-
Identifier
-
Eng
Catalog_2009-2010.pdf
-
Title
-
Eng
Course Catalog, 2009-2010
-
Date
-
2009
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
We believe
the main purpose of a college
is to promote student learning through:
1
Interdisciplinary Study
Students learn to pull together ideas and concepts
from many subject areas, which enables them to
tackle real world issues in all their complexity.
2
Collaborative Learning
Students develop knowledge and skills through
shared learning rather than learning in isolation and
competition with others.
3
Learning Across Significant Differences
Students learn to recognize, respect and bridge
differences, a critical skill in an increasingly
diverse world.
4
Personal Engagement
Students develop their capacities to judge, speak
and act on the basis of their own reasoned beliefs.
5
Linking Theory with Practical Applications
Students understand abstract theories by applying
them to projects and activities and by putting them
into practice in real world situations.
Undergraduate
Catalog 2009-2010
EVERQREEN
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON
www.evergreen.edu
Table of Contents
ACADEMIC
PLANNING
ENROLLMENT SERVICES
003 Academic Calendar
084 Admissions
004 Planning and Curricular Options
087 Tuition and Fees
008 Condensed Curriculum
089 Registration and Academic Regulations
022 Matching Evergreen's Programs to
Your Field of Interest
ACADEMIC PROGRAMS
INFORMATION
097 Mission Statement
097 Expectations of an Evergreen Graduate
028 How to Read a Program Description
029 Program Descriptions
098 Public Service at Evergreen
099 Diversity and Community
083 Graduate Study at Evergreen
100 Services and Resources
092 Faculty, Trustees and Administration
102 Evergreen's Social Contract
104 Campus Regulations
105 Index
108 Campus Map
Photo by Paul Reynolds '09.
Academic Calendar I 3
Academic Calendar
2009-2010
Fall
2008
Orientation
September
19-27*
Tuition
Deadline
September 23
Quarter Begins
September
Summer 2009
Winter
2009
Spring
2009
First Session
Second Session
December 30
March 24
June 16
June 16
January 4
March 29
June 21
July 26
July 26- 30
August 30September 3
July 23
August 27
I
28
Evaluations
December
14-18
March 15-19
June 7-11
Quarter Ends
December 18
March 19
June 11
Vacations
Thanksgiving
Break
November
23-27
Winter
Break
December 19January 3
Spring
Break
March 20-28
I
i
:
* Subject to change
Commencement
Super Saturday
June 11
June 12
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 TTY:(360) 867-6834.
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2008 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/catalogI2009-10.
The information contained in this Catalog
is available in other media with 24 hours'
notice. To request materials in alternative
format, contact Access Services.
(360) 867-6348, TTY:867-6834,
Email: Access1@evergreen.edu.
4 I Planning and Curricular Options
Planning and
Curricular Options
WHAT IS A PROGRAM?
At Evergreen, students choose their course of study from a variety of courses and programs. Courses concentrate on
a single subject and are offered primarily through Evening and Weekend Studies. Programs are offered in our Daytime
program, with some also offered in the evenings and on weekends. Programs are typically multi-quarter, interdisciplinary and
team taught. Most full-time students take one 16 credit program per quarter, while part-time students often take one 8-12
credit program or one or more courses.
A program presents a unique opportunity to work with a team of faculty and to study a range of topics organized around
a central theme or question. In this way, students can delve unto the relationships between subjects over the course of
one, two or three quarters. While immersed in a program, students will study areas of particular interest to them, while also
exploring new and challenging subjects and ideas.
HOW TO SELECT A PROGRAM
Scan this catalog. It contains the full-time interdisciplinary program offerings for the 2009-10 academic year.
•
Consult Web listings. The Web catalogs contain the most current updates to curriculum offerings. For
programs, go to www.evergreen.edu/catalog12009-10.
For evening and weekend programs and courses, go
to www.evergreen.edu/eveningandweekend.
You will find summer offerings at www.evergreen.edu/summer.
•
Ask faculty! Faculty members are a valuable resource for students and play an important advising role here at
Evergreen. You can schedule an appointment to talk to faculty throughout the academic year, or you may consult
with them at the quarterly academic fairs, during your program and at your evaluation conference.
•
See an advisor! Academic Advising, First Peoples' Advising, KEY Student Services and Access Services are all
available to assist in academic planning. Go to www.evergreen.edu/advising
for more information. Academic
advisors know the curricular ins and outs at Evergreen and are trained to help students find the best program to
meet their academic goals.
•
Since planning your education is your responsibility, the more information you have, the better. Students new to
Evergreen are required to attend an Academic Planning Workshop in order to gather comprehensive information
on the academic planning process and the resources and tools available to them.
To help freshmen tackle the challenge of college life and Evergreen's unique culture, a two credit program called
Community Connections: Living and Learning at Evergreen is available. This program is designed to link incoming students to
the broader Evergreen community and to facilitate the transition to college by helping them identify academic pathways for
self-directed learning. In addition to orientation week activities, during the first three weeks of fall quarter, students will work
in small groups on topics that matter most to them, including community-based learning, career development, and college
study skills.
REMEMBER .•.
~ To read the "Major Areas of Study" and the
"Program is Preparatory for" sections of a
program description to find out the subjects
covered in a program and what future studies
or careers a program may lead to. Since
Evergreen students do not have majors, these
two sections will be especially helpful in your
decisions about which programs to take.
~ Many programs are offered over two or
three quarters. To maximize your learning
experience, you should plan to stay with
a program for its entire duration.
~ Plan for an entire academic year. If your fall
program doesn't last all year, you should plan
ahead of time for a follow-on program.
~ Have a back-up plan, just in case a program
doesn't work well for you, or if the program
is already full when you try to register.
~ Some programs require a faculty signature
for entry, have prerequisites or extra
expenses involved. See "How to Read a
Program Description" on page 28.
Planning and Curricular Options I 5
Photo by Paul Reynolds '09.
SPECIAL FEATURES OF THE CURRICULUM
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
for it, 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, a consortium program, or an individual contract
or internship. Academic programs offer students the
opportunity to study culture, language, architecture, art,
political science, the environment, science and more in
countries around the globe. These programs typically
include preparation time on the Evergreen campus, with
several weeks or a quarter abroad as a culmination to
program studies.
Advanced-level students who choose to study
abroad through individual contracts or internships
should prepare well in advance. Contact the International
Programs and Services coordinator in Academic Advising
or visit www.evergreen.edu/studyabroad.
2009-10 PROGRAMS
WITH A STRONG TRAVEL COMPON.:;.;E:::..;,N.:.,;T:...-.._---..
Andean Roots:
Language and Cultural Landscape (Peru)
Dark Romantics (France)
p30
__
y40
Greece and Italy: An Artistic and Literary Odyssey ~49
India: Politics of Dance, Dance of Politics
p51
Ireland
p55
Japan Today: Japanese Culture,
Literature, Ci~a,Society
and Languag~
Literature and th"e Cultural Politi~s
p58
of Democracy in Chile and Brazil
Making Change Happen
(Highlander Center, Tennessee)
Tropical Rainfo~tsJCosta
RieL
p60
~79
6 I Planning and Curricular Options
Individual Learning Contracts and Internships are typically reserved for junior- and senior-level students. These
are student generated projects where the student works with a faculty sponsor to complete advanced academic work. An
internship, which is a way to gain specialized knowledge and real-world experiences, requires a field supervisor as well.
