare field
who want to learn about how the body functions on a macroscopic
and microscopic level, as well as students interested in public
health or public policy who want a solid foundation in biology and
chemistry. It is also suitable for students who seek an opportunity to
study rigorous science as part of a liberal arts education.
A major organizing concept in the class will be the examination
of diseases that have a large impact on global health, based on
the World Health Organization's list of the top ten causes of death.
Basic concepts will be taught in the course of examining these
health issues. In fall quarter, we will focus on cancer and perinatal
conditions. In winter quarter, we will study infectious diseases such
as HIV/AIDS,tuberculosis, malaria, influenza, and diarrheal diseases.
In spring quarter, we will examine cardiovascular diseases, stroke,
and diabetes. Bioethics, history, and public policy will be explored
as they relate to these diseases.
This program will also link students with clinics, hospitals,
government public health departments,
or other healthrelatedorganizationsfor
volunteer service. During fall quarter,
students will select and research the work of a local agency. During
winter and spring quarters, students will design a part-time internship
based on their research that allows them to contribute to the work
of this organization.
Inour explorations, we will incorporate laboratory work, lectures,
workshops, seminars, group projects, textbook assignments and
case studies. The program will develop critical scientific thinking
and quantitative skills. Communication skills, both written and oral,
will be emphasized. Students will study and apply concepts and
techniques of argumentative writing and scientific writing.
I
Completion of this program will give students many of the
prerequisites they need for careers in the allied health fields and
publichealth, as well as preparation for further upper division study
inorder to pursue a career in medicine.
Total: 12 or 16 credits per quarter
Enrollment: 72
InternshipRequired: Four credit internship during winter quarter
required. Four credit internship during spring quarter optional.
A similarprogram is expected to be offered in 2009/10
PlanningUnits: Programs for Freshmen and Scientific Inquiry
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Fall and Winter quarters
design, art, sculpture,
furniture design and drawing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Students need to be willing to work with their
hands, to design and make things, to respond with insight to
real-world art and design challenges, and to produce carefully
reasoned and finished work.
architecture,
Program is preparatory for careers and future studies in
environmental design, sculpture, architecture, fine arts and
applied arts.
Faculty: Bob Leverich (visual arts, architecture)
This program is for people who are drawn to the challenges
and the satisfactions of making things - artists, designers and
craftspeople - and who want to do so with sustainable means.
Can you make objects and environments that are expressive and
compelling, purposeful and jieautiful, using ways that respect both
natural cycles and living communities? How do you justify your
choices and measure your success? How do these things you make fit
into sustaining and sustainable ways of living, for you and others?
Green Studio will combine intensive work in three-dimensional
art forms with supporting reading, research, and writing on
sustainability, basic ecology, materials science, workmanship, and
environmental art and design, plus field trips, seminars and critiques.
We will engage both "fine" and "applied art, challenging that
distinction and looking for commonalities of approach and meaning.
Fall quarter work will address drawing and design skills, wood and
metal shop skills, the nature of materials, historical and philosophical
contexts for the work, and the question of a sustainable life. Fall
projects will include indoor-scaled functional objects (lighting
or furniture, for example) and sculpture. Winter quarter work will
expand and deepen background skills and knowledge, and address
outdoor-scaled works - site specific sculpture and small-scale
shelter.
By the end of this program, students will have a greater
understanding of the dimensions of sustainability in contemporary art
and design and in their own work. They will develop more reasoned
and rigorous approaches to that work, with stronger drawing and
fabrication skills, knowledge of environmental art and design history,
informed use of materials, and more skillful responses to sites and
communities. We'll aim to develop a better sense of how to live
and work sustainably as artists, designers or craftspeople, to have
"serious fun" in the studio, and to make works that are expressive
arguments for positive awareness and change.
Total: 16 credits per quarter
Enrollment: 21
Special Expenses: Approximately
$225 per quarter for drawing
materials and studio fees.
A similar program is expected to be offered in 2011-12
Planning Units: Expressive Arts and Programs for Freshmen
and studio equipment,
32 I Programs for Freshmen
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Hop on Pop: Investigating and Intervening in
American Popular Culture
Image and Sequence
Fall and Winter quarters
Major areas of study include visual arts, animation, media arts,
visual and media literacy, drawing, printmaking, book arts, digital
photography and writing.
Class Standing: This all-level program accepts up to 25%
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, education and communications.
Faculty: Ruth Hayes (animation, media studies), Lucia Harrison
(visual arts)
Major areas of study include popular culture studies, American
studies, African American history and studies, cinema and media
studies, gender and sexuality studies, humanities and writing.
Class Standing: This Core program is designed for freshmen.
Program is preparatory
for careers and future studies in
education, arts, humanities, media studies, communications,
journalism, advertising and marketing.
Faculty: Chauncey Herbison (African American studies, American
studies), Julia Zay (cinema & media studies, gender & sexuality
studies)
This two quarter interdisciplinary program provides a broad
foundation in approaches to the study ofthe concept ofthe "popular"
through an investigation of American popular culture. Well become
familiar with a range of disciplinary approaches to thinking critically
and historically about such things as amusement parks, punk rock
and gossip columnists, and we'll try our hand at forcing some jams
and pileups in the flow of pop traffic.
The "popular" as a concept is at least as old as the crowd and
the town square, and is related to the concepts of folk and mass
culture as well as the public sphere. We'll approach popular culture
as a body of widely shared and contested beliefs, practices and
material objects. Fall quarter we'll investigate the history of cultural
hierarchy and the ways in which anything from a pair of jeans to the
sound of a saxophone comes to have cultural meaning, and hence
value on the highbrowlowbrow continuum. We will focus primarily
on fashion, material culture, television, film, print media, popular
music and digital culture, with occasional forays into other types of
pop culture. We will analyze how such critical factors as ethnicity,
race, gender, sexuality, class, age, and region are shaped by and
reshaped in popular culture. We'll investigate the "mainstream/
margin" distinction as well as questions of complicity and resistance
and learn why it is so crucial to nuance our thinking about all of these
critical issues. Winter quarter we'll continue to ground ourselves in
history, theory, and methods of analysis while we examine artists
and other cultural figures whose work interrogates consumer and
popular culture. Winter quarter students will embark on research
projects of their own design.
Popular culture analysis occurs in a number of different fields,
including sociology, communications, film studies, anthropology,
history, cultural studies, literature, gender, ethnic, sexuality/queer
studies, and American studies. Part of your work in this program
will be to begin to develop your ability to read, evaluate and
synthesize materials from these different disciplines into your own
interdisciplinary analyses. The forms these analyses take will range
from written essay to manifesto to public service announcement
and can be created for page, screen, speaker, stage, or the bus
stop. We'll explore the larger public role your analyses might play
through our study of the figure and work of the "Public intellectual."
Particular emphasis will be placed on the crafting, editing and
refinement of written essays, and we will experiment with public
and popular forms of speech such as blogs and oral presentation.
Students should expect to do a significant amount of reading and
writing in this program and be prepared to challenge their most
ingrained habits and assumptions. You may never look at the world
in the same way again.
Total: 16 credits per quarter
Enrollment: 46
Fall, Winter and Spring quarters
In our culture we are bombarded by images, as artworks and as
advertising, in still single images and in sequential, time-based works,
in increasingly rarer one-of-a-kind works and in mass-produced print,
film, video and other broadcast media. We are born into a cultural
soup of images, but to swim and navigate through it we must learn
how to read visual culture, to engage with it critically, to negotiate
what useful meanings we can draw from it and to express ourselves
fluently and effectively in it.
In Image and Sequence we will approach visual culture, both
still and time-based, as audience and as producers. Students who
are serious about pursuing the visual and/or media arts as an area
of emphasis at Evergreen are welcome to join us. We will explore
the ethics of image making, the idea of art as a dialogue between
creator and viewer, and the influence of time on artists' practices,
sequential works and the viewing experience. We will tackle the
question of how to make art that addresses a mass audience, but
maintains honesty and integrity. Through intensive workshops in
a wide variety of 2D techniques including drawing, printmaking,
painting, digital photography, color theory, book arts and animation,
students will develop the technical and process skills necessary to
pursue independent work. We willemphasize observational drawing,
learning visual language, building a personal vocabulary of imagery,
working collaboratively with other artists and practicing strategies to
investigate and develop thematic series over a period of time.
In the fall we will build foundational skills in visual and media
literacy through readings, screenings and seminars on books,
graphic novels, films and other artworks. Articulating and taking
responsibility for one's own work is a high priority; therefore,
readings and viewing work will be accompanied by assignments that
ask students to explore artists' statements, manifestos and other
forms of critical writing. In the winter, we will deepen those skills and
expand them through forays into more complex design problems
and written assignments that require visual and library research.
Contemporary artists often explore ideas by creating a series of
related works. Themes for the series may be autobiographical or
philosophical. They may critique social institutions, or advocate for
environmental or cultural change. The series may be more process
oriented, where each new piece is informed by an earlier one. With
this perspective, students will learn strategies such as journaling,
critiques and visual research for developing thematic work. In the
spring, students will have the opportunity to pursue independent
or group creative projects that are informed by their work in fall and
winter.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: Special expenses:
$250 per quarter for art
supplies, $100 for digital media materials.
Planning Units: Expressive Arts and Programs for Freshmen
Programs for Freshmen I 33
Imagining the Body
Fall and Winter quarters
Major areas of study include gender and sexuality, European and
American history, movement, sociology, cultural anthropology
and writing.
ClassStanding: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in social
sciences, humanities and expressive arts.
Faculty: Stacey Davis (European history), Toska Olson (sociology),
Cynthia Kennedy (movement fundamentals and personal
psychology)
"We do not have bodies; we are bodies. We do not move; we are
movement." -Emilie Conrad-Da'oud
Legacy of the American Dream:
People, Power and Nature
Fall and Winter quarters
Major areas of study include political science, economics,
physical and cultural geography, anthropology, environmental
policy, research writing, geographic information systems, and
quantitative reasoning.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
environmental problem solving in both the public and private
sector, science, social sciences, the humanities and education.
Faculty: Ralph Murphy (political science and economics), Martha
Henderson (geography and environmental history)
Our bodies are physically and socially constructed entities that
influence our identities. The way we move, adorn, and utilize our
bodies all reflect and also help shape our sense of who we are,
most notably in terms of our gender and sexuality. In a way, our
appearance is linked with our essence. But how have bodies been
used and understood over time and across cultures? Throughout
history, the significance of the body and its relationship to individual
and group identity has been socially constructed in ways that have
had profound impacts on power and gender dynamics.
This two-quarter program will take a historical and cross-cultural
look at how our notions of gender and sexuality are embodied in our
experiences through an examination of topics such as pain, pleasure,
fashion, prostitution, body modification, aging, ability, standards of
beauty and reproduction. We will primarily focus on the gradual
creation of modern Western perceptions of the body from the middle
ages to the present, using cross-cultural examples for comparison.
Case studies might include the medieval Catholic cult of saints'
relics, the rage for exotic costuming in pre-revolutionary France, the
struggle between enslaved people and their owners for the physical
control of slave bodies in the 19th century U.S. South, changing
standards of masculine and feminine beauty in 20th century America
and Europe, and contemporary attitudes towards body modification
and transgender/transsexuality. Cross-cultural examples may include
foot binding in early modern China, puberty rituals across eras and
societies, and the relationship between adornment and ritual in
selected non-Western cultures.
Grasping the significance of the body involves studies of personal
psychology and physiology as well as studies of historical, social and
cultural variations in experiences and identities. We must recognize
how our own bodies and identities are located within a particular
social, cultural and historical context. In this program, all of our work
will be guided by our ability to develop a grounded understanding
of our own bodies and internal authority. To that end, we will engage
in regular, serious experiential movement workshops to begin the
work of coming to know our bodies and our external reality through
our bodies. Through an understanding and embodiment of somatic
concepts such as awareness, intention, centering, authenticity, and
the interplay of mind and body, students will have the opportunity
to create an awareness of self from their own life processes, rather
than from externally imposed images, standards and expectations.
They will be invited to explore and enjoy the dance already going
on inside their bodies, and to learn to perceive, interpret and trust
the natural intelligence of intrinsic bodily sensations. Movement
workshops will help us become more sensitive to our inner world by
exploring breath, sound, and fluidity.
In addition to these experiential workshops, we will also
develop our understanding of embodied identities through
lectures, disciplinary workshops, films, and a series of guest
speakers. Students should expect to engage in weekly critical book
seminars, regular writing assignments, in-depth research and writing
projects, independent and collaborative work, and regular program
discussion.
Since the founding of the Republic, Americans have seen
themselves as blessed with a bountiful environment. Abundance
of land, water, forest, farmlands, wildlife and wilderness defined
America until westward expansion concluded in the early 20th
century. Capitalism transformed the country from an agrarian society
into an industrial power. Democracy adapted to changing demands
and expectations, and the Constitution proved to be a framework of
governance capable of accommodating dramatic changes in society.
The American dream became a beacon that continues to attract new
immigrants to this country. These images of being American have
been popularized and communicated by various forms of media
throughout our history.
Yet, America also contains awkward tensions and contradictions.
Native Americans were conquered and displaced. African Americans
were brought in bondage and began receiving freedom only after
1865. Other immigrants often faced poverty and discrimination upon
arrival. Women were denied suffrage until 1920. Many Americansof all races, ethnicities and national origins-historically,
and to this
day, have neither achieved equality nor escaped poverty.
Nature has been subjected to intense exploitation in the search
for riches. Natural resources and the environment have often been
trampled. Agricultural lands have lost productivity from poor farming
practices, and industrial pollution has fouled waterways, soil and the
air. Pollution has most often affected the people who are least able
to afford the protections used by the prosperous, leaving a legacy
of concerns about environmental health. Critical habitats have been
destroyed, species face extinction, and important resources such as
wetlands have been undervalued and destroyed. Social inequality
and the intense over-exploitation of nature have always created
great controversy in American politics.
This program will explore how America created a system of
abundance and environmental protection, and a system of inequality
and environmental destruction. Central questions include: What
were the patterns of development in the nation's first two centuries?
What are the prospects and challenges in our third century?
Our exploration of these themes will focus on the interactions
of humans and nature and how we historically and presently
understand these interactions. In doing this, we want to develop a
critical understanding of how various forms of communication have
influenced decision-makers and the public. We will learn to interpret
various forms of writing including scientific, fiction, news and
media, nature writing, environmental impact statements, legislative
initiatives, and bureaucratic forms of communication. We will learn
to read and create maps with the use of geographic information
systems, atlases, and demographic data. Our analysis will be assisted
by political science, economics, environmental history, physical and
cultural geography, and anthropology.
Written and verbal communication skills will be emphasized, as
well as qualitative and quantitative reasoning and environmental
problem solving. This program is intended for freshmen and provides
a basis for further work in the natural and social sciences, as well as
environmental studies.
Total: 16 credits per quarter
Enrollment: 69
Total: 16 credits per quarter
Enrollment: 46
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34 I Programs for Freshmen
Looking Backward:
America in the Twentieth Century
Medieval and Renaissance Studies:
Materiality and the Religious Impulse
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include American history, economic thought,
American literature and mass culture, writing, rhetoric and public
speaking.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
humanities and social science areas of inquiry such as law,
journalism, history, economics, sociology, literature, popular
culture, cultural anthropology and education.
Faculty: Gerald Lassen (economics), David Hitchens (American
diplomatic history)
Major areas of study include visual arts, art history, European
history (with a focus on the history of Christianity). and medieval/
renaissance studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in the
arts and humanities, including the visual and performing arts,
literature, history and religious studies.
Faculty: Lisa Sweet (visual art), Elizabeth Williamson (Reformationera literature, theater history)
The United States began the 20th century as a second-rate
world 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, we invented flying, created
atomic weapons, sent men to the moon and began exploration of
the physical underpinnings of our place in the universe. Many have
characterized the 20th century as "America's Century" because, in
addition to developing the mightiest military machine on earth, the
United States also spawned the cultural phenomenon of "the mass:"
mass culture, mass media, mass action, massive destruction, massive
fortunes-all 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 other tools
to help us understand the nation and its place in the century.
Simultaneously, 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, weekly student panel
discussions of assigned topics and program-wide discussion periods.
Each weekly student panel will provide a means of rounding out the
term's work and provide students with valuable experience in public
speaking and presentation.
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2009-2010
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Christian faith expresses itself as an impulse toward the
transcendent, and the history of Christian art in Europe reflects
the complexity of this spiritual exercise. In order to engage with an
invisible God, the faithful of the Middle Ages established personal
relationships with intercessors-celestial
angels, martyrs, and
saints, but most importantly the Virgin Mary and Jesus Christ-via
practices, performances, literature, and objects that gave concrete
form to the ephemeral entities of the spiritual realm. The leaders of
the protestant reformation, which took hold in Europe in the 16th
century, saw these practices as superstitious and sought to eliminate
the threat of idolatry by shifting the focus away from images and
talismans to vernacular Bibles and black letter prayer books. But this
shift was in some sense a mirage: the human instinct toward visual
representation and ritual was no more detachable from the act of
reading than Christianity was from the image of Christ on the cross.
This program will investigate Christian devotional art forms, both
Protestant and Catholic, produced in England, France, Germany
and the Netherlands from 1350 to 1650. In our readings, critical
writings, and lectures, we will focus on how reading practices, ritual
practices, visual culture and craft intersect in the use of religious
objects by examining book forms, diptych images, and early modern
play scripts. Through a variety of creative projects, students will
also engage with the technologies and forms that were central to
making material that was spiritual. Specifically, we'll pursue three
artistic modes important to the evolution of Christian visual culture
during this period: bookmaking, painting diptychs, and dramatic
performance. Students will gain the basic skills required to approach
each of these media, with the aim of understanding the relationship
each form establishes between the material and the transcendent.
Fall quarter will provide students with an historical framework
for understanding the major tenets of Christianity, medieval social
structures, and the context and technologies for the creation of
devotional objects such as books of hours, indulgences, reliquaries,
bibles, plays and paintings (both ecclesiastical and personal). We'll
explore medieval devotional sensibilities and gain an understanding
of the distinctions between Protestant and Catholic theologies.
Winter quarter will represent a deeper interrogation of the place
of the image in an increasingly fragmented Christian culture.
Students will learn that Protestant practices were never entirely
unproblematic-in
any Christian context, the danger was always
that one would mistake objects (statues of saints, glorious stained
glass windows, towering crucifixes and paintings, for example) for
the divinity they were designed to represent.
This program is designed for students with a balanced interest
in European medieval and renaissance history, art history, religion,
studio art and performance. About 40% of students' time will be
devoted to artistic practice and 60% to rigorous reading, writing,
and discussion of religion and history.
Total: 16 credits per quarter
Enrollment: 44
Planning Units: Culture, Text and Language; Expressive Arts; and
Programs for Freshmen
Programs for Freshmen I 35
Microbial Ecology
Music, Math and Motion
Fall quarter
Fall and Winter quarters
Major areas of study include biology, ecology, genetics, and
writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
microbiology, environmental studies, health sciences, waste
management, and education.
Faculty: Elizabeth Kutter (microbiology, biochemistry), Steve
Scheuerell (microbial ecology)
Major areas of study include music theory, fundamentals of digital
audio, acoustics, physics and mathematics.
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This program will introduce students to historical, theoretical,
and applied aspects of microbial ecology. Microorganisms were
the first forms of life on earth, and billions of years of evolution
have allowed for an amazing array of microbial life forms and
interactions to develop. Microorganisms have fundamentally
altered the composition of the atmosphere and are a critical link in
the biogeochemical cycling of nutrients and carbon on the planet.
Furthermore, the evolution of plants and animals has been directly
influenced by microorganisms through symbiosis, competition,
parasitism and pathogens. Humans have increasingly become aware
of the diversity and functional capacity of microbes, and we have
focused considerable energy on manipulating microbial interactions
to benefit humankind.
Through lecture, lab, reading, seminar, film, and field trips, we will
explore how humans manipulate microbial communities to promote
human health, protect crop plants, transform food and beverages,
treat wastewater and transform organic wastes into fertile soil. We
will learn about the science, policy, and ethics of genetically modified
organisms and associated intellectual property rights that are central
to current activity in industrial microbiology. We will also explore
emerging areas of microbial ecology research that offer sustainable
solutions to major problems such as antibiotic resistant bacteria and
bioremediation of polluted water and land.
Total: 16 credits
Enrollment: 48
Special Expenses: $30 for lab supplies.
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Basic music theory and algebra proficiency.
Program is preparatory for careers and future studies in music,
computers, natural science, and education.
Faculty: Arun Chandra (music performance), EJ Zita (physics,
mathematics, astronomy)
Mathematics and physics give us languages to describe existing
worlds; music and the arts give us languages to describe not-yetexisting worlds. We need both: without knowing what is, we could
not ask for what is not. Since Pythagoras' time, people have explored
patterns of connections between music and mathematics. If you are
drawn to mathematics or physics because of your love of music, or
vice versa, this program is for you.
The composition of music and the analysis of sound, using
scientific methodology,
creative insight, and contemporary
technology, will be the intertwined pathways of our program. We
will address subjects such as music and sound, rhythms and pulses,
harmonics and resonances, the physical, geometrical, and psychophysical bases of sound, acoustics and vibrating systems.
A composer/musician
and a mathematical
physicist will
collaborate to offer a common sense, accessible and deeply engaging
introduction to these subjects for interested non-specialists. Our
math and physics will be at a pre-calculus level, though students
may do research projects at a more advanced level if they choose.
Interdisciplinary projects could include electronically creating music
from physical formulae, analyzing the behavior of sound in different
environments, or other ideas. This program is designed for those
who find their art increasingly mediated by technology, for those
who seek artistic outlets for their science, or for anyone who desires
to understand the interweaving of art and science.
Student work will be evaluated through assignments such as
homework, workshops, exams, performances, compositions, general
participation, written and oral reports, and seminar essays.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $100 for field trips and/or concerts.
Planning Units: Expressive Arts; Programs for Freshmen; and
Scientific Inquiry
36 I Programs for Freshmen
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PerformanceWorks:
Telling Stories
Persistence: A Study of Inspired Work
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Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include performing
writing.
Class Standing: This lower-division
freshmen and 50% sophomores.
arts, literature and
program is designed for 50%
Program is preparatory for careers and future studies in writing,
music, dance, theater and education.
Faculty: Sean Williams (music, cultural studies). TBA (Dance)
This two-quarter program has as its focus the ways in which
people tell and adapt stories to reflect their priorities and the ways
they see the world. How are stories drawn out of people? How
are stories adopted, adapted, expressed, and reacted to across
cultures? In Southeast Asia, for example, storytelling through the
use of puppetry is a normal and expected part of adult interaction. In
Ireland storytelling might occur through song as well as through the
spoken word. We will explore the theory and practice of storytelling
through words, movement, and music. While our words may be
limited to the English language, our field is the world. Biblical stories
turn into bluegrass songs; Greek myths appear in contemporary films.
The faculty for this program have extensive experience living and
studying outside the United States, and bring multiple perspectives
and ways of seeing the world to bear in our collective exploration.
Students enrolled in this program should expect a performance
component but also a strong emphasis on the written word. In
many cases, stories take life only when they leave the page and find
expression in the performing arts. In other cases, a vision that is
expressed through the arts may develop deeper meaning through its
adaptation to the written word. In all cases, however, interpretation
is an essential go-between, and our roles as interpreters form an
important point of entry to the objects of study.
In fall we will begin with the roots of some of the world's essential
stories from multiple cradles of civilization: Greece, the Middle East,
India, England, and elsewhere. We will explore the ways in which
stories tell the members of a society who they are by examining
essential archetypes and how they differ from place to place. In
winter quarter we will focus more specifically on writing stories
based on what we have come to know. Working collaboratively with
our colleagues, we will engage in small, in-house performances of
adaptations of these stories.
Because we work in multiple media (including sound, film, and
the body as well as the pen and computer), all students are expected
to work regularly with a variety of aspects of performance in the
program. We will watch, we will move, we will write, and we will
make music; we will also examine what we have seen and done
through seminars and in-class discussions. How would you render
a work of Shakespeare in song? How would you turn a film into a
poem, a dance into a play, a prophecy into a book? All of our work
will be supplemented with the work of visiting artists (including
professional storytellers), live performances in Olympia and Seattle,
and a culminating visit to the Oregon Shakespeare Festival in
Ashland, Oregon.
Total: 16 credits per quarter
Enrollment: 69
Special Expenses: $300 for several performance events over the
two quarters and for a visit to Ashland, Oregon to the Oregon
Shakespeare Festival.
Planning Units: Expressive Arts and Programs for Freshmen
Major areas of study include history of the Americas, political
science, ethnography, cultural anthropology, Indigenous studies,
research, writing, education and areas of study determined by
student research projects.
Class Standing: This all-level program accepts up to 25%
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 and Latin American studies)
This Native American studies on-campus program is for students
who have a research topic in mind, as well as for those who would
like to learn how to do research in a student-centered environment.
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 cross-cultural communication.
We shall explore Native American perspectives and look at issues
that are particularly relevant to Indigenous people of the Americas.
The idea of Persistence is part of a 20 year vision consistent with
Native American philosophy. 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 and psychology that supports this program.
We will offer a special series of workshops to support the particular
academic needs offirst- and second-year students. Within the program's
Persistence 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 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 accessto 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 an 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 and 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, Choice Theory, critical thinking, expectations of an
Evergreen graduate and the five foci, quantitative reasoning, self- and
group-motivation, and communication (to include dialogue, e-mail,
resources on the Web, Web crossing and blogs). They will also develop
skills in creating interactive Web pages, blogs and documentaries, as
well as movie editing and presentations using PowerPoint.
Total: 8,12 or 16 credits per quarter
Enrollment: 72
Special Expenses: $2100 for an optional five week study abroad
in Peru in winter 2009. Cost includes international transportation,
Programs for Freshmen I 37
....•
room and board. A non-refundable deposit of $150.00 is due by
September 29, 2008.
Internship Possibilities: Fall, winter and spring with faculty approval.
A similar program is expected to be offered in 2009-10
Planning Units: Native American and World Indigenous Peoples'
Studies; Programs for Freshmen; and Society, Politics, Behavior
and Change
Students are urged, but not required, to take the Beginning
Russian Language segment within the full-time program. Or, rather
than language, they may opt to include an extra workshop within the
program focused on topics such as Russian environmental issues, the
Cold War, folklore, nationalities questions, etc. Students intending to
include either the language segment or the workshop should register
for 16 credits. For the basic program with neither the language nor
the workshop, students should register for 12 credits. Finally,students
may register for only the language option at 4 credits.
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring quarters
Major areas of study include Russian history, literature, culture,
language, and cinema; geography and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in education,
diplomatic and security services, graduate studies in international
affairs and in Russian and Slavic literature, historical, political and
area studies, film, music, art and international business.
Faculty: Patricia Krafcik (Russian Language and Literature), Robert
Smurr (Russian History)
Join us on an extraordinary journey as we explore the diverse
peoples, cultures and histories of the region that was once demarcated
by the borders of the Russian and Soviet empires. While we focus on
the Russians, we will take a multicultural approach in our examination
of other indigenous peoples who from ancient times have populated
the vast expanses of Eurasian and Siberian steppe and forests.
Infall quarter we investigate Slavic, Scandinavian, Persian, Mongol
and Turkiccontributions to early Russian society and examine both the
region's pre-Christian pagan animistic cultures and the rich Byzantine
cultural legacy of Orthodox Christianity with its associated art and
architectural forms, literature and music. Our journey takes us from
the vibrant culture of Kievan Rus', through the development of the
Muscovite state, imperial expansion and westernization during the
reigns of Peter the Great and Catherine the Great, and on to the start
of the 19th century with Russia's emergence as a major world power.
Medieval epics and chronicles as well as diverse films and readings
enhance our study of this early turbulent history. Special geography
workshops in both fall and winter terms help students identify fluently
the location of cities and landmarks throughout the Russian and Soviet
empires, as well as understand more profoundly the relationship
between the various peoples of the empire and their environment.
Winter term concentrates on some of the world's greatest
literature from Russia's 19th-century Golden Age, read against
the backdrop of the history. Works by Pushkin, Lermontov, Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov, and others enable us to
explore Russia's provocative social, religious and revolutionary
ideologies. We examine the rise of the Russian Empire's radical
intelligentsia who rebelled against autocratic tsarist policies and
the institution of serfdom, and whose activities led to the worldchanging revolutions of the early 20th century.
Spring quarter focuses on the tumultuous events of the 20th
century, from the revolutions of 1905 and 1917 through the postSovietperiod. We investigate the legacy of Lenin and the Bolsheviks,
includingthe horrific Stalin era with its purges, Gulag prison camps,
brutal industrialization policies and devastating environmental
practices. We place special emphasis on how writers, artists and
filmmakersinterpreted, reflected and survived the Soviet regime.
Includedin this emphasis is a detailed examination of the enormous
sacrificesthat the Soviet people experienced at the hands of their
own communist dictatorship, as well as under Nazi occupation
duringthe Second World War. This term ends with a review of events
resulting in the collapse of the U.S.S.R. and the emergence of the
fifteenindependent states that arose from its ashes.
Students willwrite short papers in fall and winter terms and have
the opportunity to explore in depth a topic of their choice for a final
research paper in spring term. They will also share their research in
group presentations at the end of that term.
Total: 4,12 or 16 credits per quarter
Enrollment: 48
Special Expenses: $25 each quarter for overnight travel and
special workshop expenses.
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language and Programs for
Freshmen
Science, Creativity and Exploration
Fall, Winter and Spring quarters
Major areas of study include chemistry, biology, geology, science
laboratory, history and philosophy of science, ethics and values of
science, scientific illustrations and library research methods, and
writing.
Class Standing: This all-level program accepts up to 75%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in science,
science education, bioethics, history and philosophy.
Faculty: Dharshi Bopegedera (chemistry), Don Middendorf
(physics), Clarissa Dirks (biology)
Scientists are creative explorers. Curiosity has led us to sequence
the human genome, travel to the moon, and split atoms. Technology
has transformed our lives and provided mechanisms for better
understanding the natural world. How do scientists learn what they
know, and what signifies that they have answered a question? In
this program we will study the nature of scientific creativity and how
models emerge from inquiry. Both science and non-science students
will investigate a broad range of exciting topics, giving special
emphasis to the creative and exploratory nature of science.
In lectures, labs, nature walks, artistic activities and workshops
we will examine some of the "big ideas" in chemistry, biology,
geology and physics. We will investigate these big ideas in the
context of history, philosophy and ethics in science. We will explore
the relationship between science and personal and political interests.
Techniques and data analysis skills used widely in a variety of scientific
fields will be practiced in the laboratory. Students will learn how to
record qualitative and quantitative data. Critical thinking, writing
and active reading skills will be emphasized.
Our goal is for students to acquire the knowledge, ability and self
confidence to conduct their own scientific investigations. Early in the
program we will help students gain a foundation of skills, vocabulary
and methods by following the paths taken by other scientists. Winter
quarter will emphasize the interdisciplinary nature of science where
exciting discoveries occur at the interface of disciplines, showing
that the whole is bigger than the sum of the pieces. Presentation of
student projects to the broader Olympia community at the end of
spring quarter will be the culmination of the program.
This program is appropriate for students who want an introduction
to science whether or not they are planning on continuing in science
beyond this program.
Total: 16 credits per quarter
Enrollment: 69
Special Expenses: $25 per quarter for art supplies.
Planning Units: Programs for Freshmen and Scientific Inquiry
•••••
~
38 I Programs for Freshmen
...•
...• Social Work/Human
Services Skill Sets
Spain and the Americas: Cultural Crossings
~
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include social work, counseling, human
services, public policy, cultural studies, Native American studies
and tribal policy.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Major areas of study include Spanish language, Latino, Spanish
and Latin American literature and history, economics and political
economy.
Program is preparatory for careers and future studies in social
work, counseling, administration, human services, social services
policy, Indian Child Welfare Services, and children's mental
health.
Faculty: Gary Peterson (social work)
This program is designed to prepare students to work in the
social service delivery profession. We will explore causes of paridigm
shifts in service delivery and how they effect good social work
practice. We will explore disproportionality of children of color in the
system and how it effects good social work practice. We will explore
issues of class, gender, poverty and gay/lesbian issues in service
provision. Cultural competence will be emphasized. Employment
options in schools, public, private, and tribal agencies and others
will be explored.
The first two quarters of the program are geared to provide
foundation information/skills and the third quarter will consist of
a field placement to practice skills learned. Fall quarter will also
include an internship placement or independent study project to
be arranged. Speakers and visiting lecturers will augment our study
throughout the program. Students already working in social services
professions may have the option of independent or weekend study
for some of the credits.
Total: 16 credits per quarter
Enrollment: 24
Internship Possibilities: Social work related placement including
Tribal programs, with faculty approval.
Planning Units: Native American and World Indigenous Peoples'
Studies and Programs for Freshmen
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in Spanish
language, history, literature, economics, political economy and
international studies.
Faculty: Tom Womeldorff (economics), TBA (Spanish language
and culture)
The cultures of Spain and Latin America are the result of rich
intersections and crossings of diverse social groups. Prior to 1492 in
Spain, Jews, Christians and Muslims lived side-by-side in relatively
tolerant coexistence known as "fa convivencia." While the Christian
"Reconquest" of the peninsula resulted in the violent suppression
of the Jewish and Muslim cultures, these cultures continued to
shape and define Spanish culture. The Spanish conquest of Latin
America was an involuntary and violent cultural crossing between
Spaniards, the pre-conquest peoples of the Americas and, later,
Africans brought to the New World as slaves. While the various
Latin American peoples were dramatically impacted by conquest,
their cultures continue to be distinct, both from Spain and from each
other. Today, cultural crossings continue as Latin Americans cross
borders into the United States, and Africans and Latin Americans
migrate to Spain.
In this program, we will focus on the causes and consequences
of the cultural crossings that have shaped Spain, Latin America and
the United States. In the process, we will engage in an intensive
study of economics, literature, history and the Spanish language.
Every week will include seminars on readings in English translation,
Spanish language classes, lectures and workshops.
In the fall, we will focus on historical cultural crossings beginning
with the convivencia of Christians, Jews and Muslims in Spain from
711 to 1492, and the impact of the subsequent expulsion of the
Muslims and Jews and the Inquisition on those groups and on Spanish
culture overall. We will then turn to the conquest of the Americas,
examining how contact and violence shaped the subsequent history
and distinct cultures of Latin America.
During winter quarter, we will examine contemporary cultural
crossings, focusing mostly on Spain and the United States. Current
day migrants from Latin America and Africa are enriching and
changing the face of Spain. Spanish and indigenous peoples rooted
in the Southwest United States pre-date the U.S. conquest of these
lands in the Mexican-American War of 1848. Since that forced
cultural crossing, Latin Americans have continually flowed northward
to the U.S.
Throughout this program we will attempt to find reasons for this
movement of people across borders. What drives Latin Americans
and Africans to leave their countries and migrate to Spain and
the U.S.? How has power, expressed economically, politically and
culturally, shaped migration flows and identity? How have these
migratory flows changed the identities of the migrants and their
adopted countries of the United States and Spain? How have the
migrants reconstructed their identities and allegiances? What does
it mean to be an "American," "Spaniard," or "Latino?"
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Programs for Freshmen I 39
...•
...•
Survey of the Wine Industry Across the Americas
The Olympic Peninsula
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include international economics, business
economics, Latin American studies, history, geography,
demography, political science, sociology and economics.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
international business, economics, public administration,
education and international law.
Major areas of study include forest ecology, cultural
anthropology, entomology, hydrology, geology, place-based
studies and land management studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Faculty: Jorge Gilbert (Latin American studies, political economy)
Faculty: Karen Gaul (sustainability), Jack Longino (entomology),
Paul Butler (geology, hydrology), Dylan Fischer (forest ecology)
~
The primary aim of this program is to explore the wine industry
in the Americas using history, geography, political economy, and
economics as an exemplar of the interactions of physical and human
processes in time and space. Special emphasis will be placed on
the impact of globalization on locally-based wine production and
marketing, international trade and the likely future impact of climate
change on the global distribution of wine production. California,
Washington, and Chile will be used as case studies.
During the first two quarters, students will analyze the
cultivation of vines and the production and consumption of wine
in a geographical context focused on spatial variations within
its relevant physical, cultural and social factors. Topics covered
include the history of wine production and consumption, viticulture,
including the environmental requirements of different vine varieties,
the elements of wine-making and how these vary nationally and by
region, as well as the comparative characteristics of wine production
in Europe, California, Washington, and Chile. In addition, these two
quarters will expose students to the economics of wine making. In
particular, students will learn about economic modeling and concepts
such as market structure, sustainable development, labor markets,
international trade, and foreign exchange, among others.
The program includes trips to Washington wine regions in fall
and winter quarters. Field trips will prdvide a unique hands-on
experience for the students and will allow them to meet and learn
from the wine-makers and business owners themselves. During
spring quarter, students will also have the option to travel to
Chile. Under the general goal of using history, geography, political
economy, and economics to analyze the wine industry, the spring
program will expose the students to wine production within the
context of Chilean life. In addition, this quarter will allow students
to participate in some population studies under Chile's current
neo-liberal model of economic development, such as elimination
of poverty, popular culture, artistic expression, women's issues
and environmental concerns. These studies will involve research
and observation, and will allow the student to closely collaborate
with community organizations, cooperatives and public institutions
affecting the industry.
Total: 16 credits per quarter
Enrollment: 24
Special Expenses: Approximately $3,350 for an optional, spring
quarter, four- to ten-week study abroad component in Chile. The
cost includes transportation, airfare, room and board, and field
trip expenses.
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Program is preparatory for careers and future studies in ecology,
anthropology, geology, entomology, public land management
and sustainability.
The Olympic Peninsula provides natural resources, recreational
opportunities, beauty and enjoyment for residents living in the
region. It is a site of unique watersheds, plants, animals and cultural
histories. For both native and non-native human residents, it has
served as a homeland from which people have fulfilled subsistence
needs and found aesthetic enjoyment. Learning about the Olympic
Peninsula in an interdisciplinary way will deepen our understanding of
the bioregion in which we live, and help us to consider a sustainable
future.
Three central themes drive this program. First, we will explore
in depth the geography, culture, ecology, biodiversity, geology and
hydrology of the Olympic Peninsula. Second, we will study how
organisms have adapted to significant changes over both human and
geologic time in the region. Third, we will analyze human responses
to the bioregion, what our impact has been, and the long-term
prospects for sustainability.
Fall quarter will focus on geography, culture, botany, entomology
and wilderness versus land management trade-offs on the Peninsula.
An optional 5-day backpacking trip before the start of fall quarter will
give interested students a chance to "jump-start" their participation
in program work. During winter, we will explore the hydrology and
geology of the region when an earth scientist will join our teaching
team. During both fall and winter quarters, we will examine a range
of human interactions with the lands and waters of the Peninsula. We
will consider various forms of resource use, the sustainability of these
practices, and observe ways that the landscape has been altered
by humans. We will also consider the ways this place is culturally
meaningful to the people who live there.
Students can expect to participate in seminars, lectures,
workshops, field trips and field research. During fall quarter, we
will circumnavigate the peninsula during a 4-day field excursion.
Throughout the program, we will take one-day field trips to nearby
river basins. Field work will also make use of the Evergreen campus.
Total: 16 credits per quarter
Enrollment: 72
Special Expenses: Approximately
in fall quarter.
$200 for multiple day field trip
A similar program is expected to be offered in 2011-2012
Planning Units: Environmental Studies and Programs for
Freshmen
40 I Programs for Freshmen
....I
....I
i2:
Toward a Sustainable Puget Sound: Place, People
and Policy
Wonderful Ideas
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include environmental studies and
ecosystems science, public policy, mathematics, mathematical
modeling, writing, anthropology, climate change, sustainability,
earth science, systems science, critical reasoning, political science
and history.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
environmental studies, public administration, political science,
sociology, education and anthropology.
Faculty: Vauhn Foster-Grahler (mathematics), Rob Cole
(systems science, sustainability). Amy Gould (public policy and
management)
In this year-long program, we will weave together the
perspectives of the species that have been sustained by Puget Sound
(Skookumchuck) using threads from ecosystems ecology, cultural
anthropology, American and Native histories, public policy and
mathematics. The waters of the Puget Sound have nourished many
species since its formation when the most recent ice age ended.
Waves of human habitation have benefited from the fecund waters
and surrounding land, and humans have impacted the Sound as no
other species have. Our present way of being with Puget Sound is not
sustainable. In this core program we will address how we arrived at this
point and what are appropriate transitions to a sustainable future.
Throughout the year we will weave the disciplinary threads of
the program together around three central themes. Fall quarter we
will focus on salmon ecology. Winter quarter the central theme of
the program will be the present and future use of the water of Puget
Sound and Puget Sound drainage. Spring quarter we will examine
Puget Sound from the perspective of global climate change. We will
map many aspects ofthe Sound including the hydrological and climatic
cycles, the interactions of the terrestrial and marine ecosystems, and
the interplay of a rich variety of species in the region. We will pay
close attention to public policy through place and time. We will base
visions of sustainable futures for the Puget Sound in the perspectives
of the First Peoples, early European explorers, settlers of European,
African, Asian, and Hispanic heritage, and present day industries
and residents. We will explore various measures and indicators
of sustainability and investigate new methods and approaches to
making our way of life more sustainable. We will conduct audits of
our own lifestyles, and examine ways of reducing our impacts on
ecosystems.
Students in this program will experience Puget Sound through
field trips, workshops, lectures, films, books, and stories. Students can
expect to spend time observing, recording, and researching many
of the totemic species of the temperate rainforest region, including
salmon. Students will reflect on their experiences by keeping journals
and through various forms of expression. Students will participate
in seminars, collaborative learning activities, small-group research
projects and computer labs. During spring quarter, students will
complete a final project. Students will have an opportunity to hone
their academic and creative writing, math, and critical reasoning
skills as well as learn to think in an interdisciplinary manner and
with multiple perspectives. A student successfully completing this
program will understand the human, ecological, geological and
hydrological history of Puget Sound, and the public policy that has
shaped and continues to shape human interaction with Puget Sound.
In addition, students will have a working understanding of several
measures of how their own lifestyle choices impact sustainability in
this region. At the completion of this program students will be ready
for more advanced college-level work.
Total: 16 credits per quarter
Enrollment: 69
Special Expenses: Approximately $200 per quarter for field trips
around and on the Puget Sound.
Major areas of study include human development, theater and
expressive arts, family studies, literature, writing, developmental
psychology, culture and community studies.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in social
sciences, theater, community/cultural studies and expressive arts.
Faculty: TBA, Stephanie Kozick (human development)
The title of this program comes from a key idea in a book by
Eleanor Duckworth in which she ruminates on the "having of
wonderful ideas," which is the way we come to "understanding." We
need to have a number of wonderful ideas in life in order to navigate
through personal, social, cultural and community landscapes in
fulfilling and meaningful ways. This program will explore the creative
process of writers, filmmakers, dancers, musicians and other thinkers.
We'll see, hear and read the works of creative people; for example,
we will learn how the choreographer Twyla Tharp creates dances in
The Creative Habit: Learn It and Use It for Life (Tharp, 2005), we will
learn about Thinking Musically (Wade, 2004), and we'll read about
Kundera's ideas on writing in The Art of the Novel (2003).
Wonderful Ideas will become a study of the complex variety
of elements that secure human purpose, creativity, concentration
and mindfulness. The curriculum will rely on human stories drawn
from fiction and nonfiction literature, theater, film and expressive
arts. Thich Nhat Hahn's life reveals his wonderful ideas on learninq
to "reveal and heal" in his popular book, Miracle of Mindfulness.
He instructs us how to take hold of our consciousness and keep it
alive to the present reality, whether eating a tangerine, playing with
children, or washing the dishes. We will read, talk to each other, act,
sing and write in order to practice the creative process.
In fall, the program will focus on how individuals and intimate
groups such as families, musical groups, dance companies and
theater groups work out wonderful ideas. In winter, we can expand
outward to examine the ideas that consider wider public and political
life. Each quarter, students will participate in experiential workshops
in group problem solving, voice, theater and movement, and writing.
Individual work will include the exploration of one's own journey to a
creative, meaningful life. Students will learn about and be expected
to engage in close reading of texts, view films with an eye for media
literacy, practice the writing process of "write-rewrite," collaborate
constructively in a number of group workshops, and spend centered
time reflecting on the process of learning.
The program will include lectures, workshops, seminar discussions,
film critiques and attendance at professional performances. Students
will be required to keep an active portfolio of their work that will
act as a personal story of progress in this program. At the end of
this two quarter program, students will be able to identify a set of
key concepts that have emerged from our collective inquiry into
personal, social, cultural and community creativity, and to express
their new understanding.
Total: 16 credits per quarter
Enrollment: 46
Programs for Freshmen 141
OFFERINGS BEGINNING WINTER QUARTER
Computer Science Foundations
Language Matters:
Persuasive Language in Popular Culture
Winter and Spring quarters
Major areas of study include computer programming, computer
organization and architecture, data structures, operating systems,
discrete mathematics, and topics in science, technology, and society.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra proficiency and introductory
computer programming experience. Students who have not had
a programming course should take the Data and Information or
Modeling Motion program in the fall. If you are interested in this
program and uncertain about programming prerequisites, contact
program faculty to discuss your situation, or Neal Nelson (nealn@
evergreen.edul, who can assess your readiness for the program.
Program is preparatory for careers and future studies in
computing, science, mathematics, and education.
Faculty: TBA (computer science)
The goal of this program is to lay a foundation for more advanced
work in computer science. Students in the program will have the
opportunity to achieve a deeper understanding of increasingly
complex computing systems by acquiring knowledge and skills in
mathematical abstraction, problem solving, and the organization
and analysis of hardware and software systems. The program covers
standard material such as algorithms, data structures, computer
organization and architecture, logic, discrete mathematics, and
programming in a core liberal arts computer science curriculum.
The program content will be organized around four interwoven
themes. The computational organization theme covers concepts
and structures of computing systems from digital logic to operating
systems. The programming theme concentrates on learning how to
design and code programs to solve problems. The mathematical
theme helps develop theoretical abstractions and problem solving
skills needed for computer scientists. A technology and society
theme explores social, historical, or philosophical topics related to
science and technology.
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Scientific Inquiry
Winter quarter
Major areas of study include linguistics, communications, media
studies, writing and gender studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: one college course in introduction to linguistics or
the equivalent experience with linguistic analysis.
Program is preparatory for careers and future studies in
linguistics, languages, communications, law, gender studies,
media studies and education.
Faculty: Susan Fiksdal (linguistics, French), Rachel Hastings
(linguistics, mathematics)
This program will focus on the linguistic resources we all use to
persuade others of a particular point of view. We will study the art of
persuasion in a wide range of settings within popular culture, ranging
from comedy to politics, from news journalism to blogs. Part of our
work will involve deepening our engagement with linguistic theory
in several areas, including discourse analysis, semantics, pragmatics,
metaphor, morphology and syntax.
As we develop these theoretical tools, we will concurrently
be using them to analyze discourse from the media, the internet,
conversations, and speeches in order to uncover ways in which
speakers use their linguistic knowledge to persuade. We will study
how different individuals and different categories of communication
vary with respect to the structure and content of their persuasive
language. In particular, we will use theories of language and gender
to investigate how men and women may sometimes adopt different
rhetorical strategies for persuasion. For a broader view of linguistic
resources, we will also examine cross-linguistic variation in persuasion
in languages other than English, including Guechua and French.
Students will apply their understanding of concepts by writing
papers using two formats - short expository essays and linguistic
analyses. To demonstrate their understanding of persuasion in a
particular setting, they will create final oral presentations.
Total: 16 credits
Enrollment: 48
Planning Units: Culture, Text and Language and Programs for
Freshmen
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42 I Programs for Freshmen
The Opening Of The Field:
Ecopoetics, Ecology and Ideas
Political Economy of the Media:
U.S. Historical & Contemporary Realities
Winter and Spring quarters
Winter and Spring quarters
Major areas of study include poetics, writing and ecology.
Major areas of study include U.S. history, critical media studies,
propaganda analysis, social movements, expository writing,
media history and topics in media analysis.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in creative
writing, science and ecology.
Faculty: Nalini Nadkarni (ecology), Leonard Schwartz (poetry,
creative writing)
During this program, we will examine the dual disciplines of
poetics and forest ecology. What do literary texts and ecosystems
hold in common? They are both complex systems, in which all
elements are interrelated. In language, a single word added or
removed can potentially alter the balance of rhythm, image, and
meaning in that text. In the case of ecosystems, lack or surplus of
mineral elements, energy, or diversity can alter the structure and
function of components.
What do scientists understand by the term "nature"? How have
poets and philosophers understood that same word? What might
we learn by juxtaposing or combining these two ways of knowing
the world that would not be achieved if each were considered
separately? Can we apply any of the products of combining the
two to evoking a sense of conservation or stewardship in human
attitudes towards ecosystems?
We will not so much be studying "nature poetry" as we will be
working with the language that scientists use to investigate and
understand ecology. We wish to arrive at new ways of talking about
texts that do not break them into tiny pieces or create simplistic
chains of cause and effect. Similarly, scientists can think through
issues of poetics in order to challenge some of their own paradigms
and tropes. In this program, we will give consideration to the process
of combining the disciplines of poetics and ecology.
Field trips will include 3-day visits and data gathering in the
temperate rainforests of the Olympic Peninsula Hoh and Quinault
River valleys and the temperate coniferous forests of the H.J.
Andrews Experimental forest in the western Cascades of Oregon.
We will also attend poetry readings in Seattle and other locations.
Students will work individually and in small groups to gain research
skills that will include advanced access to library sources, field
techniques for gathering and analyzing ecological data, and learning
how to read deeply scientific and poetic texts. All students will be
involved with a large group project in our campus forest.
The program will involve two tracks or emphases for students of
different backgrounds: one for students most interested in poetry,
the other for those most interested in science/ecology. However,
there will be many opportunities for synthesis and interdisciplinary
study and projects.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $400 for field trips to study sites and readings
in Washington; $200 in workshop fees; $600 total. Overnight
field trip costs include van rental, park fees, and lodging and
food costs. Reading costs include transportation and entry to
professional poetry readings in Olympia, Seattle, and Tacoma.
Planning Units: Culture, Text and Language; Environmental
Studies; and Programs for Freshmen
Program is preparatory for careers and future studies in media
studies, social movements, social science, education and journalism.
Faculty: Michael Vavrus (Social Foundations of Education,
Political Economy), Lawrence Mosqueda (Political Economy)
In this 2-quarter program, students will investigate how political
events are constructed and reported in the media, compared
to actual political and economic realities. In "media" we include
mainstream periodicals, television, radio and films. We also include
the growth of Internet blogs, web sites, independent media, and
other media outlets in the 21st century. We will take an historical
approach that focuses on U.S. history from the colonial era to
contemporary globalization. We will compare media concentration
of ownership to community-controlled media. We will examine how
issues surrounding race, class, and gender are perceived by the
media and subsequently by the public.
During winter quarter students will receive a theoretical and
historical grounding in the political economy of the media. We will
explore the question of who owns the media and what difference this
makes to how stories are reported, framed, sourced or just ignored.
Films, lectures and readings, along with text-based seminars, will
compose the primary structures used by this learning community.
Student will regularly engage in a critical reading of The New
York Times and other media outlets. Also during the winter quarter,
students will create a research proposal that includes an annotated
bibliography. Research projects may either be traditional research
papers or equivalent projects determined in collaboration with the
faculty, such as an independent media blog or web site.
During spring quarter, students will devote approximately half
of their program time to completing their proposed projects and
presenting the results of their research. The remaining program
time will focus more in-depth on program themes as we examine
contemporary issues through a variety of sources.
Total: 16 credits per quarter
Enrollment: 48
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Programs for Freshmen I 43
OFFERINGS BEGINNING SPRING QUARTER
Self and Culture: Studies in Japanese
and American Literature and Cinema
Algebra to Algorithms
Spring quarter
Winter quarter
Major areas of study include cultural studies, Japanese and
American literature, literary analysis, film studies, expository
writing and psychology.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in cultural
studies, literature, film studies and psychology.
Faculty: Harumi Moruzzi (cultural studies, literature, film studies)
It is often said that American and Japanese cultures represent the
mirror images of human values. For instance, while American culture
emphasizes the importance of individuals over groups, Japanese
culture dictates group cohesion. Certainly, the reality is not as simple
as these stereotypes indicate; nevertheless, this dichotomized
comparative cultural frame presents an interesting context in which
we can explore many human issues. Thus, in this program we explore
the concept of self through the critical examination of American and
Japanese literature, cinema and popular media.
At the beginning of the quarter the students will be introduced to
major literary theories in order to familiarize themselves with varied
approaches to literature; then, students will examine representations
of individuals and cultures in American and Japanese literature
through seminars and critical writings. Weekly film viewing and film
seminarswill accompany the study of literature in order to facilitate a
deeper exploration of the topics and issues presented in the literary
works. Early in the quarter the students will also be introduced to the
rudiments of film analysis to develop a more analytical and critical
attitude towards the filrn-viewinq experience.
Total: 16 credits
Enrollment: 24
Special Expenses: Up to $40 for a possible field trip.
Planning Units: Culture, Text and Language and Programs for
Freshmen
Major areas of study include college algebra, introductory computer
programming, problem solving, and mathematics in society.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
mathematics, computer science, and science.
Faculty: Brian Walter (mathematics)
Westem science relies on mathematics as a powerful language for
expressing the character of the observed world. Mathematical models
allow predictions, more or less, of complex natural systems, and
modern computing has both magnified the power of those models
and helped shape new models that increasingly influence 21st-century
decisions. Computer science, the constructive branch of mathematics,
relies on mathematics for its culture and language of problem solving,
and it also enables the construction of mathematical models.
In this program, we will explore connections
between
mathematics, computer science, and the natural sciences, and
develop mathematical abstractions and the skills needed to express,
analyze and solve problems arising in the sciences. The regular
work of the program will include seminars, lectures, problem
solving workshops, programming labs, problem sets, and seminar
papers. The emphasis will be on fluency in mathematical thinking
and expression along with reflections on mathematics and society.
Topics will include concepts of algebra, functions, algorithms,
programming and problem-solving, with seminar readings about the
role of mathematics in modern education and in society.
This program is intended for students who want to gain a
fundamental understanding of mathematics and computing before
leaving college or before pursuing further work in the sciences.
Total: 16 credits
Enrollment: 23
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Scientific Inquiry
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The American Eye
Climate Change
Spring quarter
Spring quarter
Major areas of study include American literature, history of
American photography and photography.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in the arts
and the humanities.
Faculty: Robert Haft (photography)
Major areas of study include introductory chemistry, physics,
astronomy, earth science, environmental studies and algebra.
Lower division credit only.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in natural
science, environmental studies, science writing, public policy and
education.
Faculty: Sharon Anthony (atmospheric chemistry), EJ Zit a
(physics, astronomy, energy)
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, 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: 24
Special Expenses: Approximately $250 to $300 for photographic
supplies.
Planning Units: Expressive Arts and Programs for Freshmen
Over geologic time the Earth has experienced wide fluctuations
in climate. The ice ages are one example of extreme climate
change. A major factor determining global climate is the intensity
of the Sun's energy reaching the Earth. However, climate changes
cannot be explained by variations in solar radiation alone. The Sun's
energy and its interactions with the land, oceans, and especially
the atmosphere, affect the Earth's climate. Scientists agree that
the Earth is currently experiencing a rapid warming trend caused
by anthropogenic (human-caused) changes in the concentration of
greenhouse gases in the atmosphere.
What are greenhouse gases? What are sources and sinks of
greenhouses gases, both natural and anthropogenic? What are
historical trends and causes of climate change? How much do our
daily activities contribute to greenhouse gases? How can. we make
a difference to global warming? This program will explore such
questions through activities such as lectures, discussions, workshops,
student research and seminars. We will draw on primary literature
whenever possible for a rigorous scientific treatment. Students
should be willing to work in teams, engage in self-directed learning,
use computers, and learn algebra and quantitative reasoning.
Total: 16 credits
Enrollment: 46
Special Expenses: Up to $100 for field trips.
Planning Units: Environmental Studies and Scientific Inquiry
Programs for Freshmen I 45
C)
Educating On the Wild Side
Food, Place and Culture
Spring quarter
Spring quarter
Major areas of study include environmental education, ecology,
natural history and marine biology.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in forest
ecology, marine biology, education and environmental studies.
Faculty: Dylan Fischer (forest ecology), Amy Cook (marine biology)
Major areas of study include political economy, geography, food,
culture, Native American and traditional food and agriculture.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
In this program we will focus on the ecology of marine and
terrestrial ecosystems and on ecology-centered environmental
education for K-12 students. Using the concepts of community
ecology, students will explore and learn about different local
habitats and exarnine a variety of environmental education tools.
Through examination of the major species of organisms and their
interactions in terrestrial and marine habitats, students will develop
an understanding of the natural history of these ecosystems. We will
also explore place-based education, inquiry-based learning, and
bioregional and constructivist approaches to wilderness education.
We will evaluate and gain exposure to major environmental
education programs including Project WILD, Project WET and
Project Learning Tree. Students will create a final project which
involves applying the ecological and educational tools they learn
in the program in a local education setting. By the end of this
program students will have exposure to the fields of ecology and
organismal biology, environmental education theory, and will have
some exposure to what it means to be an environmental educator
in the modern day.
Total: 16 credits
Enrollment: 46
Special Expenses: Approximately $250 for environmental
education workshops.
Planning Units: Environmental Studies and Programs for Freshmen
Program is preparatory for careers and
geography, culture, food, native plants
Faculty: Martha Rosemeyer (agricultural
(biology). Zoltan Grossman (geography,
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and political economy.
ecology), Donald Morisato
Native American studies)
Food is a central element in social exchange and definition of self
and community. Perhaps even more than language, food is a marker
of identity and culture. How have particular regional and national
cuisines been shaped by local and global geography and history?
For example, what was Italian food before the tomato's arrival from
the Americas? How are local food traditions being endangered by
globalization?
We will begin the quarter with an overview of the evolution of
early humans and the history of food procurement, including the
relatively recent development of agriculture. We will study the food
gathering, cultivation practices and rights of indigenous and landbased peoples of North America and the Pacific Rim. This component
will include introductory ethnobotany and field work aimed at
beginning to recognize native plants of the Pacific Northwest. We
will also investigate the interaction of people with their landscape
through visits to local tribes and immigrant communities. Students
will examine the scientific basis of various modes of traditional food
preparation and preservation, including fermentation.
By focusing on a few case studies, we will dissect the notion
of regional cuisine, which initially develops within the context of
a distinct place with unique edible plants, animals, and spices, as
well as its cultural perspectives. We will consider the Columbian
Exchange, the dislocation of plants and animals following this
encounter of Europe with the Americas, and its profound impact
on ecological systems in both areas. We will further examine the
consequences of colonialism in restructuring local food systems for
the markets of Empire, and in "internationalizing" food, as in Indian
curry in England. We will study how migration has changed the flavor
of national identities, an example of which is how salsa has replaced
ketchup as the most popular condiment in the United States.
Finally, we will look at the impact of globalization and the
structure of regional economies on food, such as the effects of freetrade agreements on farmers and consumers. We will investigate how
climate change is disrupting plant and animal habitats important in
food procurement and cultural survival. We will consider alternative
models capable of providing local food security, self-sufficiency and
a stronger connection to place
Total: 16 credits
Enrollment: 72
Special Expenses: Special expenses: $75 for food, entrance fees.
Planning Units: Environmental Studies; Native American and
World Indigenous Peoples' Studies; Programs for Freshmen; and
Scientific Inquiry
'"
46 I Programs for Freshmen
Gender and Culture: Studies in Japanese
and American Literature and Popular Culture
The Incisive Line
Spring quarter
Spring 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 accepts up to 25%
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, film studies, literature)
This program is designed for students who are interested in
a cross-cultural exploration of the concept of gender. It is often
said that American and Japanese cultures represent diametrically
opposed values in many aspects of human behavior and customs.
For instance, while American culture emphasizes the importance of
individuals over groups, Japanese culture dictates group cohesion;
while Japanese women are valued most as wives and mothers,
American housewives may feel severely undervalued if they are not
wage earners. Needless to say, the reality is not as simple as these
stereotypical perceptions indicate; 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 will explore the concept of gender through the critical
examination of American and Japanese literature, theoretical essays,
and popular culture.
At the beginning of the quarter, students will be introduced to the
basic terms of film analysis to develop a more analytical and critical
attitude toward the film-viewing experience. Early in the quarter they
will also be introduced to 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 $40 for a possible field trip.
A similar program is expected to be offered in 2010-2011
Planning Units: Culture, Text and Language and Programs for
Freshmen
Major areas of study include graphic design, art history,
printmaking and expository writing.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Basic drawing skills will be helpful, but are not
required.
Program is preparatory for careers and future studies in visual
arts, graphic design, art history and education.
Faculty: Lisa Sweet (visual arts)
Historically, printmaking has been aligned with revolutionary
ideas, political and religious reform, and the democratization of
artistic practice and production. This is an arena in which artists have
the potential to reinvent not only the way two-dimensional images
look, but also the manner in which they are made. For instance,
consider the popular notion of the Modernist artist-genius working
in isolation. In contrast to this creative practice, printmakers have
traditionally collaborated to create works of art.Aloften with a social
message. Artists and printers confer with and influence each other
while making work in their community. Printmaking can counter
the idea of works of art as precious, one-of-a-kind commodities
by permitting the artist to create multiple copies of images. These
are a few of the ways we will address the practice and history of
printmaking.
This one-quarter program will focus on printmaking as an
expressive and conceptual art form. Our artistic practice will focus on
relief and intaglio techniques: the incised lines of woodcut, drypoint
and etching. Emphasis will be placed on developing artistic practice
and research: How do we develop artistic ideas? How do we revise
and refine ideas and works of art? What is the benefit of working in
series? How does an artist generate and communicate intellectual
content through images?
During the quarter, students will practice printmaking techniques,
learn about print culture and the history of printmaking, and do
research by examining both art historical and artistic examples.
Students will be expected to work collaboratively in community.
Writing is a significant component of this program. Students will be
responsible for developing a portfolio of printed works, presenting
significant research on printmaking history and participating in a print
exchange. Students should anticipate spending about 40 hours a
week on studio work and a research project. This will be an intensive
ten weeks that will require enthusiasm and a strong work ethic.
Total: 16 credits
Enrollment: 23
Special Expenses: $250 for art supplies.
Planning Units: Expressive Arts and Programs for Freshmen
Programs for Freshmen I 47
Integral Psychology
Language and Mind
Spring quarter
Spring quarter
Major areas of study include psychology, transpersonal
psychology and counseling.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
psychology, the health professions, human services and education.
Faculty: Mukti Khanna (psychology), Scott Coleman (education,
psychology)
Major areas of study include cognitive science, linguistics,
philosophy of language and mind, and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Background in biology, linguistics or psychology
and proficiency with algebra.
Program is preparatory for careers and future studies in
linguistics, cognitive science, philosophy and cognitive
neuroscience, and education.
Faculty: Rachel Hastings (linguistics, mathematics), David Paulsen
(cognitive science, philosophy of mind)
There is a growing acceptance of spirituality in psychology,
psychotherapy, and medicine and a growing understanding within our
culture that meditation and other traditional Eastern forms of spiritual
practice can be applied in psychological practice. In this program we
will study the developing theory and practices of integral psychology.
Integral psychology draws upon the major spiritual traditions of the
East and West, recent cultural and social sciences research, and the
innovations made by contemporary psychoanalytic, humanistic,
systemic, and transpersonal psychologies. Integral psychology
includes the development of consciousness and self-awareness
using imaginative somatic and expressive arts languages.
Pedagogical practices will include workshops, book seminars,
lectures and video, with an emphasis on experiential learning in
individual, small and large group formats. Multi-modal expressive
arts laboratories based on person-centered psychology will be
explored throughout the program. As described by Natalie Rogers,
an international leader of expressive arts therapies and daughter
of pioneering psychologist Carl Rogers, "The combination of
expressive arts-the integrated process of using movement, visual
art, music, journal writing and drama-and person-centered listening
are powerful ways to become aware of our feelings about world
events and transform these feelings into self-responsible action. The
expressive arts bring us into balance by engaging our imagination,
intuition and spiritual practices." The program will explore ways in
which the application of integral psychology and spirituality can
provide co-creative perspectives on health reform, social change
and community building. This program will also include a retreat to
provide an.opportunity to engage more deeply in the practices of
integral psychology and person-centered expressive arts. No previous
art or movement experience is needed. Students need to be willing
to work with integral psychology theory and self-knowledge through
mindfulness, somatic and expressive arts practices in addition to
discussion and reading.
Total: 16 credits
Enrollment: 48
Special Expenses: $60 for art supplies and $100 for retreat costs.
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
What features of the human mind are revealed through our
ability to speak and understand language? How are children able
to develop a detailed and abstract understanding of their native
language at a very young age? In this program we will study theories
of cognition, brain structure and consciousness as they relate
to the complex phenomena of language acquisition and use. To
understand the nature of linguistic processing we will look at the
structure of language and ask what capacities must be present
within human cognition in order for us to produce and understand
human language, as well as its relationship to communication in
other animals.
As part of our study we will ask how much of our knowledge of
language can be attributed to an innate language capacity and how
much is dependent on individual experience. We will study the ideas
of Noam Chomsky and others who argue for a "universal grammar"
as an explanation of rapid language acquisition and similarity among
languages. We will compare theories of generative grammar (which
focuses on structural properties specific to language) with ideas from
within cognitive linguistics (which focuses more on the relationship
between linguistic and non-linguistic cognitive capacities). Our
theoretical studies will be informed by data emerging from current
research on language acquisition and language impairment,
including work on the neurobiology of language.
Program activities will include seminar, lectures and workshops.
We will discuss fundamental questions about consciousness and the
relationship between mind and brain as we read both scientific and
philosophical studies of the nature of cognition in relationship to the
human capacity for language.
Total: 16 credits
Enrollment: 48
Planning Units: Programs for Freshmen and Scientific Inquiry
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The Pacific Northwest:
History, Culture and Environment
Spring quarter
Major areas of study include Pacific Northwest social and
environmental history with emphasis on natural resources,
gender, expository writing and basic research.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in history,
environmental studies, cultural studies, gender studies and labor
studies.
Faculty: Liza Rognas (American history)
What is historical thinking and why is it important to an
understanding of the Pacific Northwest? How can knowledge about
the past be used to create a more environmentally and socially
sustainable present and future? In this one quarter program, students
will have the opportunity to explore the history of this region
through five specific themes: Culture, Environment, Gender, Labor
and Sustainability. Program reading materials, films, lectures and
other resources will introduce students to key historical ideas and
concepts in each of the themes and from this foundation students
will engage in their own research. Working in groups and individually,
students will craft research questions and project ideas linking the
past with present-day sustainability initiatives. For example, how
does the language used in American Indian Treaty documents over
a hundred years ago playa vital role in natural resource protection
policies today?
This program is intended to introduce students to the unusual
world of historical thinking, to the practical and creative applications
of history, and to the important current-day concept of sustainability.
While attempting this intellectual feat, students will learn and hone
research skills, listening and seminar skills, writing and deep reading
skills.
Research will emphasize primary and secondary resources and
information obtained through observation and participation. It
will also rely upon standard library materials such as newspapers,
photographs, government documents and electronic databases.
Activities will include workshops and guest speakers, trips to area
museums and archaeological digs, and a two-night field trip to the
Columbia River.
Using program materials, field trip notes and the products of
their own research, 16-credit students will write two short papers and
complete an end-of quarter project on a topic of their choice that
incorporates one or more of the program themes. 12-credit students
will write two short papers. All students will keep an annotated
bibliography and research log throughout the quarter.
Total: 12 or 16 credits
Enrollment: 23
Special Expenses: $75 for 3-day field trip expenses, museum
entrance fees and guest speakers. A deposit of $50 is due by
April 10,2009.
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 accepts up to 25%
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 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 is 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 Portland, are. on April 23-26, 2009.
Total: 16 credits
Enrollment: 24
Special Expenses: The approximate cost of the field trip
is between $200 and $350, 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 Spring 2010
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Culture, Text and Language 149
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 some social science and virtually all the humanities curriculum
and 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 endeavor to make sure that students have access to a curriculum that is rich
in the study of diverse cultures and languages, so they have ample opportunity to learn about shared legacies and across
significant differences, including differences of race, class, gender and sexuality. We are committed to offering programs
regularly in these areas: American studies, classics, French language and the Francophone world (France, Quebec, the
Francophone Caribbean, Francophone Africa), Japanese language and Japan, Middle East studies, Russian language and
Eastern Europe, and Spanish language and the Hispanic world (Latin America, Spain, the United States).
Many Culture, Text and Language programs bring together two or more disciplines to examine critical questions about
the human condition, and many also include community-based activities that put ideas into practice. Thus, students gain an
interconnected view of the humanities and interpretive social sciences. Faculty act as advisors and mentors in their subjects
of expertise, supporting students to do advanced work, internships, studies abroad and senior theses.
The 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 individual 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:
Matthew
E. Smith
Nancy Allen
Chauncey Herbison
David Marr
Sarah Pederson
Spanish
African American
American
Literature,
William Ray Arney
Marianne Bailey
Patrick J. Hill
Harumi Moruzzi
Rita Pougiales
Political Science,
Community Studies
Philosophy
Anthropology
Robert W. Smurr
French Literature
David Hitchens
Cultural Studies,
Literature, Film Studies
Bill Ransom
Russian History
Thad Curtz
American
Greg Mullins
Writing
Eric Stein
Andrew Reece
Cultural Anthropology
Studies
History
Studies
Literature
Sara Huntington
Literature
Stacey Davis
Alice A. Nelson
European History
Writing, Research and
Information Systems
Kathleen Eamon
Ernestine Kimbro
Latin American
Spanish
Philosophy
Interdisciplinary
Steven Niva
Susan Fiksdal
Stephanie
Linguistics and French
Human Development
International Politics,
Political Philosophy
Thomas Grissom
Patricia Krafcik
Physics, Literature,
Russian Language,
Literature and Culture
Philosophy
Humanities
Kozick
and Queer Studies
Literature,
Maritime
Studies
Classical Studies
Setsuko Tsutsumi
Therese Saliba
Japanese Literature,
History and Language
International Feminism,
Middle East Studies, Literature
Jules Unsel
Samuel A. Schrager
United States History
Sarah Williams
Charles N. Pailthorp
Ethnography,
American Studies
Philosophy
Leonard Schwartz
Feminist Theory,
Somatic Studies
Poetics
Elizabeth Williamson
English Literature
50 I Culture, Text and Language
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....• American Places
i1:
Art of Conversation
Fall, Winter and Spring quarters
Fall quarter
Major areas of study include American studies, anthropology,
literature, history, Native American studies, politics, and
community studies.
Major areas of study include linguistics, discourse analysis,
sociolinguistics and gender studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
linguistics, communication, literature, law and education.
Faculty: Susan Fiksdal (linguistics)
Class Standing: This all-level program accepts up to 2S%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
humanities, elementary and secondary education, journalism,
American studies, Native American studies, social services, law,
and environmental studies.
Faculty: Sam Schrager (folklore), Kristina Ackley (Native American
studies), Matthew Smith (political science)
Place absorbs our earliest notice and attention, it bestows on us our
original awareness; and our critical powers spring up from the study
of it and the growth of experience inside it. Sense of place gives
equilibrium; extended, it is sense of direction too. -Eudora Welty
Place forms us, Welty says. Yet in this age of unprecedented
interchangeability of spaces, what happens to the distinctive
character of places? In the face of the mobility, uprooting, and
alienation endemic in the U.s. and elsewhere, what connections
to place can we hope to nurture? Our program will explore how
place emerges from experiences of location within the physical
world and power-laden fields of social relations. We will study how
American places are conceived, lived in, felt about, fought over, and
transformed at intersections of geography and history, culture and
politics. How, we will ask, do persons and groups create-and how
are they shaped by-the places they inhabit?
Re-imagining and reinventing place will be a central theme.
We will look at how Indigenous communities have contested
American spaces by re-mapping race, gender and nation in the
face of colonization, and we will listen to ongoing Native discourse
about the effects of borders on tribal sovereignty. Our inquiry will
consider other groups remaking places: Europeans transplanting
home cultures, African Americans asserting selfhood in racist South
and North, settlers relocating to the West, and Latin American and
Asian immigrants forging transnational identities. Contemporary
issues will include tourism and economic development, power
in social institutions, practices of community, the value of stories
and the fate of cultural traditions. Our views of place will range
broadly, encompassing Olympia and New York City, the Six Nations
Confederacy and the Idaho woods, families and worship-houses,
beauty salons and theme parks, schools and prisons.
This program offers ideal opportunities for students to develop
skill as interpreters, writers, and researchers by studying scholarly
and imaginative works and by conducting ethnographic fieldwork
(observation, interviewing, documentation of social life). From midwinter to mid-spring, students will undertake an extended project
on an American place of their choice, locally or elsewhere. The
faculty will provide strong support. This project, embedded in the
conversation of the program, will include the option of combining
research with internships or other community service. The research
will be a fine context for writing senior theses. We anticipate that the
work students accomplish here will be a source of pride and pleasure
in years to come.
Total: 16 credits per quarter
Enrollment: 72
Special Expenses: $240 for fall and spring program field trips.
Students may incur expenses associated with winter/spring
research project. Costs will depend on location of study and
choices of research.
Internship Possibilities: With faculty approval, as part of winterspring research project.
Planning Units: Culture, Text and Language; Native American and
World Indigenous Peoples' Studies; and Programs for Freshmen
Art of Conversation is designed to help you discover how
conversation is organized and managed, how it constitutes power
and resistance, how it varies, and how it helps to construct our social
reality. Examining the ways gender, style, accent, and dialects impact
conversation will be a major focus. You will gain an appreciation of
the art and work involved in understanding and negotiating meaning
in everyday conversation.
To do this, you will learn how to analyze the structure of
language (phonemes, morphemes, syntax), the meaning (semantics
& pragmatics), and the function (discourse). Applying sociolinguistic
principles and discourse analysis heuristics, you will analyze various
types of conversations-those between friends, interviews on radio
or television, electronic discussions on the Internet, in film, and in
seminars. You will learn several methodologies used to gather data
in sociolinguistics: informal notation of speech acts, audiotaped
surveys, and videotaped informal conversations. Because we are
examining language in context, you will also learn methods to analyze
nonverbal communication as well as the rhythmic organizatjon of talk.
Total: 16 credits
Enrollment: 2S
A similar program is expected to be offered in 2010
Culture, Text and Language I 51
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Awareness: Independent Studies
Fall, Winter and Spring quarters
Major areas of study include areas of student interest.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in wherever
your work takes you.
Faculty: William Ray Arney
Awareness has been offered in various forms for the past three
years. This year, students will pursue independent projects that
fit under the rubric of Awareness. There is no faculty signature
requirement, but students are encouraged-not
required-to submit
proposals to the faculty before registering. (NB: Submission of a
proposal does not guarantee a slot on the class roster.) Proposals
should consist of answers to the following questions:
1. What do you want to learn?
2. How are you going to learn it?
3. How are you going to know that you have learned it? (This is
the most difficult and most important question. If you have trouble
answering this question, or if you are inclined to say you are involved
in "life-long learning," you probably need different answers to the
first two questions.)
4. What difference will this make?
There will be an optional convivium every second or third week
at which students may present their work.
All students should be motivated and self-directed. Freshmen
are welcome but are STRONGLY advised to consult with faculty via
e-mail before registering.
Total: 16 credits per quarter
Enrollment: 24
Internship Possibilities: With faculty approval.
Planning Units: Culture, Text and Language and Programs for
Freshmen
Death Considered
Fall quarter
Major areas of study include literature and philosophy.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in any
field requiring competence in the uses of language, conceptual
analysis and interpretation, such as literature, philosophy, history,
law and public service.
Faculty: David Marr (American studies)
Art lives only on the constraints it imposes on itself; it dies of all
others. -Albert Camus
Scheherazade agrees. For it was she who told the Sultan stories in
order to live another day. She had to get the words right, or else. Death
Considered considers the words-the form-writers and philosophers
use when they breathe life into the problem of human death.
The inescapability of death can concentrate the mind. The
contemporary philosopher Odo Marquard argues that from the facts
of life's brevity and death's finality it follows that absolute personal
choices are senseless. From other philosophers come perplexing
questions: Given that the human being knows he or she will die, how
does he or she know this? Is it possible to imagine one's own death?
If my death is not one of my experiences, in what sense is it mine?
In Death Considered we will read the following works of prose
fiction and philosophy: Herman Melville, Moby-Dick; Fyodor
Dostoevsky, The Brothers Karamazov; Leo Tolstoi, Anna Karenina;
Henry James, Portrait of a Lady; James Joyce, Dubliners; Thomas
Mann, The Magic Mountain; William Faulkner, Light in August;
Albert Camus, The Fall and Resistance, Rebellion and Death; Ralph
Ellison, Invisible Man; Saul Bellow, The Adventures of Augie March;
and Odo Marquard, In Defense of the Accidental.
Death Considered is for the intellectually curious, diligent
student. Program activities include weekly in-class exams on the
reading, seminar reports on the authors' lives and times, one essay
on an assigned topic, scheduled conferences, a comprehensive final
exam and full attendance.
Total: 16 credits
Enrollment: 25
Gender and Sexuality: History, Culture and Politics
Fall and Winter quarters
Major areas of study include history, literature, cultural studies,
gender studies, queer studies and American studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in history,
literature, education, social services, arts, politics, management
and administration.
Faculty: Greg Mullins (American literature, queer studies), TBA
(American history, queer studies)
In this introduction to the critical study of gender and sexuality, we
will focus on lesbian, gay and transgender texts of history, literature,
and theory. Our temporal frame will be the nineteenth and twentieth
centuries, and our geographical frame will be the multicultural United
States. Over the course of these centuries, gender and sexuality have
been fundamentally reorganized. Sexual and gender minorities have
been produced by the forces of historical change, and have themselves
produced vibrant works of cultural expression. From the romantic
friendships of the nineteenth century to the queer activism of the
twentieth century, we will study how this history bears immediately
upon contemporary culture, politics and society.
This program is designed especially for students who are working
or wish to work in fields of social endeavor (such as education, social
services, arts, politics, etc.) that require a profound understanding
that virtually every aspect of social life is structured by gender
and sexuality. Students of all genders and sexual orientations are
welcome, and students are required to engage in winter quarter
internships or volunteer service, so that they may apply their learning
in a community setting.
Fundamental to our inquiry will be a precise understanding of
how gender and sexuality shape and are shaped by social relations of
race, ethnicity, class, and nationality. Fall quarter topics may include
slavery and abolition, industrialization and urbanization, gendered
labor roles, and romantic friendship models of same-sex relations.
As we move into the twentieth century, our focus will shift to lesbian,
gay and transgender identity formation; topics may include Civil
Rights, feminism, the impact of AIDS, and transnational sexuality.
Depending on individual arrangements for internships or volunteer
work, winter quarter may be a mixture of classroom learning, service
learning and academic research.
Total: 12 or 16 credits per quarter
Enrollment: 50
Special Expenses: Service learning may require transportation
costs in addition to those incurred traveling to campus.
Internship Required: Winter quarter service learning is required.
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52 I Culture, Text and Language
...•
...•
India: Tradition & Beyond
~
Fall, Winter and Spring quarters
Major areas of study include cultural studies, performing arts,
cinema, history, cultural anthropology, political science and
literature.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in the
expressive arts, social sciences, Asian literature, Indian history
and culture, education and comparative cultural studies.
Faculty: Ratna Roy (literature, dance, performance, cultural
studies)
The world's largest democracy, India gave birth to Gandhi, yoga,
ayurveda, Kama Sutra, Natya Sastra, and the religious philosophies
of Hinduism, Buddhism, Jainism, and Sikhism, to name a few. In this
program we will study Indian dance and culture, examining its classical
dance, music and cinema in the context of Indian society, history,
politics, and literature. Indian culture has integrated-syncretized
Asian and Middle Eastern philosophies that came from the outside,
giving birth to an artistic tradition that seamlessly blended existing
Hindu practices and beliefs with incoming Muslim ones. We will
study much of the art resulting from this syncretic mix, including
the works of such maestros as Ravi Shankar, Ali Akbar Khan, Kelu
Charan Mohapatra in music and dance and early Bollywood director
Raj Kapoor and auteur director Satyajit Ray in cinema. We will pay
particular attention to the powerful women, religious and secular,
who have contributed to Indian culture, through their song, dance,
and literary and political pursuits. Lectures, readings, seminars and
screenings will be accompanied by workshops in Indian theater,
music and dance.
In the fall, we will delve into early Sanskrit literature, the science
of the Natya Sastra, the religious philosophies of early Hinduism and
Buddhism and the largely untold stories of women's artistic traditions
in dance and music. We will also view early Bollywood cinema and
analyze these films in context. In workshops, we will engage in the
practical study of theatre, music and dance in the Odissi tradition, a
syncretization of the arts of the north and the south.
In the winter, we will further explore different cultural influences,
including Islam, Sufi mysticism, Baul music, and Bhakti movement.
We will study the development of powerful women's traditions
(mostly matrilineal) in music and dance. We will briefly touch upon
British colonial rule, which caused a pause in the proliferation of the
arts. Finally, we will focus on present day India, a democracy that
encourages globalization, marketing of the arts, hybridization, and
the influence of Bollywood and MTV. The practical study of theatre,
music, and dance, along with the analysis of films, will continue
through winter quarter.
In the spring, students will engage in individual research projects
that may lead to study options in India. The research projects would
incorporate both written work as well as performative work. Both
performing arts students and those with no previous background
in the arts will gain a holistic, diverse introduction to South Asian
history and culture in this program.
Total: 16 credits per quarter
Enrollment: 2S
Special Expenses: $75 per quarter for tickets to performances.
Internship Possibilities: Spring only with faculty approval.
Planning Units: Culture, Text and Language and Expressive Arts
Individual Study: Fiber Arts, Installation, NonWestern Art History, Native American Studies,
Creative Writing: Poetry, and Multicultural
American Literature
Fall, Winter and Spring quarters
Major areas of study include topics in the arts, art history,
literature and writing, especially poetry.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Freshman Composition or Core Program and
enough previous academic work to merit an independent
contract in the area of student work.
Program is preparatory for careers and future studies in the arts,
art history, literature and creative writing, especially poetry, and
the humanities.
Faculty: Gail Tremblay (visual arts, creative writing)
In the fields listed, Gail Tremblay offers opportunities for
intermediate and advanced students to create their own course
of study, creative practice and research, including internships,
community service, and study abroad options. Prior to the beginning
of each quarter, interested individual students or small groups of
students must describe the work to be completed in an Individual
Learning or Internship Contract. The faculty sponsor will support
students wishing to do work that has 1) skills that the student wishes
to learn, 2) a question to be answered, 3) a connection with others
who have mastered a particular skill or asked a similar or related
question, and 4) an outcome that matters. Areas of study other than
those listed above will be considered on a case-by-case basis.
Faculty Signature: Students must develop an Individual
Learning or Internship Contract and submit their proposals to
Gail Tremblay prior to the beginning of each quarter. For more
information, contact Gail at tremblag@evergreen.edu, in Lab 2,
Rm 3250, phone 360-687-6334, or at 360-943-8727. Qualified
students will be accepted until the program fills.
Total: 12 or 16 credits per quarter
Enrollment: 25
Special Expenses: Additional costs will vary, depending on
student projects.
Internship Possibilities: With faculty approval.
Planning Units: Culture, Text and Language and Expressive Arts
Culture, Text and Language I 53
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Inescapable Beauty, Elusive Sublime
Fall and Winter quarters
Major areas of study include philosophy, aesthetics, visual arts
theory, art criticism, studio art (2D and 3D), and writing for the arts.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least 12 credits in philosophy or the visual
arts, such as photography, sculpture, fine metalworking, video,
painting, printmaking, etc.
Program is preparatory
for careers and future studies in
philosophy, aesthetics, visual arts theory, art criticism, studio art
(2D and 3D), and writing for the arts.
Faculty: Matthew Hamon (photography), Jean Mandeberg (visual
art), Kathleen Eamon (philosophy)
"The work of art ... is essentially a question, an address to the
responsive heart, an appeal to affections and to minds." -Hegel
"Everything goes past like a river and the changing taste and the
various shapes of men make the whole game uncertain and delusive.
Where do Ifind fixed points in nature, which cannot be moved by man,
and where I can indicate markers by the shore to which he ought to
adhere?" -Kant
This two-quarter program is designed for intermediate or
advanced artists and philosophers. Students will choose to
emphasize one of three areas: 2D studio work, 3D studio work, or
the critical application of philosophical theory. In addition, we will
all participate in lectures and seminars. All students will undertake
extensive reading in philosophy and aesthetics, as well as explore the
visual arts in this context, and all students should be prepared to do
upper-division work in critical thinking, reading, and writing. Seminar
readings will inform our understanding of aesthetic theories. Writing
projects and art workshops will encourage students to explore their
own creativity. Students will be expected to pursue their personal
work while participating in interdisciplinary critiques.
Together, we will undertake an artistic and philosophical inquiry
into the beautiful and the sublime. What is the role of beauty in
our creative and intellectual life? How do we experience the
sublime? How have these experiences been historically documented
and challenged? We will be exploring these concepts not only in
connection with works of art, but it is with the work of art that we
will most" directly experience beauty as an occasion for reflection,
and as a demand for thought and engagement. Further, we will ask
whether the sublime is something that can be represented at all in
art, and whether the attempts to do so gave rise to a certain line of
modernist works.
We will approach these and other related questions through an
in-depth study of aesthetics. Indeed, the "work" of art is, by some
accounts, work that we as viewers must undertake and finish, or if not
finish, at least continue. It is in response to this demand for serious but
enjoyable engagement that we will pursue a deeper understanding
of the concepts of beauty and sublimity, by philosophical and artistic
analysis and through practice.
Students will register in one of three specific groups (twodimensional visual art, three-dimensional
visual art, advanced
philosophy) in relation to the primary focus of their inquiry. 2D
students will focus on aesthetic theories of beauty and the sublime
while sustaining a rigorous studio practice in whatever media they
choose to work. 3D students will focus on aesthetic theories of
beauty and the sublime while sustaining a rigorous studio practice
in functional or sculptural work. The 3D work will be centered in
the Fine Metals Studio and incorporate fine metals as well as mixed
media. The philosophy students will do similarly ambitious work in
philosophical aesthetics, with readings likely to include Kant, Hegel,
Greenberg, Adorno, and Danto, with special emphasis on the
relationship between criticism and philosophy.
In addition to classic texts and essays, students can expect to
read books such as: Beauty and the Contemporary Sublime (Rolfe),
Sticky Sublime (Beckley), Uncontrollable Beauty (Beckley, Shapiro),
and The Abuse of Beauty (Danto).
Faculty Signature: Students will be selected on the basis of a
portfolio review and interview with the faculty beginning at the
Academic Fair, May 14, 2008. The portfolio should include a
minimum one-page writing sample and a minimum one-page
description of the student's previous academic experience.
Students focusing on studio art should also include photos of six
to eight samples of 2D and/or 3D work; these portfolios can be
submitted on disk. Students focusing in philosophy should tailor
their one-page writing sample in order to make clear the kind of
work they have done or are interested in doing in the discipline. For
more information, contact Matt Hamon, hamonm@evergreen.edu,
Jean Mandeberg, jeanm@evergreen.edu
or Kathleen Eamon,
eamonk@evergreen.edu.
Qualified students will be accepted until
the program fills.
Total: 16 credits per quarter
Enrollment: 60
Special Expenses: Additional expenses may vary, depending on
student projects.
Planning Units: Culture, Text and Language and Expressive Arts
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54 I Culture, Text and Language
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...•
~
Japanese Film:
Characteristics and Aesthetic Tradition
Looking Backward:
America in the Twentieth Century
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include film study, Japanese literature and
theater and Japanese arts.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
Japanese literature and arts, and film study.
Major areas of study include American history, economic thought,
American literature and mass culture, writing, rhetoric and public
speaking.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Faculty: Setsuko Tsutsumi (comparative literature, Japanese
studies)
This program will explore the aesthetic tradition of Japanese
film. Japanese film originally developed as an extension of the
stage performance, not as a continuation of still photography or
pictures as in the West. Disregard of any claims of realism became
an undertaken strategy in the traditional Japanese theater, thus by
extension in film as well. How do these ideas represent themselves
in films? In developing the drama, Japanese films don't rely on the
story or plots but on consistency of evoked emotion and suggestions
to their viewer's free imagination. They create layers of imagery and
emotions through chains of suggestions, intensifying the emotional
level at each step to develop the drama to climactic moments.
Throughout the program, we will examine the processes and
techniques that Japanese films use to develop drama to climactic
moments. We will explore the ways they make the story more real
without being confined by the rules of reality. We will also examine
their framing and compositional techniques, which press the viewer
on to seek suggestions of the greater world beyond the confines of
the screen.
In fall, we will first study the theory and aesthetics of three major
forms of traditional Japanese theater: Noh, Kabuki, and Bunraku.
We will also explore unique forms of Japanese visual arts such as
narrative scrolls and ukiyoe woodblock prints. We will then analyze
works of three major Japanese directors, focusing on the artistic
tradition they exhibit in their works: Kenji Mizoguchi (1898-1956),
Yasujiro Ozu (1903-1963), and Akira Kurosawa (1910-1998), who,
though diverse in style and choice of material, have each contributed
to establishing Japan's current place in world cinema. We will make
a close examination of their subject matters, artistic presentations,
and cinematographic techniques in order to define what makes each
director different and uniquely Japanese.
In winter, we will examine films by more contemporary directors.
We will see how traditions were succeeded or changed in their works
and whether they still convey a strong sense of "Japaneseness" in
the rapidly growing global culture.
Through our study of film, we will also examine the social
transformations which have taken place during the past 60 years in
Japan, particularly in the areas of family structure, women's roles,
sense of morality, aesthetic sensibility and the Japanese sense of
self.
Total: 12 or 16 credits per quarter
Enrollment: 25
Program is preparatory for careers and future studies in
humanities and social science areas of inquiry such as law,
journalism, history, economics, sociology, literature, popular
culture, cultural anthropology and education.
Faculty: Gerald Lassen (economics), David Hitchens (American
diplomatic history)
The United States began the 20th century as a second-rate
world 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, we invented flying, created
atomic weapons, sent men to the moon and began exploration of
the physical underpinnings of our place in the universe. Many have
characterized the 20th century as "America's Century" because, in
addition to developing the mightiest military machine on earth, the
United States also spawned the cultural phenomenon of "the mass:"
mass culture, mass media, mass action, massive destruction, massive
fortunes-all 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 other tools
to help us understand the nation and its place in the century.
Simultaneously, 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, weekly student panel
discussions of assigned topics and program-wide discussion periods.
Each weekly student panel will provide a means of rounding out the
term's work and provide students with valuable experience in public
speaking and presentation.
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2009-2010
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Culture, Text and Language I 55
....•
Medieval and Renaissance Studies:
Materiality and the Religious Impulse
Fall and Winter quarters
Major areas of study include visual arts, art history, European
history (with a focus on the history of Christianity). and medieval/
renaissance studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in the
arts and humanities, including the visual and performing arts,
literature, history and religious studies.
Faculty: Lisa Sweet (visual art), Elizabeth Williamson (Reformationera literature, theater history)
Christian faith expresses itself as an impulse toward the
transcendent, and the history of Christian art in Europe reflects
the complexity of this spiritual exercise. In order to engage with an
invisible God, the faithful of the Middle Ages established personal
relationships with intercessors-celestial angels, martyrs, and saints,
but most importantly the Virgin Mary and Jesus Christ-via practices,
performances, literature, and objects that gave concrete form to
the ephemeral entities of the spiritual realm. The leaders of the
protestant reformation, which took hold in Europe in the 16th
century, saw these practices as superstitious and sought to eliminate
the threat of idolatry by shifting the focus away from images and
talismans to vernacular Bibles and black letter prayer books. But this
shift was in some sense a mirage: the human instinct toward visual
representation and ritual was no more detachable from the act of
reading than Christianity was from the image of Christ on the cross.
This program will investigate Christian devotional art forms, both
Protestant and Catholic, produced in England, France, Germany
and the Netherlands from 1350 to 1650. In our readings, critical
writings, and lectures, we will focus on how reading practices, ritual
practices, visual culture and craft intersect in the use of religious
objects by examining book forms, diptych images, and early modern
play scripts. Through a variety of creative projects, students will
also engage with the technologies and forms that were central to
making material that was spiritual. Specifically, we'll pursue three
artistic modes important to the evolution of Christian visual culture
during this period: bookmaking, painting diptychs, and dramatic
performance. Students will gain the basic skills required to approach
each of these media, with the aim of understanding on a first-hand
basis the relationship each form establishes between the material
and the transcendent.
Fall quarter will provide students with an historical framework
for understanding the major tenets of Christianity, medieval social
structures, and the context and technologies for the creation of
devotional objects such as books of hours, indulgences, reliquaries,
bibles, plays and paintings (both ecclesiastical and personal). We'll
explore medieval devotional sensibilities and gain an understanding
of the distinctions between Protestant and Catholic theologies.
Winter quarter will represent a deeper interrogation of the place of
the image in an increasingly fragmented Christian culture. Students
willlearn that Protestant practices were never entirely unproblematicin any Christian context, the danger was always that one would
mistake objects (statues of saints, glorious stained glass windows,
towering crucifixes and paintings, for example) for the divinity they
were designed to represent.
This program is designed for students with a balanced interest
in European medieval and renaissance history, art history, religion,
studio art and performance. About 40% of students' time will be
devoted to artistic practice and 60% to rigorous reading, writing,
and discussion of religion and history.
Total: 16 credits per quarter
Enrollment: 44
Planning Units: Culture, Text and Language;
Programs for Freshmen
Expressive Arts; and
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Postmodernity and Postmodernism: Barth,
Pynchon, Delillo, Murakami and World Cinema
(Re)lmagining the Middle East
Fall, Winter and Spring quarters
Fall quarter
Major areas of study include literature, cultural studies,
contemporary philosophy, sociology and film studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
literature, cultural studies, philosophy, sociology, and film studies.
Faculty: Harumi Moruzzi (cultural studies, film studies, literature)
For the West and Japan, the 19th century was a heady century
that embraced the utopian notion of perfectibility of human society
through science and technology. However, by the beginning
of the 20th century this giddy sense of human perfectibility
was severely diminished by various iconoclastic ideas, such as
Freudian psychoanalytical theory, Einstein's theory of relativity and
Heisenberg's uncertainty principle. A sense of confusion, anarchy
and dread expressed in various art works in the first decade or so
of the 20th century is strikingly similar to that of our time, which
suffers perhaps a more radical and real disillusionment regarding
humanity and its future through its experience of the Nazi holocaust
and the atomic bomb explosions in Hiroshima and Nagasaki. Our
time, at the dawn of the 21st century, is generally and vaguely called
the postmodern time or postmodernity. But what is postmodernity?
What is postmodernism?
In this program we will examine, through lectures, book and
essay seminars, films, film seminars and a workshop, the state of our
contemporary world, postmodernity, as manifested in the literary
works of John Barth, Thomas Pynchon, Don Delillo and Haruki
Murakami, as well as in films directed by Godard, Lynch, and other
contemporary filmmakers. We will also explore the significance
and implications of such literary and cinematic works through the
various theoretical works of Baudrillard, Foucault, Lyotard, Jameson,
Habermas, and the like. Students are expected to respond in writing
to each of the required readings, in order to facilitate a productive
seminar, and to each of the films that we view and discuss, in order
to develop reflective thoughts. Students are also expected to write
a few formal expository essays during the quarter and one final
synthesis paper at the end of the quarter.
Total: 16 credits
Enrollment: 25
Special Expenses: Up to $40 for a possible field trip.
A similar program is expected to be offered in 2010-11
Major areas of study include Middle East Studies, women's/
gender studies, journalism and media studies, community studies,
international studies, religion, history, politics, social movements,
multicultural film and literature.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
education, journalism, international studies, social science, media
studies, women's advocacy, international or community nongovernmental organizations, social justice advocacy and writing.
Faculty: Therese Saliba (Middle East studies), TBA
For roughly 1,000 years, Islamic dynasties of the Middle Eastwere
dominant world powers. Largely through peaceful co-existence with
other cultures, they exported world-changing religious movements,
intellectual thought, and great advances in the arts and sciences,
ultimately sparking the European Renaissance. Yet in the past 200
years, Europe and the United States have politically, economically and
culturally dominated a Middle East marked by conflict and turmoil.
This program will examine the Middle East, past and present,
through literary and media representations from Morocco to Iran.
In the process, we will learn about the histories, cultures, literatures,
religions, and contemporary political and economic developments
in the region. In fall quarter, we will focus on the history of cultural
contact and exchange between "East" and "West," examining
how these relations have shaped present (mis)perceptions of the
peoples, their religions, politics and gender roles. Our goal is
to move beyond the "clash of civilizations" thesis to understand
how historical developments, from the Arab-Islamic and Ottoman
empires, to European colonialism and U.S. empire, have shaped
this region, often defined as the cradle of Judaism, Christianity, and
Islam. In this U.S. presidential election season, we will examine mass
media coverage of the Middle East, and the relationship between
media, foreign policy and public opinion.