Assistance with both types of study, and more information, is available at www.evergreen.edu/individualstudy/home.
2009-10
INDIVIDUAL
STUDY OPPORTUNITIES
Advanced Research in Environmental Studies
p29
Individual Study: Fiber Arts, Installation, Non-Western
Art History, Native American Studies, Creative Writing,
Poetry, and Multicultural American Literature
p52
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
p52
Individual Study:
~ Ornithology, Zoology, Ecology,_~olution
p52
Individual Study: Psych~logy
p53
Individual Study: Topics in Political Economy,
Globalization, Contemporary India and U.S. Historyp53
Mediaworks
p62
Student Originated Software
p73
Student Originated Studies:
~dvanced Natural History
__ p!4
Student Originated Studies:
New Dimensions In Visual Art
p74
Student Originated Studies: Performance,
Theatre, Dance and Technical Theatre.
p74
Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
e75
Und~adu~
Research in Scientific ~
p79
Additional Undergraduate research opportunities also exist for students. Individual members of the faculty
have research interests and projects that students can help with, thus gaining valuable research experience. Contact members
of the faculty, especially in Environmental Studies and the Sciences. Find more information at www.evergreen.edu/
individualstudy/home.
Photo by Paul Reynolds '09.
HOW IS EVERGREEN ORGANIZED? ARE THERE DEPARTMENTS?
Evergreen does not have traditional departments, but faculty members choose to affiliate with Planning Units and
Thematic Planning Groups to help organize their work and allocate resources. Planning Units are groups of faculty in related
fields of study; Thematic Planning Groups are composed of faculty organized around a central theme. To better understand
the organization and purpose of planning units and thematic planning groups and to see the affiliated faculty for each,
please check out the Condensed Curriculum starting on page 8.
GRADUATE PROGRAMS
Evergreen offers Master's degrees in Environmental Studies, Teaching, Education and Public Administration. For contact
and general information, please turn to page 83.
Planning and Curricular Options I 7
STUDIES IN SUSTAINABILITY AND JUSTICE
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.
2009-10 PROGRAMS
WITH A FOCUS ON SUSTAINABILITY
Climate Solutions
--Cultural Landscapes:
Sustainability, Power, and Justice
Earth Stewards:
2ustainable. HyiQ9..i.Q
..~.•Threaten:~.\N0rld
~ological AWlf.4ltpre
.
~.~-.
Energy Systems and Climate Change
Introduction to Environmental Studies
Life of Things
~actice of Sustainable Agriculture
1?3~
p38
p~44
p53
JJ.?7
~
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
Photo by Jon Huey '06.
8 I Condensed Curriculum 2009-2010
Condensed
Curriculum
2009-2010
These pages feature the program titles and the quarters of the programs planned for the 2009-10 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
Photo by Paul Reynolds '09.
I ONLY CHOOSE ONE?
Many students ask "Do I really only take one class at Evergreen?"
The answer is yes. We call them programs. Instead of taking several classes at once, at Evergreen you select an academic program
where you will learn how to explore a central idea or theme that's interesting to you.
Faculty members from different subject areas teach in teams, each drawing on several disciplines to help you develop critical tools
to navigate the real-world issues that we face today-issues
like health care in the United States, the search for oil worldwide, or artistic
expression across cultures. Programs include lectures, labs, readings, seminars, field study, or research projects, and may last one, two
or even three quarters, building on themes developed in previous quarters.
Condensed Curriculum 2009-2010 I 9
Programs for Freshmen
Freshmen
designed
may enroll
Core programs
prepare
in Core
for sophomores
are designed
you for advanced
analyze
arguments,
groups
and use campus
reason
quantitatively
resources
teach
to help you explore
expression
of unrelated
lectures,
or mathematically,
a central theme,
fragments.
These integrated
programs
and skills to
study programs
in small
will introduce
from different
combine
you
disciplines
rather than
to the connection
or to the relationship
of artistic
of biological
facts to
several activities: seminars,
individual conferences
You will also learn the skills needed
(23:1) ensures close interaction
they are interdisciplinary
read carefully,
topic or issue as a whole,
programs enroll a mix of freshmen,
Core programs,
programs
You will be exposed
for example,
ratio in Core programs
All-level
some
of knowledge
in which faculty members
group work and, usually, field trips and laboratories.
student-faculty
and
work cooperatively
such as the library. Core
studies,
to social conditions,
individual psychology.
programs
to give you a solid foundation
interdisciplinary
together
All-level
studies. You will learn how to write more effectively,
to Evergreen's
as a collection
programs,
and above.
sophomores,
studies.
between
The small
you and your faculty and with other students.
juniors and seniors,
Most students
with faculty members,
to design your own education.
in these
with a typical mix of 25 percent
programs
will already
have some
freshmen.
Like
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 students-in
age, experience
and stages
of learning.
Talk to Academic
Advising
about
the background
Lower-division
programs are designed
as entry-level
offerings
programs include a mix of half freshmen and half sophomores.
Programs for sophomores
respective
planning
one of these
and above may admit a particularly
units in the remainder
of the catalog.
Consult
that
necessary
accept
well-qualified
to be in an All-level program.
freshmen
and
sophomores.
freshman.
These
programs
the faculty and Academic
Advising
Lower-division
are listed in their
if you are interested
in
programs.
PROGRAMS FOR FRESHMEN
Core: Designed for freshmen
Art Worlds
f:o.~a~~r1ir1g.th~.[?r~.i3.fll~r,...~.LJ
..r~.LJ.ir1g
..the[)rea fll
~~Y()r1cJ~h~~ir1i3ry_i.r1.?<:i~.n_~~i3ncJ~hef:o.rts
Cedar and Oak:
pg
31
34
....~i3rlyf\t1i3ritifll.~...!r.i3cJ~.Jr1
....
~h.~....
~.i3cific:
....
f\Jorth~est
Cultural Landscapes:
35
Sustaina.~ility,.~(J_~.~rL_i3..r1.cJ).LJ.?~i<:~
....
Forensics and Criminal Behavior
·Madnessar1dC~eati~i1:Ltf€]~~~h;l;g·i~al····Lir1k·····
38
46
59
77
82
To Learn, To Perform,
Written in Stone
To Teach
quarter
FW
FWS
FW
S
FWS
FWS
FW
FWS
~~~~F:f0~ij~~~::g~(JI(Jgyar1cJ<::hefllistrY
Energy Systems and Climate Change
_Equa~ty and t_h~_C..CJ.ri~~!LJ~i(Jri.