In winter quarter, our case studies will examine the relationships
between socio-economic issues, such as oil, water rights, economic
development, tourism, and environmental impacts, and political
conflicts, such as the U.S. and Iraq/Iran, Israel and the Palestinians,
Turkey and the Kurds, and the destruction of indigenous
communities. We will investigate the connections between religion,
nationalism, liberation movements, gender relations and ethnic/
religious minorities.
Our analysis and knowledge will be developed through various
analytic texts, oral histories, literature, film and journalism. We will
work on developing skills in interviewing, and various types of writing,
such as expository, fiction, poetry, travel writing and journalism. We
will consult with community organizations connected to the region
through religious, political and cultural ties to better understand the
potential for advocacy that links communities. We will also analyze
the role of the United Nations, governments, non-governmental
organizations and solidarity projects as we work to understand local
and global connections to the region.
During spring quarter, students will have the option of traveling
to Egypt and Jordan for further study, and to work with nongovernmental organizations. For those not traveling, the program
will focus on contemporary remappings of the Middle East by
studying diaspora communities, including their literature and film.
Students may also have the opportunity to work with local religious
communities, refugees, media or solidarity projects.
Total: 12 or 16 credits per quarter
Enrollment: 50
Special Expenses: $75 per quarter fall and winter for field trips
& day trips. $3000-$4500 in spring for 3-7 weeks optional study
abroad in Jordan and Egypt.
Internship Possibilities: Spring only with faculty approval.
Planning Units: Culture, Text and Language and Society, Politics,
Behavior and Change
Culture, Text and Language 157
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring quarters
Major areas of study include Russian history, literature, culture,
language, and cinema; geography and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
education, diplomatic and security services, graduate studies in
international affairs and in Russian and Slavic literature, historical,
political and area studies, film, music, art and international
business.
Faculty: Patricia Krafcik (Russian Language and Literature), Robert
Smurr (Russian History)
Join us on an extraordinary journey as we explore the diverse
peoples, cultures and histories of the region that was once
demarcated by the borders of the Russianand Soviet empires. While
we focus on the Russians,we will take a multicultural approach in our
examination of other indigenous peoples who from ancient times
have populated the vast expanses of Eurasian and Siberian steppe
and forests.
In fall quarter we investigate Slavic, Scandinavian, Persian,
Mongol and Turkic contributions to early Russiansociety and examine
both the region's pre-Christian pagan animistic cultures and the rich
Byzantine cultural legacy of Orthodox Christianity with its associated
art and architectural forms, literature and music. Our journey takes
us from the vibrant culture of Kievan Rus', through the development
of the Muscovite state, imperial expansion and westernization during
the reigns of Peter the Great and Catherine the Great, and on to the
start of the 19th century with Russia'semergence as a major world
power. Medieval epics and chronicles as well as diverse films and
readings enhance our study of this early turbulent history. Special
geography workshops in both fall and winter terms help students
identify fluently the location of cities and landmarks throughout the
Russian and Soviet empires, as well as understand more profoundly
the relationship between the various peoples of the empire and their
environment.
Winter term concentrates on some of the world's greatest
literature from Russia's 19th-century Golden Age, read against
the backdrop of the history. Works by Pushkin, Lermontov, Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov, and others enable us to
explore Russia's provocative social, religious and revolutionary
ideologies. We examine the rise of the Russian Empire's radical
intelligentsia who rebelled against autocratic tsarist policies and
the institution of serfdom, and whose activities led to the worldchanging revolutions of the early 20th century.
Spring quarter focuses on the tumultuous events of the 20th
century, from the revolutions of 1905 and 1917 through the postSoviet period. We investigate the legacy of Lenin and the Bolsheviks,
including the horrific Stalin era with its purges, Gulag prison camps,
brutal industrialization policies and devastating environmental
practices. We place special emphasis on how writers, artists and
filmmakers interpreted, reflected and survived the Soviet regime.
Included in this emphasis is a detailed examination of the enormous
sacrifices that the Soviet people experienced at the hands of their
own communist dictatorship, as well as under Nazi occupation
during the Second World War. This term ends with a review of events
resulting in the collapse of the U.S.S.R. and the emergence of the
fifteen independent states that arose from its ashes.
Students will write short papers in fall and winter terms and have
the opportunity to explore in depth a topic of their choice for a final
research paper in spring term. They will also share their research in
group presentations at the end of that term.
Students are urged, but not required, to take the Beginning
Russian Language segment within the full-time program. Or, rather
than language, they may opt to include an extra workshop within
the program focused on topics such as Russian environmental
issues, the Cold War, folklore, nationalities questions, etc. Students
intending to include either the language segment or the workshop
should register for 16 credits. For the basic program with neither
the language nor the workshop, students should register for 12
credits. Finally, students may register for only the language option
at 4 credits.
Total: 4,12 or 16 credits per quarter
Enrollment: 48
Special Expenses: $25 each quarter for overnight travel and
special workshop expenses.
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language and Programs for
Freshmen
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OFFERINGS BEGINNING WINTER QUARTER
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Spain and the Americas: Cultural Crossings
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Fall and Winter quarters
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Major areas of study include Spanish language, Latino, Spanish
and Latin American literature and history, economics and political
economy.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in Spanish
language, history, literature, economics, political economy and
international studies.
Faculty: Tom Womeldorff (economics), TBA (Spanish language
and culture)
The cultures of Spain and Latin America are the result of rich
intersections and crossings of diverse social groups. Prior to 1492 in
Spain, Jews, Christians and Muslims lived side-by-side in relatively
tolerant coexistence known as "fa convivencia." While the Christian
"Reconquest" of the peninsula resulted in the violent suppression
of the Jewish and Muslim cultures, these cultures continued to
shape and define Spanish culture. The Spanish conquest of Latin
America was an involuntary and violent cultural crossing between
Spaniards, the pre-conquest peoples of the Americas and, later,
Africans brought to the New World as slaves. While the various
Latin American peoples were dramatically impacted by conquest,
their cultures continue to be distinct, both from Spain and from each
other. Today, cultural crossings continue as Latin Americans cross
borders into the United States, and Africans and Latin Americans
migrate to Spain.
In this program, we will focus on the causes and consequences
of the cultural crossings that have shaped Spain, Latin America and
the United States. In the process, we will engage in an intensive
study of economics, literature, history and the Spanish language.
Every week will include seminars on readings in English translation,
Spanish language classes, lectures and workshops.
In the fall, we will focus on historical cultural crossings beginning
with the convivencia of Christians, Jews and Muslims in Spain from
711 to 1492, and the impact of the subsequent expulsion of the
Muslims and Jews and the Inquisition on those groups and on Spanish
culture overall. We will then turn to the conquest of the Americas,
examining how contact and violence shaped the subsequent history
and distinct cultures of Latin America.
During winter quarter, we will examine contemporary cultural
crossings, focusing mostly on Spain and the United States. Current
day migrants from Latin America and Africa are enriching and
changing the face of Spain. Spanish and indigenous peoples rooted
in the Southwest United States pre-date the U.S. conquest of these
lands in the Mexican-American War of 1848. Since that forced
cultural crossing, Latin Americans have continually flowed northward
to the U.S.
Throughout this program we will attempt to find reasons for this
movement of people across borders. What drives Latin Americans
and Africans to leave their countries and migrate to Spain and
the U.S.? How has power, expressed economically, politically and
culturally, shaped migration flows and identity? How have these
migratory flows changed the identities of the migrants and their
adopted countries of the United States and Spain? How have the
migrants reconstructed their identities and allegiances? What does
it mean to be an "American," "Spaniard," or "Latino?"
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Language Matters:
Persuasive Language in Popular Culture
Winter quarter
Major areas of study include linguistics, communications, media
studies, writing and gender studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: one college course in introduction to linguistics or
the equivalent experience with linguistic analysis.
Program is preparatory for careers and future studies in
linguistics, languages, communications, law, gender studies,
media studies and education.
Faculty: Susan Fiksdal (linguistics, French), Rachel Hastings
(linguistics, mathematics)
This program will focus on the linguistic resources we all use to
persuade others of a particular point of view. We will study the art of
persuasion in a wide range of settings within popular culture, ranging
from comedy to politics, from news journalism to blogs. Part of our
work will involve deepening our engagement with linguistic theory
in several areas, including discourse analysis, semantics, pragmatics,
metaphor, morphology and syntax.
As we develop these theoretical tools, we will concurrently
be using them to analyze discourse from the media, the internet,
conversations, and speeches in order to uncover ways in which
speakers use their linguistic knowledge to persuade. We will study
how different individuals and different categories of communication
vary with respect to the structure and content of their persuasive
language. In particular, we will use theories of language and gender
to investigate how men and women may sometimes adopt different
rhetorical strategies for persuasion. For a broader view of linguistic
resources, we will also examine cross-linguistic variation in persuasion
in languages other than English, including Ouechua and French.
Students will apply their understanding of concepts by writing
papers using two formats-short expository essays and linguistic
analyses. To demonstrate their understanding of persuasion in a
particular setting, they will create final oral presentations.
Total: 16 credits
Enrollment: 48
Planning Units: Culture, Text and Language and Programs for
Freshmen
Culture, Text and Language I 59
Nietzsche: Life, Times, Work
Self and Culture: Studies in Japanese
and American Literature and Cinema
Winter quarter
Major areas of study include aesthetics, literature and philosophy.
Winter quarter
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Core program and one year of humanities
studies or two years college, during which students completed
humanities coursework.
Major areas of study include cultural studies, Japanese and
American literature, literary analysis, film studies, expository
writing and psychology.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in cultural
studies, literature, film studies and psychology.
Faculty: Harumi Moruzzi (cultural studies, literature, film studies)
Program is preparatory for careers and future studies in the
humanities and the arts.
Faculty: Marianne Bailey (foreign languages and literature)
Friedrich Nietzsche, artist-philosopher, first modernist and first
postmodern philosopher, called himself a posthumous man, and said
his readers were yet to be born. Nietzsche struggled physically to
write, struggled financially to be published, and suffered the isolation
of a self-exiled nomad. Born before his time, virtually unread in his
lifetime, his writings have influenced nearly every interesting mind
since his death. A consummate stylist, Nietzsche saw philosophy as
an art form; under his pen, philosophy danced over systematizing
and rules of argumentation, becoming essay, epigram, aphorism,
parable, performance, and puzzle.
Students in this program will read, discuss and write about
Nietzsche's major works. Each student will be responsible for the
formal oral presentation of a major Nietzsche interpreter and for
a public reading and analysis of a passage from Nietzsche's work.
Groups of students will create presentations/performances based
on major concepts in Nietzsche's writings. Students can also study
German language within the program. Students must be prepared
for difficult readings, sustained hard independent work and high
expectations.
Students interested in this program are encouraged to continue
their work on Nietzsche in spring quarter in the program "After
Nietzsche: Arts, Literature, Philosophy in the Wanderer's Shadow"
which offers the option of a 4-week trip to Nietzsche's places in
Europe.
Total: 12 or 16 credits
Enrollment: 25
Special Expenses: $50.00 for field trips to a concert and an art
gallery.
It is often said that American and Japanese cultures represent the
mirror images of human values. For instance, while American culture
emphasizes the importance of individuals over groups, Japanese
culture dictates group cohesion. Certainly, the reality is not as simple
as these stereotypes indicate; nevertheless, this dichotomized
comparative cultural frame presents an interesting context in which
we can explore many human issues. Thus, in this program we explore
the concept of self through the critical examination of American and
Japanese literature, cinema and popular media.
At the beginning of the quarter the students will be introduced to
major literary theories in order to familiarize themselves with varied
approaches to literature; then, students will examine representations
of individuals and cultures in American and Japanese literature
through seminars and critical writings. Weekly film viewing and film
seminars will accompany the study of literature in order to facilitate a
deeper exploration of the topics and issues presented in the literary
works. Early in the quarter the students will also be introduced to the
rudiments of film analysis to develop a more analytical and critical
attitude towards the film-viewing experience.
Total: 16 credits
Enrollment: 24
Special Expenses: Up to $40 for a possible field trip.
Planning Units: Culture, Text and Language and Programs for
Freshmen
rograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2008-09.
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OFFERINGS BEGINNING SPRING QUARTER
The Opening Of The Field:
Ecopoetics, Ecology and Ideas
After Nietzsche: Arts, Literature, Philosophy in the
Wanderer's Shadow
Winter and Spring quarters
Spring quarter
Major areas of study include poetics, writing and ecology.
Major areas of study include aesthetics, literature and philosophy.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in creative
writing, science and ecology.
Faculty: Nalini Nadkarni (ecology), Leonard Schwartz (poetry,
creative writi ng)
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Core program and one year of humanities studies
or two years of college, during which students completed
humanities coursework.
Program is preparatory for careers and future studies in the
humanities and the arts.
Faculty: Marianne Bailey (foreign languages and literature)
During this program, we will examine the dual disciplines of
poetics and forest ecology. What do literary texts and ecosystems
hold in common? They are both complex systems, in which all
elements are interrelated. In language, a single word added or
removed can potentially alter the balance of rhythm, image, and
meaning in that text. In the case of ecosystems, lack or surplus of
mineral elements, energy, or diversity can alter the structure and
function of components.
What do scientists understand by the term "nature"? How have
poets and philosophers understood that same word? What might
we learn by juxtaposing or combining these two ways of knowing
the world that would not be achieved if each were considered
separately? Can we apply any of the products of combining the
two to evoking a sense of conservation or stewardship in human
attitudes towards ecosystems?
We will not so much be studying "nature poetry" as we will be
working with the language that scientists use to investigate and
understand ecology. We wish to arrive at new ways of talking about
texts that do not break them into tiny pieces or create simplistic
chains of cause and effect. Similarly, scientists can think through
issues of poetics in order to challenge some of their own paradigms
and tropes. In this program, we will give consideration to the process
of combining the disciplines of poetics and ecology.
Field trips will include 3-day visits and data gathering in the
temperate rainforests of the Olympic Peninsula Hoh and Quinault
River valleys and the temperate coniferous forests of the H.J.
Andrews Experimental forest in the western Cascades of Oregon.
We will also attend poetry readings in Seattle and other locations.
Students will work individually and in small groups to gain research
skills that will include advanced access to library sources, field
techniques for gathering and analyzing ecological data, and learning
how to read deeply scientific and poetic texts. All students will be
involved with a large group project in our campus forest.
The program will involve two tracks or emphases for students of
different backgrounds: one for students most interested in poetry,
the other for those most interested in science/ecology. However,
there will be many opportunities for synthesis and interdisciplinary
study and projects.
This course is for students who are already familiar with
Nietzsche's works or who studied last quarter in Nietzsche: Life,
Times, Work. Nietzsche's writings have intrigued artists and writers
since his death in 1900. Today, more than ever, he speaks to us and
shapes intellectual discourse. His Birth of Tragedy from the Spirit of
Music shaped both modernist experimentation in ritualized theater
performance, and, through its establishing of the aesthetic tension of
Apollinian and Dionysian forces, established a context for modernist
aesthetic debate. His work placed the artist in the center of aesthetic
metamorphosis; that is, the artist became a "work of art", shaping
20th century artists' self-conception.
Finally, his philosophical
annexation of issuesof styles and language, his" dancing philosophy"
and his self-description as "artist-philosopher"
made possible the
post-modern theories most influential today. We will consider major
writers strongly marked by Nietzsche's work, including Gide, Rilke,
Mann, Hesse, Sartre, Yeats, Mishima, Bataille, Foucault, Blanchot,
Derrida and Iriguaray, as well as visual and performing artists.
Students will research and present a writer or artist of choice;
they will demonstrate the relationship of that author to Nietzsche's
thought. They will also complete a body of creative or analytical
work reflecting their encounter with Nietzsche, and with the works
under study this quarter. German language instruction will continue
in this program.
During the final four weeks of spring quarter, students will have
the option of a trip to Nietzsche's favorite European haunts. We
will retrace the steps of Nietzsche's yearly peregrinations through
Switzerland, Italy and the South of France, while reading (and rereading) his works where he wrote each one, and participating in the
dialogue, essential to understanding Nietzsche, between his words
and his places. He spent fall and winter in Turin, Rapallo and Nice
andsummer in the high alpine lakes and meadows of Sils Maria. Our
pilgrimage to Nietzsche's places will includeall these and, in Germany,
his childhood home of Naumberg and the Nietzsche Archive in
Weimar. Students will write their own journals of a nomadic, selfreflective and philosophical life.
Those students unable to travel to Europe will develop individual
projects and pilgrimages of reading, reflecting and writing closer to
home during these weeks.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $400 for field trips to study sites and readings
in Washington; $200 in workshop fees; $600 total. Overnight
field trip costs include van rental, park fees, and lodging and
food costs. Reading costs include transportation and entry to
professional poetry readings in Olympia, Seattle, and Tacoma.
Planning Units: Culture, Text and Language; Environmental
Studies; and Programs for Freshmen
Total: 12 or 16 credits
Enrollment: 25
Special Expenses: $3,000 - $3500 approximately, if student
chooses to travel to Europe. A deposit of $200 is due by end of
1st week of spring quarter, April 3, 2009.
Culture, Text and Language I 61
Gender and Culture: Studies in Japanese
and American Literature and Popular Culture
Individual Study: Cultural Studies
Major areas of study include Japanese literature, American
literature, cultural studies, film studies, gender studies and
expository writing.
Class Standing: This all-level program accepts up to 25%
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, film studies, literature)
This program is designed for students who are interested in
a cross-cultural exploration of the concept of gender. It is often
said that American and Japanese cultures represent diametrically
opposed values in many aspects of human behavior and customs.
For instance, while American culture emphasizes the importance of
individuals over groups, Japanese culture dictates group cohesion;
while Japanese women are valued most as wives and mothers,
American housewives may feel severely undervalued if they are not
wage earners. Needless to say, the reality is not as simple as these
stereotypical perceptions indicate; 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 will explore the concept of gender through the critical
examination of American and Japanese literature, theoretical essays,
and popular culture.
At the beginning of the quarter, students will be introduced to the
basic terms of film analysis to develop a more analytical and critical
attitude toward the film-viewing experience. Early in the quarter they
will also be introduced to 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.
Major areas of study include the student's individual course of
study, research, internship, community service, or study abroad
related to cultural studies, feminist theory, somatic (e.g., yoga)
and consciousness studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
cultural studies, anthropology, women's studies, somatic and
consciousness studies.
Faculty: Sarah Williams (feminist theory, somatic studies)
Individual Study: Cultural Studies offers opportunities
for
intermediate and advanced students to create their own course of
study and research, including internship, community service, and study
abroad options. Prior to the beginning of spring quarter, interested
individual students or small groups of students must describe in an
Individual Learning or Internship Contract the work to be completed.
The faculty sponsor will support students wishing to do work that has
1) a question to be answered, 2) a method for inquiry, 3) a connection
with others who have asked a similar or related question, and 4) an
outcome that matters. Areas of study other than those listed above
will be considered on a case-by-case basis.
Faculty Signature: Students must develop an Individual Learning or
Internship Contract and submit their proposals to Sarah Williams
prior to the beginning of spring quarter. For more information,
contact Sarah at williasa@evergreen.edu; Sem 2, A2117; 360-8676561. Qualified students will be accepted until the program fills.
Total: 12 or 16 credits
Enrollment: 25
Special Expenses: Additional expenses will vary, depending the
the nature of student work.
Internship Possibilities: Students must submit an Internship
Contract for faculty approval.
Total: 16 credits
Enrollment: 24
Special Expenses: Up to $40 for a possible field trip.
A similar program is expected to be offered in 2010-2011
Planning Units: Culture, Text and Language and Programs for
Freshmen
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Undergraduate Research in the Humanities
Spring quarter
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Major areas of study include literature, history and philosophy.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least thirty-two quarter credits of sophomore
level or above college study of humanities or related social
science or arts disciplines.
Program is preparatory for careers and future studies in the
humanities, education, research and writing.
Faculty: Greg Mullins (literature)
Many students wish to pursue a senior project involving
substantive independent research and writing. This program is
designed for students in their junior year, or the first or second
quarters of their senior year, to prepare them for advanced research
and writing in the humanities. Over the ten weeks of spring quarter
we will read a sequence of texts in common; we will analyze them
not only for content but also for methodology. We will study what
kinds of sources, evidence, interpretive paradigms and arguments
are demanded by humanities fields such as history, literature and
philosophy, and by interdisciplinary fields such as American studies,
women's studies and cultural studies.
By better understanding what makes research publishable,
students will gain a keen appreciation for the methods and rhetorical
strategies that they will need to master in order to pursue their own
independent studies. Students will research and write about a topic
of their choice, with the goal of laying a solid foundation for a senior
thesis or project.
Faculty Signature Required: Students must submit a provisional
project description and a list of coursework that has prepared
them to pursue advanced undergraduate research in the
humanities. Application forms are available at the Academic Fair
or by contacting Greg Mullins at 360-867-6243. Applications
received within 24 hours of the Academic Fair, March 4, 2009, will
be given priority. Qualified students will be accepted until the
program fills.
Total: 12 or 16 credits
Enrollment: 25
Environmental Studies I 63
Environmental
Studies
The Environmental Studies (ES) planning unit offers broadly interdisciplinary academic studies within and across three distinctive thematic
areas, Human Communities and the Environment, Natural History and Environmental Sciences. Programs emphasize interdisciplinary, experiential
study and research primarily in the Pacific Northwest with additional work in other areas of the United States and Canada. Foreign study is
possible. Included in the unit is an emphasis on global climate change and sustainability. Climate change is representative of the interdisciplinary
approach to environmental studies. Programs focusing on climate change can be found in all three of the thematic areas. Similarly, unit faculty
members are currently engaged in sustainability studies across the entire campus curriculum. Research methods and analysis emphasize field
observation, quantitative and qualitative methods, and Geographic Information Systems. In any year, each thematic area explores a set of topics
listed here:
Human Communities and the Environment-Addresses
environmental policy, ethics and human relations with, and ways of thinking about,
the natural world. It includes community studies, ecological agriculture, environmental communication, environmental economics, environmental
health, environmental history, environmental law and policy, geography, land-use planning and policy, political economy, global climate change
and sustainability.
Natural History-Focuses
on observation, identification and interpretation of flora and fauna using scientific field methods as a primary
approach to learning how the natural world works. It includes botany, ecology, entomology, herpetology, invertebrate zoology, mammalogy,
mycology, ornithology, and exploration of issues in biodiversity and global climate change.
Environmental Sciences-Investigates
primarily with the study of the underlying mechanisms and structures of natural systems, both living
and nonliving. Environmental sciences often involve significant laboratory and field work. They include biogeochemistry, biology, chemistry,
climatology, ecology, evolutionary biology, forest ecology, geology, hydrology, environmental analysis, marine biology, oceanography, and issues
of global climate change.
Students planning their academic path in environmental studies will find the frequency of topics offered, prerequisites for study, breadth of
liberal arts education, and graduate school admissions requirements described in individual programs. Students new to environmental studies might
consider taking Introduction to Environmental Studies (different versions are offered every year), which is intended for sophomore and transfer
students, but is also open to well-prepared freshmen. Most freshmen should consider core programs that include topics in environmental studies.
Further study may depend on having basic prerequisites; carefully read the program catalog and talk to faculty to ensure that you are prepared for
the program of your choice.
Specific topics recur in the curriculum at various frequencies and can be experienced either as a component of an interdisciplinary program
or in-depth in an advanced, focused program. Some faculty teach similar topics each year as part of interdisciplinary programs that have widely
differing accompanying topics depending on the overall themes of the program. Environmental Studies has repeating programs that are offered
every year or every other year; note that because our faculty have multiple areas of expertise, the program titles, mix of faculty, and exact topics
may vary from year to year in repeating programs. Ecological Agriculture is taught every other year and Practice of Sustainable Agriculture
yearly. Other repeating programs include Animal Behavior, Hydrology, Marine Life, Plant Ecology and Taxonomy; Temperate Rainforests and
Tropical Rainforests offered on an alternate-year schedule. Programs focusing on human communities and environmental policy are also offered
every year, although the program titles change. Environmental Studies also provides one-of-a-kind programs created in response to a unique
combination of interests, events and significant environmental concerns.
It is highly·recommended that students who intend to pursue upper division and graduate studies in environmental studies or science take
a minimum of one full year of undergraduate study in biology, chemistry and statistics. Students may also consider gaining research experience
by participating in the Advanced Research in Environmental Studies program.
To help you choose your programs, the descriptions on the following pages list the significant content in each of the three thematic areas.
Students should feel free to call or e-mail faculty whose interests overlap their own to seek advice.
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. The Masters in Environmental Studies (MES) program shares faculty
with the undergraduate curriculum and MES electives, which are taught in the evenings, frequently allow advanced undergraduates to enroll.
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.
Affiliated Faculty:
Jeff Antonelis-Lapp
Amy Cook
Environmental
Ecology, Vertebrate
Education
SharonAnthony
Carolyn Dobbs
Environmental
Water Quality
Dylan Fischer
Chemistry,
Biology
Land Use, Environmental
Planning
Lin Nelson
Environmental
John Perkins
Alison Styring
John Longino
Agriculture,
Ornithology,
Paul Przybylowicz
Ken Tabbutt
Ecology, Biology,
Agriculture, Sustainability
Geology, Hydrogeology,
Geochemistry
Maria Bastaki
Forest and Plant Ecology
Entomology,
Evolutionary
Environmental Toxicology,
Risk Assessment
RussellFox
Cheri Lucas-Jennings
Community Development,
Urban Planning
Environmental
Karen Gaul
Environmental Policy,
Research Methods
FredericaBowcutt
Botany, Environmental
History
PaulButler
Geology, Hydrology,
Statistics
Cultural/Ecological
Anthropology,
Sustainability
Gerardo Chin-Leo
Martha Henderson
Marine Science, Plankton Ecology
Geography,
History
Robert Cole
Systems Science, Sustainability
Environmental
Linda Moon Stumpff
Heather Heying
Zoology, Behavioral
Ecology, Evolution
Ecology,
Biology
Health, Law, Policy
Lee Lyttle
Ralph Murphy
Environmental
Environmental
Economics,
Policy
Nalini Nadkarni
Forest Ecology,
Environmental Outreach
ome programs may be cancelled and others added after this printing.
Health and Policy
Energy Policy
Natural Resource Policy, Forestry
Tropical Ecology
Liza Rognas
Erik V_Thuesen
American History,
Research Methods
Marine Science, Zoology,
Ecophysiology
Martha Rosemeyer
Ted Whitesell
Ecological Agriculture,
Food Systems
Geography, Political
Ecology, Conservation
Steve Scheuerell
Tom Womeldorff
Ecological Agriculture,
Composting, Sustainability
Economics
For the most current information,
see www.evergreen.edu/catalog/2008-09.
64 I Environmental
Studies
...•
•..• Advanced Research in Environmental Studies
~
Fall, Winter and Spring quarters
Major areas of study include areas of student interest.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Negotiated individually with faculty sponsor.
Program is preparatory for careers and future studies in botany,
ecology, education, entomology, environmental studies,
environmental health, geology, land-use planning, marine
science, urban agriculture, taxonomy and zoology.
Faculty: Maria Bastaki , Gerardo Chin-Leo, Martha Henderson,
Jack Longino, Nalini Nadkarni, Lin Nelson, Erik V. Thuesen, Dylan
Fischer
Rigorous quantitative and qualitative research is an important
component of academic learning in Environmental Studies. This
independent learning opportunity is designed to allow advanced
students to delve into real-world research with faculty who are
currently engaged in specific projects. The program will help
students develop vital skills in research design, data acquisition and
interpretation, written and oral communication, collaboration and
critical thinking skills-all of which are of particular value for students
who are pursuing a graduate degree, as well as for graduates who
are already in the job market.
The research conducted by the student will generally last multiple
quarters and function as a capstone to the student's academic work
at Evergreen. Students can also take advantage of this opportunity
to write a senior thesis. The following faculty are seeking advanced
students to assist with their research projects.
Maria Bastaki studies the toxicity of chemical mixtures as
representative of multiple exposures to environmental pollutants.
Research projects
include toxicological
interactions
among
endocrine disrupters and genetic susceptibility to environmental
exposures, and involve computer modeling of structure-activity
relationships and laboratory methods using in vitro cell cultures.
Students will learn how toxicological evidence is generated and the
basis of remaining uncertainties.
Gerardo Chin-Leo studies marine phytoplankton and bacteria.
His research interests include understanding the factors that control
seasonal changes in the biomass and species composition of Puget
Sound phytoplankton. In addition, he is investigating the role of
marine bacteria in the geochemistry of estuaries and hypoxic fjords.
Dylan Fischer studies plant ecology and physiology in the
Intermountain West and southwest Washington. This work includes
image analysis of tree roots, genes to ecosystems approaches, plant
physiology, carbon balance, species interactions, community analysis,
and restoration ecology. He also manages the Evergreen Ecological
Observation
Network
project: (http://academic.evergreen.edu/
projects/EEON/). See more about his lab'swork at: http://academic.
evergreen.edulflfischerd/E3.htm.
Martha Henderson studies rural Western landscapes asprocesses
of geography and anthropology in Pacific Northwest areas of
environmental stress and economic change. Research projects
include Native American landscapes and environmental change,
rural communities in a global perspective, and community leadership
and decision-making. Students will engage in ethnographic and
spatial data gathering and analysis including the use of geographic
information systems. Local environmental histories, cultural diversity,
and changing resource bases will be examined. Archival and field
research is encouraged.
John Longino studies insect taxonomy and ecology, with a
specific research focus on ants. His research program is a combination
of field work in Costa Rica and collections-based research at the
Evergreen campus. Students may become involved in local or neotropical fauna studies, with field- and/or collections-based activities.
Nalini Nadkarni is a forest ecologist and studies the ecological
interactions of canopy-dwelling plants and animals in tropical and
temperate rainforests. She is the president of the International Canopy
Network, headquartered at Evergreen. She welcomes students who
want experience in nonprofit organizations to work with her on
communicating scientific information about forest canopies to other
researchers, educators and conservationists. She is also interested in
communicating her work to nonscientists and working with artists on
collaborative ways of understanding trees and forests.
Lin Nelson studies and is involved with advocacy efforts on the
linkages between environment, health, community and social justice.
Students can become involved inresearching environmental health
in Northwest communities and Washington policy on phasing-out
persistent, bio-accumulative toxins. One major project students can
work on is the impact of the Asarco smelter in Tacoma, examining
public policy andregional health.
Erik Thuesen conducts research on the ecological physiology of
marine animals. He and his students are currently investigating the
physiological, behavioral and biochemical adaptations of gelatinous
zooplankton to estuarine hypoxia. Other research is focused on
the biodiversity of marine zooplankton. Students working in his lab
typically have backgrounds in different aspects of marine science,
ecology, physiology and biochemistry.
Faculty Signature: Students must contact individual faculty
sponsor to work out arrangements.
Total: 4,8,12 or 16 credits per quarter
Enrollment: 25
SpecialExpenses:Transportation costs may be needed for field work.
A similar program is expected to be offered in 2009-10
Environmental
Studies I 65
Animal Behavior & Zoology
Dance: Body Culture and Behavior
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include animal behavior, evolution, zoology,
population ecology, statistics, tropical ecology, and field
research. Upper division science credit will be awarded in these
areas for students who complete the work satisfactorily.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level biology; at least eight
credits of college-level writing.
Program is preparatory for careers and future studies in field
biology, evolution, ecology, and other life sciences.
Faculty: Heather Heying (biology)
Major areas of study include dance, anatomy, physiology and
anthropology.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in dance,
cultural anthropology, behavior, writing, education and medicine.
Faculty: Amy Cook (biology, animal behavior, physiology), Kabby
Mitchell (dance, African American history and culture)
What do animals do, how do they do it, and why? In this yearlong investigation of animal behavior, students will answer these
questions through extensive use of the scientific literature, indepth discussions of the evolutionary and ecological theories that
are fundamental to the study of behavior, independent research
projects, and several weeks in the field, including two weeks in
the Pacific Northwest during fall quarter, and a multi-week trip to
tropical ecosystems in Panama during winter quarter.
Animals hibernate, forage, mate, form social groups, compete,
communicate, care for their young, and so much more. They do
so with the tools of their physiology, anatomy, and, in some cases,
culture, for reasons having to do with their particular ecology and
evolutionary history. In this program, we will begin with a review of
animal diversity, and continue our studies of behavior from both a
theoretical and an empirical perspective. Students will be expected
to engage some of the complex and often contradictory scientific
predictions and results that have been generated in this field,
through lectures, workshops and take-home exams, as well as to
undertake their own intensive field research.
In fall quarter, students will conduct short-term field projects, and
become skilled in library research. In winter quarter, we will continue
to learn theory and statistics, and will travel to Panama to study the
differences and similarities between the neotropics and the Pacific
Northwest, focusing on the animals and their behavior. Particular
attention will be paid to the herpetofauna (amphibians and reptiles)
that live in lowland rainforests. In spring quarter, having studied
the methods, statistics, and literature frequently used in behavioral
research, students will generate their own hypotheses and go into
the field to test them through extensive, independent field research.
This work might be in Panama, the Pacific Northwest, or through
an internship. Students will return to campus for the last two weeks
of spring quarter to complete their data analysis and present their
research.
Some topics covered in this program will include mating systems,
territoriality, female mate choice, competition, communication,
parental care, game theory, plant/animal interactions and convergent
evolution. Several readings will focus on the primates, including
Homo sapiens.
Students will be allowed to participate in winter quarter only
if they do high-quality work in the fall, and are fully prepared for
tropical field work; full credit in fall is not sufficient to guarantee a
spot in winter.
~
Dance is a complex mix of human physiology, emotion •. and
culture. The term "dance" has also been used by animal behaviorists
to describe movements animals do as part of courtship and other
social interactions. In this program we will explore dance from these
various perspectives. Students will develop the skills necessary to
do dance but will also gain a better understanding of what is behind
the movements - both in terms of anatomy and physiology and in
terms of what dance means to us as humans. We will examine and
perform dance, not simply within categories like ballet or modern,
but from a broader perspective of movement and culture including
African and African-American dance.
In fall quarter we will begin to examine the anatomical and
physiological basis of dance. Through labs, lectures and workshops
we will look at the structure of the musculoskeletal system,
cardiovascular system and respiratory system and how these
systems function both independently and together to allow us to do
anything from walking across the street to performing the complex
movements of dance. These ideas will be reinforced in weekly dance
workshops and students will be encouraged to learn through paying
attention to what is happening in their own bodies.
In winter quarter we will continue our examination of the
physiology of dance and integrate energy, metabolism, balance and
coordination with cultural studies. Students will continue to develop
and hone their movement and dance skills in workshops and work
towards a final performance in which they will be asked to show
what they have learned in the program and bring together the
major program themes. We will also look at the activities that animal
behaviorists call dance and compare them to dance in humans.
What are animals trying to communicate in their dances? Is there
any evidence of individuality or creativity in animal dance? Students
will be encouraged to think deeply about what dance is and whether
it is unique to humans.
In taking an interdisciplinary approach to dance we hope to
attract both students who have a long-term interest in dance as a
career and students who have never before thought about learning
to dance but are interested in human physiology and culture and
would like to be involved in a creative approach to learning the
major concepts of these fields.
Total: 16 credits per quarter
Enrollment: 46
Special Expenses: $50 per quarter for performance event tickets.
Planning Units: Environmental Studies; Expressive Arts; and
Programs for Freshmen
Total: 12 or 16 credits per quarter
Enrollment: 2S
Special Expenses: $200 for Pacific Northwest field trips in fall. $1750
for field trip to Panama in winter, plus airfare. Supplies and travel
funds as required for independent research project in spring.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2010-2011
Planning Units: Environmental Studies and Scientific Inquiry
ome
...•
....•
programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
66 I Environmental Studies
....•
....•
Environmental Analysis
~
Environmental Health: Science, Policy and Social
Justice
Fall, Winter and Spring quarters
Major areas of study include analytical chemistry, atmospheric
chemistry, statistics, chemical instrumentation and group
projects. Students leaving at the end of fall quarter will receive
lower-division credit. Students who satisfactorily complete at
least fall and winter quarters will receive upper-division credit for
both quarters.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: College algebra proficiency and a year of college
chemistry.
Program is preparatory for careers and future studies in
chemistry, environmental analysis and environmental fieldwork.
Faculty: Clyde Barlow (analytical chemistry), Sharon Anthony
(atmospheric chemistry)
Baseline assessment of natural ecosystems and determination of
environmental contamination require accurate chemical and physical
measurements. Students in this program will study the chemistry
of aqueous and atmospheric environments, using theoretical and
experimental methods. Students will learn instrumental techniques
of chemical analysis in an advanced laboratory where technical
writing will be emphasized.
During fall and winter quarters, we will address topics in analytical
chemistry, atmospheric chemistry, Geographic Information Systems
(GIS) programming, statistics and instrumental methods of chemical
analysis. Students will participate in group projects working on the
physical and chemical properties of natural water systems, including
lakes, bogs, streams, and precipitation. We will develop procedures
based on Environmental Protection Agency, U.s. Geological Survey
and other guidelines to analyze for both major and trace materials
using atomic absorption spectroscopy, inductively-coupled plasma
mass spectrometry, polarography, ion chromatography and GCmass spectrometry. We will use computers and statistical methods
extensively for data analysis and simulation.
Spring quarter will be devoted largely to project work and
completing studies of analytical chemistry. We will conclude the year
with presentations of project results in both oral and written form.
Total: 16 credits per quarter
Enrollment: 37
Special Expenses: Approximately $250 per quarter for field trips,
including a one-week trip to Sun Lakes in eastern Washington.
Internship Possibilities: With faculty approval.
A similar program is expected to be offered in 2010-11
Planning Units: Environmental Studies and Scientific Inquiry
Fall, Winter and Spring quarters
Major areas of study include environmental sciences (biology,
toxicology, epidemiology), environmental policy, social sciences
and community studies.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level science, one year of
college-level social sciences/public policy, or some mix of these
two.
Program is preparatory for careers and future studies in
environmental science, public health, social science, public policy,
community studies/practice and non-governmental organizations.
Faculty: Lin Nelson (social science, environmental justice), Cheri
Lucas-Jennings (law and public policy), Maria Bastaki (toxicology,
epidemiology)
This program will explore the broad conditions that shape
environmental health - both human health and the ecosystem
context. We will be moving across and between questions of science,
public policy (from municipal to international) and social justice (the
workings of non-governmental organizations). We will dedicate
ourselves to bridging the understanding among the scientific, policy
and social perspectives and to examining emerging strategies and
solutions, from community-based monitoring to U.N. negotiations.
The chemical, biological and physical/radioactive risks of modern life
will be considered, with an emphasis on industrial pollutants. We will
examine models, evidence and debates about the sources, causal
connections and impacts of environmental hazards. We will be
learning about existing and emergent science, in conjunction with
evolving systems of law, regulation, governance and the broad array
of community responses. We will also examine environmental health
in the broader context of - and debates about - key frameworks
of population, consumption and sustainability. Throughout the
program, students will learn from a range of approaches - lecture,
lab, computer-based toxicology, guest presentations, seminar, visits
and collaboration with regional experts, officials and activists.
From the scientific perspective, we will examine the toxicity of
environmental chemical, biological, and physical/radioactive agents,
applying principles of toxicology, epidemiology, molecular and
cellular biology. Specifically, this approach will investigate types
of pollutants, dose-response relationships, exposure route and
level, type of biologic effect and individual susceptibility. Students
will examine the strengths and weaknesses of toxicity testing
methodology and learn about the distinction between "association"
and" causation". Environmental health is inherently interdisciplinary.
Therefore, we'll be integrating science with policy and social justice
movements.
From a social science perspective, we will consider the importance
of precaution and citizens' right-to-know as part of public practice.
We will examine debates about the relation of industrial conditions
to individual susceptibility and life style, developing a comparative
sense of how different countries are dealing with these factors in view
of global conditions such as climate change and food production. A
key feature of our work will be looking at how this becomes a source
of conflict, from neighborhood disputes about waste disposal to
cross-border transportation of environmental hazards.
In fall quarter, there will be a strong focus on scientific
foundations and lab experience. We will explore policy applications
of scientific challenges, with a focus on regulatory, legislative and
judicial frameworks. We will consider connections between scientific
certainty about single elements and the policy debates about how
to deal with complex combinations of environmental hazards. We
will examine the legal structure, in terms of specific legislation,
international protocols and the aspects of administrative, civil and
criminal law that govern release, disposal and proposed clean up.
Environmental
In winter quarter we'll focus on selected topics, such as persistent
organic pollutants, heavy metals and carcinogens, examining these
in their scientific development and their political complexity. With
the Puget Sound region as our context, we will have the opportunity
to see how some areas are being debated - from city council to
the Washington State Legislature to neighboring countries. We'll
meet with representatives of scientific institutes, agencies and
organizations working on such programs as the Body Burden project
launched by the Washington Toxics Coalition.
Spring quarter continues with an increasing focus on individual
and group projects. Students will be able to tailor research projects
to their interests, building on both the natural and social science
features of the program. We will have many opportunities in the
region to deepen our knowledge and to engage with scientists,
agency leaders, environmental health advocates and community
activists.
Faculty Signature: Students will be signed in and admitted based
on faculty evaluation of prerequisites met and student readiness.
Meet with the faculty team at the Academic Fair, May 14, 2008, or
contact them through email- bastakim@evergreen.edu, lucasc@
evergreen.edu, nelsonl@evergreen.edu. Qualified students will
be admitted until the program fills.
Total: 16 credits per quarter
Enrollment: 50
Internship Possibilities: There may be internship possibilities in
spring quarter, in science, policy or community settings; these will
be determined and planned in winter quarter for spring, and are
subject to faculty approval.
A similar program is expected to be offered in 2010-11
Studies I 67
Food, Health and Sustainability
-I
-I
~
Fall and Winter quarters
Major areas of study include nutrition, chemistry of biological
molecules, genetics and evolution, nutrient cycling and other
ecological issues in food systems, and sustainability.
Class Standing: This all-level program accepts up to 33%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school biology and chemistry.
Program is preparatory for careers and future studies in the
biological fields, including ecological agriculture, genetics, biochemistry, nutrition, chemistry, and agriculture and food policy.
Faculty: Donald Morisato (genetics and molecular biology),
Martha Rosemeyer (agricultural ecology and food systems)
What should we eat? What isthe difference between conventional
and organic foods? Why is there an outcry over genetically modified
foods? Why does journalist Michael Pollan call this the American
"Age of Nutritionism?"
This program will take a scientific approach to food and
cooking. The topics will span a broad range of scale, from ecological
agriculture to molecular structure, including sustainable production,
the coevolution of humans and food, the connection between
diet and health, as well as the transformation of food through the
processes of cooking and fermentation. Throughout history, food
and cooking have not only been essential for human sustenance,
but have played a central role in the economic and cultural life of
civilizations. This interdisciplinary exploration of food will take a
broad ecological systems approach as it examines the biology and
chemistry of food, while also incorporating political, historical and
anthropological perspectives.
Students will directly apply major concepts learned in lectures
to experiments in the laboratory and kitchen. Field trips will provide
opportunities for observing food production and processing in the
local community. Program themes will be reinforced in problemsolving workshop sessions and seminar discussions focused on
topics addressed by such authors as Michael Pollan, Harold McGee,
and Gary Paul Nabhan.
More specifically, we will focus in fall quarter on food quality
issues in the production of foods such as vegetables, fruits, grains
and fungi. We will explore the biochemistry of food, beginning
with basic chemical concepts, before moving on to the structure
of proteins, carbohydrates and fats. We will consider the genetic
principles of plant and animal breeding, and the role of evolution in
the selection of plant and animal species used as food by different
human populations.
In winter quarter, we will concentrate on cooking and nutrition.
We will study meat, milk, eggs, vegetables and cereal doughs, and
examine what happens at a biochemical level during the process
of cooking and baking. We will discuss how factors like nutritional
content, heavy metal and pesticide contamination, and genetic
engineering affect food quality. We will explore how our bodies
digest and recover nutrients, and consider the physiological roles
of vitamins and antioxidants, as well as the complex relationship
between diet, disease and genetics. Finally, we will study the
physiology of taste and smell, critical for the appreciation of food.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $50 for food supplies and field trip expenses.
A similar program is expected to be offered in 2010-2011
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
ome programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
68 I Environmental Studies
Individual Study: Topics in Environmental
Education, Science Education, Environmental
Studies, and Education
Fall and Winter quarters
Major areas of study include environmental education, science
education, environmental studies and education.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Students must be prepared to carry out advanced
and independent study. Prerequisites for individual contracts will
be determined in consultation with the faculty sponsor.
Program is preparatory for careers and future studies in
education, conservation and environmental studies.
Faculty: Jeff Antonelis-Lapp (education)
Individual Study: Topics in Environmental Education, Science
Education, Environmental Studies and Education offers opportunities
for students to develop individual contracts and internships
(encouraged) in the general areas listed here. The faculty sponsor
will also consider sponsoring small groups of advanced students
interested in these areas.
Faculty Signature: Students must draw up an Individual Learning
Contract in consultation with Jeff Antonelis-Lapp. For more
information, contact Jeff at lappj@evergreen.edu. Contract
proposals received before September 1, 2008 will be given priority.
Qualified students will be accepted until the program fills.
Total: 4, 8, 12 or 16 credits per quarter
Enrollment: 25
Special Expenses: Additional expenses will vary depending on
student projects.
Internship Possibilities: Internships are encouraged; all need
faculty approval.
Marine Life: Biological Oceanography
Fall quarter
Major areas of study include upper division oceanography and
marine biology (bacteria and protozoa).
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least two quarters of college chemistry with
labs, and two quarters of biological sciences with labs, as well as
college-level algebra.
Program is preparatory for careers and future studies in marine
science and environmental sciences.
Faculty: Gerardo Chin-Leo (marine biology)
Marine Life: Biological Oceanography will present the major
geological, chemical and physical characteristics of the marine
habitat. In addition, we will examine the biology and ecology of
bacteria, algae and protozoa. Specific topics of study will include
marine sediments, ocean circulation, marine productivity, marine
microbiology, harmful algal blooms, the role of the oceans in global
climate change, etc. Through lab and field work, students will
develop techniques in microscopy and in measuring biologically
important parameters of seawater such as salinity, temperature,
nutrients, and oxygen. The data collected in the lab and field will
be analyzed using basic descriptive and inferential statistics. During
seminar, students will present and discuss studies published in the
scientific primary literature. Students will be evaluated through
exams, written reports, oral presentations and the preparation of a
formal proposal for research.
This program is the first of a three quarter sequence examining
marine life: Biological Oceanography (fall), Marine Ecology (winter)
and Researchin Marine Science (spring). Qualified students can take
these programs in any combination. We recommend that students
wishing to pursue advanced work/education in marine science
complete all three programs.
Total: 16 credits
Enrollment: 25
Environmental
Studies I 69
Microbial Ecology
Practice of Sustainable Agriculture
Fall quarter
Fall and Spring quarters
Major areas of study include biology, ecology, genetics, and
writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
microbiology, environmental studies, health sciences, waste
management, and education.
Faculty: Elizabeth Kutter (microbiology, biochemistry), Steve
Scheuerell (microbial ecology)
Major areas of study include practical horticulture, soil science,
pest management and organic farming practices.
Class Standing: Juniors or seniors; transfer students welcome.
This program will introduce students to historical, theoretical,
and applied aspects of microbial ecology. Microorganisms were
the first forms of life on earth, and billions of years of evolution
have allowed for an amazing array of microbial life forms and
interactions to develop. Microorganisms have fundamentally
altered the composition of the atmosphere and are a critical link in
the biogeochemical cycling of nutrients and carbon on the planet.
Furthermore, the evolution of plants and animals has been directly
influenced by microorganisms through symbiosis, competition,
parasitism and pathogens. Humans have increasingly become aware
of the diversity and functional capacity of microbes, and we have
focused considerable energy on manipulating microbial interactions
to benefit humankind.
Through lecture, lab, reading, seminar, film, and field trips, we will
explore how humans manipulate microbial communities to promote
human health, protect crop plants, transform food and beverages,
treat wastewater and transform organic wastes into fertile soil. We
will learn about the science, policy, and ethics of genetically modified
organisms and associated intellectual property rights that are central
to current activity in industrial microbiology. We will also explore
emerging areas of microbial ecology research that offer sustainable
solutions to major problems such as antibiotic resistant bacteria and
bioremediation of polluted water and land.
This program integrates the theoretical and practical aspects
of small-scale, diversified organic farming in the Pacific Northwest
during the spring, summer and fall quarters. Eachweek involves eight
hours of classroom instruction and twenty hours of hands-on work
at Evergreen's Organic Farm. Practice of Sustainable Agriculture is
designed to complement the broader and ecological systems focus
of the Ecological Agriculture program (offered 2007-08 and 20092010 and every other year).
Students will explore the academic and hands-on aspects of basic
farm management, which includes seasonal crop production, nutrient
management, animal husbandry, irrigation, plant breeding for seed
production, weed and pest control, as well as direct and wholesale
marketing and the influence of policy on farm management. Stateof-the-art facilities introduce students to vermiculture, composting
and biodiesel production. These topics provide a framework and
foundation for more specific concepts to be explored each season.
In spring quarter, we will focus on soils and nutrient management,
practical horticulture, greenhouse management, small animal
husbandry, crop rotation and equipment maintenance. In summer
quarter, we will focus on reproductive crop biology, fruit production,
post-harvest processing, food preservation, pest management,
energy use analysis, as well as outbuilding construction and basic
farm maintenance skills. During fall quarter, we will focus on winter
growing and season extension techniques, cover crops, compost
biology, food harvest, post-harvest crop storage, development of
farm production and business plans, the state and federal agriculture
policy environment, and farmland acquisition for beginning farmers.
Students will explore their personal agricultural interests in an ongoing research project. Throughout the program students will visit
a wide range of organic and unique conventional farms found in the
many ecosystems represented in the Pacific Northwest.
After completing
this program, students will have an
understanding of a holistic approach to small-scale sustainable farm
management in the Pacific Northwest.
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Total: 16 credits
Enrollment: 48
Special Expenses: $30 for lab supplies.
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
Prerequisites: junior/senior standing
Program is preparatory for careers and future studies in farm
and garden management, as well as work with county, state and
federal agencies and non-profit organizations focusing on food
and agriculture.
Faculty: TBA , Martha Rosemeyer (ecological agriculture, food
systems)
Faculty Signature: Application and interview are required. To
apply, contact Melissa Barker, Organic Farm Manager, (360)
867-6160 or barkerm@evergreen.edu or mail to The Evergreen
State College, Organic Farm Manager, Lab I, Olympia, WA
98505, or contact the Academic Advising Office, (360) 867-6312.
Applications received by the Academic Fair, March 5, 2008, will
be given priority. Qualified students will be accepted until the
program fills.
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: Approximately $100 per quarter for overnight
field trips, including food, transportation and conference
registration, as appropriate.
A similar program is expected to be offered in 2009-10
70 I Environmental Studies
OFFERINGS BEGINNING WINTER QUARTER
D:::
w The Olympic Peninsula
IZ
Fall and Winter quarters
~ Major areas of study include forest
Marine Life: Marine Ecology
Winter quarter
ecology, cultural
anthropology, entomology, hydrology, geology, place-based
studies and land management studies.
Major areas of study include marine biology, oceanography,
mathematics, statistics, and research design.
Class Standing: Juniors or seniors; transfer students welcome.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in ecology,
anthropology, geology, entomology, public land management
and sustainability.
Faculty: Karen Gaul (sustainability), Jack Longino (entomology),
Paul Butler (geology, hydrology), Dylan Fischer (forest ecology)
Prerequisites: At least two quarters of college chemistry with
labs and two quarters of biological sciences with labs, as well as
college-level algebra.
The Olympic Peninsula provides natural resources, recreational
opportunities, beauty and enjoyment for residents living in the
region. It is a site of unique watersheds, plants, animals and cultural
histories. For both native and non-native human residents, it has
served as a homeland from which people have fulfilled subsistence
needs and found aesthetic enjoyment. Learning about the Olympic
Peninsula in an interdisciplinary way will deepen our understanding of
the bioregion in which we live, and help us to consider a sustainable
future.
Three central themes drive this program. First, we will explore
in depth the geography, culture, ecology, biodiversity, geology and
hydrology of the Olympic Peninsula. Second, we will study how
organisms have adapted to significant changes over both human and
geologic time in the region. Third, we will analyze human responses
to the bioregion, what our impact has been, and the long-term
prospects for sustainability.
Fall quarter will focus on geography, culture, botany, entomology
and wilderness versus land management trade-offs on the Peninsula.
An optional 5-day backpacking trip before the start of fall quarter will
give interested students a chance to "jump-start" their participation
in program work. During winter, we will explore the hydrology and
geology of the region when an earth scientist will join our teaching
team. During both fall and winter quarters, we will examine a range
of human interactions with the lands and waters of the Peninsula. We
will consider various forms of resource use, the sustainability of these
practices, and observe ways that the landscape has been altered
by humans. We will also consider the ways this place is culturally
meaningful to the people who live there.
Students can expect to participate in seminars, lectures,
workshops, field trips and field research. During fall quarter, we
will circumnavigate the peninsula during a 4-day field excursion.
Throughout the program, we will take one-day field trips to nearby
river basins. Field work will also make use of the Evergreen campus.
Total: 16 credits per quarter
Enrollment: 72
Special Expenses: Approximately $200 for multiple day field trip
in fall quarter.
A similar program is expected to be offered in 2011-2012
Planning Units: Environmental Studies and Programs for
Freshmen
Program is preparatory for careers and future studies in marine
science, environmental science and biological research.
Faculty: Erik V. Thuesen (zoology)
Marine Ecology focuses on the biology and ecology of marine
organisms. Specific topics of study will include taxonomy of marine
plants and animals, ecological physiology, and symbiosis, among
others. In addition, the ecology of specific habitats such as coral
reefs and deep sea environments will be examined. Lab and field
work will include studies of marine biodiversity, invertebrate-algal
symbioses, osmoregulation, etc. Data collected in the lab and field
will be analyzed using basic descriptive and inferential statistics.
During seminar, students will present and discuss studies published
in the scientific primary literature. Students will study research
design and scientific grant writing as they prepare project proposals
for spring quarter.
This program isthe second of athree-quarter sequence examining
marine life: Biological Oceanography (fall), Marine Ecology (winter)
and Research in Marine Science (spring). Qualified students ca_ntake
these programs in any combination. We recommend that students
wishing to pursue advanced work/education in marine science
complete all three programs.
Total: 16 credits
Enrollment: 25
Special Expenses: $250 for overnight field trips.
Environmental Studies I 71
Natural History Expedition Leadership
The Opening Of The Field:
Ecopoetics, Ecology and Ideas
Winter and Spring quarters
Major areas of study include outdoor leadership, natural history,
field ecology and writing.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One quarter of college-level biology.
Program is preparatory for careers and future studies in outdoor
education, professional guides, environmental studies and natural
resource management.
Faculty: Steve Scheuerell (field ecology, outdoor leadership)
Natural history expeditions, and the naturalists who help lead
these scientific studies, continue to document and share amazing
features of life on earth. Given the unprecedented level of human
impact on ecosystems, it is a critical time to train students as
naturalist leaders in order to show society the value of all parts of
our biosphere. In this program, students will learn to plan extended
field trips, safely lead a group to natural areas, document flora and
fauna, and communicate the ecological significance of their findings
to a general audience. This program will be rooted in collaborative
learning; students with extensive natural history, field ecology, trip
planning, or emergency response experience will be expected to
share their expertise.
Winter quarter will focus on foundational skills including
leadership through cooperation and communication, group safety
and wilderness first responder training, and natural history and field
ecology tools and techniques. Spring quarter will focus on planning,
budgeting, and safely executing extended field trips with the goal
of documenting the natural history of an area. Students will maintain
a detailed, illustrated field journal to document their natural history
learning and write reflective essays on the integration of all program
activities. A final class project will explore how leadership implies
service to the community. To broaden student understanding of how
their leadership and emergency response skills transcend field trips,
we will analyze the preparedness and response plan of the Evergreen
campus to a magnitude 8.5 Cascadia subduction zone earthquake.
Students will report how they could playa role in helping the campus
community prepare for and respond to a natural disaster.
Faculty Signature: Students must submit a completed application
form; application available by emailing Steve Scheuerell
(scheuers@evergreen.edu). Applications received by the
Academic Fair, December 3,2008 will be given priority. Qualified
students will be accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: $150 for overnight field trip winter quarter,
$450 for overnight field trips spring quarter.
Winter and Spring quarters
Major areas of study include poetics, writing and ecology.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in creative
writing, science and ecology.
Faculty: Nalini Nadkarni (ecology), Leonard Schwartz (poetry,
creative writi ng)
During this program, we will examine the dual disciplines of
poetics and forest ecology. What do literary texts and ecosystems
hold in common? They are both complex systems, in which all
elements are interrelated. In language, a single word added or
removed can potentially alter the balance of rhythm, image, and
meaning in that text. In the case of ecosystems, lack or surplus of
mineral elements, energy, or diversity can alter the structure and
function of components.
What do scientists understand by the term "nature"? How have
poets and philosophers understood that same word? What might
we learn by juxtaposing or combining these two ways of knowing
the world that would not be achieved if each were considered
separately? Can we apply any of the products of combining the
two to evoking a sense of conservation or stewardship in human
attitudes towards ecosystems?
We will not so much be studying "nature poetry" as we will be
working with the language that scientists use to investigate and
understand ecology. We wish to arrive at new ways of talking about
texts that do not break them into tiny pieces or create simplistic
chains of cause and effect. Similarly, scientists can think through
issues of poetics in order to challenge some of their own paradigms
and tropes. In this program, we will give consideration to the process
of combining the disciplines of poetics and ecology.
Field trips will include 3-day visits and data gathering in the
temperate rainforests of the Olympic Peninsula Hoh and Quinault
River valleys and the temperate coniferous forests of the H.J.
Andrews Experimental forest in the western Cascades of Oregon.
We will also attend poetry readings in Seattle and other locations.
Students will work individually and in small groups to gain research
skills that will include advanced access to library sources, field
techniques for gathering and analyzing ecological data, and learning
how to read deeply scientific and poetic texts. All students will be
involved with a large group project in our campus forest.
The program will involve two tracks or emphases for students of
different backgrounds: one for students most interested in poetry,
the other for those most interested in science/ecology. However,
there will be many opportunities for synthesis and interdisciplinary
study and projects.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $400 for field trips to study sites and readings
in Washington; $200 in workshop fees; $600 total. Overnight
field trip costs include van rental, park fees, and lodging and
food costs. Reading costs include transportation and entry to
professional poetry readings in Olympia, Seattle, and Tacoma.
Planning Units: Culture, Text and Language; Environmental
Studies; and Programs for Freshmen
D::
W
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72 I Environmental Studies
OFFERINGS BEGINNING
"ii
SPRING QUARTER
Z
Climate Change
Educating On the Wild Side
a..
Spring quarter
Spring quarter
Major areas of study include introductory chemistry, physics,
astronomy, earth science, environmental studies and algebra.
Lower division credit only.
Major areas of study include environmental education, ecology,
natural history and marine biology.
U)
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in natural
science, environmental studies, science writing, public policy and
education.
Faculty: Sharon Anthony (atmospheric chemistry), EJ Zita
(physics, astronomy, energy)
Over geologic time the Earth has experienced wide fluctuations
in climate. The ice ages are one example of extreme climate
change. A major factor determining global climate is the intensity
of the Sun's energy reaching the Earth. However, climate changes
cannot be explained by variations in solar radiation alone. The Sun's
energy and its interactions with the land, oceans, and especially
the atmosphere, affect the Earth's climate. Scientists agree that
the Earth is currently experiencing a rapid warming trend caused
by anthropogenic (human-caused) changes in the concentration of
greenhouse gases in the atmosphere.
What are greenhouse gases? What are sources and sinks of
greenhouses gases, both natural and anthropogenic? What are
historical trends and causes of climate change? How much do our
daily activities contribute to greenhouse gases? How can we make
a difference to global warming? This program will explore such
questions through activities such as lectures, discussions, workshops,
student research and seminars. We will draw on primary literature
whenever possible for a rigorous scientific treatment. Students
should be willing to work in teams, engage in self-directed learning,
use computers, and learn algebra and quantitative reasoning.
Total: 16 credits
Enrollment: 46
Special Expenses: Up to $100 for field trips.
Planning Units: Environmental Studies, Scientific Inquiry and
Programs for Freshmen
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in forest
ecology, marine biology, education and environmental studies.
Faculty: Dylan Fischer (forest ecology), Amy Cook (marine biology)
In this program we will focus on the ecology of marine and
terrestrial ecosystems and on ecology-centered environmental
education for K-12 students. Using the concepts of community
ecology, students will explore and learn about different local
habitats and examine a variety of environmental education tools.
Through examination of the major species of organisms and their
interactions in terrestrial and marine habitats, students will develop
an understanding of the natural history of these ecosystems. We will
also explore place-based education, inquiry-based learning, and
bioregional and constructivist approaches to wilderness education.
We will evaluate and gain exposure to major environmental
education programs including Project WILD, Project WET and
Project Learning Tree. Students will create a final project which
involves applying the ecological and educational tools they learn
in the program in a local education setting. By the end of this
program students will have exposure to the fields of ecoloqy and
organismal biology, environmental education theory, and will have
some exposure to what it means to be an environmental educator
in the modern day.
Total: 16 credits
Enrollment: 46
Special Expenses: Approximately
education workshops.
$250 for environmental
Planning Units: Environmental Studies and Programs for
Freshmen
Environmental Studies I 73
Food, Place and Culture
Introduction to Geology
Spring quarter
Spring quarter
Major areas of study include political economy, geography,
Major areas of study include physical geology, historical geology,
food,
culture, Native American and traditional food and agriculture.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory
for careers and future studies in
geography, culture, food, native plants and political economy.
Faculty: Martha Rosemeyer (agricultural ecology), Donald
Morisato (biology), Zoltan Grossman (geography, Native
American studies)
Food is a central element in social exchange and definition of self
and community. Perhaps even more than language, food is a marker
of identity and culture. How have particular regional and national
cuisines been shaped by local and global geography and history?
For example, what was Italian food before the tomato's arrival from
the Americas? How are local food traditions being endangered by
globalization?
We will begin the quarter with an overview of the evolution of
early humans and the history of food procurement, including the
relatively recent development of agriculture. We will study the food
gathering, cultivation practices and rights of indigenous and landbased peoples of North America and the Pacific Rim.This component
will include introductory ethnobotany and field work aimed at
beginning to recognize native plants of the Pacific Northwest. We
will also investigate the interaction of people with their landscape
through visits to local tribes and immigrant communities. Students
will examine the scientific basis of various modes of traditional food
preparation and preservation, including fermentation.
By focusing on a few case studies, we will dissect the notion
of regional cuisine, which initially develops within the context of
a distinct place with unique edible plants, animals, and spices, as
well as its cultural perspectives. We will consider the Columbian
Exchange, the dislocation of plants and animals following this
encounter of Europe with the Americas, and its profound impact
on ecological systems in both areas. We will further examine the
consequences of colonialism in restructuring local food systems for
the markets of Empire, and in "internationalizing" food, as in Indian
curry in England. We will study how migration has changed the flavor
of national identities, an example of which is how salsa has replaced
ketchup as the most popular condiment in the United States.
Finally, we will look at the impact of globalization and the
structure of regional economies on food, such as the effects of freetrade agreements on farmers and consumers. We will investigate how
climate change is disrupting plant and animal habitats important in
food procurement and cultural survival. We will consider alternative
models capable of providing local food security, self-sufficiency and
a stronger connection to place.
Total: 16 credits
Enrollment: 72
Special Expenses: Special expenses: $75 for food, entrance fees.
Planning Units: Environmental Studies; Native American and
World Indigenous Peoples' Studies; Programs for Freshmen; and
Scientific Inquiry
evolution, and quantitative reasoning; lower division, with the
possibility of up to 8 credits of upper division science (see below).
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One quarter of college-level science.
Program is preparatory for careers and future studies in the earth
sciences and environmental studies.
Faculty: Paul Butler (geology)
geology (ge-ol' -o-gy) "The study of planet Earth - the materials
of which it is made, the processes that act on these materials, the
products formed, and the history of the planet and its life forms
since its origin. Geology considers the physical forces that act on
the Earth, the chemistry of its constituent materials, and the biology
of its past inhabitants as revealed by fossils." (Glossary of Geology,
American Geological Institute)
This program investigates the 4.6 billion year history of Earth,
and thus provides students an opportunity to explore and integrate
topics in chemistry, physics, and evolutionary biology, with an indepth study of physical and historical geology. Quantitative skill
development will be fundamental to this approach.
Physical geology concentrates on geologic processes and
earth materials. Historical geology focuses on the changes in
Earth environments over time, especially the evolution of life.
Plate tectonics is the unifying theme for building this geologic and
evolutionary framework. The goal of this program is to provide
students with a solid scientific basis for future work in all aspects of
environmental studies.
After several weeks on campus, all participants in the program
will travel to the Grand Canyon to embark on a 16-day river trip on
the Colorado River. This will afford students the opportunity to visit
one of the geologic wonders of the world. During our time in the
field, we will have access to over 1 billion years of geologic history,
and will study the processes that are currently shaping the Canyon.
There will also be several one-day field trips in western Washington.
It is important that students understand the commitment that
this program requires, given the cost, rigors, and time away from
campus. An application and interview are required. Credits will be
awarded for each of the following subject areas: physical geology,
historical geology, quantitative skills for the earth sciences, and a
Grand Canyon field project. Upper division science credit may be
awarded forthe field project, ifwarranted. Students that have already
completed an introductory geology class will be able to earn upper
division credit for independent, directed work in physical geology.
Faculty Signature: Application and interview are required. To
apply, contact Paul Butler, 360-867-6722 or butlerp@evergreen.
edu, or by mail to Lab II, The Evergreen State College, Olympia,
WA 98505 for application information. Applications received prior
to the academic fair, March 4, 2009, will be given preference.
Qualified students will be accepted until the program fills.
Total: 16 credits
Enrollment: 16
Special Expenses: The cost of the Grand Canyon field trip is
estimated at $2000. This fee covers the river trip, including air
fare and other transportation to and from the river, and one
night's lodging in Las Vegas the night before departure.
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74 I Environmental Studies
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ii2
D..
Marine Life: Marine Science Research
Political Ecology of Land
Spring quarter
Spring quarter
Major areas of study include marine biology and oceanography.
16 upper-division science credits.
Class Standing: Juniors or seniors; transfer students welcome.
Major areas of study include land use planning and growth
management, policy analysis, statistics, principles of economics,
American government and federalism, case studies in
environmental policy and implementation, research methods and
projects.
Class Standing: Juniors or seniors; transfer students welcome.
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Prerequisites: Either of the previous quarters of Marine Life or an
equivalent background.
Program is preparatory for careers and future studies in marine
sciences, environmental sciences and biological research.
Faculty: Erik V. Thuesen (zoology)
This program is the capstone program to the Marine Life
sequence following the Biological Oceanography (fall) and Marine
Ecology (winter) programs. Students will carry out an independent
scientific research project in marine biology working individually or in
small teams. Proposals for projects will have been developed during
the Biological Oceanography and/or Marine Ecology programs, or
through direct consultation with faculty before the program begins.
Projects will involve extensive field work and/or lab work. They may
be undertaken locally or in a distant location. 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 are expected to work independently, but will have
weekly consultation with faculty in person or via e-mail. Examples
of previous projects include following the development of a spring
diatom bloom in relation to silicon concentrations, examining effects
of hypoxia on expression of heatshock proteins in jellyfish, and
elucidating relationships of commensal infaunal organisms.
Total: 16 credits
Enrollment: 25
A similar program is expected to be offered in 2010-11
Program is preparatory for careers and future studies in land
use and environmental planning, policy development and fiscal
analysis, environmental and natural resource management.
Faculty: Carolyn Dobbs (land use, environmental planning), Ralph
Murphy (environmental economics, environmental policy)
This upper-division program will provide an interdisciplinary, indepth focus on how land has been impacted from human use and
how land use regulations are applied to achieve socially defined goals
for land stewardship. We will give special attention to the political,
economic, social, cultural and environmental contexts of land use.
The concept of a "land ethic" will be developed as a foundation
for evaluating specific land use goals and objectives. Key land use
tools such as the Federal Endangered Species Act, Wilderness Act,
National Environmental Policy Act (NEPAl. Washington State Growth
Management Act, Shorelines Management Act, State Environmental
Policy Act (SEPAl. Forest Practices Act, conservation easements and
purchase of development rights programs will be examined. Several
day long field trips will facilitate a practical understandjng of land
use and land stewardship issues as they actually impact property
owners and communities. By the end of the program, students will
have been exposed to the key elements of land use regulations and
will be familiar with the diverse career opportunities in the land use
field.
Severalsocial science disciplines will be explored. Selected aspects
of the following topics and disciplines will be used to evaluate human
impact on land, primarily in the United States: history and economic
development, the structure and function of American government
and federalism, public policy formation and implementation, land
use planning theory and practice, growth management, elements of
environmental and land use law, economics, fiscal analysis of state
and local governments, and selected applications of qualitative
and quantitative research methods. Taken together, these topics
encompass the diversity of ideas and skills required for developing
an in-depth analysis of land use.
The program will include lectures, seminars, guest speakers,
workshops, field trips, research projects and student presentations.
Our goal is to have students leave the program with a comprehensive
understanding of the breadth of issues, laws and policies governing
land as well as the diverse career opportunities that exist in this field.
In the past, many of our students have secured professional level
internships and entry level professional employment in the land use
field.
Total: 16 credits
Enrollment: 50
Expressive Arts I 75
Expressive Arts
Expressive Arts programs engage students in media arts, performing arts, visual arts and environmental arts practices by
incorporating theoretical, critical and art historical learning with opportunities for hands-on work in a wide range of art forms.
The Expressive Arts Faculty sees the creation of imaginative and artistic work to be a central element of a broad, liberal
arts education. Our curriculum accommodates a range of students in a variety of full and part time programs, courses and
individual contract opportunities. Those who want to focus their studies in the arts work side by side with those interested in
using arts practices to give voice to perspectives they have developed in the study of other disciplines.
At Evergreen the study of the arts is a thoroughly interdisciplinary endeavor; students are challenged to forge connections
among various art forms, to integrate theory and practice, to create experimental work that challenges convention and
audience expectation, to explore a variety of traditional modes, and to become attuned to the social, cultural, and historical
contexts of the work they study and make. We see the goal of undergraduate arts education as twofold: students should
be encouraged to develop their own creative approach and cultivate unique patterns of interest, and they should also learn
to understand themselves as contributors to the social and cultural conversations that precede them and will outlast them.
Evergreen arts students develop strong collaboration skills, as well as aesthetic literacy and cultural competencies that equip
them well for their work beyond the college.
Academic programs that integrate art practice might be organized around concepts, geographical areas, scientific inquiry,
artistic and cultural movements, environmental concerns or historical moments; program content is based on the scholarly
and creative work of the faculty, keeping the curriculum vital and relevant. Most programs offer ample opportunities for skill
development in the context of these thematic investigations, rather than through narrowly focused and isolated sequential
skill training. As art doesn't exist in a vacuum, we encourage arts concentrators to draw inspiration from study outside
the arts, and we require broadly interdisciplinary academic work for admission to some arts programs. Students who take
programs combining arts with other disciplines build stronger foundations for their creative practices.
As a culmination of their studies, students may apply to do a Senior Thesis project. This competitive program is designed
to celebrate the interdisciplinary study of art and to facilitate students' advanced work in one or more art forms over the
course of one, two, or three quarters. Participating students work with a thesis committee chaired by faculty and made up
of faculty andlor staff. Each spring, juniors may submit proposals for Senior Thesis projects to be pursued the following year.
Faculty review applications and successful applicants are awarded a small stipend.
Evergreen graduates who have studied the arts go on to pursue MFA degrees, start non-profits or work with community
arts organizations, galleries or museums, enter the commercial sector to found or work for design and publicity firms, or find
positions in theater, television, film or other production companies. Many successfully sustain their own creative practices.
These graduates frequently discover that the collaboration, communication, management and creative problem solving skills
they have cultivated in Evergreen Expressive Arts programs also help them excel in fields outside the arts.
The Expressive Arts Planning Unit is organized into three sub-areas:
The Visual and Environmental Arts faculty and staff includes artists, craftspeople and designers working in a variety of
traditional and emerging media including drawing, painting, sculpture, fine metals, printmaking, fiber arts, photography, digital
media, neon, environmental arts, sustainable design, woodworking, metal working, mixed media, installation and time-based
arts. Students can regularly find programs that build strong skills and understanding in these media in interdisciplinary contexts.
They can further develop skills in focused advanced programs and individual learning contracts. We emphasize drawing and
visual thinking as fundamental skills, along with visual literacy and clear and rigorous writing. We encourage you to strive not
just for self-expression, but also for clear mastery of your means, and effective engagement in your community.
Emphasizing non-traditional, experimental, and documentary modes, Media Arts offers students opportunities to learn
the practice, history, and theory of film, video, animation, installation, sound design, and other digital arts as forms that
widen the possibilities for audiovisual expression and connect media production to other arts. Our programs prioritize
collaboration as well as a critical engagement with media in its various social, cultural, and political contexts. This means that
we explore the social implications of image-making, and especially the ways in which self and other, identity, community and
world are inscribed in the images we make and view. We encourage our students to take responsibility for their own work,
collaborate with one another, and develop their own critical perspectives on the theory and practice of media.
The Performing Arts sub-area is staffed by faculty members who explore live performance disciplines including dance,
theatre, and music. To perform means to find your voice, control your body, hone your ear. Our approaches to performance
are varied. But we all emphasize fundamental skills, historical depth, and critical understanding. In-depth studies of ethnic
traditions and geographic areas are a feature of many of our programs. We point out the connections between the present
and the past, the body and the mind, ancient traditions and eternal themes. Be prepared to do a good deal of worthwhile,
meaningful academic work as you develop socially engaged, culturally informed performance skills.
Affiliated Faculty:
Susan Aurand
Joe Feddersen
Matthew Hamon
Jean Mandeberg
Terry Setter
Visual Art
Visual Art
Visual Art, Photography
Visual Art, Sculpture
Music
Andrew Buchman
Anne Fischel
LuciaHarrison
Laurie Meeker
LisaSweet
Music
FilmNideo
Visual Art
FilmNideo
Visual Art
Arun Chandra
Ariel Goldberger
Ruth Hayes
Kabby Mitchell
Gail Tremblay
Music
Scenic
Animation
Dance
Visual Art, Creative
SallyCloninger
Walter Eugene Grodzik
Rose Jang
Ratna Roy
Sean Williams
FilmNideo
Theater
Theater
Lara Evans
Bob Haft
Robert Leverich
Dance, African American
Studies, South Asian Studies
Julia Zay
Art History
Visual Art, Photography
Visual Art, Architecture
Design
me programs may be cancelled and others added after this printing. For the most current information,
Writing
Ethnomusicology
Video/Media
Studies
see www.evergreen.edu/catalog12008-09.
76 I Expressive Arts
...•
...•
Acting & Directing: Queer Theory and Practice
Advanced Audio Production Workshop
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include acting, directing, technical theatre
and theatrical design, theater history and dramatic literature,
playwriting, dramaturgy, and queer, gender, and feminist studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Major areas of study include audio recording and production
~
Program is preparatory
for careers and future studies in
education, theatre, queer studies, the arts and humanities.
Faculty: Walter Eugene Grodzik (theater, acting)
The appearance of queer people on the stage is not only a
modern phenomenon. This program will investigate the portrayal
of gays and lesbians in the theatre from Shakespeare through
the pioneering plays of the early and mid-twentieth century, to
contemporary playwrights and queer performance and performance
art. In addition, we will also examine how the nature and practice of
theatrical performance has transformed from the realism of the early
20th century to the postmodern performance of today.
Students will participate in weekly seminars, critiques, and
theatre workshops. In seminar, we willstudy queer theatre history and
dramatic literature, and acting and directing theories and techniques
from Stanislavski to Robert Wilson and Anne Bogart. In performance
workshop, students will select and perform monologues and scene
work and also act in and direct one-act plays. In addition to the
performance aspects of the class, students should possess a strong
interest in reading, critical thinking, and queer theatre history and
gay and lesbian dramatic literature.
Students interested in this program should come prepared with
commitment, enthusiasm, and creativity. Students must also possess
a strong interest in gay, lesbian, and queer theatre and performance
as it isfundamental to the program. This is an introductory preparatory
theatre training program where students of all ages and abilities are
welcome. Students who show the discipline and ability to perform
at an advanced level will be invited to join spring quarter's Rehearsal
and Performance: Theatre.
Total: 16 credits per quarter
Enrollment: 24
Planning Units: Expressive Arts and Programs for Freshmen
and
music technology.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least 12 credits of college level study of audio
engineering.
Program is preparatory for careers and future studies in audio
production and music technology.
Faculty: Terry Setter (music)
This is a half time, upper-division program in advanced audio
production that is designed to support students who are interested in
recording musicforvarious media and contexts. Students willbecome
familiar with advanced multitrack audio production techniques,
their various applications, history and aesthetics. Time will be spent
each quarter on developing the students' ability to listen critically
and providing them with instruction and exercises in the use of the
advanced audio recording studio. Students will make recordings in
class and as part of homework assignments. Students will also do
reading, research, written homework, and oral presentations. Texts
such as William Moylan's Understanding and Crafting the Mix and
David Miles Huber's Modern Recording Techniques will be used as
source materials. Additionally, students will be expected to work in
pairs and put in at least 60 hours of recording time in addition to
primary class activities.
In fall, students will train to pass the related proficiency test and
develop an understanding of the technical and aesthetic history of
audio production. Topics and activities will include basic acoustics,
microphone design and placement, the use of compressors, limiters,
and console block diagrams, and the theory of digital audio recording.
In winter, students will be provided with increasingly advanced
instruction and exercises in the use of recording technologies with
an emphasis on Pro Tools software and Waves plug-ins, and the
creation of mixes, including those for inclusion in the Evergreen
Student CD Project. Topics and activities will include techniques
for recording a rock band, mixing techniques, and applications of
various signal processors. In spring, students will work to create wellbalanced, innovative tracking and mixing. There will be an emphasis
on mastering techniques, a field trip to four of Seattle's most active
recording studios, and a three-day intensive workshop with a leading
industry professional.
Because this is an 8 credit program, students are expected to
take one or more additional courses listed in the Evening & Weekend
Studies catalog or another half time program to complete their 16
credit course load.
Faculty Signature: Students can contact Terry Setter at or before
the Academic Fair, May 14, 2008. For more information, contact
Terry at tas@evergreen.edu.
Qualified students will be accepted
until the program fills.
Total: 8 credits per quarter
Enrollment: 20
Special Expenses: $50 for recording media.
A similar program is expected to be offered in 2011
Expressive Arts I 77
Conceptualizing Native Place
Dance: Body Culture and Behavior
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include Native American studies, geography,
art history and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in Native
American studies, art history, geography, cultural studies and
education.
Faculty: Lara Evans (art history), Zoltan Grossman (geography,
Native studies)
Major areas of study include dance, anatomy, physiology and
•••
•••
~
In this program, we will explore historical and contemporary
relationships of Native North Americans to place, using art
and geography in a cross-cultural comparative analysis, and as
"common ground" for strengthening intercultural communication.
The unique status of indigenous nations can be better understood
by highlighting the centrality of territory in Native identity, and
the strong indigenous connections to place. These connections
can be seen in numerous fields: art and material culture, Native
national sovereignty, attachment to ceded treaty lands, the focus
on traditional land use and protection of sacred sites, environmental
protection, sustainable planning, indigenous migration and symbolic
mobility (through community practices such as powwows and
commemorative journeys).
All of these connections have been expressed artistically and
geographically through
traditional
indigenous
cartographies,
artistic "mapping" of ideas using contemporary art practices, and
modern mapmaking techniques. A number of group exhibitions of
contemporary Native art have collected bodies of work that share an
analysisof the importance of place and identity, from Reservation X in
1999 to Our Land, Our Selves in 2007. Examination of cross-cultural
and cross-disciplinary ideas about land, place, environment, and
relationship to human cultures offers the opportunity to develop new
conceptualizations for the meaning of place, self, and community.
We will examine how conceptions of land are disseminated
through art and objects of material culture, informing our examination
withgeographic studies and investigation into the sociopolitical uses
of mapping. Students will discover differences and potential meeting
points between Native and Western cultural systems, identify
differences within and among diverse tribal nations, and develop
an understanding of indigenous peoples' ability to define and set
their own social, cultural, and spatial boundaries and interpretations.
Students will develop greater awareness of indigenous cultures, but
alsoof aspects of culture that may be determined and protected by
Nativepeoples themselves.
Fallquarter will introduce students to historical geographies and
worldviewsof Native North America, basic visual literacy skills in art,
andbasic literacy in graphic representational systems for geographic
data. In winter quarter, students will develop specialized projects
relevantto geographic areas of interest. Ingeneral, program activities
willinvolveguest lectures, images and videos, workshops, readings
and class discussions, quizzes and exams, writing assignments, and
presentations to compare and contrast our different geographical
case studies. Students are expected to use critical thinking skills in
interpretingthe readings, images, videos and lectures. Through field
tripsto Native communities in urban and reservation areas, and a
comparativeexamination of museums by or about Native peoples,
students will be asked to engage directly with the questions and
contentionssurrounding notions of place in Native America.
Total:16 credits per quarter
Enrollment:48
SpecialExpenses: $120 for field trips and museum admissions fees.
PlanningUnits: Expressive Arts; Native American and World
IndigenousPeoples' Studies; and Programs for Freshmen
anthropology.
Class Standing: This all-level program accepts
freshmen as well as supporting
advanced work.
up to 50%
and encouraging those ready for
Program is preparatory for careers and future studies in dance,
cultural anthropology, behavior, writing, education and medicine.
Faculty: Amy Cook (biology, animal behavior, physiology), Kabby
Mitchell (dance, African American history and culture)
Dance is a complex mix of human physiology, emotion, and
culture. The term "dance" has also been used by animal behaviorists
to describe movements animals do as part of courtship and other
social interactions. In this program we will explore dance from these
various perspectives. Students will develop the skills necessary to
do dance but will also gain a better understanding of what is behind
the movements - both in terms of anatomy and physiology and in
terms of what dance means to us as humans. We will examine and
perform dance, not simply within categories like ballet or modern,
but from a broader perspective of movement and culture including
African and African-American dance.
In fall quarter we will begin to examine the anatomical and
physiological basis of dance. Through labs, lectures and workshops
we will look at the structure of the musculoskeletal system,
cardiovascular system and respiratory system and how these
systems function both independently and together to allow us to do
anything from walking across the street to performing the complex
movements of dance. These ideas will be reinforced in weekly dance
workshops and students will be encouraged to learn through paying
attention to what is happening in their own bodies.
In winter quarter we will continue our examination of the
physiology of dance and integrate energy, metabolism, balance and
coordination with cultural studies. Students will continue to develop
and hone their movement and dance skills in workshops and work
towards a final performance in which they will be asked to show
what they have learned in the program and bring together the
major program themes. We will also look at the activities that animal
behaviorists call dance and compare them to dance in humans.
What are animals trying to communicate in their dances? Is there
any evidence of individuality or creativity in animal dance? Students
will be encouraged to think deeply about what dance is and whether
it is unique to humans.
In taking an interdisciplinary approach to dance we hope to
attract both students who have a long-term interest in dance as a
career and students who have never before thought about learning
to dance but are interested in human physiology and culture and
would like to be involved in a creative approach to learning the
major concepts of these fields.
Total: 16 credits per quarter
Enrollment: 46
Special Expenses: $50 per quarter for performance event tickets.
Planning Units: Environmental Studies; Expressive Arts; and
Programs for Freshmen
78 I Expressive Arts
....•
....• Green Studio
Image and Sequence
~
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include environmental design, art, sculpture,
architecture, furniture design and drawing.
Major areas of study include visual arts, animation, media arts,
visual and media literacy, drawing, printmaking, book arts, digital
photography and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Students need to be willing to work with their
hands, to design and make things, to respond with insight to
real-world art and design challenges, and to produce carefully
reasoned and finished work.
Program is preparatory for careers and future studies in
environmental design, sculpture, architecture, fine arts and
applied arts.
Faculty: Bob Leverich (visual arts, architecture)
This program is for people who are drawn to the challenges
and the satisfactions of making things - artists, designers and
craftspeople - and who want to do so with sustainable means.
Can you make objects and environments that are expressive and
compelling, purposeful and beautiful, using ways that respect both
natural cycles and living communities? How do you justify your
choices and measure your success?How do these things you make fit
into sustaining and sustainable ways of living, for you and others?
Green Studio will combine intensive work in three-dimensional
art forms with supporting reading, research, and writing on
sustainability, basic ecology, materials science, workmanship, and
environmental art and design, plus field trips, seminars and critiques.
We will engage both "fine" and "applied" art, challenging that
distinction and looking for commonalities of approach and meaning.
Fall quarter work will address drawing and design skills, wood and
metal shop skills, the nature of materials, historical and philosophical
contexts for the work, and the question of a sustainable life. Fall
projects will include indoor-scaled functional objects (lighting
or furniture, for example) and sculpture. Winter quarter work will
expand and deepen background skills and knowledge, and address
outdoor-scaled works site specific sculpture and small-scale
shelter.
By the end of this program, students will have a greater
understanding of the dimensions of sustainability in contemporary art
and design and in their own work. They will develop more reasoned
and rigorous approaches to that work, with stronger drawing and
fabrication skills, knowledge of environmental art and design history,
informed use of materials, and more skillful responses to sites and
communities. We'll aim to develop a better sense of how to live
and work sustainably as artists, designers or craftspeople, to have
"serious fun" in the studio, and to make works that are expressive
arguments for positive awareness and change.
Total: 16 credits per quarter
Enrollment: 21
Special Expenses: Approximately $225 per quarter for drawing
and studio equipment, materials and studio fees.
A similar program is expected to be offered in 2011-12
Planning Units: Expressive Arts and Programs for Freshmen
Program is preparatory for careers and future studies in visual
arts, media arts, education and communications.
Faculty: Ruth Hayes (animation, media studies), Lucia Harrison
(visual arts)
In our culture we are bombarded by images, as artworks and as
advertising, in still single images and in sequential, time-based works,
in increasingly rarer one-of-a-kind works and in mass-produced print,
film, video and other broadcast media. We are born into a cultural
soup of images, but to swim and navigate through it we must learn
how to read visual culture, to engage with it critically, to negotiate
what useful meanings we can draw from it and to express ourselves
fluently and effectively in it.
In Image and Sequence we will approach visual culture, both
still and time-based, as audience and as producers. Students who
are serious about pursuing the visual and/or media arts as an area
of emphasis at Evergreen are welcome to join us. We will explore
the ethics of image making, the idea of art as a dialogue between
creator and viewer, and the influence of time on artists' practices,
sequential works and the viewing experience. We will tackle the
question of how to make art that addresses a mass audience, but
maintains honesty and integrity. Through intensive workshops in
a wide variety of 2D techniques including drawing, printmaking,
painting, digital photography, color theory, book arts and animation,
students will develop the technical and process skills necessary to
pursue independent work. We will emphasize observational drawing,
learning visual language, building a personal vocabulary of imagery,
working collaboratively with other artists and practicing strategies to
investigate and develop thematic series over a period of time.
In the fall we will build foundational skills in visual and media
literacy through readings, screenings and seminars on books,
graphic novels, films and other artworks. Articulating and taking
responsibility for one's own work is a high priority; therefore,
readings and viewing work will be accompanied by assignments that
ask students to explore artists' statements, manifestos and other
forms of critical writing. In the winter, we will deepen those skills and
expand them through forays into more complex design problems
and written assignments that require visual and library research.
Contemporary artists often explore ideas by creating a series of
related works. Themes for the series may be autobiographical or
philosophical. They may critique social institutions, or advocate for
environmental or cultural change. The series may be more process
oriented, where each new piece is informed by an earlier one. With
this perspective, students will learn strategies such as journaling,
critiques and visual research for developing thematic work. In the
spring, students will have the opportunity to pursue independent
or group creative projects that are informed by their work in fall and
winter.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: Special expenses: $250 per quarter for art
supplies, $100 for digital media materials.
Planning Units: Expressive Arts and Programs for Freshmen
Expressive Arts I 79
....•
India: Tradition & Beyond
Fall, Winter and Spring quarters
Major areas of study include cultural studies, performing arts,
cinema, history, cultural anthropology, political science and
literature.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in the
expressive arts, social sciences, Asian literature, Indian history
and culture, education and comparative cultural studies.
Faculty: Ratna Roy (literature, dance, performance, cultural
studies)
The world's largest democracy, India gave birth to Gandhi, yoga,
ayurveda, Kama Sutra, Natya Sastra, and the religious philosophies
of Hinduism, Buddhism, Jainism, and Sikhism, to name a few. In this
program we will study Indian dance and culture, examining its classical
dance, music and cinema in the context of Indian society, history,
politics, and literature. Indian culture has integrated - syncretized
- Asian and Middle Eastern philosophies that came from the
outside, giving birth to an artistic tradition that seamlessly blended
existing Hindu practices and beliefs with incoming Muslim ones. We
will study much of the art resulting from this syncretic mix, including
the works of such maestros as Ravi Shankar, Ali Akbar Khan, Kelu
Charan Mohapatra in music and dance and early Bollywood director
Raj Kapoor and auteur director Satyajit Ray in cinema. We will pay
particular attention to the powerful women, religious and secular,
who have contributed to Indian culture, through their song, dance,
and literary and political pursuits. Lectures, readings, seminars and
screenings will be accompanied by workshops in Indian theater,
music and dance.
In the fall, we will delve into early Sanskrit literature, the science
of the Natya Sastra, the religious philosophies of early Hinduism and
Buddhism and the largely untold stories of women's artistic traditions
in dance and music. We will also view early Bollywood cinema and
analyze these films in context. In workshops, we will engage in the
practical study of theatre, music and dance in the Odissi tradition, a
syncretization of the arts of the north and the south.
In the winter, we will further explore different cultural influences,
including Islam, Sufi mysticism, Baul music, and Bhakti movement.
We will study .the development of powerful women's traditions
(mostly matrilineal) in music and dance. We will briefly touch upon
British colonial rule, which caused a pause in the proliferation of the
arts. Finally, we will focus on present day India, a democracy that
encourages globalization, marketing of the arts, hybridization, and
the influence of Bollywood and MTV. The practical study of theatre,
music, and dance, along with the analysis of films, will continue
through winter quarter.
In the spring, students will engage in individual research projects
that may lead to study options in India. The research projects would
incorporate both written work as well as performative work. Both
performing arts students and those with no previous background
in the arts will gain a holistic, diverse introduction to South Asian
history and culture in this program.
Individual Study: Fiber Arts, Installation, NonWestern Art History, Native American Studies,
Creative Writing: Poetry, and Multicultural
American Literature
Fall, Winter and Spring quarters
Major areas of study include topics in the arts, art history,
literature and writing, especially poetry.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Freshman Composition or Core Program and
enough previous academic work to merit an independent
contract in the area of student work.
Program is preparatory for careers and future studies in the arts,
art history, literature and creative writing, especially poetry, and
the humanities.
Faculty: Gail Tremblay (visual arts, creative writing)
In the fields listed, Gail Tremblay offers opportunities for
intermediate and advanced students to create their own course
of study, creative practice and research, including internships,
community service, and study abroad options. Prior to the beginning
of each quarter, interested individual students or small groups of
students must describe the work to be completed in an Individual
Learning or Internship Contract. The faculty sponsor will support
students wishing to do work that has 1) skills that the student wishes
to learn, 2) a question to be answered, 3) a connection with others
who have mastered a particular skill or asked a similar or related
question, and 4) an outcome that matters. Areas of study other than
those listed above will be considered on a case-by-case basis.
Faculty Signature: Students must develop an Individual
Learning or Internship Contract and submit their proposals to
Gail Tremblay prior to the beginning of each quarter. For more
information, contact Gail at tremblag@evergreen.edu,
in Lab 2,
Rm 3250, phone 360-687·6334, or at 360-943-8727. Qualified
students will be accepted until the program fills.
Total: 12 or 16 credits per quarter
Enrollment: 25
Special Expenses: Additional costs will vary, depending on
student projects.
Internship Possibilities: With faculty approval.
Planning Units: Culture, Text and Language and Expressive Arts
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: $75 per quarter for tickets to performances.
Internship Possibilities: Spring only with faculty approval.
Planning Units: Culture, Text and Language and Expressive Arts
rograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/200S·09.
<i!
LL
80 I Expressive Arts
....•
...•
Inescapable Beauty, Elusive Sublime
~
Fall and Winter quarters
Major areas of study include philosophy, aesthetics, visual arts
theory, art criticism, studio art (2D and 3D), and writing for the arts.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least 12 credits in philosophy or the visual
arts, such as photography, sculpture, fine metalworking, video,
painting, printmaking, etc.
Program is preparatory for careers and future studies in
philosophy, aesthetics, visual arts theory, art criticism, studio art
(2D and 3D), and writing for the arts.
Faculty: Matthew Hamon (photography), Jean Mandeberg (visual
art), Kathleen Eamon (philosophy)
"The work of art ... is essentially a question, an address to the
responsive heart, an appeal to affections and to minds." -Hegel
"Everything goes past like a river and the changing taste and
the various shapes of men make the whole game uncertain and
delusive. Where do I find fixed points in nature, which cannot be
moved by man, and where I can indicate markers by the shore to
which he ought to adhere?" -Kant
This two-quarter program is designed for intermediate or
advanced artists and philosophers. Students will choose to
emphasize one of three areas: 2D studio work, 3D studio work, or
the critical application of philosophical theory. In addition, we will
all participate in lectures and seminars. All students will undertake
extensive reading in philosophy and aesthetics, as well as explore the
visual arts in this context, and all students should be prepared to do
upper-division work in critical thinking, reading, and writing. Seminar
readings will inform our understanding of aesthetic theories. Writing
projects and art workshops will encourage students to explore their
own creativity. Students will be expected to pursue their personal
work while participating in interdisciplinary critiques.
Together, we will undertake an artistic and philosophical inquiry
into the beautiful and the sublime. What is the role of beauty in
our creative and intellectual life? How do we experience the
sublime? How have these experiences been historically documented
and challenged? We will be exploring these concepts not only in
connection with works of art, but it is with the work of art that we
will most directly experience beauty as an occasion for reflection,
and as a demand for thought and engagement. Further, we will ask
whether the sublime is something that can be represented at all in
art, and whether the attempts to do so gave rise to a certain line of
modernist works.
We will approach these and other related questions through an
in-depth study of aesthetics. Indeed, the "work" of art is, by some
accounts, work that we as viewers must undertake and finish, or if not
finish, at least continue. It is in response to this demand for serious but
enjoyable engagement that we will pursue a deeper understanding
of the concepts of beauty and sublimity, by philosophical and artistic
analysis and through practice.
Students will register in one of three specific groups (twodimensional visual art, three-dimensional visual art, advanced
philosophy) in relation to the primary focus of their inquiry. 2D
students will focus on aesthetic theories of beauty and the sublime
while sustaining a rigorous studio practice in whatever media they
choose to work. 3D students will focus on aesthetic theories of
beauty and the sublime while sustaining a rigorous studio practice
in functional or sculptural work. The 3D work will be centered in
the Fine Metals Studio and incorporate fine metals as well as mixed
media. The philosophy students will do similarly ambitious work in
philosophical aesthetics, with readings likely to include Kant, Hegel,
Greenberg, Adorno, and Danto, with special emphasis on the
relationship between criticism and philosophy.
In addition to classic texts and essays, students can expect to
read books such as: Beauty and the Contemporary Sublime (Rolfe),
Sticky Sublime (Beckley), Uncontrollable Beauty (Beckley, Shapiro),
and The Abuse of Beauty (Danto).
Faculty Signature: Students will be selected on the basis of a
portfolio review and interview with the faculty beginning at the
Academic Fair, May 14, 2008. The portfolio should include a
minimum one-page writing sample and a minimum one-page
description of the student's previous academic experience.
Students focusing on studio art should also include photos of six
to eight samples of 2D and/or 3D work; these portfolios can be
submitted on disk. Students focusing in philosophy should tailor
their one-page writing sample in order to make clear the kind of
work they have done or are interested in doing in the discipline. For
more information, contact Matt Hamon, hamonm@evergreen.edu,
Jean Mandeberg, jeanm@evergreen.edu or Kathleen Eamon,
eamonk@evergreen.edu. Qualified students will be accepted until
the program fills.
Total: 16 credits per quarter
Enrollment: 60
Special Expenses: Additional expenses may vary, depending on
student projects.
Planning Units: Culture, Text and Language and Expressive Arts
Expressive Arts I 81
...•
Media Artists Studio
Fall, Winter and Spring quarters
Major areas of study include media arts, filmmaking, experimental
film, sound design, digital media and media theory.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: In order to be considered for this advanced program,
students should have successfully completed Mediaworks (the entrylevel 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.
Program is preparatory for careers and future studies in media
arts and digital communications.