Foundations of Health Science
G ~;~ir1gUp~···51:;~ies,·5~~i·pts;·andPe·a;~~ance···
History and Philosophy of Biology:
Life and Consciousness
Hist;~yandphil·;s;p·hy;fB·i;l;gy~······
Mass Extinction
Inverte~rat~ ...?:(J(JI(Jgy...i3..ri.cJ.~rit(J.fll.(JI.(Jgy
Looking Backward:
f:o.fllerica in the T~~.r1ti~!h.'<::_~r1.tLJEL
The Mathematical
Order of Nature
Models of Motion
S
37
41
41
43
44
45
47
50
W S
F W
F
F W S
F
50
S
W S
F
S
SpiritualitY:!.h.~ ...~Y~~(Jf~h.~ ....
LJr1~r1(J~r1
...
Struggling to be Heard:
A History of Japanese
Americans
!ranscen cJi.ng<:J(Jv.~r.ri
..fll.~.r1.~ .
Transforming the Art of War:
From Clausewitz to Al-Oaida and
Lower-division: 50% freshmenl50% sophomores
American Stories
Cu~~entE~;r1;~ic
and Social Issues:
Explanations,
51
W
quarter
_<;Ll.
!)4
FWS
59
FWS
F
WS
S
S
F
!he RootsofTe.rr(Jri.~ ..fll...i3.r1.cJ
...LJ:?:....~(Jr~igr1....~(J.1ic:y..
Social Dilemmas: The Dynamics of Self-Interest
and Cooperation
in Social Behavior
Action and Solutions
.~if~(Jf!hirigs:
Money's Value, Soul's Worth:
Caring Enough to Ve_r1!_LJr_e.
What's Love Got to Do With It?
pg
62
65
..Th~Q~scure()bj~ctof[?esire
. Qrriith(Jl(Jgy
Religion and the Constitution
All-level: A mix of freshmen, sophomores, juniors and seniors
Andean Roots:LanguageandC:ulturaILandscape
30
F W S
The BiOl~ and Ecology of Fishes
. - 35
·····5
COfllputerScienceFoundations..........................................
Data and Information:glJ.i3ntitativ~_~col;gy
Democracy and Free Speech
Introduction to Natural Science:
_~ife,theLJnil/~rse,
and Everything
69
71
W
72
72
FW
FWS
73
78
FW
78
FW
30
FWS
39
57
FWS
W
~--~-~~-~-~----
64
81
S
FWS
S
Photo by Carlos Javier Sanchez '97.
10 I Condensed Curriculum 2009-2010
Culture, Text and Language
Culture, Text and Language (CTL) programs invite students to engage in rigorous
critical inquiry about the human experience. Our curriculum covers many disciplinary
perspectives
and geographical
areas, with a strong focus on reflective
inquiry and
integrative understanding. Through the study of cultures, students explore the webs of
meaning that individuals and groups use to make sense of the world. Through the study of
texts, they learn to interpret the products of culture in forms ranging from enduring works
to popular media and the artful practices of everyday life. Through the study of languages,
they become proficient in the means of communication
used by different societies and
nation states.
The Culture, Text and Language planning unit coordinates
some social science
(sociology, psychology and politics) and virtually all the humanities programs at Evergreen. Our disciplines include literature, history,
women's studies, philosophy and critical theory, religious studies, classical studies, art history, post-colonial studies, linguistics, cultural
anthropology, cultural studies, gender studies, race and ethnic studies, communications, folklore, and creative and critical writing.
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 provide a curriculum that is rich in the study of diverse cultures and languages so that students
can learn about shared legacies and across significant differences, including differences of race, class, gender and sexuality. Our
geographic areas of inquiry include America, the ancient Mediterranean, East Asia, the Middle East, Latin America and Spain, Russia,
and Western Europe and the Francophone/Anglophone
regions, including Africa and the Caribbean. We regularly offer programs
involving the integrated study of Japanese, French, Russian and Spanish, and are working to expand our curricular offerings i~ classical
languages and Arabic.
Many Culture, Text and Language programs bring together two or more disciplines to pose crucial questions about the human
condition; 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 members act as advisors and mentors in their subjects of expertise, supporting
students in advanced work, internships, studies abroad and senior theses.
Students with a special focus on the humanities and interpretive social sciences are strongly encouraged 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 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 Evergreen's first president Charles McCann, "undogmatic citizens and uncomplacently
confident individuals in a changing world."
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
All-level:
pg
quarter
30
SO
F W S
F
59
Susan Fiksdal Linguistics and French
78
F W S
S
S
F W
78
F W
Sara Huntington Writing, Research and Information Systems
A mix of freshmen, sophomores, juniors and seniors
A.ncJeanR()ots:~anguageandC:LJltLJrClILancJscaE~
Growing Up: Stories, Scripts, and Performance
Looking Backward:
A.rnericaintheTvventiethC:entury
The Obscure Object of Desire
..Th~~()()ts()fT~rr()risrn
ClrlcJLJ:?:~()r~ignp()li cy
TrClrl~c~rlcJir1g(J()V~rr1rn~r1t
Transforming the Art of War:
From Clausewitz to AI-Qaida and
William Ray Arney
Marianne Bailey French Literature
65
71
Thad Curti! Literature
Stacey Davis European History
Diego de Acosta Spanish Literature and Language
Kathleen Eamon Philosophy
Chauncey Herbison African American Studies
David Hitchens American History
Ernestine Kimbro Interdisciplinary Humanities
Lower-division: 50% freshmenl50% sophomores
American Stories
Stephanie Kozick Human Development
Patricia Krafcik Russian Language, Literature and Culture
Ulrlke Krotscheck Classical Studies, Archeology
__ ".
_.
.,_ ._",_._
64
David Marr American Studies
FWS
Harumi Moruzzi Cultural Studies, Literature, Film Studies
Sophomores or above: (intermediate
Art of Conversation
level)
Greg Mullins Literature and Queer Studies
31
.(Jreec:e ...a..rl.cJ.ltaly:.A.r1...A.rtistic:...Cl..n.cJ....
~.it~rCl.ry.Q
. cJys~~y ...49
Japan Today: Japanese
Culture,
.. ~i!eratu_re,C:ine_m_a,_SocietyandLar1gLJage
Latin American Short Story
Literature and the Cultural Politics
of
in Chile and Brazil
.ogopoesis
.~_?L
F
FWS
FWS
56
FWS
F
58
58
WS
FW
Alice A. Nelson Latin American Literature, Spanish
Steven Niva International Politicsi'PGtiticalPhilosophy
Charles N. Pailthorp Philosophy
Sarah Pederson Literature, Maritime Studies
Rita Pougiales Anthropology
Bill Ransom Writing
Andrew Reece Classical Studies
Therese Saliba International Feminism,
Middle East Studies, Literature
Samuel A. Schrager Ethnography, American Studies
Leonard Schwartz Poetics
FW
FW
FWS
Matthew
E. Smith Political Science, Community Studies
Robert W. Smurr Russian History
S
Eric Stein Cultural Anthropology
Setsuko Tsutsumi Jepenese Literature, History and Language
Jules Unsel United States History
Sarah Williams Feminist Theory, Somatic Studies
Elizabeth Williamson English Literature
Photo by Jon Huey '06.
I 11
12 I Condensed Curriculum 2009-2010
Environmental
The
Environmental
Studies
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 North and South America. 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 support
sustainability
and justice 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, mamma logy, 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.
Environmental studies students 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 catalog and talk to faculty to ensure
that you are prepared for the program.
Specific topics recur in the curriculum 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 programs that have widely differing accompanying topics. 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 Studies (MES) degree.
This graduate program integrates the study of the biological, physical, and social sciences. The MES program shares faculty with the
undergraduate
curriculum and MES electives, which are taught in the evenings, and frequently allow advanced undergraduates to
enroll. For information on admissions requirements and procedures, please consult the current catalog of the Graduate Program on
the Environment or visit www.evergreen.edu/mes.
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
All-level:
pg
quarter
A mix of freshmen, sophomores, juniors and seniors
~nc!.~~.'1_~_ClCl1:!i~_La~g..u_a_9~_~09_f.lJltu
@!.!-~~c!~~p~_~-,=-~_~
The Biol~gU_~~~~J9ilLof
Fishes
~
S
Data and Information: Quantitative Ecology
41 F
Earth Matters: Geolog~d
Chemistry
43
W S
Energy ~ystems and Climate Change
44 F W
Invertebrate Zoology and Entomology
54
S
Ornitholo9.l"
66 F
Jeff Antonelis-Lapp Environmental Education
Maria Bastaki Environmental Toxicology, Risk Assessment
Frederica Bowcutt Botany, Environmental History
Paul Butler Geology, Hydrology, Statistics
Gerardo Chin-Leo Marine Science, Plankton Ecology
Robert Cole Systems Science, Sustainability
Amy Cook Ecology, Vertebrate Biology
Carolyn Dobbs Land Use, Environmental Planning
Dylan Fischer Forest and Plant Ecology
Lower-division:
50% freshmen/50% sophomores
Life of
Russell Fox Community Development,
57
FW
Urban Planning
Karen Gaul Cultural/Ecological Anthropology, Sustainability
Jennifer Gerend Land Use Planning,
Sophomores or above: (intermediate level)
Climate
36
S
- -_._Solutions
.._ ... _ .._._._._._ .._ .._._ .._ .._ .._ ... _._._._._. __ ._.
-, _._._ .._ .._ .._ ..- _. -..-..
..Community-Based Research: Knowledge in Place 36
S
...~~()I()gi~<ll~griculture
44
FW S
Introduction to Environmental Studies
53
FW
-TealnTcaIWii1:ingin1:h~-21~t-C;nt~~y76 -.-------------.-.-.-.-
Tw
Geographic Information Systems
Martha Henderson Geography, Environmental History
Heather Heying Zoology, Behavioral Ecology, Evolution
John Longino Entomology, Ecology, Evolutionary Biology
Cheri Lucas-Jennings Environmental Health, Law and Policy
Lee Lyttle Environmental Policy, Research Methods
Juniors or seniors: (advanced level)
Advanced
Research in Environmental
Studies
........................ _-._ ..--,----"_._ __ ._._
_ _.
Earth Stewards:
Sustainable Living in a Threatened World
Ge0~!i_!.Cl_~~9':;Y':;~~!!l':;_________
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
Individual Study:
Ornithology, Zoology, Ecology, Evolution
Practice of Sustainable Agriculture
.....................
RiskAssessment in Environmental
~o"lth
Student Originated Studies:
Advanced Natural History
Temperate Rainforests
Troeical Rainforests
Washington's Rivers and Streams
Ralph Murphy Environmental Economics, Environmental Policy
29
FW S
Nalini Nadkami Forest Ecology
43
FW
FW
John Perkins Agriculture, Energy Policy
48
Lin Nelson Environmental Health and Policy
Paul Przybylowicz Ecology, Biology, Agriculture, Sustain ability
52
S
Liza Rognas American History, Research Methods
52
S
Steve Scheuerell Ecological Agriculture, Sustainability
S
Alison Styring Ornithology, Tropical Ecology
Martha Rosemeyer Ecological Agriculture, Food Systems
68
70
FWS
74
76
79
81
FW
F
W
WS
Linda Moon Stumpff Natural Resource Policy, Forestry
Ken Tabbutt Geology, Hydrogeology, Geochemistry
Erik V. Thuesen Marine Science, Zoology, Ecophysiology
Ted Whitesell Geography, Political Ecology, Conservation
Tom Womeldorff
Economics
Photo by Jon Huey '06.
113
14 I Condensed Curriculum 2009-2010
Expressive Arts
Expressive Arts (EA) 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
offull 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. Our students develop strong collaboration skills, as well as aesthetic literacy and cultural competencies that equip them
well for their work beyond the college.
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 and/or 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 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. 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. Programs prioritize collaboration as well as a critical engagement with media in its
various social, cultural, and political contexts. 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.
Photo
by Carlos Javier Sanchez
'97.
Condensed Curriculum 2009-2010
EA PROGRAMS
AFFILIATED FACULTY
All-level:
pg
Susan Aurand Visual Art
quarter
A mix of freshmen, sophomores, juniors and seniors
_~~()VVi
Andrew Buchman Music
n9_l,!£:"~!9-'i~~crie!~anC!£~!f()~'!1...a~c~
__ ~_£
Sophomores or above: (intermediate
_
Sally Cloninger FilmlVideo
level)
Consciousness, Art and Matter
..DFiber
~a;i~g-6~t~id~th~Ti~~;--Arts
Arun Chandra Music
37
FW
42
--4:-:6'----'--'-'--:5
Rob Esposito Modern Dance
Lara Evans Art History
Joe Feddersen Visual Art
CJriici_~6~lt~IY:A~A~i~ii~:~6~Lit~~aryC5dy~s~y
49
FW 5
Anne Fischel Film/Video
India: Politics of Dance, Dance of Politics
Individual Study: Fiber Arts, Installation,
Non-Western Art History, Native American
Studies, Creative Writing, Poetry, and
Multicultural American Literature
Mediaworks
Read)! Camera One
Student Originated Studies:
New Dimensions In Visual Art
Ariel Goldberger Scenic Design
-Student- Orrgin-atedStudie-s:-Performance,
51
F W
Walter Eugene Grodzik Theater
Bob Haft Visual Art, Photography
52
62
69
FW
FW 5
FW
Hamon Visual Art, Photography
Ruth Hayes Animation
Rose Jang Theater
74
FW
Robert Leverich Visual Art, Architecture
Jean Mandeberg
Theatre, Dance and Technical Theatre
Visual Art, Sculpture
Laurie Meeker FilmlVideo
.5t~~i~F>roj~~~~:I~64~6~.··~.kY:
•••
················-
Kabby Mitchell Dance
Theatre Intensive: Theatre Production
Ratna Roy Dance, African American
Studies, South Asian Studies
Juniors or seniors: (advanced level)
Ireland
Music and the Environment
Plein Air
Poetics and Performance
Popular Music and Literature in the 1960s
Matthew
Lucia Harrison Visual Art
55
FW 5
65
FW
66
5
67
5
68 . .