Faculty: Sally Cloninger (film, video)
The focus of Media Artists Studio (formerly called SOS: Media)
is on the development of each student's own personal style and
creative approach to work with moving images and sound. Students
who are interested in experimental film and digital video production,
sound design, writing, collaboration, contemporary media history and
theory are invited to join this learning community of media artists. This
program is designed for students who have already developed some
expertise in media production, are familiar with aspects of media
theory and wish to do advanced production work that may have
developed out of previous academic projects and/or programs.
The nature of "experimental"
media requires a period of
germination for new ideas, approaches, and impulses to emerge.
During the first quarter we will take this time for development
and reflection. In the fall students will expand their skill level in
imagemaking (16mm and DV) and sound design through workshops,
exercises and a collaborative project. They will also study
contemporary media artists who have made special contributions
to the development of experimental media practice and have
attempted to push the technological as well conceptual boundaries
of the moving image. In addition, each student or team of students
(for collaborative projects) will do extensive pre-production planning
and research for a major film or digital project to be completed by
the end of the academic year.
During winter quarter, students will complete the photography
for their projects, which could involve production work off campus
for an extended period. Students are encouraged to think creatively
and broadly about their subject matter and will be able to propose
media projects that may require travel to other areas of the United
States or even abroad. During spring quarter each student will
complete post-production work, finalize their artist's portfolio,
explore ways to sustain their work as media artists and participate in
a public screening of their work.
We will utilize online resources such as blogs, wiki sites, and
streaming media to create a virtual learning community to support
and integrate our work. We will also study web design in order to
create media artist's web sites and develop skills in DVD authoring
to create portfolio and proposal documentation pieces.
Faculty Signature: Students must submit a portfolio which includes
copies of recent faculty evaluations ortwo letters of recommendation
(for transfer students), and a VHS tape or DVD which contains two
examples of their best work in film or video. All prospective students
must complete the written application available at Academic
Advising or in the Communications Program Office, Comm. Bldg.
302. For more information contact Sally Cloninger, 360-867-6059 or
cloninsj@evergreen.edu. Portfolios and applications received by the
Academic Fair, May 14, 2008, will be given priority. Applications will
be reviewed during May 2008. Qualified students will be accepted
until the program fills. Students will be individually notified bye-mail
of their acceptance into this program.
Total: 12 or 16 credits per quarter
Enrollment: 18
••••
Special Expenses: For media production materials, dependent
upon the nature of the student project. Travel expenses for winter
quarter location shooting, also dependent upon the nature of the
project.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2009-2010
~
Media Services Internships
Fall, Winter and Spring quarters
Major areas of study include audio recording, animation, electro/
acoustic music technology, film and video, media arts and media
production.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: To be considered for this advanced program,
students must have successfully completed a minimum of one year
of study of media skill training pertaining to the internship position.
Prior completion of programs or courses such as Mediaworks,
Experimental Animation Techniques, Audio Recording, Introduction
to Music Technology, or their equivalents are required.
Program is preparatory for careers and future studies in media
arts and digital communications.
Faculty: Peter Randlette (digital media, sound design, media
arts, technology), Sally Cloninger (filmmaking, digital arts, visual
anthropology, experimental media)
The Electronic Media internships provide opportunities for indepth learning of a variety of media skills and concepts. They require
a year-long commitment for fall, winter and spring quarters. Interns
enroll for 12-16 credits per quarter with room for a 4-credit part-time
class or other academic components. Interns work 30 to 40 hours
a week and are paid 15 to 19 hours a week, depending on credit
distribution. The intern's primary responsibilities are focused on
supporting instruction, maintenance and administration for specific
labs, facilities and production needs under the supervision of the
staff. The interns meet weekly as a group to share skills, collaborate
on projects, and to facilitate working together on productions and
cross training between areas.
Audio Internship The Audio Intern develops advanced technical
knowledge in all aspects of audio production systems through
readings, independent research and co-production of the Student
CD project. She or he also gains instructional, organizational and
teamwork skills by providing workshops and technical support of the
audio recording facilities. Other responsibilities include maintenance
of analog equipment and computers, lab proficiencies and the setup
and operation of small to large sound reinforcement systems.
Film/Animation
Internship
The
Film/Animation
Intern
develops advanced technical knowledge of film and animation
production equipment and procedures, as well as instructional and
organizational skills, while providing technical support, maintenance
and workshops in the film and animation facilities. Responsibilities
include maintenance of film and animation equipment and computer
systems, lab proficiencies, assisting with instruction and creating
documentation. Applicants should have experience with analog and
digital 2D/3D animation techniques.
Media Production Internship The Media Production Intern learns
the management skills needed to successfully plan, provide technical
support and execute campus productions. This intern plays key roles
in all facets of the production process including client relations,
preproduction planning, and support of audio, video, multimedia
and teleconferencing needs. Duties also include minor maintenance
and technical support of equipment, labs and facilities.
Media Loan Internship The Media Loan Intern learns technical
concepts, management, troubleshooting
and repair skills, and
gains teaching experience related to circulating 16 mm film and
high-end digital video, audio and lighting equipment by training
eme programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
82 I Expressive Arts
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students to use it. The intern learns to interpret and enforce policies,
approve work orders, train other student workers, and carry out
general maintenance and minor repair of Media Loan equipment.
This internship carries much responsibility and requires advanced
knowledge of media equipment and production.
Multimedia
Lab The Multimedia Lab Intern develops the
instructional, technical and organizational skills needed to supervise,
maintain and teach in the Mac based Multimedia lab, and in nonlinear facilities using Final Cut and other multimedia applications.
The intern coordinates student staffing, administers proficiency
tests, assists with lab hardware and software upgrades, creates
instructional materials, and provides users with technical advice and
workshops.
Music Technology Labs The Music Technology Intern develops
advanced knowledge of music technology and gains organizational
and teaching skills through the management of the Music
Technology Labs. The intern's learning is supplemented by readings,
independent research and co-production of the Student CD project.
Intern responsibilities include studio scheduling, computer and
hardware maintenance, and support for instructional workshops and
proficiency tests.
Video Production The Video Production Intern learns to produce,
direct, and engineer productions using professional video cameras in
the field through work on a wide range of campus video production
and post-production activities. The intern builds additional technical
skills by doing DVD authoring, minor maintenance and diagnostic
review of equipment and labs, and support of Mini Control operations
including duplication and transfers.
Faculty Signature: Peter Randlette is the internship program
coordinator. Please contact Peter for more information and an
application at pbr@evergreen.edu or 360-867-6279. Interested
students are expected to meet with faculty and staff at the
Academic Fair, May 14, 2008 and submit a current resume,
a letter of interest, and a completed Electronic Media job
application, available in Library 1501.
Total: 12 or 16 credits per quarter
Enrollment: 7
Special Expenses: For media production
academic work involves production.
materials only if
Internship Required: Yes.
A similar program is expected to be offered in 2009-2010
Mediaworks in Context: Sustainability and Justice
Fall, Winter and Spring quarters
Major areas of study include film theory and criticism, documentary
history and theory, experimental film/video history, cinematography,
digital video production, audio production, independent projects
in film and video, sustainability and justice, and proposal writing.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Core or interdisciplinary studies program. Transfer
students must complete at least one quarter of interdisciplinary
studies.
Program is preparatory for careers and future studies in media,
visual arts, communication, and education.
Faculty: Laurie Meeker (film and video production, media history
and theory), TBA (digital media)
Mediaworks is the foundational program for moving image
practices in the Expressive Arts at Evergreen. This program will
continue to emphasize the study of media technology and handson production practices along with the study of film/video history
and theory. This year we have decided to take Mediaworks in a new
direction. Our work as filmmakers will be placed in the service of
both sustainability and justice. A number of academic programs are
centering their inquiries on important issues facing us and our planet
- climate change, environmental justice, the relationship between
people and the land, the sustainability of human and natural
communities. How do we engage these issues as filmmakers and
artists? Can our work make a difference?
Engaging media history and theory will be central to developing
strategies of representation in our own work as producers of media.
We will examine the history of documentary filmmaking to explore
the strategies filmmakers have developed to represent "reality."
We will study non-fiction filmmaking strategies through screenings,
readings, research projects, writing, and seminar discussions. One
thread of our inquiry will focus on media addressing sustainability
and justice - how have filmmakers placed their work in the service
of sustainability, justice, and the environment? Another thread of
our inquiry will address critical alternatives to mainstream media
- these include autobiography, the history of experimental film and
video art, and essayistic video. We will also address the politics of
representation in relation to race, class, and gender. As artists, how
do we enter the debates around energy, the environment, climate
change and social change?
During the fall and winter, students will develop media production
skills as they engage a series of design problems thematically related
to sustainability and justice, which provides a context for our work.
The "sustainability and justice" framework will be broadly defined,
and students can expect to create work that uses a variety of
representational strategies. We will explore a variety of production
techniques, including a focus on audio production, an exploration of
the image through cinematography, and the study of digital media
production. Students will be expected to commit to a number of
collaborative projects as well as working independently. The spring
quarter will be devoted to developing independent media projects
through research, proposal writing, and media production.
Faculty Signature: Students must complete a written application
available from Academic Advising and the program secretaries
in the COM Building (Com 302B or Com 303A). Applications
received by the Academic Fair, May 14, 2008, will be given
priority. For more information, contact Laurie Meeker at
meekerl@evergreen.edu. Qualified students will be accepted until
the program fills.
Total: 16 credits per quarter
Enrollment: 44
Special Expenses: $200-$300 per quarter for media production
supplies.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2009-10
Expressive Arts I 83
Medieval and Renaissance Studies:
Materiality and the Religious Impulse
Fall and Winter quarters
Major areas of study include visual arts, art history, European
history (with a focus on the history of Christianity), and medieval/
renaissance studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in the
arts and humanities, including the visual and performing arts,
literature, history and religious studies.
Faculty: Lisa Sweet (visual art), Elizabeth Williamson (Reformationera literature, theater history)
Christian faith expresses itself as an impulse toward the
transcendent, and the history of Christian art in Europe reflects
the complexity of this spiritual exercise. In order to engage with an
invisible God, the faithful of the Middle Ages established personal
relationships with intercessors - celestial angels, martyrs, and
saints, but most importantly the Virgin Mary and Jesus Christ - via
practices, performances, literature, and objects that gave concrete
form to the ephemeral entities of the spiritual realm. The leaders of
the protestant reformation, which took hold in Europe in the 16th
century, saw these practices as superstitious and sought to eliminate
the threat of idolatry by shifting the focus away from images and
talismans to vernacular Bibles and black letter prayer books. But this
shift was in some sense a mirage: the human instinct toward visual
representation and ritual was no more detachable from the act of
reading than Christianity was from the image of Christ on the cross.
This program will investigate Christian devotional art forms, both
Protestant and Catholic, produced in England, France, Germany
and the Netherlands from 1350 to 1650. In our readings, critical
writings, and lectures, we will focus on how reading practices, ritual
practices, visual culture and craft intersect in the use of religious
objects by examining book forms, diptych images, and early modern
play scripts. Through a variety of creative projects, students will
also engage with the technologies and forms that were central to
making material that was spiritual. Specifically, we'll pursue three
artistic modes important to the evolution of Christian visual culture
during this period: bookmaking, painting diptychs, and dramatic
performance. Students will gain the basic skills required to approach
each of these media, with the aim of understanding the relationship
each form establishes between the material and the transcendent.
Fall quarter will provide students with an historical framework
for understanding the major tenets of Christianity, medieval social
structures, and the context and technologies for the creation of
devotional objects such as books of hours, indulgences, reliquaries,
bibles, plays and paintings (both ecclesiastical and personal). We'll
explore medieval devotional sensibilities and gain an understanding
of the distinctions between Protestant and Catholic theologies.
Winter quarter will represent a deeper interrogation of the place of
the image in an increasingly fragmented Christian culture. Students
will learn that Protestant practices were never entirely unproblematic
- in any Christian context, the danger was always that one would
mistake objects (statues of saints, glorious stained glass windows,
towering crucifixes and paintings, for example) for the divinity they
were designed to represent.
This program is designed for students with a balanced interest
in European medieval and renaissance history, art history, religion,
studio art and performance. About 40% of students' time will be
devoted to artistic practice, including both visual and performing
arts exercises, and 60% to rigorous reading, writing, and discussion
of religion and history.
Total: 16 credits per quarter
Enrollment: 44
Planning Units: Culture, Text and Language; Expressive Arts; and
Programs for Freshmen
....•
....•
Music Composition Intensive
~
Fall and Winter quarters
Major areas of study include music composition,
music history,
musical aesthetics and research presentation.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least 12 credits of college-level music study.
Please contact Terry Setter at tas@evergreen.edu
if you have
questions.
Program is preparatory for careers and future studies in music
and media.
Faculty: Terry Setter (music)
This is a half-time, upper-division program in formal music
composition that is designed to support students who are interested
in writing original music for various instruments and contexts. The
program reading and listening will focus primarily on late 20th
century contemporary classical music, such as the work of John
Adams, Pauline Oliveros, John Cage, and Steve Reich. Students will
study composition, aesthetics, and contemporary music history in
order to gain a broad perspective on these subjects and the greatest
number of related skills. There will be a weekly composition forum
where students can present their work for feedback and critique.
Students will also research related topics and present their findings
in an oral report. This is not a course in songwriting, "electronica",
or hip-hop related music; however, there will be an opportunity to
write a pop song.
Readings will familiarize students with approaches to music
composition and historical developments that influenced composers
during the last 75 years, focusing on the application of specific
compositional techniques and on becoming familiar with influential
composers and compositions from that period. In fall, students will
be responsible for composing a solo, a duet, and a small ensemble
piece. In winter, students will write a prepared piano piece, a Top
40 style pop song, and an ensemble piece of their own choosing.
Research topics will be selected for oral presentation during both
quarters.
Because this is an eight-credit program, students are encouraged
to take one or more additional courses listed in the Evening &
Weekend Studies catalog or another half time program to complete
their 16 credit course load. If you are interested in developing your
creative voice in music composition, this is the program for you.
Total: 8 credits per quarter
Enrollment: 25
Special Expenses: $50 for an overnight, off-campus
retreat.
program
84 I Expressive Arts
....•
....• Music, Math and Motion
Performance Works: Telling Stories
~
Fall and Winter quarters
Fall and Winter quarters
Major areas of study include music theory, fundamentals of digital
audio, acoustics, physics and mathematics.
Major areas of study include performing arts, literature and
writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in writing,
music, dance, theater and education.
Prerequisites: Basic music theory and algebra proficiency.
Program is preparatory for careers and future studies in music,
computers, natural science, and education.
Faculty: Arun Chandra (music performance). EJ Zita (physics,
mathematics, astronomy)
Mathematics and physics give us languages to describe existing
worlds; music and the arts give us languages to describe not-yetexisting worlds. We need both: without knowing what is, we could
not ask for what is not. Since Pythagoras' time, people have explored
patterns of connections between music and mathematics. If you are
drawn to mathematics or physics because of your love of music, or
vice versa, this program is for you.
The composition of music and the analysis of sound, using
scientific
methodology,
creative insight, and contemporary
technology, will be the intertwined pathways of our program. We
will address subjects such as music and sound, rhythms and pulses,
harmonics and resonances, the physical, geometrical, and psychophysical bases of sound, acoustics and vibrating systems.
A composer/musician
and a mathematical physicist will
collaborate to offer a common sense, accessible and deeply engaging
introduction to these subjects for interested non-specialists. Our
math and physics will be at a pre-calculus level, though students
may do research projects at a more advanced level if they choose.
Interdisciplinary projects could include electronically creating music
from physical formulae, analyzing the behavior of sound in different
environments, or other ideas. This program is designed for those
who find their art increasingly mediated by technology, for those
who seek artistic outlets for their science, or for anyone who desires
to understand the interweaving of art and science.
Student work will be evaluated through assignments such as
homework, workshops, exams, performances, compositions, general
participation, written and oral reports, and seminar essays.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $100 for field trips and/or concerts.
Planning Units: Expressive Arts; Programs for Freshmen; and
Scientific Inquiry
Faculty: Sean Williams (music, cultural studies). TBA (Dance), TBA
This two-quarter program has as its focus the ways in which
people tell and adapt stories to reflect their priorities and the ways
they see the world. How are stories drawn out of people? How
are stories adopted, adapted, expressed, and reacted to across
cultures? In Southeast Asia, for example, storytelling through the
use of puppetry is a normal and expected part of adult interaction. In
Ireland storytelling might occur through song as well as through the
spoken word. We will explore the theory and practice of storytelling
through words, movement, and music. While our words may be
limited to the English language, our field is the world. Biblical stories
turn into bluegrass songs; Greek myths appear in contemporaryfilms.
The faculty for this program have extensive experience living and
studying outside the United States, and bring multiple perspectives
and ways of seeing the world to bear in our collective exploration.
Students enrolled in this program should expect a performance
component but also a strong emphasis on the written word. In
many cases, stories take life only when they leave the page and find
expression in the performing arts. In other cases, a vision that is
expressed through the arts may develop deeper meaning through its
adaptation to the written word. In all cases, however, interpretation
is an essential go-between, and our roles as interpreters form an
important point of entry to the objects of study.
In fall we will begin with the roots of some of the world's essential
stories from multiple cradles of civilization: Greece, the Middle East,
India, England, and elsewhere. We will explore the ways in which
stories tell the members of a society who they are by examining
essential archetypes and how they differ from place to place. In
winter quarter we will focus more specifically on writing stories
based on what we have come to know. Working collaboratively with
our colleagues, we will engage in small, in-house performances of
adaptations of these stories.
Because we work in multiple media (including sound, film, and
the body as well as the pen and computer). all students are expected
to work regularly with a variety of aspects of performance in the
program. We will watch, we will move, we will write, and we will
make music; we will also examine what we have seen and done
through seminars and in-class discussions. How would you render
a work of Shakespeare in song? How would you turn a film into a
poem, a dance into a play, a prophecy into a book? All of our work
will be supplemented with the work of visiting artists (including
professional storytellers). live performances in Olympia and Seattle,
and a culminating visit to the Oregon Shakespeare Festival in
Ashland, Oregon.
Total: 16 credits per quarter
Enrollment: 69
Special Expenses: $300 for several performance events over the
two quarters and for a visit to Ashland, Oregon to the Oregon
Shakespeare Festival.
Planning Units: Expressive Arts and Programs for Freshmen
Expressive Arts I 85
Student Originated Studies: Performing Arts
Venezuela: Building Economic and Social Justice
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include areas of student emphasis, e.g.,
theatre, puppet theatre, Theatre d'Objet, performance, dance,
music, installation art, hybrid art, and multimedia.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Two years of performing arts courses or
interdisciplinary courses including performing arts, or equivalent
life experience in the field in which you plan to complete work.
Program is preparatory for careers and future studies in
performing arts, and in fields that require imagination,
collaborative skills, and management skills.
Faculty: Ariel Goldberger (Experimental Performance,
Experimental Puppet Theater, Theatre d'Objet)
Major areas of study include history of Latin America and
Venezuela, political economy, Latin American studies,
quantitative research, social documentation (photography, audio,
writing), participatory research, popular education and Spanish.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students must demonstrate some familiarity
with basic Spanish. Previous studies of Latin America, political
economy or community studies, visual/audio documentation skills
and previous experience working/collaborating with a community
organization are desirable, but not required.
Program is preparatory for careers and future studies in
community studies, documentary journalism, community
education and organizing, work with non-governmental
organizations and international studies.
Faculty: Peter Bohmer (political economy, Latin American
studies), Anne Fischel (social documentation, community studies)
...I
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This program offers advanced performance students the
opportunity to design their own curriculum in performance, directing,
design, or performance-related theory, and to develop a learning
community with others who may share artistic and academic goals
grown out of previous projects and programs. It accommodates small
groups of students dedicated to producing a single collaborative
work, as well as those developing individual projects. Students are
expected to assist each other with projects and productions, and to
participate actively in regular work-in-progress critiques.
During the first weeks of fall quarter, students will design
collaborative or individual projects, working with the faculty, by
researching and writing proposals, scripts, treatments, abstracts
and/or other supplementary documents. Students and faculty will
also collaborate to develop other program activities that will support
performance and production work throughout the two quarters.
These may include readings, screenings, discussions, presentations,
and workshops that would strengthen conceptual, performance, and
production skills. In addition to the student-centered
curriculum,
students in the program will explore different themes each quarter.
In fall, our theme will be building artist communities. The theme
for winter will be sustaining creative processes. Additionally, we
may focus on issues and practices of presentation, management,
production and promotion, as well as on creating contexts for selfdirected work and preparing for work beyond Evergreen.
Faculty Signature: Students should submit an application before
the spring 2008 Academic Fair. Application forms will be available
by early April 2008 through Academic Advising, the Seminar
II Program Secretary's office (A2117), and the Communication
Building Information Office (3rd floor). For more information,
contact Ariel Goldberger at arielg@evergreen.edu.
Applications
received by the Academic Fair, May 14, 2008, will be given priority.
Qualified students will be accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: $50 to $500 depending on student project
requirements.
lome programs
The transformation of Venezuela is being closely observed by
nations and social movements around the globe. President Hugo
Chavez asserts the Venezuelan" proceso" (the process) is constructing
socialism for the 21st century. Venezuela is spearheading a Latin
American movement to develop alternatives to the neo-liberal
model of development favored by the United States. Venezuela is
also creating new international alliances to redistribute global power
and influence.
Our program will study the Venezuelan proceso and its efforts to
develop new models of political and economic democracy and justice.
We will develop an in-depth understanding ofthe work of community
organizations, social movements and the Venezuelan government to
construct a political and economic system to meet peoples' needs
for food, health, shelter, education, employment, transportation and
political participation. We will also examine struggles for indigenous
rights and racial equality. Working with perspectives drawn from
political economy, community studies and popular education, we
will focus on the experiences of ordinary people as they participate
in a massive popular movement to redistribute power and wealth
and change the basis of social organization and decision making in
their communities and nation. We will also study the historical role of
United States policy in Venezuela and Latin America, and the current
impact of that policy. Possible texts include: Galeano's Open Veins
of Latin America, Wilpert's Changing Venezuela by Taking Power,
Harnecker's Understanding the Venezuelan Revolution and Horton
and Freire, We Make the Road by Walking. Among the questions we
willaddress are: What isthe Venezuelan model of development? What
are its political, social, environmental, and economic implications?
What are its strengths, weaknesses and potential problems? Is the
proceso leading to increased popular participation and power? Can
it create the deepening of democracy and prosperity for all? Is this
model applicable to other nations?
In fall our focus will be on preparing to travel to Venezuela and
work collaboratively with communities in or near Barquisimeto, an
agricultural and industrial center. Our studies will include Spanish
language (advanced beginning or intermediate). political economy
of Latin America (international political economy, comparative social
systems), and Venezuelan history and politics. We will pay special
attention to Venezuela's long struggle for political and economic
independence,
culminating in the election of President Hugo
Chavez, and the process of creating sustainable models of political
and economic democracy.
Infallwewill also study research methods, develop documentation
skills using writing, photography and audio recording, and explore
popular education-based
strategies of community collaboration.
Students will select an area of focus and prepare for our work in
Venezuela by writing a research paper and presentingtheirpreliminary
findings. Agriculture, education/literacy, sustainable development,
labor, the economy, culture, cooperatives, community-based media,
may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
86 I Expressive Arts
OFFERINGS BEGINNING WINTER QUARTER
D::
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3:
gender, youth, community organizing and health are some areas we
will explore.
In winter quarter most of us will travel in Venezuela for
9 weeks. We'll begin in Caracas, visiting national sites and
attending presentations about Venezuelan political and economic
development. We will spend most of our time near Barquisimeto,
working collaboratively with local organizations and documenting
the experiences. There will be opportunities for English-Spanish
language exchange or Spanish instruction. Students who choose to
stay in the United States have the option to pursue an internship with
an organization involved with the Spanish-speaking community.
In spring we will prepare our documentary materials for
publication and present them to the campus and community. Possible
forms of publication include a zine, book, photo exhibit or Web site.
Students who held internships in winter with local organizations
can contribute documentation of their internships, or work on the
Venezuela materials. Based on our experiences in Venezuela and
continued reading in political economy and community studies, we
will deepen our understanding of the Venezuelan proceso and its
implications for understanding and creating social change.
Faculty Signature: Students will meet with faculty at the
Academic Fair, May 14, 2008 to discuss academic preparedness
and Spanish language skills. For more information, contact Anne
Fischel at fischela@evergreen.edu or Peter Bohmer at bohmerp@
evergreen.edu.
Total: 12 or 16 credits per quarter
Enrollment: SO
Special Expenses: $3600 for 9 weeks of study abroad in
Venezuela. Limited scholarship assistance will be available. A
deposit of $200 is due by November 10th, 2008.
Internship Possibilities: Winter, if not traveling to Venezuela.
Local internships with Spanish-speaking organizations, subject to
faculty approval.
Planning Units: Expressive Arts and Society, Politics, Behavior
and Change
Student Originated Studies: Visual Art
Winter and Spring quarters
Major areas of study include visual art (all media) and art history.
Class Standing: Sophomores or above; transfer students
welcome.
Prerequisites: Foundations of Visual Art or the equivalent of
preparatory college work in the visual arts, including substantial
work in drawing. Faculty signature required.
Program is preparatory for careers and future studies in visual
art, education, art history, aesthetics and humanities.
Faculty: Susan Aurand (visual arts)
This program is designed for students who are thinking of
graduate school, professional work in the visual arts, or arts
education at any level, and who want to join a learning community of
visual artists and art scholars who are interested in doing advanced
work in drawing, painting, photography, printmaking or sculpture,
or in-depth research and writing about some aspect of art or visual
culture.
Students will design their own projects, complete visual research
and write papers appropriate to their topic, share their research
through presentations, work intensively in the studio together,
produce a significant thematic body of work and participate in
demanding weekly critiques. The group will meet together weekly
for technical demonstrations, student and faculty lectures on research
topics, guest artist talks, critiques and field trips.
Faculty Signature: Students must submit a written application
and a portfolio. Applications will be available by November 2008
in the Program Office of Lab I, 1013, and at Academic Advising.
Applications received by the Academic Fair, December 3, 2008,
will be given priority. Qualified students will be accepted until the
program fills. Students will be individually notified bye-mail of
their acceptance into this program. For more information contact
Susan Aurand, (360) 867-6711 or aurands@evergreen.edu.
Total: 16 credits per quarter
Enrollment: 25
Internship Possibilities: Advanced students in drawing and
painting may apply to work as interns to assist faculty teaching in
the Studio Projects program.
A similar program is expected to be offered in 2009-10
Expressive Arts I 87
OFFERINGS BEGINNING
SPRING QUARTER
The American Eye
Experimental Theatre and Puppet Theatre
Spring quarter
Spring quarter
Major areas of study include American literature, history of
American photography and photography.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in the arts
and the humanities.
Faculty: Robert Haft (photography)
Major areas of study include experimental
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, 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: 24
Special Expenses: Approximately
$250 to $300 for photographic
supplies.
Planning Units: Expressive Arts and Programs for Freshmen
z
D::
Q.
puppet theatre,
experimental performance, Theatre d'Objet, dance, music,
installation, hybrid art, and multimedia, depending on student
projects.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in puppet
and object theatre, performing arts, and in fields that require
imagination, collaborative skills and management skills.
Faculty: Ariel Goldberger (experimental performance,
experimental puppet theater, Theatre d'Objet)
This program aims to engage students in an intensive study
of experimental puppet and object theatre (Theatre d'Objet)
through the development of performance projects. This aim will
be implemented through a pedagogy organized around seven
integrated tracks: performance, technique, theory, body, text,
critique, and seminar. Participants will study innovative and
interdisciplinary approaches
to experimental
performance
by
developing performance projects, studying readings on avant-garde
and contemporary performance, and video recordings.
In this program we will strive to generate an artistic learning
community with the goal of creating performances using puppets
and object theatre. The program will require intensive rehearsals,
and copious dedication of time and effort. For students who have
an interest in experimental world-class puppetry and performance,
the program will strive to offer opportunities to expand performance
skills, theoretical
awareness, and technical expertise,
while
developing an ability to think in complex analytical and critical modes
about performance events. The program will also be a laboratory
for the development of a teaching model based on interdisciplinary
pedagogical modes, intuitive thinking, focus on artistic process,
holistic approaches, imaginative thinking, self-directed learning, and
collaborative work.
This program welcomes enthusiastic and motivated students
ready to do intensive work. Students should be prepared to apply
their interests to performance projects that explore re-definitions
of what we understand as puppet theatre, and invest effective
time outside of scheduled class times to rehearse and prepare
their performance projects. Weekly work-in-progress critiques,
developed with student facilitation, will focus on each project's
progress. Students will begin work starting from "known" ideas
based on project descriptions, and will develop the projects towards
the discovery of unexpected and surprising results. The program will
culminate with in-class performances, or a public performance, at
the discretion of the faculty.
Faculty Signature: Students
must submit an application for
admission into the program. Application forms will be available
by mid-February, 2009 through Academic Advising, the Seminar
II Program Secretary's office (A2117), and the Communication
Building Information Office (3rd floor). For more information
contact Ariel Goldberger (arielg@evergreen.edu). Applications
received by the Academic Fair, March 4, 2009, will be given
priority. Qualified students will be accepted until the program fills.
Total: 16 credits
Enrollment: 25
Special Expenses: $200 for studio supplies and theatre tickets,
plus special expenses depending on the student's individual
projects.
me programs may be cancelled and others added after this printing. For the most current information,
~
see www.evergreen.edu/catalog/2008-09.
'"
88 I Expressive Arts
~
The Incisive Line
Rehearsal & Performance: Theatre
D2
a..
Spring quarter
Spring quarter
Major areas of study include graphic design, art history,
Major areas of study include acting, directing, theatrical design,
stage management, dramaturgy, costuming, lighting, sound,
publicity, theatre history, critical theory and dramatic literature.
Class Standing: Sophomores or above; transfer students welcome.
V)
printmaking and expository writing.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Basic drawing skills will be helpful, but are not
required.
Program is preparatory for careers and future studies in visual
arts, graphic design, art history and education.
Faculty: Lisa Sweet (visual arts)
Historically, printmaking has been aligned with revolutionary
ideas, political and religious reform, and the democratization of
artistic practice and production. This is an arena in which artists have
the potential to reinvent not only the way two-dimensional images
look, but also the manner in which they are made. For instance,
consider the popular notion of the Modernist artist-genius working
in isolation. In contrast to this creative practice, printmakers have
traditionally collaborated to create works of art-often with a social
message. Artists and printers confer with and influence each other
while making work in their community. Printmaking can counter
the idea of works of art as precious, one-of-a-kind commodities
by permitting the artist to create multiple copies of images. These
are a few of the ways we will address the practice and history of
printmaking.
This one-quarter program will focus on printmaking as an
expressive and conceptual art form. Our artistic practice willfocus on
relief and intaglio techniques: the incised lines of woodcut, drypoint
and etching. Emphasis will be placed on developing artistic practice
and research: How do we develop artistic ideas? How do we revise
and refine ideas and works of art? What is the benefit of working in
series? How does an artist generate and communicate intellectual
content through images?
During the quarter, students will practice printmaking techniques,
learn about print culture and the history of printmaking, and do
research by examining both art historical and artistic examples.
Students will be expected to work collaboratively in community.
Writing is a significant component of this program. Students will be
responsible for developing a portfolio of printed works, presenting
significant research on printmaking history and participating in a print
exchange. Students should anticipate spending about 40 hours a
week on studio work and a research project. This will be an intensive
ten weeks that will require enthusiasm and a strong work ethic.
Total: 16 credits per quarter
Enrollment: 23
Special Expenses: $250 for art supplies.
Planning Units: Expressive Arts and Programs for Freshmen
Program is preparatory for careers and future studies in
education, theatre, the arts and humanities.
Faculty: Walter Eugene Grodzik (theater, acting)
Rehearsal & Performance: Theatre will consist exclusively
of participating in a faculty-directed stage production of a play
chosen by the instructor. The play will be chosen from the realistic
or avant-garde theater canon and will be chosen after auditions for
the program. This will allow us to work with acting and directing
techniques that were specifically developed for the type of theatre
we will be performing. For example, these techniques could include
Stanislavski's Sense Memory, Michael Chekhov's Psychological
Gesture, or Anne Bogart's Viewpoints. Students will experience
rigorous training in movement and vocal techniques and will learn to
utilize these techniques in the performance of the play.
Participation in the production involves acting in the play,
dramaturgical work, assistant directing, stage management, set,
costume, lighting and sound design, set and costume construction,
publicity, and all the other areas related to a successful play
production. For example, after a successful audition, a student will
be cast in the play, and will spend about half to three quarters of
program time in rehearsal, and the rest of the time working in the
shop building the set or on some other aspect of the production. A
student presenting a portfolio of lighting design work could become
the lighting designer for the production as well as the publicity
coordinator. In short, every student will participate in more than one
area of the production process. While the production will be directed
by the faculty, the process will be an interactive collaboration among
all participants.
The first seven to eight weeks of the program will be spent in
rehearsal, culminating in a fully mounted site-specific production or
a production in the Experimental Theatre. In addition to rehearsals
and production work, students will examine dramaturgical matters
closely related to the production through readings and seminar
discussions about the genre of the play, as well as about its social,
political, economic and cultural environment. This will help us to
understand the world of the playas well as the world of the author.
All students who are interested in interviewing/auditioning for
the program should contact the faculty member directly.
Faculty Signature: Admission by interviews/auditions.
Interviews/
auditions will be conducted at the end of winter quarter and
at the academic fair, March 4, 2009. For more information
contact Walter Eugene Grodzik at (360) 867-6076 or grodzikw@
evergreen.edu, before the auditions and academic fair. Qualified
students will be accepted until the program fills.
Total: 16 credits
Enrollment: 25
A similar program is expected to be offered in 2010-2011
Scientific Inquiry I 89
Scientific Inqu i ry
The faculty of the Scientific Inquiry planning unit is committed to the ideal of science education in the context of liberal
arts education. We help students-whatever
their primary interests may be-understand
the wonders of nature as well as
science as a force in our technological society.
Because science and technology are central to our world, citizens must be scientifically literate in order to participate
intelligently in a democratic society. At the same time, scientists should understand the social implications and consequences
of their work. Thus, our studies of science itself are combined with studies of the history and philosophy of science, bioethics,
and public policy.
Some programs in this planning unit will allow students to learn basic science as part of their liberal arts education.
Others help students prepare for careers in science, medicine, or technology. However, all of our offerings emphasize the
application of theory to practice. Students will apply the scientific principles as they learn to solve real-world problems.
By engaging in laboratory and group problem-solving exercises, students will learn to think like scientists-to
develop
hypotheses and design experiments, to collect data and analyze them within a theoretical framework, and to apply these
results to new situations.
Our students have unique opportunities to conduct scientific research using high-quality instruments, such as a scanning
electron microscope and an NMR machine. In addition, they can use some of the best modern software available. Students
also read current scientific journal articles and learn to write technical reports and papers.
Whether a freshman or a more advanced student, all students can find a scientific program that fits their academic plan.
Some choose to follow a pathway that emphasizes a particular science, while others 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,
but we create new offerings on a regular basis. The regular programs with significant content in each of the main scientific
disciplines are listed below:
Biology
Chemistry
Foundations of
Health Science
Foundations of
Health Science
Introduction
Science
Introduction
Science
to Natural
to Natural
Science
Algebra,Algorithms
and Modeling (spring
only)
Models of Motion
Molecule to Organism
Environmental
Advanced
only)
Atoms, Molecules
Reactions (9/10)
Biology (fall
Computer
Analysis
and
Mathematics
Physics
Models of Motion
Music, Math and Motion
Computer Science
Foundations
Models of Motion
Methods of
Mathematical
Methods of
Mathematical
Physics
Computer Science
Foundations
Computability
Computability
Math Systems (9/10)
Physics
Energy Systems (9/10)
Student Originated
Software (9/10)
Refer to the individual program descriptions for more details about these programs and other not listed above. As
another option, Evening and Weekend Studies also offers courses in the sciences.
Advanced students have many opportunities to do scientific research as part of a faculty research program. Research
students have presented their work at scientific meetings and have become authors on technical papers. Scientific Inquiry
students have an excellent record of success in graduate and professional schools, as well as working in a variety of scientific
and technical fields. The possibilities are limited only by your energy and ambition.
Affiliated Faculty:
Clyde Barlow
Kevin Francis
David McAvity
Neal Nelson
Benjamin Simon
Chemistry
Mathematics and Physics
Computer Science
Microbiology
Dharshi Bopegedera
History of Science
and Technology
Lydia McKinstry
Janet Ott
Rebecca Sunderman
Chemistry
Rachel Hastings
Organic Chemistry
Biology
Chemistry
Andrew Brabban
Mathematics and Linguistics
Donald V. Middendorf
Michael Paros
Brian Walter
Biology
Jeffrey J. Kelly
Physics
Veterinary Medicine
Mathematics
Krishna Chowdary
Chemistry
Donald Morisato
David W. Paulsen
E. J. Zita
Physics
Physics
Robert H. Knapp, Jr.
Biology
Cognitive Science
Judy Bayard Cushing
Physics
Nancy Murray
Paula Schofield
Computer Science
Elizabeth M. Kutter
Biology
Chemistry
Clarissa Dirks
Biology
James Neitzel
Sheryl Shulman
Biochemistry
Computer Science
Molecular and Cellular Biology
programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
90 I Scientific Inquiry
Advanced Biology: Cell Signaling
Animal Behavior & Zoology
Fall quarter
Fall, Winter and Spring quarters
Major areas of study include neurobiology, genetics, cell biology,
developmental biology and molecular biology. Upper-division
science credit will be awarded.
Major areas of study include animal behavior, evolution, zoology,
population ecology, statistics, tropical ecology, and field
research. Upper division science credit will be awarded in these
areas for students who complete the work satisfactorily.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level biology; at least eight
credits of college-level writing.
Program is preparatory for careers and future studies in field
biology, evolution, ecology, and other life sciences.
Faculty: Heather Heying (biology)
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Successful completion of Molecule to Organism
or equivalent course work in microbiology, genetics, molecular
biology, biochemistry and cell biology.
Program is preparatory for careers and future studies in biology
and/or medicine.
Faculty: Nancy Murray (biology)
This program will focus on the molecular mechanisms underlying
signal transduction in living systems. The molecules that contribute
to cell communication - from sampling the environment to
orchestrating growth, change, development and even simple stasis
in an ever changing external world - influence all aspects of biology.
We will examine how some of these molecules interact with one
another in interconnected pathways. Devastating diseases from
cancer to schizophrenia are intimately linked to these pathways in
ways that we are still far from fully appreciating, understanding or
exploiting. Several models of signaling systems that illustrate ways
cells acquire and transmit information on both an organismal and a
molecular scale will be presented.
Based predominantly in the lab, students will learn theoretical
principles and gain extensive hands-on experience using advanced
cellular and molecular techniques. Students will be expected to
explain and apply the central themes and mechanisms of cell
signaling, critically analyze and interpret experimental findings from
primary research papers, and identify and describe the relationship
between a disease and specific components of cell signaling.
Students will also read papers from the primary literature that relate
to cell signaling and discuss the data and ideas expressed in them.
Students will be evaluated based on their laboratory techniques,
lab reports, class presentations, examinations, and homework and
workshop assignments.
Total: 16 credits
Enrollment: 25
What do animals do, how do they do it, and why? In this yearlong investigation of animal behavior, students will answer these
questions through extensive use of the scientific literature, indepth discussions of the evolutionary and ecological theories that
are fundamental to the study of behavior, independent research
projects, and several weeks in the field, including two weeks in
the Pacific Northwest during fall quarter, and a multi-week trip to
tropical ecosystems in Panama during winter quarter.
Animals hibernate, forage, mate, form social groups, compete,
communicate, care for their young, and so much more. They do
so with the tools of their physiology, anatomy, and, in some cases,
culture, for reasons having to do with their particular ecology and
evolutionary history. In this program, we will begin with a review of
animal diversity, and continue our studies of behavior from both a
theoretical and an empirical perspective. Students will be expected
to engage some of the complex and often contradictory scientific
predictions and results that have been generated in this field,
through lectures, workshops and take-home exams, as well as to
undertake their own intensive field research.
In fall quarter, students will conduct short-term field projects, and
become skilled in library research. In winter quarter, we will continue
to learn theory and statistics, and will travel to Panama to study the
differences and similarities between the neotropics and the Pacific
Northwest, focusing on the animals and their behavior. Particular
attention will be paid to the herpetofauna (amphibians and reptiles)
that live in lowland rainforests. In spring quarter, having studied
the methods, statistics, and literature frequently used in behavioral
research, students will generate their own hypotheses and go into
the field to test them through extensive, independent field research.
This work might be in Panama, the Pacific Northwest, or through
an internship. Students will return to campus for the last two weeks
of spring quarter to complete their data analysis and present their
research.
Some topics covered in this program will include mating systems,
territoriality, female mate choice, competition, communication,
parental care, game theory, plant/animal interactions and convergent
evolution. Several readings will focus on the primates, including
Homo sapiens.
Students will be allowed to participate in winter quarter only
if they do high-quality work in the fall, and are fully prepared for
tropical field work; full credit in fall is not sufficient to guarantee a
spot in winter.
Total: 12 or 16 credits per quarter
Enrollment: 25
Special Expenses: $200 for Pacific Northwest field trips in fall.
$1750 for field trip to Panama in winter, plus airfare. Supplies
and travel funds as required for independent research project in
spring.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2010-2011
Planning Units: Environmental Studies and Scientific Inquiry
Scientific Inquiry I 91
Computability
and Language Theory
Data and Information: Computational
Linguistics
..J
..J
~
Fall, Winter and Spring quarters
Fall quarter
Major areas of study include mathematical logic, formal language
theory, computability theory and programming language design.
Upper division credit will be awarded for upper division work.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students should know at least one programming
language before entering the program and have the equivalent
of Computer Science Foundations. For transfer students,
preparatory coursework should include one full year of
programming, Discrete Mathematics, Data Structures, and/or
Computer Architecture. Students with a strong mathematical
background and interest in formal computer science will also be
considered. If you have questions about prerequisites, please
contact Sherri Shulman (sherri@evergreen.edu).
Program is preparatory for careers and future studies in
computer science and mathematics.
Major areas of study include linguistics, computer science,
history and philosophy of language, ecology and eco-informatics,
mathematics and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Proficiency with algebra is strongly recommended.
Program is preparatory for careers and future studies in linguistics,
computer science, ecological informatics and education.
Faculty: Judy Cushing (ecology, computer science). Brian Walter
(mathematics, logic, linguistics), Rachel Hastings (linguistics,
mathematics)
Faculty: Sheryl Shulman (computer science)
The computer is a tremendously useful tool. Is there anything
it can't do? By studying topics in advanced computer science, this
program will explore what computers can do, how we get them to
do it, and what computers still can't do. This program is designed for
advanced computer science students and students with an interest
in both mathematics and computer science.
Topics covered will include formal computer languages,
formal logic, computability theory, alternative logic theories and
programming language design. Students will also study Curry,
a formal language combining both the functional and logic
programming paradigms. Students will learn the theoretical basis of
programming languages such as Curry. We will also do an in-depth
comparison of the properties and capabilities of languages in the
four paradigms: functional, logic, imperative, and object-oriented.
Program seminars will include current literature on selected topics
such as type theory and programming language semantics.
The four threads in this program each span all three quarters.
In the Programming Language thread we will study the basis for
programming language definitions and compare language definitions
from several different paradigms. The thread will conclude with a
project completing a full interpretion of a user defined language.
The Logic thread will cover traditional logic systems and their limits,
and will conclude with some non-traditional logic systems and their
applications to computer science. The Formal Language thread will
cover the theoretical basis of language definitions, concluding with a
study of what is computable. In the fourth thread we will study Curry
for the first half of the year, including a study of the theoretical and
implementation techniques required. During the second half of the
year we will also read technical papers relating to current language
design challenges.
Faculty Signature: Interested students should contact Sherri
Shulman, at sherri@evergreen.edu or 360-867-6721, or at the
academic fair, May 14, 2008 to obtain a signature. Qualified
students will be accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 25
A similar program is expected to be offered in 2010-11
When we read a text, how do we come to understand what it
means? We bring to our reading of that text three critical things:
1) knowledge of the language in which the text is written - its
grammar and the meanings of the words, 2) our understanding of
how the world works and how humans communicate, and 3) our
natural human intelligence. Even with these abilities, however, we
often misinterpret text (or data). or are sometimes faced with too
much information and data, and need help, for example, as Google
provides when we search the web.
How might a computer assist in processing human language? In
this program we will explore the complexity of developing an interface
between human speech or writing and the power of computing.
Although the task is complex and brushes against fundamental
questions in intelligence, we will find that an understanding of the
abstract structure and organization of human language provides
guidance to the person who trains a computer to mine texts for
structure and meaning, and even to those who work with computers
analyzing text and data.
This program will bring together introductions to linguistic theory
and computer science with the goal of exploring the interaction
between the two areas. In linguistics this will include looking at the
structure of words, sentences and texts (morphology, phonology,
syntax and discourse) as well as their meanings (semantics and
pragmatics). In computer science students will learn to program in
Python and study how computers are used to understand texts and
data.
Ecology case studies that involve text and data will help us
apply learning from linguistics and computing. We will consider
how computational techniques process text at the sentence level,
and glean meanings using principles of linguistic structure and
interpretation. We will look more globally at entire documents, asking
how computers identify main topics, and we will study ontologies, or
ways that concepts are categorized and represented.
In conjunction with studies in linguistics and computer science
we will read about the history and philosophy of both fields, and
gain a deeper understanding of the relationship between human
and computer intelligence.
Total: 16 credits
Enrollment: 72
Planning Units: Programs for Freshmen and Scientific Inquiry
programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
92 I Scientific Inquiry
Environmental Analysis
Food, Health and Sustainability
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include analytical chemistry, atmospheric
chemistry, statistics, chemical instrumentation and group projects.
Students leaving at the end of fall quarter will receive lower-division
credit. Students who satisfactorily complete at least fall and winter
quarters will receive upper-division credit for both quarters.
Class Standing: Juniors or seniors; transfer students welcome.
Major areas of study include nutrition, chemistry of biological
molecules, genetics and evolution, nutrient cycling and other
ecological issues in food systems, and sustainability.
Class Standing: This all-level program accepts up to 33%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: College algebra proficiency and a year of college
chemistry.
Program is preparatory for careers and future studies in
chemistry, environmental analysis and environmental fieldwork.
Faculty: Clyde Barlow (analytical chemistry), Sharon Anthony
(atmospheric chemistry)
Prerequisites: High school biology and chemistry.
Program is preparatory for careers and future studies in the
biological fields, including ecological agriculture, genetics,
biochemistry, nutrition, chemistry, and agriculture and food policy.
Faculty: Donald Morisato (genetics and molecular biology),
Martha Rosemeyer (agricultural ecology and food systems)
Baseline assessment of natural ecosystems and determination of
environmental contamination require accurate chemical and physical
measurements. Students in this program will study the chemistry
of aqueous and atmospheric environments, using theoretical and
experimental methods. Students will learn instrumental techniques
of chemical analysis in an advanced laboratory where technical
writing will be emphasized.
During fall and winter quarters, we will address topics in analytical
chemistry, atmospheric chemistry, Geographic Information Systems
(GIS) programming, statistics and instrumental methods of chemical
analysis. Students will participate in group projects working on the
physical and chemical properties of natural water systems, including
lakes, bogs, streams, and precipitation. We will develop procedures
based on Environmental Protection Agency, U.S. Geological Survey
and other guidelines to analyze for both major and trace materials
using atomic absorption spectroscopy, inductively-coupled plasma
mass spectrometry, polarography, ion chromatography and GCmass spectrometry. We will use computers and statistical methods
extensively for data analysis and simulation.
Spring quarter will be devoted largely to project work and
completing studies of analytical chemistry. We will conclude the year
with presentations of project results in both oral and written form.
What should we eat? What is the difference between conventional
and organic foods? Why is there an outcry over genetically modified
foods? Why does journalist Michael Pollan call this the American
"Age of Nutritionism?"
This program will take a scientific approach to food and
cooking. The topics will span a broad range of scale, from ecological
agriculture to molecular structure, including sustainable production,
the coevolution of humans and food, the connection between
diet and health, as well as the transformation of food through the
processes of cooking and fermentation. Throughout history, food
and cooking have not only been essential for human sustenance,
but have played a central role in the economic and cultural life of
civilizations. This interdisciplinary exploration of food will take a
broad ecological systems approach as it examines the biology and
chemistry of food, while also incorporating political, historical and
anthropological perspectives.
Students will directly apply major concepts learned in lectures
to experiments in the laboratory and kitchen. Field trips will provide
opportunities for observing food production and processing in the
local community. Program themes will be reinforced in problemsolving workshop sessions and seminar discussions focused on
topics addressed by such authors as Michael Pollan, Harold McGee,
and Gary Paul Nabhan.
More specifically, we will focus in fall quarter on food quality
issues in the production of foods such as vegetables, fruits, grains
and fungi. We will explore the biochemistry of food, beginning
with basic chemical concepts, before moving on to the structure
of proteins, carbohydrates and fats. We will consider the genetic
principles of plant and animal breeding, and the role of evolution in
the selection of plant and animal species used as food by different
human populations.
In winter quarter, we will concentrate on cooking and nutrition.
We will study meat, milk, eggs, vegetables and cereal doughs, and
examine what happens at a biochemical level during the process
of cooking and baking. We will discuss how factors like nutritional
content, heavy metal and pesticide contamination, and genetic
engineering affect food quality. We will explore how our bodies
digest and recover nutrients, and consider the physiological roles
of vitamins and antioxidants, as well as the complex relationship
between diet, disease and genetics. Finally, we will study the
physiology of taste and smell, critical for the appreciation of food.
Total: 16 credits per quarter
Enrollment: 37
Special Expenses: Approximately $250 per quarter for field trips,
including a one-week trip to Sun Lakes in eastern Washington.
Internship Possibilities: With faculty approval.
A similar program is expected to be offered in 2010-11
Planning Units: Environmental Studies and Scientific Inquiry
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $50 for food supplies and field trip expenses.
A similar program is expected to be offered in 2010-2011
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
Scientific Inquiry I 93
Foundations of Health Science:
Global and Local Perspectives
Health and Human Development
Fall and Winter quarters
Fall, Winter and Spring quarters
Major areas of study include introductory
general chemistry,
biochemistry, molecular biology, microbiology, immunology,
physiology and anatomy, genetics, nutrition, epidemiology,
statistics, history of medicine, bioethics, and public policy. All
credits are lower division science credits.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Proficiency in high school algebra.
Program is preparatory for careers and future studies in health
sciences, medicine, education, biology, chemistry and public
health.
Faculty: James Neitzel (biochemistry, microbiology), Kevin Francis
(bioethics, history of medicine), Mike Paros (health sciences,
veterinary medicine)
Foundations of Health Science takes an integrated and thematic
approach to the health sciences - exploring introductory concepts in
biology and chemistry with a focus on health, medicine, and disease.
It is designed for students contemplating work in the health care field
who want to learn about how the body functions on a macroscopic
and microscopic level, as well as students interested in public
health or public policy who want a solid foundation in biology and
chemistry. It is also suitable for students who seek an opportunity to
study rigorous science as part of a liberal arts education.
A major organizing concept in the class will be the examination
of diseases that have a large impact on global health, based on
the World Health Organization's list of the top ten causes of death.
Basic concepts will be taught in the course of examining these
health issues. In fall quarter, we will focus on cancer and perinatal
conditions. In winter quarter, we will study infectious diseases such
as HIV/AIDS,tuberculosis, malaria, influenza, and diarrheal diseases.
In spring quarter, we will examine cardiovascular diseases, stroke,
and diabetes. Bioethics, history, and public policy will be explored
as they relate to these diseases.
This program will also link students with clinics, hospitals,
government . public health departments,
or other healthrelatedorganizationsfor
volunteer service. During fall quarter,
students will select and research the work of a local agency. During
winter and spring quarters, students will design a part-time internship
based on their research that allows them to contribute to the work
of this organization.
In our explorations, we will incorporate laboratory work, lectures,
workshops, seminars, group projects, textbook assignments and
case studies. The program will develop critical scientific thinking
and quantitative skills. Communication skills, both written and oral,
will be emphasized. Students will study and apply concepts and
techniques of argumentative writing and scientific writing.
Completion of this program will give students many of the
prerequisites they need for careers in the allied health fields and
public health, as well as preparation for further upper division study
in order to pursue a career in medicine.
Major areas of study include human biology (without lab). lifespan
developmental psychology, research methodology, anthropology,
human evolution and descriptive statistics.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in biology,
psychology, anthropology, the health professions, human services
and education.
Faculty: Carrie Margolin (cognitive psychology), Scott Coleman
(educational psychology). TBA (biology)
Humans are spectacularly complex and their healthy development
is a remarkable, multi-faceted and sometimes elusive achievement.
An average adult's body contains roughly 10 trillion cells, each cell
intricate and sensitive enough to its environment to be an organism
unto itself. The human nervous system alone contains hundreds of
billions of cells, forming trillions of electrical connections and serving
as the foundation for an immensely complex consciousness capable
of thousands of thoughts and feelings per day. And this biological
and psychological complexity is only the beginning. For example, we
also develop highly intricate social units .Ai families, tribes, political,
ethnic and religious communities, etc . .Ai each with its own history
and structure. In this interdisciplinary program, we will study the
multi-dimensional topic of human development and its relationship
to health.
Health and Human Development will build a background in
human biology and psychology affording students the knowledge
to help make informed analytical choices in their own lives. In the
fall we'll look at life-span human development from prenatal to
adolescence and in the winter, from adulthood through aging to
mortality. Concurrently, we'll cover development and aging health,
as well as human evolutionary development,
from biological,
psychological and cross-cultural perspectives. Attaining good health
is a multifaceted process; therefore, our exploration of healthy
lifestyles will include an exploration of biological, psychological,
financial, and spiritual health.
The program format will include workshops, lectures, films,
seminars, guest presentations and group and individual projects,
including a required personal health project. We will focus on clarity
in oral and written communication, quantitative skills and the ability
to work across significant differences.
Total: 16 credits per quarter
Enrollment: 75
Special Expenses: Up to $120 for a privately obtained
physical
from a qualified health care professional, depending on the
nature of the personal health project. All students are required
to do a personal health project; but not all students will need a
physical.
Planning Units: Scientific Inquiry and Society, Politics, Behavior
and Change
Total: 12 or 16 credits per quarter
Enrollment: 72
Internship Required: Four credit internship during winter quarter
required. Four credit internship during spring quarter optional.
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Scientific Inquiry
e programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2008-09.
...•
...•
11:
94 I Scientific Inquiry
...•
..•• Introduction to Natural Science
Methods of Mathematical
Physics
~
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include general biology with laboratory,
Major areas of study include upper division mathematics
general chemistry with laboratory, computer science,
mathematics for scientists, scientific writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: proficiency in high school algebra.
Program is preparatory for careers and future studies in physical
and biological sciences, medicine and health sciences, computer
science, environmental sciences and education.
Faculty: Paula Schofield (chemistry), TBA (biology), Neal Nelson
(mathematics, computer science)
physics.
This program will offer students a conceptual and methodological
introduction to biology, chemistry, mathematics, and computation. As
an organizing theme, we will examine the cycles and transformations
of matter, energy, and information on a variety of scales, in both living
and non-living systems. As appropriate, we will use quantitative and
computational methods to gain additional insights into biological
and chemical processes.
In addition to studying current scientific theories, we willconsider
the historical, societal, and personal factors that influence our
thinking about the natural world. We will also examine the impacts
on societies due to changes in science and technology. During
spring quarter, there will be an opportunity for small student groups
to conduct an independent, scientific investigation designed in
collaboration with the program faculty. Program activities will include
lectures, small group problem solving workshops, laboratory and
field work, and seminar discussions. Students will learn to describe
their work through scientific writing and public presentations.
This program is designed for students who want a solid
preparation for further study in the sciences. Students who only want
to get a taste of science will find this program quite demanding and
should consult the faculty before the program begins. Overall, we
expect students to end the program in the spring with a working
knowledge of scientific, mathematical, and computational concepts,
with the ability to reason critically and to solve problems, and with
hands-on experience in natural science.
Class Standing: Sophomores
and
or above; transfer students welcome.
Prerequisites: A full year of college level calculus and calculus-
based physics. Students interested in advanced mathematics but
who do not have the necessary background in physics should
contact David McAvity for advice at mcavityd@evergreen.edu.
Program is preparatory for careers and future studies in physics,
mathematics, chemistry, engineering and education.
Faculty: David McAvity (mathematics, physics)
A close examination of the complex and varied world around us
reveals a high degree of underlying order. Our goal as scientists is
to understand and explain this order and we do this most precisely
using the language of mathematics. Indeed, the degree to which
the universe lends itself to a mathematical description is remarkable.
The goal of this advanced program is to introduce the mathematical
language we use to describe and create physical models of our
world. To that end, we will examine a number of key physical theories
and systematically develop the mathematical tools that we need to
understand them.
We will begin, in fall quarter, with a detailed study of classical
mechanics - the mathematical description ofthe clockwork universe
envisioned by Newton and others who followed him. We will focus
initially on linear approximations for which analytical solutions are
possible. The mathematical methods we will learn for this purpose
include differential equations, vector calculus and linear algebra. In
winter quarter we will move beyond linear approximations and study
non-linear systems and chaos and the implications of these ideas for
the determinism implied by classical mechanics. We will also extend
the Newtonian synthesis to the realm of the very fast and very
massive by considering Einstein's theories of special and general
relativity. Mathematical topics associated with these ideas include
Riemannian geometry, tensor calculus and variational calculus.
The work in this program will consist of lectures, tutorials, group
workshops, student presentations, computer labs and seminars on
the philosophy and history of mathematics and physics.
Total: 16 credits per quarter
Total: 12 or 16 credits per quarter
Enrollment: 72
Enrollment: 25
Special Expenses: $125 for a graphing calculator.
A similar program is expected to be offered in 2009-10
A similar program is expected to be offered in 2010-11
Scientific Inquiry I 95
....•
Microbial Ecology
Models of Motion
Fall quarter
Fall, Winter and Spring quarters
Major areas of study include biology, ecology, genetics, and
writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
microbiology, environmental studies, health sciences, waste
management, and education.
Faculty: Elizabeth Kutter (microbiology, biochemistry), Steve
Scheuerell (microbial ecology)
Major areas of study include physics, calculus and computer
science.
...•
~
This program will introduce students to historical, theoretical,
and applied aspects of microbial ecology. Microorganisms were
the first forms of life on earth, and billions of years of evolution
have allowed for an amazing array of microbial life forms and
interactions to develop. Microorganisms have fundamentally
altered the composition of the atmosphere and are a critical link in
the biogeochemical cycling of nutrients and carbon on the planet.
Furthermore, the evolution of plants and animals has been directly
influenced by microorganisms through symbiosis, competition,
parasitism and pathogens. Humans have increasingly become aware
of the diversity and functional capacity of microbes, and we have
focused considerable energy on manipulating microbial interactions
to benefit humankind.
Through lecture, lab, reading, seminar, film, and field trips, we will
explore how humans manipulate microbial communities to promote
human health, protect crop plants, transform food and beverages,
treat wastewater and transform organic wastes into fertile soil. We
will learn about the science, policy, and ethics of genetically modified
organisms and associated intellectual property rights that are central
to current activity in industrial microbiology. We will also explore
emerging areas of microbial ecology research that offer sustainable
solutions to major problems such as antibiotic resistant bacteria and
bioremediation of polluted water and land.
Total: 16 credits
Enrollment: 48
Special Expenses: $30 for lab supplies.
Planning Units: Environmental Studies; Programs for Freshmen;
and Scientific Inquiry
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: pre-calculus.
Program is preparatory for careers and future studies in physics,
calculus, computer science and education.
Faculty: Krishna Chowdary (physics), TBA (computer science)
In an attempt to understand and explain the world around us
and how it works, scientists make careful observations, conduct
experiments and build models. 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 models come new mathematical methods needed for
describing them. Calculus, for example, was born out of the efforts
to make predictions from Newton's models of motion. Even with the
power of calculus, a model may yield answers only in approximate
circumstances. The advent of computers has allowed more realistic
scenarios to be examined. We can test the laws of physics by
simulating them on a computer using a particular numerical method
or algorithm. Learning how to do that efficiently will be one of the
goals of this program.
In fall quarter we will cover introductory topics in physics, calculus
and computer programming through small group workshops,
interactive lectures, seminars, 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. We will also learn how to use calculus and
computer programming to make predictions with those models. In
winter and spring quarters our focus will primarily be on physics and
calculus and some of the historical and philosophical implications
of the development of these disciplines. During spring quarter,
students will have the opportunity to design and carry out laboratory
or computer investigations.
Total: 12 or 16 credits per quarter
Enrollment: 50
96 I Scientific Inquiry
...•
...•
Molecule to Organism
Music, Math and Motion
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include organic chemistry, biochemistry,
microbiology, cell and molecular biology, quantitative reasoning
and scientific writing/communication.
Students who successfully
complete the entire program for all three quarters will receive 48
upper-division science credits.
Class Standing: Sophomores or above; transfer students welcome.
Major areas of study include music theory, fundamentals of digital
audio, acoustics, physics and mathematics.
~
Prerequisites: one year of college-level general chemistry with
lab and one year of college-level general biology with lab.
Program is preparatory for careers and future studies in biology,
chemistry, education, medicine and health science.
Faculty: Lydia McKinstry (chemistry), Andrew Brabban (biology),
Benjamin Simon (biology)
This program develops and interrelates concepts in experimental
biology, organic chemistry and biochemistry, thus providing a
foundation for students who plan to continue studies in chemistry,
laboratory biology, field biology and medicine. Students will carry
out upper-division work in biochemistry, microbiology, cellular and
molecular biology, and organic chemistry in a year long sequence.
The program examines the subject matter through the central
ideas of structure, property and integrating two themes, one at the
"cell" level and the other at the "molecule" level. In the cell theme,
we start with the cell and microbiology and proceed to the whole
organism with the examination of structure/function relationships at
all levels. In the molecule theme, we will examine organic chemistry,
the nature of organic compounds and reactions and carry this theme
into biochemistry and the fundamental chemical reactions of living
systems. As the year progresses, the two themes continually merge
through studies of cellular and molecular processes in biological
systems.
Each aspect of the program will contain a significant laboratory
component. On a weekly basis, students will be writing papers
and maintaining laboratory notebooks. All laboratory work, and
approximately one half of the non-lecture time will be spent working
in collaborative problem solving groups. Group work will also include
reading and discussion of topics of current or historical significance
in science. This is an intensive program; the subjects are complex,
and the sophisticated understanding we expect to develop will
require students to work for many hours each week, both in and
out of class.
This program will give students the prerequisites needed
for health careers in medicine, dentistry, veterinary medicine,
naturopathy, optometry and pharmacology. 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
find the program Foundations of Health Science more applicable.
Total: 16 credits per quarter
Enrollment: 75
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2009-10
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Basic music theory and algebra proficiency.
Program is preparatory for careers and future studies in music,
computers, natural science, and education.
Faculty: Arun Chandra (music performance), EJ Zita (physics,
mathematics, astronomy)
Mathematics and physics give us languages to describe existing
worlds; music and the arts give us languages to describe not-yetexisting worlds. We need both: without knowing what is, we could
not ask for what is not. Since Pythagoras' time, people have explored
patterns of connections between music and mathematics. If you are
drawn to mathematics or physics because of your love of music, or
vice versa, this program is for you.
The composition of music and the analysis of sound, using
scientific methodology,
creative insight, and contemporary
technology, will be the intertwined pathways of our program. We
will address subjects such as music and sound, rhythms and pulses,
harmonics and resonances, the physical, geometrical, and psychophysical bases of sound, acoustics and vibrating systems.
A composer/musician
and a mathematical physicist will
collaborate to offer a common sense, accessible and deeply engaging
introduction to these subjects for interested non-specialists. Our
math and physics will be at a pre-calculus level, though students
may do research projects at a more advanced level if they choose.
Interdisciplinary projects could include electronically creating music
from physical formulae, analyzing the behavior of sound in different
environments, or other ideas. This program is designed for those
who find their art increasingly mediated by technology, for those
who seek artistic outlets for their science, or for anyone who desires
to understand the interweaving of art and science.
Student work will be evaluated through assignments such as
homework, workshops, exams, performances, compositions, general
participation, written and oral reports, and seminar essays.
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $100 for field trips and/or concerts.
Planning Units: Expressive Arts; Programs for Freshmen; and
Scientific Inquiry
Scientific Inquiry I 97
~
Science, Creativity and Exploration
Fall, Winter and Spring quarters
Major areas of study include chemistry, biology, geology, science
laboratory, history and philosophy of science, ethics and values of
science, scientific illustrations and library research methods, and
writing.
Class Standing: This all-level program accepts up to 75%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in science,
science education, bioethics, history and philosophy.
Faculty: Dharshi Bopegedera (chemistry), Don Middendorf
(physics), Clarissa Dirks (biology)
Scientists are creative explorers. Curiosity has led us to sequence
the human genome, travel to the moon, and split atoms. Technology
has transformed our lives and provided mechanisms for better
understanding the natural world. How do scientists learn what they
know, and what signifies that they have answered a question? In
this program we will study the nature of scientific creativity and how
models emerge from inquiry. Both science and non-science students
will investigate a broad range of exciting topics, giving special
emphasis to the creative and exploratory nature of science.
In lectures, labs, nature walks, artistic activities and workshops
we will examine some of the "big ideas" in chemistry, biology,
geology and physics. We will investigate these big ideas in the
context of history, philosophy and ethics in science. We will explore
the relationship between science and personal and political interests.
Techniques and data analysis skills used widely in a variety of scientific
fields will be practiced in the laboratory. Students will learn how to
record qualitative and quantitative data. Critical thinking, writing
and active reading skills will be emphasized.
Our goal is for students to acquire the knowledge, ability and self
confidence to conduct their own scientific investigations. Early in the
program we will help students gain a foundation of skills, vocabulary
and methods by following the paths taken by other scientists. Winter
quarter will emphasize the interdisciplinary nature of science where
exciting discoveries occur at the interface of disciplines, showing
that the whole is bigger than the sum of the pieces. Presentation of
student projects to the broader Olympia community at the end of
spring quarter will be the culmination of the program.
This program is appropriate for students who want an introduction
to science whether or not they are planning on continuing in science
beyond this program.
Total: 16 credits per quarter
Enrollment: 69
Special Expenses: $25 per quarter for art supplies.
Planning Units: Programs for Freshmen and Scientific Inquiry
programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
~
~
98 I Scientific Inquiry
....•
....•
Undergraduate
Research in Scientific Inquiry
~
Fall, Winter and Spring quarters
Major areas of study include lab biology and chemistry, computer
science, health sciences, teaching, environmental sciences,
applied mathematics, physics and astronomy. Upper division
credit awarded for upper division work.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Negotiated individually with faculty sponsor.
Program is preparatory
for careers and future studies in
chemistry, biology, computer science, environmental sciences,
physics, astronomy, applied mathematics and education.
Faculty: Clyde Barlow, Dharshi Bopegedera, Andrew Brabban,
Elizabeth Kutter, Judy Cushing, Clarissa Dirks, James Neitzel,
David McAvity, Lydia McKinstry, Donald Morisato, Nancy Murray,
Neal Nelson, Paula Schofield, Rebecca Sunderman, EJ Zita, Sheryl
Shulman
A number of faculty members in this planning group are engaged
in research projects that offer collaborative research opportunities
for students. These provide an important aspect of work in the
sciences that takes advantage of faculty expertise and Evergreen's
flexible structure and excellent equipment. In general, students
begin by working in apprenticeship with faculty and laboratory staff
and gradually take on more independent projects within the context
of the specific program.
Clyde Barlow (chemistry) works with biophysical applications of
spectroscopy to study physiological processes at the organ level, with
direct applications to health problems. Students with backgrounds in
biology, chemistry, physics, mathematics or computer science can
obtain practical experience in applying their backgrounds to biomedical
research problems in an interdisciplinary laboratory environment.
Dharshi Bopegedera (chemistry) would like to engage students in
three projects. (1) FTIR spectroscopy of free radicals. This project is
for advanced chemistry students who are interested in using infrared
spectroscopy to understand molecular properties of free radicals
synthesized in situ in a microwave discharge. (2) An interdisciplinary
study of drinking water in the South Puget Sound. Students who
have completed general chemistry with laboratory can carry out this
project. (3) Science and education. We will work with local teachers
to develop lab activities that will enhance the science curriculum in
local schools. Students who have an interest in teaching science and
who have completed general chemistry with laboratory would be
ideal for this project.
Andrew
Brabban
(biotechnology)
and Elizabeth Kutter
(molecular biology) study microbiology and biotechnology, focusing
particularly on bacteriophages-key
model organisms in molecular
genetics that play major roles in controlling microbial ecology
worldwide. Their research involves approximately 12 students each
year who explore bacterial metabolism and the infection process
under a variety of environmental conditions, phage ecology and
genomics and the application of phages as antibacterial agents in
systems such as E. coli in infant diarrhea or the guts of livestock,
Pseudomonas in human and dog-ear infections and Aeromonas
sa/monicida in furunculosis in local hatchery fish. Students are
requested to commit at least a full year to the research project and
to enroll for 6 to 16 credits each quarter.
Judith Bayard Cushing (computer
science) studies how
scientists might better use information technology in their research.
She would like to work with students who have a background in
computer science or one of the sciences (e.g., ecology, biology,
chemistry or physics). and who are motivated to explore how new
computing paradigms, such as object-oriented systems and new
database technologies, can be harnessed to improve the individual
and collaborative work of scientists.
Clarissa Dirks (biology) aims to better
understand
the
evolutionary principles that underlie the emergence, spread, and
containment of infectious disease by studying the co-evolution of
retroviruses and their primate hosts. Studying how host characteristics
and ecological changes influence virus transmission in lemurs will
enable us to address the complex spatial and temporal factors that
impact emerging diseases. Students with a background in biology
and chemistry will gain experience in molecular biology techniques,
including tissue culture and the use of viral vectors.
Jim Neitzel (biochemistry) studies Bacteriophage T4, which has
been a key model organism in molecular genetics for more than 50
years. Its infection of E. coli leads to rapid cessation of host DNA,
RNA and protein synthesis. He is working to clone and over-express
the many host-lethal genes that purify and characterize their protein
products. The intent of this research is to determine specific functions,
look at ways in which genes can be used to better understand bacterial
metabolism, and examine the infection process under a variety
of environmental conditions. Evergreen is the center for genomic
analysis and database development for these phages, and work with
phage ecology and their potential uses as antibiotics.
David McAvity (mathematics) is interested in problems in
mathematical biology associated with population and evolutionary
dynamics. Students working with him would help create computer
simulations using agent based modeling and cellular automata and
analyzing non-linear models for the evolution of cooperative behavior
in strategic multi player evolutionary games. Students should have a
strong mathematics or computer science background.
Lydia McKinstry (organic chemistry) is interested in organic
synthesis research, including asymmetric synthesis rnethodoloqy,
chemical reaction dynamics and small molecule synthesis. One
specific study involves the design and synthesis of enzyme inhibitor
molecules to be used as effective laboratory tools with which to
study the mechanistic steps of programmed cell death in cancer
cells. Students with a background in organic chemistry and biology
will gain experience with the laboratory techniques of organic
synthesis as well as the techniques of spectroscopy.
Donald Morisato (biology) and Nancy Murray (biology) are
interested in the developmental biology of the Drosophila embryo,
a model system for analyzing how patterning occurs. Maternally
encoded signaling pathways establish the anterior-posterior and
dorsal-ventral axes. Individual student projects will use a combination
of genetic, molecular biological and biochemical approaches to
investigate the spatial regulation of this complex process.
Neal Nelson (computer science) and Sheryl Shulman (computer
science) are interested in working with advanced computer topics
and current problems in the application of computing to the sciences.
Their areas of interest include simulations of advanced architectures
for distributed computing, advanced programming languages and
compilers, programming languages for concurrent and parallel
computing, and hardware modeling languages.
Paula Schofield (polymer chemistry, organic chemistry) is
interested in the interdisciplinary fields of biomedical polymers
and biodegradable plastics. Specific projects within biomedical
polymers involve the synthesis of poly (lactic acid) copolymers that
have potential for use in tissue engineering. Also, research in the
field of biodegradable plastics is becoming increasingly important,
as bacterial polyesters show great promise in replacing current
petroleum-derived
plastics and in reducing the environmental
impact of plastic wastes. Students with a background in chemistry
and biology will gain experience in the synthesis and characterization
of these novel polymer materials, and in biological procedures used
to monitor biodegradation and biocompatibility. Students will also
present their work at American Chemical Society (ACS) conferences.
Scientific Inquiry I 99
OFFERINGS BEGINNING WINTER QUARTER
Rebecca Sunderman (inorganic/materials chemistry and physical
chemistry) is interested in the synthesis and property characterization
of new bismuth-containing materials. These compounds have been
characterized as electronic conductors, attractive activators for
luminescent materials, second harmonic generators and oxidation
catalysts for several organic compounds. Traditional solid-state
synthesis methods will be utilized to prepare new complex bismuth
oxides. Once synthesized, powder x-ray diffraction patterns will be
obtained and material properties such as conductivity, melting point,
biocidal tendency, coherent light production and magnetic behavior
will be examined when appropriate.
E. J. Zita (physics) studies the Sun and other magnetized plasmas.
Solar changes may affect Earth over decades (as in Solar Max) to
millennia (as in climate change). Why does the Sun shine more
brightly when it is more magnetically active? Why does the Sun's
magnetic field flip every 11 years? We investigate solar mysteries
by modeling the magnetic dynamics of the Sun. Students can study
solar physics, plasma physics, and magneto hydrodynamics; use
simple optical and radio telescopes and tools to observe the Sun
from Olympia; and analyze data from satellites and supercomputers.
Strong research students may be invited to join our summer research
team in Olympia and/or Boulder.
Faculty Signature: Students must contact individual faculty
sponsors to make arrangements.
Total: 4, 8, 12 or 16 credits per quarter
Enrollment: 25
A similar program is expected to be offered in 2009-10
Computer Science Foundations
Winter and Spring quarters
Major areas of study include computer programming, computer
organization and architecture, data structures, operating systems,
discrete mathematics, and topics in science, technology, and society.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra proficiency and introductory
computer programming experience. Students who have not had a
programming course should take the Data and Information or
Modeling Motion program in the fall. If you are interested in this
program and uncertain about programming prerequisites, contact
program faculty to discuss your situation, or Neal Nelson (nealn@
evergreen.edu), who can assess your readiness for the program.
Program is preparatory for careers and future studies in
computing, science, mathematics, and education.
Faculty: TBA (computer science)
The goal of this program is to lay a foundation for more advanced
work in computer science. Students in the program will have the
opportunity to achieve a deeper understanding of increasingly
complex computing systems by acquiring knowledge and skills in
mathematical abstraction, problem solving, and the organization
and analysis of hardware and software systems. The program covers
standard material such as algorithms, data structures, computer
organization and architecture, logic, discrete mathematics, and
programming in a core liberal arts computer science curriculum.
The program content will be organized around four interwoven
themes. The computational organization theme covers concepts
and structures of computing systems from digital logic to operating
systems. The programming theme concentrates on learning how to
design and code programs to solve problems. The mathematical
theme helps develop theoretical abstractions and problem solving
skills needed for computer scientists. A technology and society
theme explores social, historical, or philosophical topics related to
science and technology.
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Scientific Inquiry
e programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
100 I Scientific Inquiry
OFFERINGS BEGINNING
"Q:
SPRING QUARTER
Z
Algebra to Algorithms
Climate Change
Q.
Spring quarter
Spring quarter
Major areas of study include college algebra, introductory
computer programming, problem solving, and mathematics in
society.
Major areas of study include introductory chemistry, physics,
astronomy, earth science, environmental studies and algebra.
Lower division credit only.
Class Standing: This all-level program accepts up to 50%
freshmen as well as supporting and encouraging those ready for
advanced work.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in natural
science, environmental studies, science writing, public policy and
education.
Faculty: Sharon Anthony (atmospheric chemistry), EJ Zita
(physics, astronomy, energy)
V)
Program is preparatory for careers and future studies in
mathematics, computer science, and science.
Faculty: Brian Walter (mathematics)
Western science relies on mathematics as a powerful language
for expressing the character of the observed world. Mathematical
models allow predictions, more or less, of complex natural systems,
and modern computing has both magnified the power of those
models and helped shape new models that increasingly influence
21st-century decisions. Computer science, the constructive branch
of mathematics, relies on mathematics for its culture and language of
problem solving, and it also enables the construction of mathematical
models.
In this program, we will explore connections between
mathematics, computer science, and the natural sciences, and
develop mathematical abstractions and the skills needed to express,
analyze and solve problems arising in the sciences. The regular
work of the program will include seminars, lectures, problem
solving workshops, programming labs, problem sets, and seminar
papers. The emphasis will be on fluency in mathematical thinking
and expression along with reflections on mathematics and society.
Topics will include concepts of algebra, functions, algorithms,
programming and problem-solving, with seminar readings about the
role of mathematics in modern education and in society.
This program is intended for students who want to gain a
fundamental understanding of mathematics and computing before
leaving college or before pursuing further work in the sciences.
Total: 16 credits
Enrollment: 23
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Scientific Inquiry
Over geologic time the Earth has experienced wide fluctuations
in climate. The ice ages are one example of extreme climate
change. A major factor determining global climate is the intensity
of the Sun's energy reaching the Earth. However, climate changes
cannot be explained by variations in solar radiation alone. The Sun's
energy and its interactions with the land, oceans, and especially
the atmosphere, affect the Earth's climate. Scientists agree that
the Earth is currently experiencing a rapid warming trend caused
by anthropogenic (human-caused) changes in the concentration of
greenhouse gases in the atmosphere.
What are greenhouse gases? What are sources and sinks of
greenhouses gases, both natural and anthropogenic? What are
historical trends and causes of climate change? How much do our
daily activities contribute to greenhouse gases? How can we make
a difference to global warming? This program will explore such
questions through activities such as lectures, discussions, workshops,
student research and seminars. We will draw on primary literature
whenever possible for a rigorous scientific treatment. Students
should be willing to work in teams, engage in self-directed learning,
use computers, and learn algebra and quantitative reasoning.
Total: 16 credits
Enrollment: 46
Special Expenses: Up to $100 for field trips.
Planning Units: Environmental Studies, Scientific Inquiry and
Programs for Freshmen
Scientific Inquiry 1101
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Food, Place and Culture
Language and Mind
Spring quarter
Spring quarter
Major areas of study include political economy, geography, food,
culture, Native American and traditional food and agriculture.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
geography, culture, food, native plants and political economy.
Faculty: Martha Rosemeyer (agricultural ecology), Donald
Morisato (biology), Zoltan Grossman (geography, Native
American studies)
Major areas of study include cognitive science, linguistics,
philosophy of language and mind, and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Background in biology, linguistics or psychology
and proficiency with algebra.
Program is preparatory for careers and future studies in
linguistics, cognitive science, philosophy and cognitive
neuroscience, and education.
Faculty: Rachel Hastings (linguistics, mathematics), David Paulsen
(cognitive science, philosophy of mind)
Food is a central element in social exchange and definition of self
and community. Perhaps even more than language, food is a marker
of identity and culture. How have particular regional and national
cuisines been shaped by local and global geography and history?
For example, what was Italian food before the tomato's arrival from
the Americas? How are local food traditions being endangered by
globalization?
We will begin the quarter with an overview of the evolution of
early humans and the history of food procurement, including the
relatively recent development of agriculture. We will study the food
gathering, cultivation practices and rights of indigenous and landbased peoples of North America and the Pacific Rim.This component
will include introductory ethnobotany and field work aimed at
beginning to recognize native plants of the Pacific Northwest. We
will also investigate the interaction of people with their landscape
through visits to local tribes and immigrant communities. Students
will examine the scientific basis of various modes of traditional food
preparation and preservation, including fermentation.
By focusing on a few case studies, we will dissect the notion
of regional cuisine, which initially develops within the context of
a distinct place with unique edible plants, animals, and spices, as
well as its cultural perspectives. We will consider the Columbian
Exchange, the dislocation of plants and animals following this
encounter of Europe with the Americas, and its profound impact
on ecological systems in both areas. We will further examine the
consequences of colonialism in restructuring local food systems for
the markets.of Empire, and in "internationalizing" food, as in Indian
curry in England. We will study how migration has changed the flavor
of national identities, an example of which is how salsa has replaced
ketchup as the most popular condiment in the United States.
Finally, we will look at the impact of globalization and the
structure of regional economies on food, such as the effects of freetrade agreements on farmers and consumers. We willinvestigate how
climate change is disrupting plant and animal habitats important in
food procurement and cultural survival. We will consider alternative
models capable of providing local food security, self-sufficiency and
a stronger connection to place.
Q:
D..
What features of the human mind are revealed through our
ability to speak and understand language? How are children able
to develop a detailed and abstract understanding of their native
language at a very young age? In this program we will study theories
of cognition, brain structure and consciousness as they relate
to the complex phenomena of language acquisition and use. To
understand the nature of linguistic processing we will look at the
structure of language and ask what capacities must be present
within human cognition in order for us to produce and understand
human language, as well as its relationship to communication in
other animals.
As part of our study we will ask how much of our knowledge of
language can be attributed to an innate language capacity and how
much is dependent on individual experience. We will study the ideas
of Noam Chomsky and others who argue for a "universal grammar"
as an explanation of rapid language acquisition and similarity among
languages. We will compare theories of generative grammar (which
focuses on structural properties specific to language) with ideas from
within cognitive linguistics (which focuses more on the relationship
between linguistic and non-linguistic cognitive capacities). Our
theoretical studies will be informed by data emerging from current
research on language acquisition and language impairment,
including work on the neurobiology of language.
Program activities will include seminar, lectures and workshops.
We will discuss fundamental questions about consciousness and the
relationship between mind and brain as we read both scientific and
philosophical studies of the nature of cognition in relationship to the
human capacity for language.
Total: 16 credits
Enrollment: 48
Planning Units: Programs for Freshmen and Scientific Inquiry
Total: 16 credits
Enrollment: 72
Special Expenses: Special expenses: $75 for food, entrance fees.
Planning Units: Environmental Studies; Native American and
World Indigenous Peoples' Studies; Programs for Freshmen; and
Scientific Inquiry
e programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/200S·09.
'"
102 I Scientific Inquiry
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a.
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Quantum Theory: Physics and Philosophy
Spring quarter
Major areas of study include physics, mathematics, and
philosophy.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: one year of calculus, one year of physics, one
quarter of differential equations, one quarter of linear algebra.
In addition, one quarter of second-year classical mechanics and
vector calculus are strongly recommended.
Program is preparatory for careers and future studies in physics,
mathematics, philosophy and science education.
Faculty: Don Middendorf (physics)
Quantum theory is one of the two pillars of modern physics. The
mathematical predictions of quantum theory are supported to very
high precision by (literally) millions of experiments. However, the
founders of quantum theory intensely disliked the probabilistic, nondeterministic model of reality that quantum mechanics requires and
accepted the seemingly bizarre model only because its predictions
matched the surprising experimental results.
This program will focus exclusively on quantum theory. For the
first few weeks we will examine "modern physics" which focuses
on the experimental results prior to 1930 that so annoyed the
theoretical physicists of that era. In the next few weeks, we will
explore the currently accepted theoretical paradigm and examine
the mathematical "formalism" of the theory. The emphasis will be on
the physical concepts, but students will be introduced to necessary
mathematical concepts, such as partial differential equations and
complex variables, as necessary.
The founders of quantum theory were all "mystics." Many
thought that a full understanding of quantum theory will include
consciousness and we will explore this idea. To understand the role
of creativity and imagination in the development of science, we will
study the philosophical views of the founders and current researchers
in quantum theory. Students will present short lectures on selected
material in quantum physics and the associated mathematics with
critique from their peers. During the final weeks of the quarter,
students will present hour-long lectures to the class on a specific
paper from the early literature in quantum theory. There will be
no laboratory opportunities in this one-quarter program; however,
students will be expected to explore computer-based simulations of
the experimental results in some detail.
This is a tightly integrated and rigorous program and students
must register for all 16 credits. In addition, this advanced material
requires a substantial time commitment; students should expect a
total time commitment of well over 50 hours per week. For those
with the required background and willingness to work hard, this
program will excite you, confuse you, and welcome you into a new,
experimentally-verified model of the nature of reality that may
contradict much of what you currently believe.
Although this program is designed for students continuing from
the Methods of Mathematical Physics program, it is open to new
students who meet the prerequisites. If you have questions, please
contact the faculty member by email atdonm@turbotek.net.
Total: 16 credits
Enrollment: 25
A similar program is expected to be offered in 2010-11
Society, Politics, Behavior and Change I 103
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. In so doing, we place a particular emphasis on:
Society: Many of our programs examine how individuals of diverse races, genders, religions and classes, interact to
construct a complex society. We also study how that society and other social forces affect the experiences and opportunities
of the individuals and groups within.
Politics: Many of our programs consider how societies and governments are organized. Our study of politics focuses
on the interplay of politics and economics, with an emphasis on the domestic and international political economy and its
implications for race, gender and class.
Behavior: Many of our programs study the social, psychological and biological forces that influence human health and
behavior. Our faculty has 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.
Business 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 in the
Pacific Northwest and at the national and international level.
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, accounting, history, public policy,
public administration, labor studies, women's studies, business, management science, political science, entrepreneurship,
international affairs, tribal governance, philosophy, sociology, health sciences, psychology, and education.
Several of the faculty members in this area teach regularly in the Master in Teaching Program or the Master of Public
Administration program. All of our faculty work collaboratively to develop our undergraduate curriculum.
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.
Affiliated Faculty:
Don Bantz
Terry Ford
Public Administration
Peter G. Bohmer
Education,
Studies
Ryo Imamura
Daniel B. Leahy
Yvonne Peterson
Counseling Psychology,
Buddhist Studies
Education, Native
American Studies
Business Administration,
Entrepreneurship
Political Economy
George Freeman. Jr
Heesoon Jun
Social Movement
Theory and Practice,
Political Economy
William Bruner
Clinical Psychology
Psychology
Anita Lenges
Economics,
Laurance R. Geri
Cynthia Kennedy
Public Non-profit
Management,
International Affairs
leadership
Ethno-mathematics,
Math/Science Education
Mukti Khanna
Carrie M. Margolin
Psychology, Expressive
Arts Therapy
Cognitive
Paul McMillin
Masao Sugiyama
Janice Kido
Information Studies,
Historical Sociology
Mathematics,
Janet Mobus
Management
Scott Coleman
Education
Stephanie
Coontz
European and American
History, Family Studies
Multicultural
Jorge Gilbert
Sociology,
Studies
International
Psychology
Nelson Pizarro
Zahid Shariff
Public Administration,
Post-Colonial Studies
Education
Michael Vavrus
Public Administration,
lawyer, Tribal Governance
Angela Gilliam
Inter-cultural
Communication,
Anthropology
Cheryl Simrell King
Business, Accounting
Elizabeth Diffendal
Jose Gomez
Lawrence J. Mosqueda
Cultural Anthropology,
Human Services
law and Politics
Public and Non Profit
Administration,
Community/
Urban Studies
Social Foundations of
Education, Political
Economy
Political Economy
Sherry L. Walton
Bruce Davies
Peter Dorman
Economics, Political Economy
John Robert Filmer
Maritime Studies,
Business Management
Amy Gould
Education
Alan Nasser
Education,
Political Economy,
Foreign Policy
Sonja Wiedenhaupt
literacy
Public Administration,
Political Science, Women's
Studies, Queer Studies
Glenn Landram
Business, Management
Science, Statistics
Toska Olson
Tony Zaragoza
Jeanne E. Hahn
Gerald Lassen
Sociology
Political Economy,
Contemporary
India
Economics
American Studies,
Political Economy
me programs may be cancelled and others added after this printing. For the most current information,
Psychology,
Education
see www.evergreen.edu/catalog/2008-09.
104 I Society, Politics, Behavior and Change
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Advanced Business Foundations
Behavioral Medicine
Fall and Winter quarters
Fall quarter
Major areas of study include business, accounting and management.
Major areas of study include psychology, health and counseling.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
psychology, the health professions and human services.
Faculty: Mukti Khanna (psychology)
~
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Introductory financial accounting and economics is
recommended.
Program is preparatory for careers and future studies in business,
management, public policy or an MBA or MPA.
Faculty: Janet Luft Mobus (accounting). Glenn Landram
(management science)
This two-quarter program extends the foundation of business
study - how businesses recognize opportunities, deliver goods
and services to markets, and develop internal processes and
organizational structures. We will examine business practices from
the perspective of accounting, finance, marketing, management,
economics, business history and ethics. Our focus will be on the
personal impacts of business practice - how these fundamentals,
or this foundation, apply to an individual affected by business
organizations, whether as employee, investor or member of
society. A prior foundation in introductory financial accounting and
economics is recommended.
In winter quarter we will learn managerial accounting,
management
science and macroeconomics
by investigating
innovation and leadership in business. This will be accomplished
through seminar, lectures, workshops, individual and group projects.
Students who complete the program can expect to gain a solid
introduction to business and management as a possible basis for
more advanced study in business, or for jobs in the private sector,
government or non-profit organizations. Students will also leave the
program with an appreciation of emerging issues in the relationship
between business and society.
Total: 16 credits per quarter
Enrollment: 50
Special Expenses: $40 each quarter for potential trips.
A similar program is expected to be offered in 2010-11
Behavioral Medicine is an interdisciplinary field concerned with
the development and integration of sociocultural, psychosocial,
behavioral and biomedical knowledge relevant to health and
wellness. Through the study of interactions of behavior with biology
and the environment, this emerging field seeks to improve the health
and well-being of individuals, families, communities and populations.
Questions to be explored include "How are psychologists preparing
themselves to work in an integrated health care system?" and "What
practices are emerging at the intersection and creative edge of
medical care and behavioral health?" We will work with case studies
on how behavioral medicine is being integrated into medical care in
disease prevention, health promotion, treatment and rehabilitation
settings.
We will explore the theoretical foundations of behavioral
medicine within an integrative healthcare model, as well as engage
in mind-body practices and expressive arts therapy laboratories from
a transpersonal psychological orientation. Applied paraprofessional
skills training will focus on energy psychology, applied kinesiology,
somatic practices, qigong and mindfulness in psychotherapy. The
program will include a variety of approaches to learning including
seminar, theoretical assessments, open space learning formats,
dialogue and extended workshop learning modalities. Students will
be supported in developing practices based on the principles of
behavioral medicine and in developing project studies in this field.
This program is of interest to students considering careers as health
care practitioners.
Total: 16 credits
Enrollment: 25
Special Expenses: $75 for art supplies and $100 for a retreat.
Society, Politics, Behavior and Change 1105
Beyond the News:
Media, Theory and Global History
Decolonizing the Mind
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Fall and Winter quarters
Fall and Winter quarters
Major areas of study include history, political economy, historical
sociology and media analysis.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in the
social sciences, history, education, media analysis, and informed
citizenship.
Faculty: Paul McMillin (historical sociology, information and media
studies), Jeanne Hahn (political economy)
The world is in the midst of rapid transformative, often very
painful, social change. How do we understand, assess, and act on
this ongoing change? Why do populations around the world and
even within individual countries have very different analyses of the
nature and impact of this change? Where do we get our information
about the world and current events, and how do the information
industries enable or impede our ability to engage politically?
The primary sources of information for most citizens are the
mainstream press, television, and radio. We will begin the program
with a careful look at the mainstream media, conducted in part
through reading, watching, listening to, and critiquing major news
sources. We will see that there is a significant gulf between the
political and historical understanding that emerges from the news,
on the one hand, and that which emerges from a theoretically
informed understanding of long-term systemic change on the other.
The program operates from the premise that in order to fully grasp
and take informed action on current issues as we move through
the 21st century, we must have a broad analytical framework for
assessing a large number of interrelated issues as well as a solid
historical understanding of their origins and development.
We will investigate not only how, but why, the media falls short,
and as we both consume and critique the news media, we will also
delve into theory, political economy, and history. We will focus on
particular regions of the world including, but not limited to, Latin
America and India. Events in late 2008 will provide further focus - Iraq is likely to be of interest. Colonial pasts and neo-colonial
presents will be center stage. And we will take up particular issues
-- the deepening division between wealth and poverty within and
between nations, shifting global power, and deepening world-wide
struggles over resources, for instance. With the historical depth
and theoretical understanding we develop we will return to today's
headlines and attempt a thoughtful and action-oriented assessment
of the present.
Our news will come from U.S. sources, but also from English
language sources from around the world. Our critique of the media
will focus on the U.S. media, but students will be welcome to extend
that critique, given sufficient interest and relevant language abilities.
While the media focus will be primarily on international political
news, a student-directed portion of the program will be devoted
to critiques of other cultural industries (film, TV entertainment,
advertising, social networking Web sites, etc).
Student work will culminate in a carefully prepared research
paper, combining media critique and substantive theoretically
informed historical analysis, at the conclusion of the winter quarter.
Total: 16 credits per quarter
Enrollment: 50
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Major areas of study include history, cultural studies, sociology,
political science, post-colonial studies and literature.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in law,
politics, international relations and organizations, and non-profit
organizations.
Faculty: Zahid Shariff (political science)
Consider the colonization of the mind which grips and shapes the
imagination of a vast number of people of color in Africa, Asia and
the Americas. Its broad sweep, which represents exploitation and
resource transfer, is both facilitated and legitimated by the Oriental
discourse. In this program, we will get acquainted with both the
remarkable scope of colonial reach and the discourse that provided
the framework for its justification.
We will then move on to focus on the variety of efforts that
have been, and are still being, made to decolonize the minds of
subjugated people that have been formally granted political
independence. Decolonization acquires heightened significance
because colonial links are now often maintained through cultural,
social, economic, and educational means. The issue of decolonizing
the mind - for the colonial actor and the colonized subject has excited so much attention because it presents challenges of
enormous proportions. Colonization is often militarily imposed,
but it is legitimated and perpetuated through the consciousness.
We will scrutinize the deployment of cultural resources that protect
such a consciousness, as well those that challenge it. Elements of the
program will include exploring the roles of image, representation,
and knowledge - incentives for their production, and the prospects
for their distribution.
The learning goals will emphasize engagement with the reading
material in a way that lifts the author and the reader, development of
collaborative and cooperative skills, and learning across differences.
We expect to accomplish these goals through frequent writing
assignments and active student participation in seminar facilitation,
introductions of films and documentaries and student leadership in
organizing discussions. Possible authors include Tsitsi Dangarembga,
Frantz Fanon, Eduardo Galeano, Stephen Kinzer, Rodney Walter,
Edward Said, David Stannard and Ngugi wa Thiong'o.
Total: 16 credits per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
106 I Society, Politics, Behavior and Change
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Gateways: Popular Education & Political Economy
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Fall, Winter and Spring quarters
Major areas of study include juvenile justice, popular education,
participatory research, political economy, social movements,
teaching and learning in diverse environments, economic justice,
multicultural history and polycultural studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in juvenile
justice, education, political economy, community work and social
work.
Faculty: Tony Zaragoza (American studies, political economy)
This program is part of the Gateways for Incarcerated Youth
Program. Gateways takes as a fundamental principle that every
person has talents given to them at birth; it is our job to encourage
each other to search out and find our passions and gifts. Our work
is guided by ideas of popular education. We recognize and value
the knowledge and experience of each participant. The program
works to strengthen notions of self and community through cultural
awareness and empowerment. In connecting and building with
people from other cultures and class backgrounds, each person
becomes empowered to share their knowledge, creativity, values and
goals. Popular education emphasizes that we are not the experts,
and it values that people learn in different ways. We each know
a part; it is in the process of sharing and discussing these pieces
that we gain understanding of a problem's root and through which
possible solutions can emerge. We all bring knowledge to share
and build upon communally. Popular education is fun, interactive,
and cooperative while seeking social and economic justice. This
methodology is born of the philosophies of such thinkers as Miles
Horton, Paulo Freire, Septima Clark, and Ella Baker, among others.
Gateways: Popular Education & Political Economy offers
Evergreen students the opportunity to be peer learners with
incarcerated young men in a maximum-security institution. Students
will address issues of diversity, equality and critical thinking, along
with other issues that are chosen by the young men who are
incarcerated. At the same time, the Evergreen students will deepen
their understanding of the theory and practice of popular education
and political economy. Students in this program will have the
opportunity to reflect on how they themselves learn as well as how
others learn, as they gain experience in the facilitation of discussions
and workshops. Students will work on designing, implementing
and assessing the workshops. In the process of collectively shaping
the Gateways seminar, students will also learn how to organize
productive meetings and work through conflict. In addition, students
will learn how to raise funds for college tuition for the youth.
Each week the Evergreen students will go out to one of two
institutions for the cultural diversity and equality workshop and the
college class book seminar. Through the workshops we will explore
various aspects of culture for understanding ourselves and others as
an important part of analyzing contemporary society and building
egalitarian relationships. The seminar is like other Evergreen
seminars: we read a common text and discuss it. Through the seminar
we will explore ideas together while sharpening our listening skills
and our ability to discuss ideas in a group. In preparation for the
workshop, each week the Evergreen students will meet to organize
the workshop's activities. We will also take time each week to reflect
on the previous workshop to assess how it worked and draw lessons
for the next one. Throughout our work we will read, share and learn
about various kinds of relative advantage ("privilege"), while also
exploring cultural diversity and continually working to foster a space
committed to equality.