.5
-'fh-~-G-;nerati;e-S~ICTh-eoryand-ArtisticP-ractice--48-------.
5
\II{?r~~9~~911___________
82
FW
Terry Setter Music
Lisa Sweet Visual Art
Gail Tremblay Visual Art, Creative Writing
Sean Williams Ethnomusicology
Julia Zay Video/Media Studies
Photo by Jon H uey '06.
115
16 I Condensed Curriculum 2009-2010
Scientific Inqu iry
The faculty of the Scientific Inquiry (SI)planning unit is committed to the ideal of science
education in the context of liberal arts education. We help students-whatever
interests may be-understand
their primary
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 study of
science itself is combined with the study 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 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
Foundations of Health
Science
Introduction to Natural
Science
Molecule to Organism
Gene to Ecosystems
Chemistry
Foundations of Health
Science
Introduction to Natural
Science
Atoms, Molecules and
Reactions
Environmental Analysis
Computer
Science
Data and Information
Computer Science
Foundations
Student Originated
Software
Computability (10/11)
(10/11)
Mathematics
Models of Motion
Computer Science
Foundations
Mathematical Systems
Methods of Mathematical
Physics (10/11)
Physics
Introduction to Natural
Science
Atoms, Molecules and
Reactions
Models of Motion
Methods of Mathematical
Physics (10/11)
Energy Systems (9/10)
Refer to the individual program descriptions for more details about these programs and others 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.
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
SI PROGRAMS
AFFILIATED FACULTY
All-level:
pg quarter
A mix of freshmen, sophomores, juniors and seniors
..."'.r1.~.<l.<l.n
..~ClCl~!>:L<lr1.gll<lg.<l
<lr1~(::lll~llr.<l.I
~<l.r1~s~<lP.<l
~g.... F W S
...~.Cl.Il1Pll~<l~
..?~i<l.r1.~.<l
....
FClll.r1~<l.tiClr1.!>..............................................................
37
W S
Data and Information: Quantitative Ecologj'
41
F
~arthJv1atters:C3eCllogyand~hell1istry
43
W S
. En<lrgySyst<lll1s <ln~qill1<lt<l~hilr1ge
44
FW
Foundations of Health Science
47
FW S
History and Philosophy of Biology:
Life and Consciousness
50
S
W
History and Philosophy of Biology:rvlass Extinction 51
Introduction to Natural Science:
Life, the Universe, and Ever~
54
FWS
Models of Motion
62
WS
Social Dilemmas: The Dynamics of Self-Interest
and Cooperation in Social Behavior
72
FW
i'he·Mathe·;:;:;atjcai·6~de~·o{·Natu·~e············
60
F
Clyde Barlow Chemistry
Dharshi Bopegedera Chemistry
Andrew Brabban Biology
Krishna Chowdary Physics
Judy Bayard Cushing Computer Science
Clarissa Dirks Molecular and Cellular Biology
Kevin Francis History of Scien~e and Technology
Rachel Hastings Mathematics and Linguistics
Robert H. Knapp. Jr. Physics
Eli.zabeth M. Kutter Biology
David McAvity Mathematics and Physics
lydia McKinstry Organic Che,-i,istry
Donald V. Middendorf Physics
DonaLd Morisato Biology
Nancy Murray Biology
James Neitzel Biochemistry
Neal Nelson Computer Science
Michael Paros Veterinary Medicine
Gregg Sapp Information Services, Science Education
Paula Schofield Chemistry
Sheryl Shulman Computer Science
Benjamin Simon Microbiology
Rebecca Sunderman Chemistry
Brian Walter Mathematics
E. J. Zita Physics
Sophomores or above: (intermediate level)
S
"'!>trClr1ClIl1.y
...?<...~Cl!>.Il1.ClIClgi<l!>...........................
32
Consciousness, Art and Matter
37
FWS
FWS
gcol?gi~~IAg~i~~It~~~
44
FW
...f:i.<lill.~h
...il.r1~.f:i.ll
..Il1.i.l..r1..[?<l\l<lIClPIl1<lr1~......
50
.tvl.athematicaIQriginsofLife
61
tvlilthell1atical?yst<lll1s
61
FW
Molecule to Organism
63
FW
Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
75
F
S
T<l~hr1i~ill.V'!ri~ir1.g.ir1.th<l?1st~<lr1tllry.......................................
76
FW
LJn~<lrgril_~llil~<lR<l~<l.ilr~hJr1_?~i<lr1~ifi~lr1qlliry 79
FW S
Juniors or seniors: (advanced level)
Atoms, Molecules and Reactions I:
(2uantu 111
...tvlecha nics and InorganicChell1istry
32
Atoms, Molecules and Reactions II: Advanced Organic
Chemistry and Instrumental Methods of Analysis 33
Atoms, Molecules, and Reactions III:Thermodynamics,
Kinetics and Materials
33
F
W
S
Genes to Ecosystems
Risk Assessment in Environmental Health
-StudentQriginatedSClft\Nare
_I<l.Il1£<l.~'!.t_<l
..R_air1fClr:.<l.~~s
__.____________ ..._....
...IrClpi~il.I..Rair1iClr<l~~~_
.....
_. ..__.... .___________
48
70
73
76
79
FWS
FWS
F
WS
Photo by Jon Huey '06.
117
18 I Condensed Curriculum 2009-2010
Society, Politics,
Behavior and Change
The Society, Politics, Behavior and Change (SPBC) 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
administration,
disciplines: anthropology,
economics, accounting,
history, public policy, public
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.
Photo by Evergreen Photo Services.
Condensed Curriculum 2009-2010
SPBC PROGRAMS
AFFILIATED FACULTY
All-level:
pg
quarter
A mix of freshmen, sophomores, juniors and seniors
_Q~.':!l-"-~~~an~U:!~_~_S2~~~~
.
~~
Equality and t~c:_onstituti~
Looking Backward:
America in the Twentieth Century
Religion and the Constitution
Social Dilemmas: The Dynamics of Self-Interest
and CooEeration
in Social Behavior
Struggling to be Heard:
A History of Japanese
Americans
69
FWS
W
72
FW
73
Stephanie Coontz European and
American History, Family Studies
Magda Costantino Education
Jon Davies Teacher Education
W
.?_
F W
Political Economy
Terry Ford Education, Multicultural Studies
George Freeman, Jr. Clinical Psychology
Laurance R. Geri Public Non-profit
39
57
S
F W S
64
81
F W S
S
53
53
67
S.