In the fall quarter we will study some of the root causes of
inequality to understand better the relationship between poor and
working class people - especially poor and working class people
of color - and the prison system. In the winter and spring quarters,
we will continue to deepen our understanding of political economy
and popular education. Building on our experiences, reflections and
studies, each quarter students will take increasing responsibility for
designing, implementing, and assessing the program, workshops
and seminars. This program requires that all participants be ready to
fully commit themselves to our common work and show a willingness
to help build a community of learners.
Faculty Signature: Students must interview with the faculty and
submit an application, available by April 14, 2008, from the
Program Secretaries office, Sem 2 A2117. Applications received
by the Academic Fair, May 14, 2008, will be given priority.
Qualified students will be accepted until the program fills. For
more information, contact Tony Zaragoza, (360) 867-6408 or
zaragozt@evergreen.edu.
For admission to the program for
the WINTER quarter, interested students should obtain an
application form in the program office in Sem 2 A2117 and leave
the completed application in the faculty member's mailbox in
Sem 2 A2117. Applications should be submitted by the Academic
Fair, December 3, 2008. Qualified students will be admitted on a
space available basis.
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: $50 transportation
fee per quarter.
A similar program is expected to be offered in 2009-10
Society, Politics, Behavior and Change I 107
Health and Human Development
Fall and Winter quarters
Major areas of study include human biology (without lab), lifespan
developmental psychology, research methodology, anthropology,
human evolution and descriptive statistics.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in biology,
psychology, anthropology, the health professions, human services
and education.
Faculty: Carrie Margolin (cognitive psychology), Scott Coleman
(educational psychology), TBA (biology)
Humans are spectacularly complex and their healthy development
is a remarkable, multi-faceted and sometimes elusive achievement.
An average adult's body contains roughly 10 trillion cells, each cell
intricate and sensitive enough to its environment to be an organism
unto itself. The human nervous system alone contains hundreds of
billions of cells, forming trillions of electrical connections and serving
as the foundation for an immensely complex consciousness capable
of thousands of thoughts and feelings per day. And this biological
and psychological complexity is only the beginning. For example, we
also develop 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 the
multi-dimensional topic of human development and its relationship
to health.
Health and Human Development will build a background in
human biology and psychology affording students the knowledge
to help make informed analytical choices in their own lives. In the
fall we'll look at life-span human development from prenatal to
adolescence and in the winter, from adulthood through aging to
mortality. Concurrently, we'll cover development and aging health,
as well as human evolutionary development, from biological,
psychological and cross-cultural perspectives. Attaining good health
is a multifaceted process; therefore, our exploration of healthy
lifestyles will include an exploration of biological, psychological,
financial, and spiritual health.
The program format will include workshops, lectures, films,
seminars, guest presentations and group and individual projects,
includinq.a required personal health project. We will focus on clarity
in oral and written communication, quantitative skills and the ability
to work across significant differences.
Total: 16 credits per quarter
Enrollment: 75
Special Expenses: Up to $120 for a privately obtained physical
from a qualified health care professional, depending on the
nature of the personal health project. All students are required
to do a personal health project; but not all students will need a
physical.
Individual Study: Management, Business, Maritime
Studies, Non-profit Development and International
Trade
Fall, Winter and Spring quarters
Major areas of study include management, business, maritime
studies, non-profit development, international trade, ocean and
intermodal transportation.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in business,
agency administration, and maritime industries.
Faculty: John Filmer (business management, maritime studies)
Individual Learning Contracts traditionally offer students an
opportunity to do advanced study in areas that are not usually
possible through regular programs or courses at Evergreen and in
which they already have established skills and/or background. In
certain instances, basic areas can be accommodated, again where
no course work is provided by the college.
John welcomes the opportunity to work with students interested
in maritime studies including history, geography, sociology,
literature and navigation and the technology of sailing vessels. He
also can prove of great value to students interested in business
and non-profit development, organizational management, project
management, international business, financial analysis, international
trade, maritime commerce, economics, intermodal transportation
and seaport management. John also sponsors legislative internships
and internships with state and federal government agencies, ports,
freight forwarders and other private sector organizations, including
banks and financial houses.
Faculty Signature: Students should contact John at 360-867-6159
to arrange an appointment. Students should bring to this meeting
a written description of their proposed course of study or project
including a bibliography. At that meeting, faculty and student
will determine the wording of the Individual Learning Contract.
Please do not email faculty member until after the initial meeting
when appropriate details have been established and we have
arrived at a consensus for your contract. Qualified students will
be accepted until the program fills.
Total: 8 or 16 credits per quarter
Enrollment: 14
Special Expenses: Additional expenses will vary depending on
student projects.
Internship Possibilities: Internships can be sponsored all quarters
in the areas mentioned.
Planning Units: Scientific Inquiry and Society, Politics, Behavior
and Change
lome programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
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108 I Society, Politics, Behavior and Change
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Looking Backward:
America in the Twentieth Century
Multicultural Counseling: An Innovative Model
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include American history, economic thought,
American literature and mass culture, writing, rhetoric and public
speaking.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
humanities and social science areas of inquiry such as law,
journalism, history, economics, sociology, literature, popular
culture, cultural anthropology and education.
Faculty: Gerald Lassen (economics), David Hitchens (American
diplomatic history)
The United States began the 20th century as a second-rate
world 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, we invented flying, created
atomic weapons, sent men to the moon and began exploration of
the physical underpinnings of our place in the universe. Many have
characterized the 20th century as "America's Century" because, in
addition to developing the mightiest military machine on earth, the
United States also spawned the cultural phenomenon of "the mass:"
mass culture, mass media, mass action, massive destruction, massive
fortunes - all 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 other tools
to help us understand the nation and its place in the century.
Simultaneously, 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, weekly student panel
discussions of assigned topics and program-wide discussion periods.
Each weekly student panel will provide a means of rounding out the
term's work and provide students with valuable experience in public
speaking and presentation.
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2009-2010
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Major areas of study include psychological counseling,
multicultural counseling theory and skill building, abnormal
psychology, developmental psychology, personality theories,
psychological research interpretation, studies of oppression and
power, ethics in the helping professions, and internship.
Class Standing: Senior
Prerequisites: At least one quarter at Evergreen with 95%
attendance in programs covering general principles in critical
reasoning skills, quantitative reasoning, developmental
psychology, human biology, research methods and statistics as
well as issues of diversity.
Program is preparatory for careers and future studies in
psychological counseling, clinical psychology, social work, school
counseling, cross-cultural studies, research psychology, allopathic
and complementary medicine, and class, race, gender and
ethnicity studies.
Faculty: Heesoon Jun (psychology)
This program will allow students to examine the efficacy of
existing psychological paradigms and techniques for a diverse
population. One of the program goals will be to increase the
students' multicultural counseling competency through a nonhierarchical and non-dichotomous approach to education. Students
will learn to interpret research articles and to incorporate research
findings into their counseling practice. Students will work with
ethics, psychological counseling theories, multicultural counseling
theories and psychopathology. In addition, we will study abnormal
and developmental psychology, personality theories, psychological
research interpretation, studies in oppression and power, and ethics
in the helping professions.
In both winter and spring quarters, students will be required
to complete internships comprising 15 hours a week in local
counseling/mental health settings, providing opportunities to apply
their classroom learning in a practical setting. We will use a range of
instructional strategies such as lectures, workshops, films, seminars,
role-playing, group discussions, videotaping, field trips, guest
lectures and internship case studies.
Faculty Signature: Applications will be available by April 7, 2008.
For applications and/or more information, contact Heesoon Jun
at junh@evergreen.edu. Applications received by the academic
fair, May 14, 2008, will be given priority. Qualified students will be
accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 25
Internship Required: 15 hours per week internship required
during winter and spring quarters.
A similar program is expected to be offered in 2009-10
Society, Politics, Behavior and Change I 109
Native Studies:
Indigenous Americans Before and After Columbus
Fall and Winter quarters
Major areas of study include Native American studies, economics,
political science and history.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in Native
American studies, economics, social sciences, law and education.
Faculty: Bill Bruner (economics). Frances Rains (Native American
studies)
Most of us learned in school that the Americas, at the time of
Columbus, were largely vacant lands, generally untouched, occupied
by a few small bands of Indigenous peoples. The reality, however,
was that immensely successful civilizations that rivaled, and often
surpassed, European civilizations inhabited both North and South
America. Not long after the conquest, indigenous populations in the
"New World" had plummeted, and the remaining Indian peoples
lived in poverty and subjugation.
This two-quarter program will investigate the cultures of
Indigenous peoples in the Americas both before and after European
conquest. In fall quarter, we will begin with an examination of
advanced, pre-Columbian civilizations primarily in South and Central
America. Our focus will be on material culture, standards of living,
trading patterns, architecture, art and artifacts.
In winter quarter, we will contrast this early history with the period
immediately after the conquest and with developments among
Indigenous peoples in both North and South America since that
time. We will examine living standards of the area and the processes
that took the Indians from prosperity to poverty in a relatively short
time. An over-arching goal of the program will be to understand the
concepts of "history" and "civilization."
Our studies will encompass research methods and individual
research projects. We will also visit important Indian historical sites
in western Washington.
Total: 16 credits per quarter
Enrollment: 50
Planning Units: Native American and World Indigenous Peoples'
Studies and Society, Politics, Behavior and Change
Persistence: A Study of Inspired Work
Fall, Winter and Spring quarters
Major areas of study include history of the Americas, political
science, ethnography, cultural anthropology, Indigenous studies,
research, writing, education and areas of study determined by
student research projects.
Class Standing: This all-level program accepts up to 25%
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 and Latin American studies)
development, and ethnographic studies, to include historical and
political implications of encounters and cross-cultural communication.
We shall explore Native American perspectives and look at issues
that are particularly relevant to Indigenous people of the Americas.
The idea of Persistence is part of a 20 year vision consistent with
Native American philosophy. 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 and psychology that supports this
program. We will offer a special series of workshops to support the
particular academic needs of first- and second-year students. Within
the program's Persistence 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 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 an 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 and 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, Choice Theory, critical thinking,
expectations of an Evergreen graduate and the five foci, quantitative
reasoning, self- and group-motivation, and communication (to include
dialogue, e-mail, resources on the Web, Web crossing and blogs).
They will also develop skills in creating interactive Web pages, blogs
and documentaries, as well as movie editing and presentations using
PowerPoint.
Total: 8,12 or 16 credits per quarter
Enrollment: 72
Special Expenses: $2100 for an optional five week study abroad
in Peru in winter 2009. Cost includes international transportation,
room and board. A non-refundable deposit of $150.00 is due by
September 29, 2008.
Internship Possibilities: Fall, winter and spring with faculty
approval.
A similar program is expected to be offered in 2009-10
Planning Units: Native American and World Indigenous Peoples'
Studies; Programs for Freshmen; and Society, Politics, Behavior
and Change
This Native American studies on-campus program is for students
who have a research topic in mind, as well as for those who would
like to learn how to do research in a student-centered environment.
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
me programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
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110 I Society, Politics, Behavior and Change
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(Re)lmagining the Middle East
Spain and the Americas: Cultural Crossings
Fall, Winter and Spring quarters
Fall and Winter quarters
Major areas of study include Middle East Studies, women's/
gender studies, journalism and media studies, community studies,
international studies, religion, history, politics, social movements,
multicultural film and literature.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
education, journalism, international studies, social science, media
studies, women's advocacy, international or community nongovernmental organizations, social justice advocacy and writing.
Faculty: Therese Saliba (Middle East studies), TBA
Major areas of study include Spanish language, Latino, Spanish
and Latin American literature and history, economics and political
economy.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
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For roughly 1,000 years, Islamic dynasties of the Middle East were
dominant world powers. Largely through peaceful co-existence with
other cultures, they exported world-changing religious movements,
intellectual thought, and great advances in the arts and sciences,
ultimately sparking the European Renaissance. Yet in the past 200
years, Europe and the United States have politically, economically and
culturally dominated a Middle East marked by conflict and turmoil.
This program will examine the Middle East, past and present,
through literary and media representations from Morocco to Iran.
In the process, we will learn about the histories, cultures, literatures,
religions, and contemporary political and economic developments
in the region. In fall quarter, we will focus on the history of cultural
contact and exchange between "East" and "West," examining
how these relations have shaped present (mis)perceptions of the
peoples, their religions, politics and gender roles. Our goal is
to move beyond the "clash of civilizations" thesis to understand
how historical developments, from the Arab-Islamic and Ottoman
empires, to European colonialism and u.s. empire, have shaped
this region, often defined as the cradle of Judaism, Christianity, and
Islam. In this U.S. presidential election season, we will examine mass
media coverage of the Middle East, and the relationship between
media, foreign policy and public opinion.
, In winter quarter, our case studies will examine the relationships
between socio-economic issues, such as oil, water rights, economic
development, tourism, and environmental impacts, and political
conflicts, such as the U.S. and Iraq/Iran, Israel and the Palestinians,
Turkey and the Kurds, and the destruction of indigenous communities.
We will investigate the connections between religion, nationalism,
liberation
movements, gender
relations and ethnic/religious
minorities.
Our analysis and knowledge will be developed through various
analytic texts, oral histories, literature, film and journalism. We will
work on developing skills in interviewing, and various types of writing,
such as expository, fiction, poetry, travel writing and journalism. We
will consult with community organizations connected to the region
through religious, political and cultural ties to better understand the
potential for advocacy that links communities. We will also analyze
the role of the United Nations, governments, non-governmental
organizations and solidarity projects as we work to understand local
and global connections to the region.
During spring quarter, students will have the option of traveling
to Egypt and Jordan for further study, and to work with nongovernmental organizations. For those not traveling, the program
will focus on contemporary remappings of the Middle East by
studying diaspora communities, including their literature and film.
Students may also have the opportunity to work with local religious
communities, refugees, media or solidarity projects.
Total: 12 or 16 credits per quarter
Enrollment: 50
Special Expenses: $75 per quarter fall and winter for field trips
& day trips. $3000-$4500 in spring for 3-7 weeks optional study
abroad in Jordan and Egypt.
Internship Possibilities: Spring only with faculty approval.
Planning Units: Culture, Text and Language and Society, Politics,
Behavior and Change
Program is preparatory for careers and future studies in Spanish
language, history, literature, economics, political economy and
international studies.
Faculty: Tom Womeldorff (economics), TBA (Spanish language
and culture)
The cultures of Spain and Latin America are the result of rich
intersections and crossings of diverse social groups. Prior to 1492 in
Spain, Jews, Christians and Muslims lived side-by-side in relatively
tolerant coexistence known as "fa convivencia." While the Christian
"Reconquest" of the peninsula resulted in the violent suppression
of the Jewish and Muslim cultures, these cultures continued to
shape and define Spanish culture. The Spanish conquest of Latin
America was an involuntary and violent cultural crossing between
Spaniards, the pre-conquest peoples of the Americas and, later,
Africans brought to the New World as slaves. While the various
Latin American peoples were dramatically impacted by conquest,
their cultures continue to be distinct, both from Spain and from each
other. Today, cultural crossings continue as Latin Americans .cross
borders into the United States, and Africans and Latin Americans
migrate to Spain.
In this program, we will focus on the causes and consequences
of the cultural crossings that have shaped Spain, Latin America and
the United States. In the process, we will engage in an intensive
study of economics, literature, history and the Spanish language.
Every week will include seminars on readings in English translation,
Spanish language classes, lectures and workshops.
In the fall, we will focus on historical cultural crossings beginning
with the convivencia of Christians, Jews and Muslims in Spain from
711 to 1492, and the impact of the subsequent expulsion of the
Muslims and Jews and the Inquisition on those groups and on Spanish
culture overall. We will then turn to the conquest of the Americas,
examining how contact and violence shaped the subsequent history
and distinct cultures of Latin America.
During winter quarter, we will examine contemporary cultural
crossings, focusing mostly on Spain and the United States. Current
day migrants from Latin America and Africa are enriching and
changing the face of Spain. Spanish and indigenous peoples rooted
in the Southwest United States pre-date the U.S. conquest of these
lands in the Mexican-American War of 1848. Since that forced
cultural crossing, Latin Americans have continually flowed northward
to the U.S.
Throughout this program we will attempt to find reasons for this
movement of people across borders. What drives Latin Americans
and Africans to leave their countries and migrate to Spain and
the U.S.? How has power, expressed economically, politically and
culturally, shaped migration flows and identity? How have these
migratory flows changed the identities of the migrants and their
adopted countries of the United States and Spain? How have the
migrants reconstructed their identities and allegiances? What does
it mean to be an "American," "Spaniard," or "Latino?"
Total: 16 credits per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language; Programs for
Freshmen; and Society, Politics, Behavior and Change
Society, Politics, Behavior and Change I 111
Survey of the Wine Industry Across the Americas
The Wisdom of a Sailor
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include international economics, business
economics, Latin American studies, history, geography,
demography, political science, sociology and economics.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
international business, economics, public administration,
education and international law.
Faculty: Jorge Gilbert (Latin American studies, political economy)
Major areas of study include critical reasoning, writing,
navigation, literature, maritime and Northwest history, maritime
economics, communications, leadership and seamanship. Sea
time can be documented toward USCG mariner's license.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
education, Northwest history, maritime economics and sociology,
outdoor recreation, journalism, maritime industries, management,
business and seafaring.
Faculty: John Filmer (maritime studies, business)
The primary aim of this program is to explore the wine industry
in the Americas using history, geography, political economy, and
economics as an exemplar of the interactions of physical and human
processes in time and space. Special emphasis will be placed on
the impact of globalization on locally-based wine production and
marketing, international trade and the likely future impact of climate
change on the global distribution of wine production. California,
Washington, and Chile will be used as case studies.
During the first two quarters, students will analyze the
cultivation of vines and the production and consumption of wine
in a geographical context focused on spatial variations within
its relevant physical, cultural and social factors. Topics covered
include the history of wine production and consumption, viticulture,
including the environmental requirements of different vine varieties,
the elements of wine-making and how these vary nationally and by
region, as well as the comparative characteristics of wine production
in Europe, California, Washington, and Chile. In addition, these two
quarters will expose students to the economics of wine making. In
particular, students will learn about economic modeling and concepts
such as market structure, sustainable development, labor markets,
international trade, and foreign exchange, among others.
The program includes trips to Washington wine regions in fall
and winter quarters. Field trips will provide a unique hands-on
experience for the students and will allow them to meet and learn
from the wine-makers and business owners themselves. During
spring quarter, students will also have the option to travel to
Chile. Under the general goal of using history, geography, political
economy, and economics to analyze the wine industry, the spring
program will expose the students to wine production within the
context of Chilean life. In addition, this quarter will allow students
to participate in some population studies under Chile's current
neo-liberal model of economic development, such as elimination
of poverty, popular culture, artistic expression, women's issues
and environmental concerns. These studies will involve research
and observation, and will allow the student to closely collaborate
with community organizations, cooperatives and public institutions
affecting the industry.
"A passage under sail brings out in the course of days whatever there
may be of the sea love and sea sense in an individual whose soul is not
indissolubly wedded to the pedestrian shore." -Joseph
Conrad
The challenge of sea and sail inspires ordinary people to do
extraordinary things. It is truly a metaphor for life and it will open
up exciting vistas of opportunity. Wisdom handed down through
the generations by ancient mariners, explorers, merchant seamen,
fishermen and all those intrigued by venturing out on open waters
will provide the "mainstay" for all we do in this year long program.
What they did and what you will learn comprise the "wisdom of the
sailor" and give an incentive to learn even more about the world and
about yourself. Our waters define the history, ecology and economy
of the region. Placing vessels and students into that environment
helps us make a strong public statement about the centrality of the
marine environment to our economy, our identity and our future.
The excitement of sailing and the challenge of sea and sail focus
the talents and energies of students while building strong learning
communities aboard the sailing vessels
During fall quarter, in the classroom, we will study the origins
and patterns of world trade and exploration, U.S. and Puget Sound
history and an introduction to nautical charts and the use of vector
geometry in coastal navigation. Emphasis in our seminar discussions
and in writing assignments will be on critical reasoning and an
articulate analysis of issues. Students will be expected to develop
and defend detailed responses to a series of sharply focused essay
questions based on the reading.
In the classroom during winter quarter, we will examine the role
of international trade, seaports and the maritime industries as drivers
of the economic engine of the Puget Sound region. We will continue
our study of the principles of coastal navigation and maritime
history. As always, adherence to critical reasoning principles will be
emphasized in our discussions and essay writing.
Spring quarter's class work will include material on navigational
history, the physics of sail and the development and refinement of
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Total: 16 credits per quarter
Enrollment: 24
Special Expenses: Approximately $3,350 for an optional, spring
quarter, four- to ten-week study abroad component in Chile. The
cost includes transportation, airfare, room and board, and field
trip expenses.
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
112 I Society, Politics, Behavior and Change
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coastal navigation skills. Reading, seminar discussions and writing
assignments will focus on understanding and developing team
building and leadership strategies and their application in the
teaching of seamanship and boat handling.
Every quarter, while on board a well-tuned sail-training vessel,
we will "plunge into the past" and learn to apply traditional sailing
techniques. This is an opportunity to study power cruise and sail
seamanship, become part of a working crew, learn The Rules of the
Road, tides and currents, weather, coastal navigation and various
sailor's arts including knots, splices, hitches, reefs and the correct
use of lines. While hauling down on a halyard or hardening up on
a sheet, you will find the ship comes alive and you become a part
of her. More importantly, you will learn about yourself, overcome
your fear, develop self-confidence, self-discipline, responsibility
and self-sufficiency while also learning teamwork, management and
leadership skills. You will be challenged both physically and mentally
to do things you never thought you could do. All this will be closely
coordinated with our classroom work.
Indeed, the title of this program is no accident. A sailor's wisdom
covers a plethora of subjects from weather to engineering and fro~
geography to philosophy and marine ecology. A sterling example
is how vector analysis is an essential part of the science of piloting
(coastal navigation). This is a discipline you will actually come to
enjoy even if you have previously despised mathematics.
The program will be ambitious and demanding both intellectually
and physically. The development of leadership, teamwork and
critical reasoning skills will be a constant focus throughout the year.
Sailing will likely consume a full day of your time each week. It is on
board ship that the work done in the classroom finds practical and
sometimes urgent application. All U.s. Coast Guard and Department
of Homeland Security regulations, as required by law on commercial
vessels, will be observed for your personal safety and protection.
Nevertheless you will not be coddled and must be willing to work
hard, study hard and of course, dress warmly.
Faculty Signature: Students must submit, on paper, a onepage 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 by mail at The Evergreen State College,
Seminar 2 A2117, Olympia, WA 98505. Please do not use e-mail.
Qualified students will be accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 11
Special Expenses: Approximately $500 flat, non-refundable fee
each quarter for vessel use.
Internship Possibilities: winter and spring with faculty approval.
Turning Eastward:
Explorations in East/West Psychology
Fall and Winter quarters
Major areas of study include personality theory, abnormal
psychology, Jungian psychology, ethics in psychotherapy,
Buddhist studies, Asian psychology, socially engaged Buddhism,
Chinese spiritual paths, aging, and studies in death and dying.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
psychology, counseling, social work, education, Asian studies and
religious studies.
Faculty: Ryo Imamura (psychology)
Western psychology has so far failed to provide us with a
satisfactory understanding of the full range of human experience.
It has largely overlooked the core of human understanding-our
everyday mind, our immediate awareness of being with all of its
felt complexity and sensitive attunement to the vast network of
interconnectedness with the universe around us. Instead, Western
psychology has chosen to analyze the mind as though it were an
object independent of the analyzer, consisting of hypothetical
structures and mechanisms that cannot be directly experienced.
Western psychology's neglect of the living mind-both in its everyday
dynamics and its larger possibilities-has
led to a tremendous
upsurge of interest in the ancient wisdom of the East, particularly
Buddhism, which does not divorce the study of psychology from the
concern with wisdom and human liberation.
In direct contrast, Eastern psychology shuns any impersonal
attempt to objectify human life from the viewpoint of an external
observer, instead studying consciousness as a living reality which
shapes individual and collective perception and action. The primary
tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which one becomes an attentive participantobserver in the unfolding of moment-to-moment consciousness.
Learning mainly from lectures, readings, videos, workshops,
seminar discussions, individual and group research projects and
field trips, we will take a critical look at the basic assumptions and
tenets of the major currents in traditional Western psychology,
the concept of mental illness, and the distinctions drawn between
normal and abnormal thought and behavior. We will then investigate
the Eastern study of mind that has developed within spiritual
traditions, particularly within the Buddhist tradition. In doing so, we
will take special care to avoid the common pitfall of most Western
interpretations of Eastern thought-the
attempt to fit Eastern ideas
and practices into unexamined Western assumptions and traditional
intellectual categories. Lastly,we will address the encounter between
Eastern and Western psychology as possibly having important
ramifications for the human sciences in the future, potentially leading
to new perspectives on the whole range of human experience and
life concerns.
Total: 16 credits per quarter
Enrollment: 25
Society, Politics, Behavior and Change I 113
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Venezuela: Building Economic and Social Justice
Fall, Winter and Spring quarters
Major areas of study include history of Latin America and
Venezuela, political economy, Latin American studies,
quantitative research, social documentation (photography, audio,
writing), participatory research, popular education and Spanish.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students must demonstrate some familiarity
with basic Spanish. Previous studies of Latin America, political
economy or community studies, visual/audio documentation skills
and previous experience working/collaborating
with a community
organization are desirable, but not required.
Program is preparatory for careers and future studies in
community studies, documentary journalism, community
education and organizing, work with non-governmental
organizations and international studies.
Faculty: Peter Bohmer (political economy, Latin American
studies), Anne Fischel (social documentation, community studies)
The transformation of Venezuela is being closely observed by
nations and social movements around the globe. President Hugo
Chavez assertsthe Venezuelan" proceso" (the process) is constructing
socialism for the 21st century. Venezuela is spearheading a Latin
American movement to develop alternatives to the neo-liberal
model of development favored by the United States. Venezuela is
also creating new international alliances to redistribute global power
and influence.
Our program will study the Venezuelan proceso and its efforts to
develop new models of political and economic democracy and justice.
We will develop an in-depth understanding of the work of community
organizations, social movements and the Venezuelan government to
construct a political and economic system to meet peoples' needs
for food, health, shelter, education, employment, transportation and
political participation. We will also examine struggles for indigenous
rights and racial equality. Working with perspectives drawn from
political economy, community studies and popular education, we
will focus on the experiences of ordinary people as they participate
in a massive popular movement to redistribute power and wealth
and change the basis of social organization and decision making in
their communities and nation. We will also study the historical role of
United States policy in Venezuela and Latin America, and the current
impact of that policy. Possible texts include: Galeano's Open Veins
of Latin America, Wilpert's Changing Venezuela by Taking Power,
Harnecker's Understanding the Venezuelan Revolution and Horton
and Freire, We Make the Road by Walking. Among the questions we
will address are: What isthe Venezuelan model of development? What
are its political, social, environmental, and economic implications?
What are its strengths, weaknesses and potential problems? Is the
proceso leading to increased popular participation and power? Can
it create the deepening of democracy and prosperity for all? Is this
model applicable to other nations?
In fall our focus will be on preparing to travel to Venezuela and
work collaboratively with communities in or near Barquisimeto, an
agricultural and industrial center. Our studies will include Spanish
language (advanced beginning or intermediate), political economy
of Latin America (international political economy, comparative social
systems), and Venezuelan history and politics. We will pay special
attention to Venezuela's long struggle for political and economic
independence, culminating in the election of President Hugo
Chavez, and the process of creating sustainable models of political
and economic democracy.
lnfall wewill also study research methods, develop documentation
skills using writing, photography and audio recording, and explore
popular education-based strategies of community collaboration.
Students will select an area of focus and prepare for our work in
Venezuela bywriting a research paper and presenting their preliminary
findings. Agriculture, education/literacy, sustainable development,
labor, the economy, culture, cooperatives, community-based media,
gender, youth, community organizing and health are some areas we
will explore.
In winter quarter most of us will travel in Venezuela for
9 weeks. We'll begin in Caracas, visiting national sites and
attending presentations about Venezuelan political and economic
development. We will spend most of our time near Barquisimeto,
working collaboratively with local organizations and documenting
the experiences. There will be opportunities for English-Spanish
language exchange or Spanish instruction. Students who choose to
stay in the United States have the option to pursue an internship with
an organization involved with the Spanish-speaking community.
In spring we will prepare our documentary materials for
publication and present them to the campus and community. Possible
forms of publication include a zine, book, photo exhibit or Web site.
Students who held internships in winter with local organizations
can contribute documentation of their internships, or work on the
Venezuela materials. Based on our experiences in Venezuela and
continued reading in political economy and community studies, we
will deepen our understanding of the Venezuelan proceso and its
implications for understanding and creating social change.
Faculty Signature: Students will meet with faculty at the
Academic Fair, May 14, 2008 to discuss academic preparedness
and Spanish language skills. For more information, contact Anne
Fischel at fischela@evergreen.edu or Peter Bohmer at bohmerp@
evergreen.edu.
Total: 12 or 16 credits per quarter
Enrollment: 50
Special Expenses: $3600 for 9 weeks of study abroad in
Venezuela. Limited scholarship assistance will be available. A
deposit of $200 is due by November 10th, 2008.
Internship Possibilities: Winter, if not traveling to Venezuela.
Local internships with Spanish-speaking organizations, subject to
faculty approval.
Planning Units: Expressive Arts and Society, Politics, Behavior
and Change
e programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
••••
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1141 Society, Politics, Behavior and Change
OFFERINGS BEGINNING
WINTER QUARTER
a::
w Individual Study: Psychology
•••
Z
3:
Winter quarter
Major areas of study include psychology, health, counseling and
social and human services.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
psychology, the health professions, human services and
education.
Faculty: Mukti Khanna (psychology)
Individual Study: Psychology allows opportunities for students to
create their own course of study in the form of an Individual Learning
Contract or Internship. Working with the faculty sponsor, individual
students or small groups of students design projects or internships
and meet regularly with faculty to reflect on their work. Students
pursuing individual study or internships in psychology, counseling
and health are invited to join this program.
Faculty Signature: Interested students who have a project in mind
need to draft an Independent Learning Contract or Internship
Agreement and make an appointment to meet with faculty to discuss
their plans before the Winter Academic Fair, December 3, 2008.
Students should bring their draft contract or internship agreement
and a portfolio of sample work, including faculty and self evaluations
from earlier Evergreen programs to the appointment. For more
information, contact Mukti Khanna at khannam@evergreen.edu.
Qualified students will be accepted until the program fills.
Total: 16 credits
Enrollment: 25
Special Expenses: Additional costs will vary depending on
students projects.
Internship Possibilities: With faculty approval.
Political Economy of the Media: U.S. Historical &
Contemporary Realities
Winter and Spring quarters
Major areas of study include U.S. history, critical media studies,
propaganda analysis, social movements, expository writing,
media history and topics in media analysis.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in media
studies, social movements, social science, education and
journalism.
Faculty: Michael Vavrus (Social Foundations of Education, Political
Economy), Lawrence Mosqueda (Political Economy)
In this 2-quarter program, students will investigate how political
events are constructed and reported in the media, compared
to actual political and economic realities. In "media" we include
mainstream periodicals, television, radio and films. We also include
the growth of Internet blogs, web sites, independent media, and
other media outlets in the 21st century. We will take an historical
approach that focuses on U.S. history from the colonial era to
contemporary globalization. We will compare media concentration
of ownership to community-controlled media. We will examine how
issues surrounding race, class, and gender are perceived by the
media and subsequently by the public.
During winter quarter students will receive a theoretical and
historical grounding in the political economy of the media. We will
explore the question of who owns the media and what difference this
makes to how stories are reported, framed, sourced or just ignored.
Films, lectures and readings, along with text-based seminars, will
compose the primary structures used by this learning community.
Student will regularly engage in a critical reading of The New
York Times and other media outlets. Also during the winter quarter,
students will create a research proposal that includes an annotated
bibliography. Research projects may either be traditional research
papers or equivalent projects determined in collaboration with the
faculty, such as an independent media blog or web site.
During spring quarter, students will devote approximately half
of their program time to completing their proposed projects and
presenting the results of their research. The remaining program
time will focus more in-depth on program themes as we examine
contemporary issues through a variety of sources.
Total: 16 credits per quarter
Enrollment: 48
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Society, Politics, Behavior and Change I 115
The End of Prosperity
Winter quarter
Major areas of study include economics, politics, public policy,
American studies and social history.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in social
sciences, education, public policy, social services and politics.
Faculty: Alan Nasser (political economy, foreign policy)
American history has seen, from its beginnings, a steady rise in
most people's standards of living and economic security, and, with the
exception of the 1930s Great Depression, robust economic growth.
But since 1973 this has changed: the median wage has actually
declined, economic inequality has skyrocketed, working people
and students find themselves saddled with unparalleled debt, job
security has never been lower since the Great Depression, students
are no longer confident that they will find stimulating and well paid
jobs, and economic growth has slowed remarkably. Unfortunately,
many experts fear that America will never again experience the
prosperity it enjoyed during what is called the "Golden Age", the
years 1947-1973. What happened? Are the pessimists right about
our future?
We will examine the course of U.S. economic, political and
social history since the very end of the nineteenth century. This
will require us to examine the nature of the economic, political and
social structures that comprise U.S. capitalism. We will view these
structures as dynamic in nature, always subject to development,
transformation and possible degeneration.
Among the main developments we will study are the changes
in the economic and social structures at the turn of the twentieth
century, the emergence of large multinational conglomerate
corporations in the early twentieth century, the U.S. response to the
Soviet Revolution, the "roaring twenties", the Great Depression,
the effects of World War lion
the economy, the historically
unprecedented prosperity of the Golden Age and the creation of
the so-called "middle class", the end of the Golden Age and the
beginning of the long period of austerity that continues to this day,
and the heightened aggression of U.S. foreign policy that began
with the Carter presidency and coincides with the beginning of the
Age of Austerity. At the same time we will read at least one major
social and political history of this period.
This is a demanding, advanced, bookish program devoted to
close and careful analysis of our readings. Good analytical skills are
presupposed.
Faculty Signature: Students should submit copies of their most
recent faculty evaluations and samples of their most recent non-fiction
writing to Alan Nasser at the Academic Fair, December 3, 2008.
Transfer students should bring unofficial transcripts and writing
samples to the fair. Students unable to attend the fair may send
transcripts and writing samples to Alan Nasser, The Evergreen
State College, Seminar 2 A2117, Olympia WA 98505. For more
information, contact Alan at (360) 867-6759. Applications received
by the Academic Fair will be given priority. Qualified students will
be accepted until the program fills.
Total: 16 credits
Enrollment: 25
lome programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
a::
w
••••
Z
i
116 I Society, Politics, Behavior and Change
OFFERINGS BEGINNING
SPRING QUARTER
Individual Study: Society and Behavior
Individual Study: Topics in Political Economy,
Globalizaton, Contemporary India and u.S. History
Spring quarter
Major areas of study include Western psychology, Asian
psychology, Buddhism, counseling, social work, cross-cultural
studies, Asian-American studies, religious studies, nonprofit
organizations, aging, death & dying, deep ecology, peace
studies, and internships.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
psychology, religion, counseling, nonprofit organizations,
gerontology, ecology and cultural studies.
Faculty: Ryo Imamura (counseling, psychology, Buddhist studies)
Individual Study: Society and Behavior offers opportunities for
students to create their own course of study and research through
Individual Learning Contracts, group contracts, or internships. Prior
to the beginning of spring quarter, interested individual students
or small groups of students should consult with the faculty sponsor
about their proposed projects.
Possible contract areas with Ryo Imamura include Western
psychology, Asian psychology, Buddhism, counseling, social work,
cross-cultural studies, Asian-American studies, religious studies,
nonprofit organizations, aging, death & dying, deep ecology, peace
studies, and internships.
Faculty Signature: Students interested in contract sponsorship
with Ryo Imamura should email a contract draft/proposal to him
at imamurar@evergreen.edu before the beginning of spring
quarter. They should consult the Evergreen Web page on
individual learning contracts for directions and to view a sample
contract go to: www.evergreen.edu/advising.
Total: 4, 8, 12 or 16 credits per quarter
Enrollment: 25
Internship Possibilities: With faculty approval.
Spring quarter
Major areas of study include political economy, globalization,
contemporary India and Early American History.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Students must be prepared to carry out advanced
and independent study. Prerequisites for individual contracts will
be determined in consultation with the faculty sponsor.
Program is preparatory for careers and future studies in the
social sciences, history, law, education and informed citizenship.
Faculty: Jeanne Hahn (political economy)
Individual Study: Topics in Political Economy, Globalization,
Contemporary India and U.S. History offers opportunities for
students to develop small cluster contracts, individual contracts, and
internships in the general areas of political economy, globalization,
social movements, contemporary India, political and social theory, and
Early American History. The faculty sponsor will consider sponsoring
individual and/or small groups of advanced students interested in
research and reading in these areas, as well as internships and travel
abroad contracts.
Faculty Signature: Students must draw up an Individual Learning
Contract in consultation with Jeanne Hahn. For more information,
contact Jeanne at 360-867-6014 or hahnj@evergreen.edu.
Contract proposals received before March 7, 2009 will be given
priority. Qualified students will be accepted until the program fills.
Total: 4, 8, 12 or 16 credits
Enrollment: 25
Special Expenses: Additional expenses will vary depending on
student projects.
Internship Possibilities: With faculty approval.
Society, Politics, Behavior
and Change
I 117
Integral Psychology
The Science of Business Decisions
Spring quarter
Spring quarter
Major areas of study include psychology, transpersonal
psychology and counseling.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
psychology, the health professions, human services and education.
Faculty: Mukti Khanna (psychology), Scott Coleman (education,
psychology)
Major areas of study include public policy, statistics, business and
management science.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Some prior statistics required.
There is a growing acceptance of spirituality in psychology,
psychotherapy, and medicine and a growing understanding within our
culture that meditation and other traditional Eastern forms of spiritual
practice can be applied in psychological practice. In this program we
will study the developing theory and practices of integral psychology.
Integral psychology draws upon the major spiritual traditions of the
East and West, recent cultural and social sciences research, and the
innovations made by contemporary psychoanalytic, humanistic,
systemic, and transpersonal psychologies. Integral psychology
includes the development of consciousness and self-awareness
using imaginative somatic and expressive arts languages.
Pedagogical practices will include workshops, book seminars,
lectures and video, with an emphasis on experiential learning in
individual, small and large group formats. Multi-modal expressive
arts laboratories based on person-centered psychology will be
explored throughout the program. As described by Natalie Rogers,
an international leader of expressive arts therapies and daughter
of pioneering psychologist Carl Rogers, "The combination of
expressive arts - the integrated process of using movement,
visual art, music, journal writing and drama - and person-centered
listening are powerful ways to become aware of our feelings about
world events and transform these feelings into self-responsible
action. The expressive arts bring us into balance by engaging our
imagination, intuition and spiritual practices." The program will
explore ways in which the application of integral psychology and
spirituality can provide co-creative perspectives on health reform,
social change and community building. This program will also include
a retreat to provide an opportunity to engage more deeply in the
practices of integral psychology and person-centered expressive
arts. No previous art or movement experience is needed. Students
need to be willing to work with integral psychology theory and
self-knowledge through mindfulness, somatic and expressive arts
practices in addition to discussion and reading.
Program is preparatory for careers and future studies in business,
management, a Masters in Business Administration or other
master's degrees requiring core statistics.
Faculty: Glenn Landram (management and statistics)
The Science of Business Decisions will center on the theme
of decision making (management science or decision science) in
business and non-governmental operations. This program will
include the statistics, up through and including regression analysis,
and the science that will provide the quantitative tools for advanced
and large-scale decision making in the conduct and understanding of
business operations. Students will have the opportunity to discover
and sample such subjects as linear programming, game theory, and
decision making under uncertainty. We will cover applications of the
above subjects in local business settings. This program will also serve
as a preparatory course for continuing work in any master's degree,
such as an MBA, requiring statistics and/or a strong quantitative
foundation.
Weekly seminar will cover readings in the Wall Street Journal
and texts such as Innumeracy, Freakonomics and How to Lie with
Statistics. Students will deliver at least one presentation of empirical
material, including visual representations of quantitative material,
during the quarter. Sources such as Edward Tufte's Visual Display
of Quantitative Information will be discussed and used to raise the
clarity and effectiveness of the presentations.
Faculty Signature: Please contact Glenn Landram, (360) 867-5434
or landramg@evergreen.edu, to discuss background and
coursework in management and/or statistics. Glenn will be available
at the Academic Fair, March 4, 2009, for program signature.
Qualified students will be accepted until the program fills.
Total: 16 credits per quarter
Enrollment: 25
Special Expenses: $40 for subscriptions.
Total: 16 credits
Enrollment: 48
Special Expenses: $60 for art supplies and $100 for retreat costs.
A similar program is expected to be offered in 2009-10
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
me progr<;,ms may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
~
Z
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D..
'"
118 I Society, Politics, Behavior and Change
So You Want to be a Psychologist
Spring quarter
Major areas of study inc:lude 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 accepts up to 25%
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 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 is 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 Portland, Ore. on April 23-26, 2009.
Total: 16 credits per quarter
Enrollment: 24
Special Expenses: The approximate cost of the field trip is between
$200 and $350, 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 Spring 2010
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Native American and World Indigenous Peoples Studies I 119
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.
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
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.
NIARIworks with the tribes-if they choose-to
implement
those results.
In addition, a program of advanced studies in tribal government management and administration is included in the
Master in Public Administration program. 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
Oneida/Bad River Chippewa
Joe Feddersen
Colville Confederated
Michelle Aguilar-Wells
Luiseno/Soboba
Zoltan Grossman
Raul Nakasone
Tribes
Alan Parker
Chippewa-Cree
Frances Rains
Choctaw/Cherokee
Gary Peterson
Skokomish
David Rutledge
Gail Tremblay
Onondaga/Micmac
Linda Moon Stumpff
San Carlos Apache
ome programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
120 I Native American and World Indigenous Peoples Studies
...•
•••• American Places
~
Fall, Winter and Spring quarters
Major areas of study include American studies, anthropology,
literature, history, Native American studies, politics, and
community studies.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
humanities, elementary and secondary education, journalism,
American studies, Native American studies, social services, law,
and environmental studies.
Faculty: Sam Schrager (folklore), Kristina Ackley (Native American
studies). Matthew Smith (political science)
Place absorbs our earliest notice and attention, it bestows on us our
original awareness; and our critical powers spring up from the study
of it and the growth of experience inside it. Sense of place gives
equilibrium; extended, it is sense of direction too. -Eudora Welty
Place forms us, Welty says. Yet in this age of unprecedented
interchangeability of spaces, what happens to the distinctive
character of places? In the face of the mobility, uprooting, and
alienation endemic in the U.S. and elsewhere, what connections
to place can we hope to nurture? Our program will explore how
place emerges from experiences of location within the physical
world and power-laden fields of social relations. We will study how
American places are conceived, lived in, felt about, fought over, and
transformed at intersections of geography and history, culture and
politics. How, we will ask, do persons and groups create-and how
are they shaped by-the places they inhabit?
Re-imagining and reinventing place will be a central theme.
We will look at how Indigenous communities have contested
American spaces by re-mapping race, gender and nation in the
face of colonization, and we will listen to ongoing Native discourse
about the effects of borders on tribal sovereignty. Our inquiry will
consider other groups remaking places: Europeans transplanting
home cultures, African Americans asserting selfhood in racist South
and North, settlers relocating to the West, and Latin American and
Asian immigrants forging transnational identities. Contemporary
issues will include tourism and economic development, power
in social institutions, practices of community, the value of stories
and the fate of cultural traditions. Our views of place will range
broadly, encompassing Olympia and New York City, the Six Nations
Confederacy and the Idaho woods, families and worship-houses,
beauty salons and theme parks, schools and prisons.
This program offers ideal opportunities for students to develop
skill as interpreters, writers, and researchers by studying scholarly
and imaginative works and by conducting ethnographic fieldwork
(observation, interviewing, documentation of social life). From midwinter to mid-spring, students will undertake an extended project
on an American place of their choice, locally or elsewhere. The
faculty will provide strong support. This project, embedded in the
conversation of the program, will include the option of combining
research with internships or other community service. The research
will be a fine context for writing senior theses. We anticipate that the
work students accomplish here will be a source of pride and pleasure
in years to come.
Total: 16 credits per quarter
Enrollment: 72
Special Expenses: $240 for fall and spring program field trips.
Students may incur expenses associated with winter/spring
research project. Costs will depend on location of study and
choices of research.
Internship Possibilities: With faculty approval, as part of winterspring research project.
Planning Units: Culture, Text and Language; Native American and
World Indigenous Peoples' Studies; and Programs for Freshmen
Native American and World Indigenous Peoples Studies 1121
Conceptualizing Native Place
Native Studies: Indigenous Americans
Before and After Columbus
Fall and Winter quarters
Major areas of study include Native American studies, geography,
art history and writing.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in Native
American studies, art history, geography, cultural studies and
education.
Faculty: Lara Evans (art history), Zoltan Grossman (geography,
Native studies)
In this program, we will explore historical and contemporary
relationships of Native North Americans to place, using art
and geography in a cross-cultural comparative analysis, and as
"common ground" for strengthening intercultural communication.
The unique status of indigenous nations can be better understood
by highlighting the centrality of territory in Native identity, and
the strong indigenous connections to place. These connections
can be seen in numerous fields: art and material culture, Native
national sovereignty, attachment to ceded treaty lands, the focus
on traditional land use and protection of sacred sites, environmental
protection, sustainable planning, indigenous migration and symbolic
mobility (through community practices such as powwows and
commemorative journeys).
All of these connections have been expressed artistically and
geographically
through
traditional
indigenous
cartographies,
artistic "mapping" of ideas using contemporary art practices, and
modern mapmaking techniques. A number of group exhibitions of
contemporary Native art have collected bodies of work that share an
analysis of the importance of place and identity, from Reservation X in
1999 to Our Land, Our Selves in 2007. Examination of cross-cultural
and cross-disciplinary ideas about land, place, environment, and
relationship to human cultures offers the opportunity to develop new
conceptualizations for the meaning of place, self, and community.
We will examine how conceptions of land are disseminated
through art and objects of material culture, informing our examination
with geographic studies and investigation into the sociopolitical uses
of mapping. Students will discover differences and potential meeting
points between Native and Western cultural systems, identify
differences within and among diverse tribal nations, and develop
an understanding of indigenous peoples' ability to define and set
their own social, cultural, and spatial boundaries and interpretations.
Students will develop greater awareness of indigenous cultures, but
also of aspects of culture that may be determined and protected by
Native peoples themselves.
Fall quarter will introduce students to historical geographies and
worldviews of Native North America, basic visual literacy skills in art,
and basic literacy in graphic representational systems for geographic
data. In winter quarter, students will develop specialized projects
relevant to geographic areas of interest. In general, program activities
will involve guest lectures, images and videos, workshops, readings
and class discussions, quizzes and exams, writing assignments, and
presentations to compare and contrast our different geographical
case studies. Students are expected to use critical thinking skills in
interpreting the readings, images, videos and lectures. Through field
trips to Native communities in urban and reservation areas, and a
comparative examination of museums by or about Native peoples,
students will be asked to engage directly with the questions and
contentions surrounding notions of place in Native America.
Fall and Winter quarters
Major areas of study include Native American studies, economics,
political science and history.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in Native
American studies, economics, social sciences, law and education.
Faculty: Bill Bruner (economics), Frances Rains (Native American
studies)
Most of us learned in school that the Americas, at the time of
Columbus, were largely vacant lands, generally untouched, occupied
by a few small bands of Indigenous peoples. The reality, however,
was that immensely successful civilizations that rivaled, and often
surpassed, European civilizations inhabited both North and South
America. Not long after the conquest, indigenous populations in the
"New World" had plummeted, and the remaining Indian peoples
lived in poverty and subjugation.
This two-quarter program will investigate the cultures of
Indigenous peoples in the Americas both before and after European
conquest. In fall quarter, we will begin with an examination of
advanced, pre-Columbian civilizations primarily in South and Central
America. Our focus will be on material culture, standards of living,
trading patterns, architecture, art and artifacts.
In winter quarter, we will contrast this early history with the period
immediately after the conquest and with developments among
Indigenous peoples in both North and South America since that
time. We will examine living standards of the area and the processes
that took the Indians from prosperity to poverty in a relatively short
time. An over-arching goal of the program will be to understand the
concepts of "history" and "civilization."
Our studies will encompass research methods and individual
research projects. We will also visit important Indian historical sites
in western Washington.
Total: 16 credits per quarter
Enrollment: 50
Planning Units: Native American and World Indigenous Peoples'
Studies and Society, Politics, Behavior and Change
Total: 16 credits per quarter
Enrollment: 48
Special Expenses: $120 for field trips and museum admissions fees.