S
F W
2
Juniors or seniors: (advanced level)
Model
Peter Dorman Economics,
John Robert Filmer Maritime Studies, Business Management
F W
_.?_~i.El.r1.~El~-'_~Cl!~El_~~_ti<:~_~~~_c:__"_~putEl.r:._~~i~_n_c~
Z~__£
_.fY.1.Cl~i~9c::b_~~ge_f:lClEf'er:t__________
Multicultural Counseling: An Innovative
Savvina Chowdhury Feminist Economics
Scott Coleman Education
Sophomores or above: (intermediate level)
Gateways:
Popular Education and Political Economy
47
F W S
Health ancL~_~_~~.!?~vel()£.ment
~9 L\IV__
India: Politics of Dance, Dance of Politics
51
F W
~dividual Study:
------------------Topics in Political Economy, Globalization,
Contemporary
India and U.s. History
Individual Study: Psycholog~
Political Economy and Social Movements:
Race, Class and Gender
Student Originated
Studies: Topics in Social
William Bruner Economics, Management
Bruce Davies Public Administration, Law, Tribal Governance
T~~I3_~()!~_()!J~r:r~1~~_~r:t.9_Q,-S-,_~9!~ig.':l_~9li<:L __ Z~
Transcending
Government
78
Transforming the Art of War:
From Clausewitz to AI-Gaida and
78
Lower-division: 50% freshmen/50% sophomores
Current Economic and Social Issues:
Explanations,
Action and Solutions
.LifEl()iI~i~gs
Money's Value, Soul's Worth:
Caring Enough to Venture
What's Love Got to Do With It?
Peter G. Bohmer Political Economy
~_
~~ __£__
S9
Don Bantz Public Administration
~Q
£_~_?
64
FW S
Management, International Affairs
International Studies
Jose Gomez Law and Politics
Amy Gould Public Administration, Political
Science, Women's Studies, Queer Studies
Jeanne E. Hahn Political Economy, Contemporary India
Grace Huerta Teacher Education
Heesoon Jun Psychology
Cynthia Kennedy Leadership
Mukti Khanna Psychology, Expressive Arts Therapy
Cheryl Simrell King Public and Non Profit
Administration, Community/Urban Studies
Glenn Landram Business, Management Science, Statistics
Gerald Lassen Economics
Daniel B. Leahy Social Movement Theory
and Practice, Political Economy
Anita Lenges Ethno-mathematics, Math/Science Education
Carrie M. Margolin Cognitive Psychology
Paul McMillin Information Studies, Historical Sociology
Lawrence J. Mosqueda Political Economy
Toska Olson Sociology
Yvonne Peterson Education, Native American Studies
Nelson Pizarro Business Administration, Entrepreneurship
Zahid Shariff Public Administration, Post-Colonial Studies
David Shaw Business
Eric Stein Anthropology
Masao Sugiyama Mathematics, Education
Michael Vavrus Social Foundations of
Education, Political Economy
Sherry L. Walton Education, Literacy
Sonja Wiedenhaupt Psychology, Education
Zoe Van Schyndel Finance
Tony Zaragoza American Studies, Political Economy
Jorge Gilbert Sociology,
119
20 I Condensed Curriculum 2009-2010
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. Evergreen
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 Community Determined Program is designed to serve place-bound students deeply connected
to their tribal communities where the classes are held. Students are encouraged to value local knowledge and its place in their academic
work. The program creates and delivers a well-defined, consistent program that balances personal authority, indigenous knowledge and
academics. It is an upper division program serving students with an AA or 90 credits or more. The program has developed a hybrid online/face-to-face reservation based program with Grays Harbor College to serve students seeking their AA degrees.
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, http://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.
NAWIPS PROGRAMS
AFFILIATED FACULTY
All-level:
pg
A mix of freshmen, sophomores, juniors and seniors
?pi~i!lJi3li!y:ThE!~YE!s'?fthE!l,JIl~Il'?""r1
72
Sophomores or above: (intermediate level)
Women's Studies:
Native American Women in the 20th Century
Juniors or seniors: (advanced level)
The Reservation Based Community
_.9~!E!r':ll.i~~_~ro9~am
Photos by Evergreen Photo Services.
82
quarter
FW S
F
.2D. E..'!'L?_
Kristina Ackley (Oneida/Bad River Chippewa)
Michelle Aguilar-Wells (Luiseno/Soboba)
Joe Feddersen (Colville Confederated Tribes)
Zoltan Grossman
Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Peterson (Skokomish)
Frances Rains (Choctaw/Cherokee)
David Rutledge
Linda Moon Stumpff (San Carlos Apache)
Gail Tremblay (Onondaga/Micmac)
Condensed Curriculum 2009-2010
Tacoma Program
The Tacoma program
reality-based,
is committed
community-responsive
to providing
its students with an interdisciplinary,
liberal arts education.
The program
operates from a
social justice frame of reference that values family, community, collaboration,
hospitality,
reciprocity
and professional
and academic excellence.
growth,
Recognizing
research and scholarship,
inclusiveness,
the importance
as well as commitment
of personal
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
local communities
for students to go into
and engage in research, education and problem-solving
as beneficial to those communities
to be a nexus for activities directed toward responding to community
projects that are
as they are to our students. The Tacoma program seeks
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,
Our emphases-interdisciplinary
seeing the connections
sustainability and well-being
understanding
efforts.
and analysis, collaborative
learning, cross-cultural communication,
between global issues and personal or community action-provide
that are needed and appreciated
problem-solving,
our students with community-building
tools
outside our campus.
Features and Benefits
•
Situated in an inner-city environment
•
Faculty and student diversity
An emphasis on diverse cultural perspectives and experiences
•
Flexible class schedules
Opportunities
•
Day and evening classes
•
Personalized academic support and evaluation processes
•
High graduate school placement rate
•
A tradition
•
A curriculum that integrates students' life experiences and goals
to engage in dialogues across and beyond differences
of employer satisfaction with graduates
Who Should Apply
Working
adult learners who have achieved junior status (90 hours of transferable
in personal and professional
advancement
and sustaining a healthy community-whether
environmental
studies-is
expand one's knowledge
For more information
or preparation
for graduate
college-level
courses) and who are interested
school are invited to apply. Everyone interested
in social services, educational
outreach, shaping public policy or opinion,
welcome in this program. Prerequisites for success include a willingness to be open-minded,
and to engage in difficult dialogues across and beyond differences.
about the Tacoma program and to apply, call (253) 680-3000.
Juniors or seniors: (advanced level)
Cycle Makers and Cycle Breakers:
Transitional Studies
pg
quarter
39
FW S
Eddy Brown
Mingxia Li (Zhang Er)
Paul McCreary
Gilda Sheppard
Tyrus Smith
Artee Young
Executive Director:
Dr. Artee F. Young
in building
pre-law or
to challenge and
I 21
22 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. Another
option for matching your interests to Evergreen's programs is to use the search feature in the online version of the catalog at
www.evergreen.edu/catalog/2009-1
O.
pg quarter
pg quarter
AESTHETICS
ART HISTORY
Dark Romantics
40 __
F ._._-W S
---------_._._-------_._-------_._----------_._.
Greece and Italy: An Artistic and Literary Odyssey
49-.£ W S
_L(Jg(Jpo~
..