Planning Units: Expressive Arts; Native American and World
Indigenous Peoples' Studies; and Programs for Freshmen
programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2008-09.
....•
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122 I Native American and World Indigenous Peoples Studies
....•
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Persistence: A Study of Inspired Work
~
Fall, Winter and Spring quarters
Major areas of study include history of the Americas, political
science, ethnography, cultural anthropology, Indigenous studies,
research, writing, education and areas of study determined by
student research projects.
Class Standing: This all-level program accepts up to 25%
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 and Latin American studies)
This Native American studies on-campus program is for students
who have a research topic in mind, as well as for those who would
like to learn how to do research in a student-centered environment.
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 cross-cultural communication.
We shall explore Native American perspectives and look at issues
that are particularly relevant to Indigenous people of the Americas.
The idea of Persistence is part of a 20 year vision consistent with
Native American philosophy. 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 and psychology that supports this
program. We will offer a special series of workshops to support the
particular academic needs of first- and second-year students. Within
the program's Persistence 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 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 accessto 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 an 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 and 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, Choice Theory, critical thinking,
expectations of an Evergreen graduate and the five foci, quantitative
reasoning, self- and group-motivation, and communication (to include
dialogue, e-rnail, resources on the Web, Web crossing and blogs).
They will also develop skills in creating interactive Web pages, blogs
and documentaries, as well as movie editing and presentations using
PowerPoint.
Total: 8, 12 or 16 credits per quarter
Enrollment: 72
Special Expenses: $2100 for an optional five week study abroad
in Peru in winter 2009. Cost includes international transportation,
room and board. A non-refundable deposit of $150.00 is due by
September 29, 2008.
Internship Possibilities: Fall, winter and spring with faculty approval.
A similar program is expected to be offered in 2009-10
Planning Units: Native American and World Indigenous Peoples'
Studies; Programs for Freshmen; and Society, Politics, Behavior
and Change
Native American and World Indigenous Peoples Studies 1123
Reservation-Based/Community-Determined:
Integrating Change in a Communal Society
Social Work/Human
Services Skill Sets
~
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Major areas of study include indigenous culture and knowledge,
Native American history, political science, critical thinking,
economics, technology, writing, art, management and ethics.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Students must have family or professional ties to
tribal communities and/or one of the reservation sites. Faculty
signature required.
Program is preparatory for careers and future studies in human
services, tribal government/administration,
cultural studies and
education.
Faculty: Michelle Aguilar-Wells (public administration), TBA
The Reservation-Based/Community-Determined
program is
a regular, ongoing offering designed specifically for place-bound
students at several reservation sites including Muckleshoot, Nisqually,
Port Gamble, Quinault, Skokomish, and Lower Elwha. 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 that an educated member of an
Indian tribe needs in order to contribute to his/her community. The
interdisciplinary approach allows students to participate in seminars,
and do participatory research while also studying in their individual
academic areas of interest. The 08/09 academic year theme is
Integrating Change in a Communal Society.
Students will engage in work that allows them to study change
and leadership in all of its manifestations from around the world
and in Indian communities, specifically their own. The program
content will focus on areas of study that include political science,
literature, economics, ethics, spirituality and the influence of change
on traditions and society.
...•
...•
Major areas of study include social work, counseling, human
services, public policy, cultural studies, Native American studies
and tribal policy.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in social
work, counseling, administration, human services, social services
policy, Indian Child Welfare Services, and children's mental health.
Faculty: Gary Peterson (social work)
This program is designed to prepare students to work in the
social service delivery profession. We will explore causes of paridigm
shifts in service delivery and how they effect good social work
practice. We will explore disproportionality of children of color in the
system and how it effects good social work practice. We will explore
issues of class, gender, poverty and gay/lesbian issues in service
provision. Cultural competence will be emphasized. Employment
options in schools, public, private, and tribal agencies and others
will be explored.
The first two quarters of the program are geared to provide
foundation information/skills and the third quarter will consist of
a field placement to practice skills learned. Fall quarter will also
include an internship placement or independent study project to
be arranged. Speakers and visiting lecturers will augment our study
throughout the program. Students already working in social services
professions may have the option of independent or weekend study
for some of the credits.
Total: 16 credits per quarter
Enrollment: 24
Internship Possibilities: Social work related placement including
Tribal programs, with faculty approval.
Planning Units: Native American and World Indigenous Peoples'
Studies and Programs for Freshmen
Faculty Signature: New students must submit an intake interview
form, signed by the program director. No signature is required
for students continuing in the program from the previous year. To
obtain the intake interview form and make an appointment, contact
Michelle Aguilar-Wells, (360) 867-6286 or aguilarm@evergreen.edu
Total: 12 or 16 credits per quarter
Enrollment: 75
Special Expenses: Travel expenses to The Evergreen State
College campus four times each quarter.
Internship Possibilities: With faculty approval.
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 information,
see www.evergreen.edu/catalog/2008-09.
1241 Native American and World Indigenous Peoples Studies
OFFERINGS BEGINNING
~
Z
Q2
Q.
'"
SPRING QUARTER
Food, Place and Culture
Spring quarter
Major areas of study include political economy, geography, food,
culture, Native American and traditional food and agriculture.
Class Standing: This all-level program accepts up to 25%
freshmen as well as supporting and encouraging those ready for
advanced work.
Program is preparatory for careers and future studies in
geography, culture, food, native plants and political economy.
Faculty: Martha Rosemeyer (agricultural ecology), Donald
Morisato (biology). Zoltan Grossman (geography, Native
American studies)
Food is a central element in social exchange and definition of self
and community. Perhaps even more than language, food is a marker
of identity and culture. How have particular regional and national
cuisines been shaped by local and global geography and history?
For example, what was Italian food before the tomato's arrival from
the Americas? How are local food traditions being endangered by
globalization?
We will begin the quarter with an overview of the evolution of
early humans and the history of food procurement, including the
relatively recent development of agriculture. We will study the food
gathering, cultivation practices and rights of indigenous and landbased peoples of North America and the Pacific Rim. This component
will include introductory ethnobotany and field work aimed at
beginning to recognize native plants of the Pacific Northwest. We
will also investigate the interaction of people with their landscape
through visits to local tribes and immigrant communities. Students
will examine the scientific basis of various modes of traditional food
preparation and preservation, including fermentation.
By focusing on a few case studies, we will dissect the notion
of regional cuisine, which initially develops within the context of
a distinct place with unique edible plants, animals, and spices, as
well as its cultural perspectives. We will consider the Columbian
Exchange, the dislocation of plants and animals following this
encounter of Europe with the Americas, and its profound impact
on ecological systems in both areas. We will further examine the
consequences of colonialism in restructuring local food systems for
the markets of Empire, and in "internationalizing" food, as in Indian
curry in England. We will study how migration has changed the flavor
of national identities, an example of which is how salsa has replaced
ketchup as the most popular condiment in the United States.
Finally, we will look at the impact of globalization and the
structure of regional economies on food, such as the effects of freetrade agreements on farmers and consumers. We will investigate how
climate change is disrupting plant and animal habitats important in
food procurement and cultural survival. We will consider alternative
models capable of providing local food security, self-sufficiency and
a stronger connection to place.
Total: 16 credits
Enrollment: 72
Special Expenses: Special expenses: $75 for food, entrance fees.
Planning Units: Environmental Studies; Native American and
World Indigenous Peoples' Studies; Programs for Freshmen; and
Scientific Inquiry
Tacoma Program 1125
Tacoma Program "P
The Tacoma program is committed to providing its students with an interdisciplinary, reality-based, communityresponsive liberal arts education. The program operates from a social justice frame of reference that values family, community,
collaboration, inclusiveness, hospitality, reciprocity and academic excellence. Recognizing the importance of personal and
professional growth, research and scholarship, as well as 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, 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 campus.
Features
and Benefits
Situated in an inner-city environment
Faculty and student diversity
Flexible class schedules
Day and evening classes
A curriculum that integrates students' life experiences and goals
An emphasis on diverse cultural perspectives and experiences
Opportunities
to engage in dialogues across and beyond differences
Personalized academic support and evaluation processes
A tradition of employer satisfaction with graduates
High graduate school placement rate
Who Should Apply
Working adult learners who have achieved junior status (90 hours of transferable college-level courses) and who are
interested in personal and professional advancement or preparation for graduate school are invited to apply. Everyone
interested in building and sustaining a healthy community-whether
in social services, educational outreach, shaping
public policy or opinion, pre-law or environmental studies-is welcome in this program. Prerequisites for success include a
willingness to be open-minded, to challenge and expand one's knowledge and to engage in difficult dialogues across and
beyond differences.
For more information about the Tacoma program and to apply, call (2S3) 680-3000.
Executive Director:
Dr. Artee F. Young
Affiliated Faculty:
Eddy Brown
Mingxia Li (Zhang Er)
Paul McCreary
Gilda Sheppard
Tyrus Smith
Artee Young
orne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2008-09.
126 I Tacoma Program
....•
....•
Power Play(ers): Actions and Consequences
~
Fall, Winter and Spring quarters
Major areas of study include upper division studies in law and
public policy, history, community and environmental studies,
political economy, education, public health, bio-ethics, social
science research, research methodology, literature, quantitative
reasoning, critical thinking, composition, media literacy,
computer studies, instructional technology, project management,
statistics, human development and human biology.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: junior or senior standing; formal admission to the
Tacoma campus.
Program is preparatory for careers and future studies in social
work, education, law, health care, public policy, media literacy,
history, organizational management, biomedical sciences,
environmental studies, literature, community activism and foreign
policy.
Faculty: Joye Hardiman (humanities, African cultural studies),
Paul McCreary (mathematics and social justice, 3D modeling,
life science), Gilda Sheppard (media literacy, sociology,
cultural studies), Tyrus Smith (environmental science, ecology,
environmental policy), Mingxia Li (Zhang Er) (biology, public
health, bioethics, Chinese cultural studies), TBA
This year's program will explore colonial, postcolonial, and
neocolonial issues as they are unfolding on local, national and
global stages. Colonialism, under which generations of peoples
were oppressed and forced to submit to exploitation and state and/
or corporate sponsored tyrannies, has resurfaced in new forms of
neocolonialism that we encounter in our daily lives and work. How to
recognize them, how to acquire mental resistance to their hegemony,
how to assert individual, family and community values and identities,
how to decipher and reframe meanings from information channeled
through mass media, how to analyze the powers at play in societal
structures, how to empower oneself and community, and how to
understand the ways in which these structures of power and control
impact the quality of life for ordinary people, at home and abroad,
are some of the skills you will learn from "Power Play(ers)."
This upper division program will examine local, national and
foreign policy issues of the postcolonial and neocolonial world
in education, health care, social welfare and the environment
through interdisciplinary studies of law, bioethics, biomedical
sciences, environmental science, legislative process, organizational
management,
mathematics modeling,
sociology, psychology,
American and world history, media literacy, world literature and
cultures. Research methods in social and natural sciences and
statistics emphasized in this program will present you with a
systematic approach and analytical tools to address real life issues
through constant research practice throughout the activities of the
program. Information and multimedia technology and biomedical
laboratory technology will be employed in hands-on laboratory
practice to enhance your academic capacity and power.
The theme for fall quarter is identifying the problem and
clarifying the question. The first quarter of the program will be used
to lay the foundation for the rest of the year, both substantively
and in terms of the tools necessary to operate effectively in the
learning community. We will explore theories, history and practices
of colonialism as it is explicated in theory, history and practice.
Colonialism will be analyzed from the perspectives of both political
economy and history. In seminars, we will read, discuss and analyze
texts that will add to our understanding of the ways in which
colonialism and neocolonialism have created unequal distributions
of power, wealth and access to resources.
Winter quarter's theme is researching the roots, causes, and
potential solutions. We will look at specific contemporary issues
of power viewed from a variety of institutional perspectives, most
notably in health, education, law, science, government, politics, youth,
environment, community development, women's empowerment
and human rights. Students will investigate specific issues of unequal
distributions of power with the purpose of identifying a particular
problem, defining its dimensions, determining its causes, and
establishing action plans for its remedy.
In the spring, the theme will progress to implementation.
The program will devote the final quarter to the design and
implementation of projects to address the issues of unequal
distributions of power identified in winter quarter. Seminar groups
will combine their efforts to undertake actions to target current
imbalances of power in the community. These actions may take the
form of educational events, publications, multimedia presentations
or art installations. Academic courses will assist in the successful
implementation and evaluation of the student group activities.
Faculty Signature: No signature required. Nonetheless,
prospective students must attend an intake interview at the
Tacoma campus as part of the formal application and admissions
process. Call (253) 680-3000 to schedule.
Total: 16 credits per quarter
Enrollment: 225
Special Expenses: About $25-$50 for media and/or storage
supplies.
Internship Possibilities: Students can elect to do internships.
Credit range is 2-16 credits per quarter. Though internships will
normally be related to students' academic studies, all internships
will be registered separately from the program.
A similar program is expected to be offered in 2012-2013
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
Randee Gibbons, Assistant Director
(360) 867-6554 or gibbonsr@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, visit www.evergreen.edu/mpa/
mpatribal/home.php.
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
(MIT)
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
be found
is a list of Evergreen's
on the Academic
faculty
Advising
Web
as of summer
2007.
A more
extensive
Kristina
Ackley,
Native American Studies,
2000; B.A., History and Political Science,
Marcella
Benson-Quaziena,
Psychology,
2000; B.S., Health and Physical Education,
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.
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.
Michelle
Aguilar-Wells,
ReservationBased/Community-Determined,2001;
B.A., Human Services, Western Washington
University, 1977; M.P.A., University of
Arkansas.
Nancy Allen, Emerita, Literature and
Languages, 1971; B.A., Comparative
Literature, Occidental College, 1963; M.A.,
Spanish, Columbia University, 1965.
Anthony,
Environmental
Chemistry, 1998; A.B., Mathematics
Sharon
Chemistry, Bowdoin College, 1989;
Ph.D., Physical Chemistry, University
Colorado, 1995.
Jeff
Antonelis-Lapp,
Community-Determined,
and
of
Reservation-Based/
2001;
B.S., Environmental Education, Western
Washington
University, 1978; M.Ed., Science
Education, University of Washington,
1982.
Theresa A. Aragon,
Management,
1999;
Academic Dean 2006-present, 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.
Marianne
Bailey, Languages and
Literature, 1989; B.A., Foreign Languages
and Literature, University of Nevada,
1972; M.A., French Language and Culture,
University of Nevada, 1974; Doctor of
Letters, Francophone
Literature and Culture,
Sorbonne, University of Paris, 1985; Graduate
work at University of Washington,
University
of Tubingen, Germany.
Don Bantz, Public Administration,
1988;
Academic Dean, 2000-03;
Provost and
Academic Vice President, 2004-present;
B.A., Management/Marketing,
1970; M.P.A.,
University of Southern California, 1972; D.PA,
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
description
of their
areas of expertise
can
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.
Dharshi
Bopegedera,
Physical Chemistry,
1991; B.S., Chemistry, University of
Peradeniya, Sri Lanka, 1983; Ph.D., Physical
Chemistry, University of Arizona, 1989.
Frederica
Bowcutt,
Ecology, 1996; B.A.,
Botany, University of California, Berkeley,
1981; M.S., Botany, University of California,
Davis, 1989; Ph.D., Ecology, University of
California, Davis, 1996.
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.FA,
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.
Krishna Chowdary,
Physics, 2007; BA,
Physics, Johns Hopkins University, 1995; M.s.,
Physics, Carnegie Mellon University, 1997;
Doctoral Studies (ABD), Physics, Carnegie
Mellon University.
Robert Cole, Physics, 1981; BA, Physics,
University of California, Berkeley, 1965; M.S.,
Physics, University of Washington, 1967; Ph.D.,
Physics, Michigan State University, 1972.
Scott Coleman,
Education, 2001; Master in
Teaching Director, 2001-2006; 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.
Thad B. Curtz, Emeritus, 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.
Judith Bayard Cushing, Computer Science,
1982; BA, Math and Philosophy, The College
of William and Mary, 1968; M.A., Philosophy,
Brown University, 1969; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
Davies, Public Administration Tribal
Governance, 2006; B.A., College of Letters,
Bruce
Wesleyan University,
Denver, 1979.
1974; J.D., University
of
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,
Clarissa Dirks, Biology, 2006; B.S.,
Microbiology,
Arizona State University,
1994; Ph.D., Molecular and Cellular Biology,
University of Washington, 2001.
E. Dobbs,
Emerita, Urban
Planning, 1971; Academic Dean, 1987-91;
Carolyn
Interim Vice President for Student Affairs, 199192; 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.
Faculty I 129
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, Doctoral Studies (ABD), Philosophy,
Vanderbilt University.
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.
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.
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.
Jorge Gilbert, Sociology, 1988; Licenciado
Rachel Hastings, Mathematics,
en Sociologia, Universidad de Chile;
M.A., Sociology in Education, University
ofToronto,
1975; Ph.D., Sociology in
Education, University of Toronto, 1980.
BA., Physics and Mathematics,
Harvard
University, 1991; Ph.D., Applied
Mathematics, Cornell University, 1998;
Ph.D., Linguistics, Cornell University, 2004.
Ariel Goldberger, Theatrical Design, 1996;
Ruth Hayes, Animation, 1997; B.A.,
Animation, Harvard and Radcliffe Colleges,
1978; M.F.A., Experimental
Animation,
California Institute of the Arts, 1992.
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;
2005;
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.
Chauncey Herbison, African American
Studies, 2007; B.A., American Studies, East
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.
Asian Languages and Cultures, English,
University of Kansas, 1972; M.A., American
Studies, University of Kansas, 1980;
Ph.D., American Studies, University of
Kansas, 2006.
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.
Thomas Grissom, Emeritus, Physics, 1985;
Heather E. Heying, Vertebrate Natural
History, 2002; B.A., Anthropology,
University
Walter Eugene Grodzik, Theater, 2002;
Patrick J. Hill, Philosophy, 1983; Provost
Anne Fischel, FilmNideo,
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.
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, 2006.
and Academic Vice
Philosophy, Queens
Philosophy, Boston
Philosophy, Boston
Dylan Fischer, Forest Ecology, 2005; B.S.,
Zoltan Grossman, Native American
Studies, 2005; B.A. and B.S., History and
John Robert Filmer, Management
and International Business, 1972; B.S.,
B.S., Physics, University of Mississippi, 1962;
M.S., Physics, University of Mississippi, 1964;
Ph.D., Physics, University of Tennessee, 1970.
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.
Teresa L. Ford, Master in Teaching, 1997;
Bob Haft, Expressive Arts, 1982; B.S.,
B.A., English, Whitman College, 1983;
Ed.M., Secondary Education, Washington
State University, 1988; Ph.D., Literacy
Education, Washington State University, 1993.
Psychology, Washington State University,
1971; M.F.A., Photography, Washington
State University, 1975.
Russell R. Fox, Community
Planning,
1972; Academic Dean, 2001-2007; Director
of Center for Community
Development,
1983-86; B.A., Mathematics,
University of
California, Santa Barbara, 1966; M., Urban
Planning, University of Washington,
1971.
Kevin J. Francis, Philosophy of Science,
2004; B.A., Biology, Reed College, 1993;
Ph.D., History of Science and Technology,
University of Minnesota, 2002.
George Freeman, Jr., Clinical Psychology,
1991; B.A., Liberal Arts, Secondary
Education, Adams State College, 1977;
M.A., Clinical Psychology, Southern Illinois
University, 1984; Ph.D., Clinical Psychology,
Southern Illinois University, 1990.
Karen Gaul, Sustainability Studies, 2006;
B.A. Theology and Philosophy, Carroll
College, 1984; M.T.S., Harvard Divinity School,
1987; M.A., Anthropology,
University of
Massachusetts, 1989; Ph.D., Anthropology,
University of Massachusetts,
1994.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon,
1962; M.A., Political Science, University
of Chicago, 1964; 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.
W. J. (Joye) Hardiman, Literature and
Humanities, 1975; Director, Tacoma Campus,
1990-2007; 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 California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 2001.
President, 1983-90; A.B.,
College, 1963; A.M.,
University, 1966; Ph.D.,
University, 1969.
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.
Karen Hogan, Environmental Science,
2001; B.S., Biology, Michigan State University,
1979; M.s., Botany, University of Illinois, 1982;
Ph.D., Plant Biology, University of Illinois,
1986.
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.
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.
Heesoon Jun, Clinical/Counseling
Psychology, 1997; B.S., Psychology,
Washington State University, 1971; M.A.,
Clinical Psychology, Radford University,
1972; Ph.D., Educational Psychology,
University of Washington,
1982.
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.
of
130 I Faculty
Cynthia
C. Kennedy,
Management, 1999;
B.S., Business and French, The Pennsylvania
State University, 1985; M.B.A., The
Pennsylvania State University, 1988.
Mukti Khanna, Developmental Psychology,
2000; B.A., Human Biology, Stanford
University, 1983; Ph.D., Clinical Psychology,
University of Tennessee-Knoxville,
1989.
Janice Kido, 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.
King, Master in Public
Administration, 2000; Director of Graduate
Program in Public Administration
2006present, 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.
Cheryl
Simrell
Robert
H. Knapp, Jr., Physics, 1972;
Academic Dean, 1996-99; Assistant
Academic Dean, 1976-79; B.A., Physics,
Harvard University, 1965; D.Phil., Theoretical
Physics, Oxford University, U.K., 1968.
Stephanie
Kozick, Education, 1991; B.S.,
Education, Northern Illinois University, 1971;
M.S., Curriculum/Instruction,
University of
Oregon, 1980; Ph.D., Human Development/
Family Studies, Oregon State University, 1986.
Patricia
Krafcik,
Russian Language and
Literature, 1989; B.A., Russian, Indiana
University, Bloomington,
1971; M.A., Russian
Literature, Columbia University, 1975; Ph.D.,
Russian Literature, Columbia University, 1980.
Lowell (Duke) Kuehn, Emeritus, Sociology
and Public Administration, 1975; Acting
Director, Washington State Institute for
Public Policy, 1984-85; Director of Graduate
Program in Public Administration,
1983-84;
B.A., Sociology, University of Redlands, 1967;
M.A., Sociology, University of Washington,
1969; Ph.D., Sociology, University of
Washington,
1973.
Elizabeth
M. Kutter,
Biophysics, 1972;
B.S., Mathematics,
University of Washington,
1962; Ph.D., Biophysics, University of
Rochester, New York, 1968.
Glenn G. Landram,
Business Management,
2004; B.S., Mathematics, University of
Puget Sound, 1978; M.S., Statistics, Oregon
State University, 1983; Ph.D., Management
Science, University of Washington,
1990.
Gerald
Lassen, Public Administration,
1980; B.A., Mathematics,
University of
Texas, 1960; M.A., Economics, University
Wisconsin, 1967.
Daniel B. Leahy,
1985; Director of
B.A., Economics,
M.P.A., New York
School, 1970.
Public Administration,
Labor Center, 1987-95;
Seattle University, 1965;
University Graduate
of
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.
Mingxia
Li, Biomedical Health, 2007; M.D.,
Capital Medical College, Beijing, 1982;
M.S., Pharmacology, Chinese Academy of
Medical Sciences, 1986; Ph.D., Molecular
Pharmacology, Cornell University, 1992.
John T. Longino,
Zoology, 1991; B.S.,
Zoology, Duke University, 1978; Ph.D.,
Zoology, University ofTexas, Austin, 1984.
Cheri Lucas-Jennings,
Public Policy, 1999;
B.A., Political Economy/Graphic
Design,
San Francisco State University, 1974; M.A.,
Political Science, Women's Studies and
Public Law, University of Hawaii, Manoa,
1978; Ph.D., Public Legislation and Public
Health, University of Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 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.
Paul McCreary,
Mathematics, 2006; B.S.,
Political Science, Massachusetts Institute of
Technology, 1970; M.AT, Education, Harvard,
1971; M.S. Computational
Mathematics,
University of Illinois at Urbana-Champaign,
1984; Ph.D., Mathematics, University of
Illinois at Urbana-Champaign,
1998.
McKinstry,
Organic Chemistry,
2004; B.S., Cellular and Molecular Biology,
Fort Lewis College, 1989; Ph.D., Organic
Chemistry, Montana State University, 1994.
Lydia
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.F.A., 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; M.A., 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.
Nancy Murray, Developmental Biology,
2001; B.S., State University of New York at
Oswego, 1986; Ph.D., Neurobiology,
State
University of New York at Stony Brook, 1997.
Nalini Nadkarni,
Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington,
1983.
Raul Nakasone
(Suarez), Education,
1991; Credentials for Secondary Education
in Mathematics,
Physics and Chemistry,
Enrique Guzman y Valle National University
of Education, 1968; M.A., Teaching (Physics),
Lewis and Clark College, 1973.
Alan Nasser, Emeritus, Philosophy, 1975;
A.B., Classical and Modern Languages, St.
Peter's College, 1961; Ph.D., Philosophy,
Indiana University, 1971.
James Neitzel,
Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College,
1977; Ph.D., Chemistry, California Institute
Technology, 1987.
of
A. Nelson, Spanish Language and
Culture, 1992; A.B., cum laude, Spanish,
Alice
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.
Faculty I 131
Lin Nelson, Environmental Health, 1992;
Nelson Pizarro, Business, 2006; B.A.,
B.A., Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
Business, Washington State University, 2003;
M.S., Business Administration,
University of
Florida, 2005.
Neal N. Nelson, Computing and
Mathematics, 1998; B.A., Mathematics,
Rita Pougiales, Anthropology and
Education, 1979; Academic Dean, 1985-88
Washington State University, 1974; M.s.,
Computer Science, Washington State
University, 1976; Ph.D., Computer Science,
Oregon Graduate Institute, 1995.
and 2002-2008;
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.
Steven M. Niva, Middle Eastern Studies,
Susan Preciso, Literature and Writing, 1998;
1999; B.A., Foreign Affairs, Middle East
Politics and Political Philosophy, University
of Virginia, 1988; Ph.D., Political Science,
Columbia University, 1999.
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Allen Olson, Computer Studies, 2003;
2007-present,
B.S., Forest Entomology,
State University of New York College of
Environmental
Science and Forestry, 1978;
Ph.D., Plant Pathology, Oregon State
University, 1985.
Academic Dean 2007-present,
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
University, 1975; Ph.D., Biology,
of Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh,
1967.
Alan R. Parker, Native American Policy,
1997; B.A., Philosophy, St. Thomas Seminary,
1964; J. D., University of California, Los
Angeles, 1972.
Nancy Parkes, Literature and Writing,
1998; B.A., The Evergreen State College,
1978; M.F.A., Creative Writing, Goddard
College, 1996.
Michael Paros, Health Science, 2006; B.A.,
Molecular Biology, University of California,
San Diego, 1989; Ph.D., Veterinary Medicine,
Washington State University, 1993.
Paul Przybylowicz, Environmental
Studies Generalist, 1998; Academic Dean
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; Academic Dean
2007-present,
B.A., Education/Sociology,
University of Washington,
1970; M.A.,
English, Utah State University.
Andrew Reece, Classical Studies, 2003; A.B.,
Classical Studies, Earlham College, 1991; M.A.,
Classical Studies, Indiana University, 1993;
Ph.D., Classical Studies, Indiana University,
1998.
Liza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A., History, Washington
State University, 1991; M.A., American/
Public History, Washington State University,
1995; M.A., Information Resources and
Library Science, University of Arizona, 1998.
David Paulsen, Emeritus, Philosophy
and Computing, 1978; B.A., Philosophy,
Martha Rosemeyer, Ecological Agriculture,
2001; B.S., Plant Pathology, University of
University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford
University, 1971.
Wisconsin, Madison, 1978; M.S., Plant
Sciences-Horticulture,
University of
Arizona, 1982; Ph.D., Biology-Agroecology,
University of California, Santa Cruz, 1990.
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.
John H. Perkins, Biology, History of
Technology and Environment, 1980; Director
of Graduate Program in Environmental
Studies, 1999-present;
Academic Dean,
1980-86; B.A., Biology, Amherst College,
1964; Ph.D., Biology, Harvard University, 1969.
Gary W. Peterson, Northwest Native
American Studies, 1999; B.A., Human
Services, Western Washington University,
1992; M.SW., University of Washington, 1995.
Yvonne Peterson, Education, 1984; B.A.,
Elementary Education, Western Washington
University, 1973; B.A., Ethnic Studies,
Western Washington University, 1973; M.A.,
Political Science, University of Arizona, 1982.
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,
200S; 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.
Matthew E. Smith, Political Science, 1973;
Academic Dean, 1987-90; B.A., Political
Science, Reed College, 1966; M.A.T., Social
Science, Reed College, 1968; Ph.D., Political
Science, University of North Carolina, 1978.
Tyrus L. Smith, Urban Environmental
Science, 2002; B.S., Environmental Policy
and Impact Assessment, Western
Washington University, 1994; M.S.,
Environmental
Studies, The Evergreen State
College, 1997; Ph.D. (ABD), Environmental
Science and Public Policy, George Mason
University.
Rob Smurr, Russian History, 2007; B.A.,
Political Science, University of California,
Davis, 1984; Russian Language and Regional
Studies, Defense Language Institute, 1986;
M.A., International
Studies, University of
Washington,
1992; Ph.D., History, University
of Washington, 2002.
Eric Stein, Cultural Anthropology,
2007;
B.A., Anthropology
and Philosophy,
University of Wisconsin, Madison, 1995;
M.A., Anthropology
and History, University
of Michigan, Ann Arbor, 2001; Ph.D.,
Anthropology
and History, University of
Michigan, Ann Arbor, 2005.
132 I Faculty
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.
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, Indiana
Alison
Styring,
University, 1994; Ph.D., Biological
Louisiana State University, 2002.
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; Academic Dean 2005present, 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 ofTokyo, 1988; Ph.D.,
Biological Sciences, University of California,
Santa Barbara, 1992.
Gail Tremblay, Creative Writing, 1980;
B.A., Drama, University of New Hampshire,
1967; M.F.A.,English (Poetry), University of
Oregon, 1969.
Setsuko Tsutsumi, Japanese Language and
Culture, 1985; B.A., Psychology; Teaching
license, 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.
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.
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; Director,
Master in Teaching Program 2006-present, 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.
BOARD OF TRUSTEES
SEPTEMBER 2007
Karen E. Lane
Seattle (Chair)
Stanley
L. K. Flemming
University
Place (Vice Chair)
Anne Proffitt
Whidbey
Edward A. Whitesell, Geography,
1998; Director, Graduate Program in
Environmental
Studies 2005-2008, 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.
David
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.
Vancouver
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, Worfd Music, 1991; B.A.,
Music, University of California, Berkeley,
1981; M.A., Ethnomusicology,
University of
Washington,
1985; Ph.D., Ethnomusicology,
University of Washington,
1990.
Williamson, Renaissance
Literature, 2005; B.A., English literature,
Princeton University, 1999; M.A., English
Literature, University of Pennsylvania, 2001,
Ph.D., English literature,
University of
Pennsylvania, 2005.
Elizabeth
Thomas Womeldorff,
Economics, 1989;
Academic Dean, 2002-2007; B.A., The
Evergreen State College, 1981; Ph.D.,
Economics, American University, 1991.
Artee F. Young, Law and Literature, 1996;
Director, Tacoma Program 2007-present, 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.
Political Economy of
Racism, 2004; B.A., English and Philosophy,
Tony Zaragoza,
Indiana University, 1996; M.A., American
Studies, Washington State University, 2000;
Doctoral Studies (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
Wisconsin-Madison,
1993.
'76
Island (Secretary)
E.
Lamb
Hoquiam
Robert
Segura
Olympia
Paul Winters
ADMINISTRATION
Thomas
L. Purce
Ed.D., Idaho State University
President
Don Bantz
D.P.A., University
of Southern
California
Provost and Academic Vice President
Arthur
A. Costantino
Ph.D., Pennsylvania
State University
Vice President for Student Affairs
D. Lee Hoemann
BA, 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
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 interconnected ness, 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
I 133
134 I 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 collegelcommunity
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.evergreen.edu/ecei
The Evergreen State College Labor Education & Research
Center, established in 1987, organizes workshops, programs
and classes for workers, community members and Evergreen
students and engages in research with and for unions. The
center designs and implements union-initiated and 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
SEM I 4172, (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
SEM I Annex F-100 (Geoduck Village), (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
Access Services for Students with Disabilities
SEM I Annex F-100 (Geoduck Village), (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
Athletics and Recreation
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 rockclimbing 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.
www.evergreen.edu/athletics
Career Development Center
SEM I Annex F-100 (Geoduck Village), (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 exploration and planning, resume
writing, interview and job coaching. We sponsor annual Graduate
School and Career Fairs; facilitate workshops and job search gro\.lps;
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
Center for Mediation Services
LIB 3612, (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.
Centers for Active Student Learning (CASL)
Quantitative and Symbolic Reasoning Center
LIB 2304, (360) 867-5547
Writing Center
LIB 2304, (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 1137
Counseling and Health Centers
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.
www.evergreen.edu/health
Financial Aid
SEM I 3123, (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 campusbased 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
SEM I Annex F-100 (Geoduck Village), (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
Residential and Dining Services
Housing Bldg. A, Room 301, (360) 867-6132
Campus Housing offers a variety of accommodations, including
single and double studios, two-person apartments, four- and sixbedroom apartments and two-bedroom, four-person duplexes. Most
units are equipped with cable TV and Internet access. We also offer
recreational activities and educational workshops throughout the
year. Staff members are available 24 hours a day to serve residents.
KEY Student Support Services
SEM I Annex F-100 (Geoduck Village), (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/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 communitybased, service-oriented
law enforcement. Officers also assist
students with everyday needs by providing escorts, transportation,
personal property identification and bicycle registration, vehicle
jump-starts and help with lockouts. Information on campus safety
and security, including statistics on campus crime for the past three
years, is available from the Vice President for Student Affairs or
www.evergreen.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
SEM I Annex F-100 (Geoduck Village), (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 - GRIEVANC!= 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.
campus grievance office at ext. 5052.
More information is available from the
The policy on sexual harassment is available from the Equal Opportunity Office, LIB3103, or at www.evergreen.edu/policieslg-sexhar.htm.
FREEDOM AND CIVILITY:
The individual members of the Evergreen community are responsible for protecting each other and visitors on campus from physical
harm, from personal threats, and from uncivil abuse. Civility is not just a word; it must be present in all our interactions. Similarly, the
institution is obligated, both by principle and by the general law, to protect its property from damage and unauthorized use and its
operating processes from interruption. Members of the community must exercise the rights accorded them to voice their opinions with
respect to basic matters of policy and other issues. The Evergreen community will support the right of its members, individually or in groups,
to express ideas, judgments, and opinions in speech or writing. The members of the community, however, are obligated to make statements
in their own names and not as expressions on behalf of the college. The board of trustees or the president speaks on behalf of the college
and may at times share or delegate the responsibility to others within the college. Among the basic rights of individuals are freedom of
speech, freedom of peaceful assembly and association, freedom of belief, and freedom from intimidation, violence and abuse.
INDIVIDUAL AND INSTITUTIONAL RIGHTS:
Each member of the community must protect: the fundamental rights of others in the community as citizens; the rights of each member
of the community to pursue different learning objectives within the limits defined by Evergreen's curriculum or resources of people, materials,
equipment and money; the rights and obligations of Evergreen as an institution established by the state of Washington; and individual rights
to fair and equitable procedures when the institution acts to protect the safety of its members.
Evergreen's Social Contract 1139
SOCIETY AND THE COLLEGE:
Members of the Evergreen community recognize that the college is part of the larger society as represented by the state of Washington,
which funds it, and by the community of greater Olympia, in which it is located. Because the Evergreen community is part of the larger society, the
campus is not a sanctuary from the general law or invulnerable to general public opinion.
All members of the Evergreen community should strive to prevent the financial, political or other exploitation
individual or group.
Evergreen has the right to prohibit
commercial or political activities.
PROHIBITION
of the campus by an
individuals and groups from using its name, its financial or other resources, and its facilities for
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
(360) 867-6192.
for conferences or group gatherings by outside organizations are made through Conference Services, CAB 211,
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 $S 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
Cook, Amy
Counseling and Health Centers
Credit Limit
Culture, Text and Language
Cushing, Judy
Index
A
Academic Advising
136
Academic Standing Policy
13
Access Services for Students with Disabilities
136
Accreditation
5
Ackley, Kristina
26, 50, 119, 120
Acting & Directing: Queer Theory and Practice
26,76
Administration
132
Advanced Audio Production Workshop
76
Advanced Biology: Cell Signaling
90
Advanced Business Foundations
104
Advanced Research in Environmental Studies
64
Advising Offices
14
After Nietzsche: Arts Literature
Philosophy in the Wanderer's Shadow
60
Aguilar-Wells, Michelle
123
Algebra to Algorithms
43,100
The American Eye
44, 87
American Places
26,50,120
Animal Behavior & Zoology
65, 90
Anthony, Sharon
44,63,66,72,92,100
Antonelis-Lapp, Jeff
68
Arney, William Ray
27, 51
Art of Conversation
50
Athletics and Recreation
136
Aurand, Susan
75,86
Awareness: Independent Studies
27,51
B
Bailey, Marianne
59,60
Barlow, Clyde
66,92,98
Bastaki, Maria
63,64,66
Behavioral Medicine
104
Beyond the News: Media, Theory and Global History
105
Board of Trustees
132
Bohmer, Peter
85,113
Bopegedera, Dharshi
37,89,97,98
Brabban, Andrew
96,98
Bruner, Bill
109,121
Buchman, Andrew
75
Butler, Paul
39, 70, 73
C
Campus Regulations
Career Development Center
Center for Mediation Services
Chandra, Arun
Changing China
Character Studies: Images, Ethics & Culture
Chin-Leo, Gerardo
Chowdary, Krishna
Climate Change
Cloninger, Sally
Cole, Rob
Coleman, Scott
Community-Based Learning
Community College Degrees
Computability and Language Theory
Computer Science Foundations
Conceptualizing Native Place
140
136
136
35,84,96
27
28
63,64,68
95
44,72, 100
81
40
47,93,107,117
135
8
91
41,99
28,77, 121
29,45,65,72,77
137
12
49
29,91,98
D
Dance: Body, Culture and Behavior
Data and Information: Computational
Davies, Bruce
Davis, Stacey
Death Considered
Decolonizing the Mind
Dirks, Clarissa
Diversity and Community
Dobbs, Carolyn
Drop or Change a Program
Linguistics
29, 65, 77
29, 91
28
33
51
30, 105
37,97,98
135
74
11
E
Eamon, Kathleen
53, 80
Educating On the Wild Side
44, 72
The End of Prosperity
115
Enrollment Process
11
Environmental Analysis
66, 92
Environmental Health: Science, Policy and Social Justice
66
Environmental Studies
63
Equal Opportunity
5
Evans, Lara
28, 77, 121
Evening and Weekend Studies
14
Evergreen Center for Educational Improvement
134
Evergreen State College Labor
Education & Research Center
134
Evergreen Tutoring Center
136
Expectations of an Evergreen graduate
133
Experimental Theatre and Puppet Theatre
87
Expressive Arts
75
F
Faculty
Faculty Support
Feddersen, Joe
Fiksdal, Susan
Filmer, John
Financial Aid
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
Food, Health and Sustainability
Food, Place and Culture
Foster-Grahler, Vauhn
Foundations of Health Science:
Global and Local Perspectives
Francis, Kevin
128
14
75,119
50, 58
111
137
137
85,113
39,45,63,64,70,72
30, 67, 92
45,73,101,124
40
31,93
31,93
G
Gateways: Popular Education & Political Economy
Gaul, Karen
Gender and Culture: Studies in Japanese and American
Literature and Popular Culture
Gender and Sexuality: History, Culture and Politics
Gilbert, Jorge
Goldberger, Ariel
Gould, Amy
Graduate Studies
106
39, 70
46,61
51
39, 111
85, 87
40
127
1421 Index
Graduation Requirements
Green Studio
Greg Mullins
Grodzik, Walter Eugene
Grossman, Zoltan
13
31,78
62
26,76,88
28,45,73,77,101,121,124
H
Haft,Robert
44, 87
105, 116
Hahn,Jeanne
Hamon, Matthew
53,80
Hardiman, Joye
126
Harrison, Lucia
32, 78
Harumi Moruzzi
46
Hastings, Rachel
29,41,47,58,89,91,101
Hayes, Ruth
32, 78
Health and Human Development
93, 107
Henderson, Martha
33,64
Herbison, Chauncey
32
Heying, Heather
65,90
Hitchens, David
34,54, 108
Hop on Pop: Investigating and Intervening
32
in American Popular Culture
I
Image and Sequence
32, 78
Imagining the Body
33
Imamura, Ryo
112, 116
The Incisive Line
45, 87
India: Tradition & Beyond
52, 79
Individual Study: Cultural Studies
61
Individual Study: Fiber Arts, Installation, Non-Western
Art History, Native American Studies, Creative Writing:
Poetry, and Multicultural American Literature
52, 79
Individual Study: Management, Business, Maritime Studies,
Non-profit Development and International Trade
107
Individual Study: Psychology
114
Individual Study: Society and Behavior
116
Individual Study: Topics in Environmental Education, Science
Education, Environmental Studies, and Education
68
Individual Study: Topics in Political Economy, Globalizaton,
Contemporary India and U.S. History
116
Inescapable Beauty Elusive Sublime
53, 80
Integral Psychology
117
Internships
14
Introduction to Geology
73
Introduction to Natural Science
94
J
Jang, Rose
Japanese Film: Characteristics and Aesthetic Tradition
John Filmer
Jun, Heesoon
27
54
107
108
K
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Kozick, Stephanie
Krafcik, Patricia
Kutter, Elizabeth
33
137
47,104,114,117
40
37, 57
35,69,95,98
L
Landram, Glenn
Language and Mind
103, 104, 117
47,101
Language Matters: Persuasive Language
in Popular Culture
41, 58
Lassen, Gerald
34,54, 108
Learning Resource Center
136
Legacy of the American Dream: People Power and Nature 33
Leverich, Bob
31,78
Li, Mingxia
126
Longhouse Education and Cultural Center
134
Longino, Jack
39, 64, 70
Looking Backward:
America in the Twentieth Century
34, 54, 108
Lucas-Jennings, Cheri
66
M
53,80
Mandeberg, Jean
48,93,107,118
Margolin, Carrie
Marine Life: Biological Oceanography
68
70
Marine Life: Marine Ecology
74
Marine Life: Marine Science Research
51
Marr, David
Master in Teaching (MIT)
127
127
Master of Environmental Studies (MES)
127
Master of Public Administration (MPA)
94, 98
McAvity, David
126
McCreary, Paul
96,98
McKinstry, Lydia
105
McMillin, Paul
Media Artists Studio
81
81
Media Services Internships
82
Mediaworks in Context: Sustainability and Justice
Medieval and Renaissance Studies:
34,55,83
Materiality and the Religious Impulse
82
Meeker, Laurie
94
Methods of Mathematical Physics
35,69,95
Microbial Ecology
Middendorf, Don
37,97,102
133
Mission Statement
29,65,77
Mitchell, Kabby
104
Mobus, Janet Luft
Models of Motion
95
Molecule to Organism
96
30,45,67,73,89,92,98,101,124
Morisato, Donald
43, 56, 59, 61
Moruzzi, Harumi
42,114
Mosqueda, Lawrence
51
Mullins, Greg
108
Multicultural Counseling: An Innovative Model
33,63,74
Murphy, Ralph
89,90,98
Murray, Nancy
83
Music Composition Intensive
35,84,96
Music, Math, and Motion
N
42,60,63,64,71
Nadkarni, Nalini
36,109,119,122
Nakasone, Raul
115
Nasser, Alan
119
Native American and World Indigenous Peoples Studies
Native Studies: Indigenous Americans
109,121
Before and After Columbus
71
Natural History Expedition Leadership
31,93,98
Neitzel, James
64,66
Nelson, Lin
94,98
Nelson, Neal
59
Nietzsche: Life Times Work
134
Northwest Indian Applied Research Institute
6
Notification and Deposit
Index 1143
o
Olson, Toska
The Olympic Peninsula
The Opening Of The Field:
Ecopoetics, Ecology and Ideas
33
39, 70
42,60,71
p
48
The Pacific Northwest: History, Culture and Environment
Paros, Michael
89
Paros, Mike
31,93
Paulsen, David
47, 101
PerformanceWorks: Telling Stories
36, 84
Persistence: A Study of Inspired Work
36, 109, 122
Peterson, Gary
38, 123
Peterson, Yvonne
36, 109, 122
Police Services
137
Political Ecology of land
74
Political Economy of the Media:
U.S. Historical & Contemporary Realities
42, 114
Postmodernity and Postmodernism: Barth, Pynchon, Delillo,
Murakami & World Cinema
56
Pougiales, Rita
28
Power Play(ers): Actions and Consequences
126
Practice of Sustainable Agriculture
69
Principles That Guide Evergreen's Educational Programs
133
Prior learning from Experience
14
Programs for Freshmen
25
Publications
14
Public Service At Evergreen
134
Q
Quantitative and Symbolic Reasoning Center
Quantum Theory: Physics and Philosophy
136
102
R
Rains, Frances
109,121
Randlette, Peter
81
Ransom, Bill
49
Record Keeping
12
Reece, Andrew
28
Rehearsal & Performance: Theatre
88
(Re)lmagining the Middle East
56,110
Reservation-Based/Community-Determined:
Integrating Change in a Communal Society
123
Residency Status
9
Residential and Dining Services
137
Retention of Records
6
Rognas, Liza
48
Rosemeyer, Martha
30,45,67,69,73,92,101,124
Roy, Ratna
52, 75, 79
Russia and Eurasia: Empires and Enduring legacies
37, 57
Rutledge, David
36, 109, 122
S
Saliba, Therese
Scheuerell, Steve
Schofield, Paula
Schrager, Sam
Schwartz, leonard
Science, Creativity and Exploration
The Science of Business Decisions
Scientific Inquiry
Self and Culture: Studies in Japanese and
American literature and Cinema
56,110
35,69,71,95
89,94,98
26,50, 120
42,60,71
37,97
117
89
43, 59
Services and Resources
136
Setter, Terry
76,83
Shariff, Zahid
30, 105
Sheppard, Gilda
126
Shulman, Sheryl
91,98
Simon, Benjamin
89, 96
Smith, Matthew
26,50,120
Smith, Tyrus
126
Smurr, Robert
37, 57
Social Contract
138
Social Work/Human Services Skill Sets
38, 123
Society, Politics, Behavior and Change
103
48,117
So You Want to be a Psychologist
Spain and the Americas: Cultural Crossings
38,58,110
Student Activities
137
Student Affairs
136
Student and Academic Support Services
137
Student Conduct Code
138
Student Originated Studies: Performing Arts
85
Student Originated Studies: Visual Art
86
Study Abroad
15
Summer Quarter
8
Sunderman, Rebecca
89, 98
Survey of the Wine Industry Across the Americas
39,111
Susan Fiksdal
41
Sweet, Lisa
34,46,55,83,88
T
Tacoma Program
125
Thuesen, Erik V.
63,64,70,74
To Apply for Admission
6
Toward a Sustainable Puget Sound: Place, People & Policy 40
Transcript Information
6
Transfer Applicants
8
Transfer of Credit
8
Tremblay, Gail
52, 79
Tsutsumi, Setsuko
54
Turning Eastward: Explorations in EastlWest Psychology
112
U
Undergraduate Research in Scientific Inquiry
Undergraduate Research in the Humanities
98
62
V
Vavrus, Michael
Venezuela: Building Economic and Social Justice
42, 103, 114
85, 113
W
Walter, Brian
29,43,91,100
Washington Center for Improving
the Quality of Undergraduate Education
134
Washington State Institute for Public Policy
134
Williams, Sarah
49,61
Williams, Sean
36, 84
Williamson, Elizabeth
34,55,83
The Wisdom of a Sailor
111
Womeldorff, Tom
38,58,110
Wonderful Ideas
40
Writing Center
136
Z
Zaragoza, Tony
Zay, Julia
Zita, EJ
106
32, 75
35,44,72,84,96,98,100
14211n
Gra
Gre
Gre
Gro
Gro
144 I Campus Map
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The Evergreen State College
Catalog Production Team
Editing:
Ann Mary Quarandillo,
Tom Womeldorff
Nancy Smith,
Database Creator & Coordinator:
Luke Bowerman
Design:
Judy Nufiez-Pifiedo
and Alyssa Parker
K
Ker
KE~
Khc
Km
Kra
Kut
L
Lan
Lan
Photography:
Carlos Sanchez and Evergreen Photo Services
This Catalog could not have been produced without
the ideas and contributions of dozens of staff and
faculty members across campus.
Catalog_2008-2009.pdf