._
58 F W
Mediaworks
62 F W S
To Learn, To Perform, To Teach
77 F W S
Working Small
82 F W
Art Worlds
--------------------"--------Dark Romantics
Drawing Outside the Lines
AFRICAN AMERICAN
STUDIES
Beyond the Binary in Science and the Arts
__Q~!~~ay..s~_~(Jp_uJ~~~':!lJc:,,!i.<J_n_§:.
P.?JL~""~_~""(Jn"'-rn_L
Making Change Happen
POPlJl~~tv1usican.~....
Literaturei~.t.h.e1960s.
..
34 F W
~~__ E_-"Y_~
60 F W S
68
S
AGRICULTURE
Andean Roots: Langu~ge and Cul~~L Landsc<IP~
Ecological Agriculture
Practice of Sustainable Agriculture
AMERICAN
30 .f W S
44 --..£. W S
68 F W S
STUDIES
_._._._
.._ .._-._-_. __
.- _._
.._.._ .._.,---_ .._ .._._._
.._.._ .._ ..-
- ----. _ .._._ •.._..._..._-_.-------
31
40
42
.-----------.-.-*"~,,-
F W
F W S
F W
..-
The GeneE~ti\l.~.?E!I~:T~E!.(Jry.~.~c:l:,\~~i.~ti.~
...~.rac~i~~....
48
S
.. C3r_e_ec.e.~~c:lJtaly::'\,,:'\.~i.stican_~.LJ!~r,,!y
g~l'~~E!L
49 F W S
Individual Study: Fiber Arts, Installation, Non-Western
Art History, Native American Studies, Creative Writing,
~try,
and Multicultural American Literature
52 F W
Madness and Creativity: The Psychological Link
59 F W
Mediaworks
62 F W S
-_._._ .._._-----_._._. __ ._ .._.--------_._.- _ .._-----------_._._._._.-.-._--------_._._._._._----_.Proj!:cts: Land ~~
._..
~~~_
Small
82 F W
Written in Stone
S
ASTRONOMY
Astronomy & Cosmologies
Undergraduate Research in Scientific Inquiry
32
79
S
F W S
BIOCHEMISTRY
Advanced Research in Environmental Studies
29 F W S
-------_--------------American Stories
30 F W S
in Science and the Arts
34 F W
..
Early Maritime Trade in the Pacific Northwest
35
--C~~;-;;,:;tE~~~;;:;:;i~-~~·~fS;:,~i;,Ti~~~~~~--------------------------
S
Explanations, Action and Solutions
39
S
Cycle Makers & Cyc~~.r:~~~ers:Jran~~ional Stuc!i.~
39 F W S
__EY~'?!!~~?.!(J-'1'_ _ __._____
46 F W
Gateways: Popular Education & Political Economy
47 F W S
Ireland
55 F W S
L(J(J~i.".g~ackvvar:.d-'_'-'_rT1ericaII1_!~~2gthc:~_n_tlJ~L 59 F W S
Political Economy and Social Movements:
.__ ~ace~.!~~s and Gen~EC'"
6~_..£..-"Y__
Popular Music and Literature in the 1960s
68
S
Shakespeare's America
71 F
_~~lJg.9.!~~.t()_~_f:i~~~ctAI1J~!"'-~fJ~pane~~_~_"!L""a.n..s.?L
""___
To Learn, To Perform, To Teach
77 F W S
ANTHROPOLOGY
American Stories
Eye of the Story
Ireland
Life of Things
Money's Value, Soul's Worth: Caring Enough to Venture
__T~_eO~..s_,,",::~e_Q~i.e~_(JfQ~~.r:~_________ _
30
46
55
57
64
65
F W
FW
F W
F W
F W
S
S
S
S
S
Forensics.. and
Criminal Behavior
-----_._._
_._--_._._-_
.._----- .._ ... _---_.
__ _ _-
Foundations of Health
Science
---------.-.-.------- -.----- - - ----
.. ..
. ----
Introduction to Environmental Studies
~~Iecule
to 0r:.g~__
Risk Assessment in Environmental Health
--- ----Technical Writing in the 21st Century
Undergraduate Research in Scientific Inquiry
46 F W
47 F W
53 F W
63 F W
70
7_6_ F_W
__
79 F W
S
S
.. _-------_ .. _--
S
S
S
BIOLOGY
Advanced Research in Environmental Studies
29 F W S
_Be¥'?"c:lt.~~J3ina.r:yi".?.<:L<:.~~.~~~t~E!_:'\.r:!!i
34 F W
C)'cl"tv1~.~"rs8<C:y~I~.~r"~~,,rs.:.Tr~.,,~i!i(J,,~I_?~~~iE!!i. 39 ....
E.. '/'! S
Ecological Agriculture
44 F W S
Forensics and Criminal Behavior
46 F W S
-------_._-------_._----------------Foundations of Health Science
47 F W S
Genes to Ecosystems
48 F W S
_.Health and Hu~~Qevelopmen!....
2Q_.£._V'v' __
....!:lis.!()ryand_~~~(Jsophy o!_~i().!ogy:L~f!:_8<_Consci~.sTless50
S
History and Philosophy of Biology: Mass Extinction
51
W
In~i\li~ual?~u~y:(?r~i~.~.(JI(Jgy,.~(J(JI(Jgy,.~c(Jl(Jgy,.~\I(JI~.~i(J~
....
~?.
S
Introduction to Environmental Studies
53 F W
Introduction to Natural Science:
Life, the Universe, and Everything
54 F W S
Mathematical Origins of Life
61
S
Molecule to Organism
63 F W S
_..Q~,,~~()~(JgL
~~__!'
_
Practice of Sustainable Agriculture
68 F W S
Matching Evergreen's Programs to Your Field of Interest I 23
Risk Assessment in Environmental Health
Technical Writing in the 21st Century
pg quarter
70
S
76 F W
Undergraduate Research in Scientific Inquiry
Was~~gton's Rivers and Streams
79
81
-Tr~-~;--------------~-W-
F W S
W S
BOTANY
Advanced
Research
29
_._._ _._. __ .__ ._._._.
__ ._ _._in.._-._ ..Environmental
_._._ .._ .._.-_._._._ .._._-------Studies
- - --_._._._._._,._-_._._._.----Genes to Ecosystems
48
Student Origi;;~te~Studies: Adv;';nced Natural Hist~~y 74
;-e~h~-i~~-i-Writinginth~-2FtC~~t~ry_ ------------------------------- --'i6
Temp~r~t~Rainforests - ----- -------- ---- 76
F
F
F
- --F
F
W.
W
W
W
---------'
Computer Science Foundations
Data and Information: Quantitative Ecology
Student Originated Software
Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
The Mathematical Order of Nature
-------------_._._--_ .._ .._ .._ .._ .._ .._ .._._--.----------_._---_._._._._
.._ .._._._._ ..------------------_._.-._._
Undergraduate Research in Scientific Inquiry
37
WS
41
F
73
F W S
75
F
S
60 F
.._ .._ .._._--_.---------79
F W S
STUDIES
.~"'akeni~!;l_t~E!J?r"'arner,y~r~u..~~9_t~eDrea",._ ..~..__._._~34 F W S
Consciousness, Art and Matter
37 F W S
_.!:i~~t.~~_8ci.~~O!_°E.~y'?i.£3.i'?~C>!;lL~~"'_8cSC>_n_s.ci'?IJ.s.':l"'..s.s
~Q
.?
Money's Value, Soul's Worth: Caring Enough to Venture 64 F W S
Multicultural Counseling: An Innovative Model
64 F W S
~=~=~=~~~~~~~i====~~~
Tropical Rainforests
79
BUSINESS AND MANAGEMENT
W
Money's Value, Soul's Worth: Caring Enough to Venture 64 F W S
Student Originated Studies: Topics in Social Sciences,
___~ath~,!,~!~
a,,_~_~'?.'!'.e~!.e!_~cience
7~c..._~
CHEMISTRY
Atoms, Molecules & Reactions I:
_9~_~_~_~_LJ_'!'
_ T\IIE!c~~l1i~~_8cII1'?T9~~ic_~~E!",i~t~y_____
32 F
Atoms, Molecules & Reactions II:Advanced Organic
c:~E!'!'i~trY8clnstru'!'E!l1t~IT\IIE!~h'?~s'?f_~I1~ly~i~_____
33
W
Atoms, Molecules & Reactions III:Thermodynamics,
Kinetics & Materials Chemistry
33
S
_~'!..~_T\IIatters:"~E!'?L~gyan<i.f~~.s!.~
~
~?
Forensics and Criminal Behavior
46 F W S
Foundations of Health Science
47 F W S
Introduction to Natural Science:
Life, the Universe, and Everything
54 F W S
Molecule to Organism
63 F W S
Risk Assessment in Environmental
Health
_._._._._---_._--_._._._._._._._
.._._ .._._. __ ._._--_.-._._._._._._._._._-_.
__ ._._._ .._._._70.._---_._. __ ._-S
Technical Writing in the 21st Century
76 F W
LJl1dE!rgr~9~~te_~E!searchil1~~iE!l1ti!iclnquiry
79 F W S
CLASSICS
Greece and Italy: An Artistic and Literary Odyssey
49
F W S
31
36
39
F
COMMUNICATIONS
Art of Conversation
Climate Solutions
Cycle Makers & Cycle Breakers: Transitional Studies
Democracy and Free Speech
Earth Stewards:
Sustainable Living in a Threatened World
Gateways: Popular Education & Political Economy
M;di~~;;ks---------------------------------------------6-i--i'-w--s
Multicultural Counseli~g~A~-I~~~~ativ~M~d~i
COMMUNITY
SCIENCE
CONSCIOUSNESS
~~~~E~~i~~~~~E~~~~~~~~~i~~~
Ready Camera One
pg quarter
COMPUTER
_
_
S
F W S
41
S
43
47
F W
F W S
------64-69
FW-S
F W
STUDIES
American Stories
30 F W S
-------------Climate
Solutions
36
S
---------------------------------Community-Based Research: Knowledge in Place
36
S
Cultural Landscapes: Sustainability, Power & Justice
38 F W S
_.<=Y~E!
Makers & Cycle Breakers: Transitional Studies
39 F W S
Gateways: Popular Education & Political Economy
47 F W S
__~"_<iivJ9-"_"~_~t.u_~:_~~yc:~'?!<:!;ly
~~
~_
Introduction
to Environmental
Studies
53 F W
---_.
__ ._------_.-----_
.._-_._----_._.----------_ .._._._._ .._-_._._._-------- --- -_._._._-Makil1~ Change Happe_~__
__
60 _~~~
..T\IIC>~E!y:syal~E!,?C>ul'sVVC>~~:c:ari~~EnoughtC>y"'~~ure
64 F W S
___
Reservation Based C'?rT1munityDetermined Program
70 F W S
_.§.eir:i~_~~ii!L!~ Eyes_'?f~~E!_l,!.':l~~'?""_I1__
.. _.._._.~_.
__~.__?? F VV~_?
__T,-al1~~"'.':l_d.i."itCl_C>"E!'_~'!'_"'I1t.
?~__£_.vv __
What's Love Got to Do With It?
81
S
CULTURAL STUDIES
American Stories
30 F W S
_A"_<i,,"_I1_~~C>~.:._L~_g_u_'!..9'O_"_~_~LJ~IJ,-"-~!-~-"_<is.~E!
30_£_Y" __?
Art Worlds
31 F W
_~,,¥.C>ndthe Bi",,-!y_~n
SCience_and ~~e Arts
~
__
VV _
Cedar and Oak:
Early Maritime Trade in the Pacific Northwest
35
S
Cultural Landscapes: Sustainabil~ty, Power & Justice
38 F W S
Sycl"'T\II~~E!r:s_~_c.:y~leBreak."'r~~!'_"_rlsJ!iol1al
StucJiE!~~~._
.._...~._~39 F~VV~~
Dark Romantics
40 F W S
__~"-!,,"'~y~=-~C>P..LJ!"_'_~.9.t:'_~~~~"_~i'_C>I!.~~"-~~.c:C>_n_C>rnL
~~__Lvv_.?
Growing Up: Stories, Scripts, and Performance
50 F
India: Politics of Dance, Dance of Politics
51 F W
Individual Study: Fiber Arts, Installation, Non-Western
Art History, Native American Studies, Creative Writing,
Poetry, and Multicultural American Literature
52 F W
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
52
S
53 .._._._ .._ .... S
..In~i\li_~~~_I~!~~y:~syc~C>I'?£!¥~
..... _ .._._-_
55 F W S
Ireland
Japan Today: Japanese Culture, Literature,
W S
____~J_~.E!rn~'_~'?~~"'~_"_119_~a_I1!3IJ~!;l"'_._._._._
.._._._..._..._._
..
_ ..__ ._._56.._ .._ .._ .._F.. _-._----_.-_.56 __F._._-_._._~"-!i.':l_~.'!'.~J"_"_,,_~h.C>~_~~rL
~
_ -_._--------_.
Life of Things
57 F W S
Literature and the Cultural Politics
of Democracy in Chile and Brazil
58
W S
Madness and Creativity: The Psychological Link
59 F W
_ Making_c.:~_"-"_SL"_!:i_"EEE!.':l
~Q __Lvv __~
Mediaworks
62 F W S
_T\IIoney'sValue~,?,?ul'sWorth-=Caril1.!LE_I1.C>lJgh
to -"-,,~ur,,~-,=_Y"_~
T\IIylti~uJ!LJ~~Ic.:C>lJnseII~£!:~I1!I1,,'?\I~tivE!T\II'?9~E!~
....(,4 ~_~_'!!. S
Music and the Environment
65 F W
ThE!(?~scurE!<?~jE!ct'?f[)E!sIrE!
65
S
Political Economy and Social Movements:
Race, Class and Gender
67 F W
_£,.'?p.tJI"-r:~~~-"-r19_':i!,,,~..t-"r:E!J.':l_t.he
196_Q.~
('~
~
--.?Eirit~lity: The .!=2'~!_,?f
th"-l!.nknow"~_~:!!.~
Struggling to be Heard: A History of Japanese Americans 73
W
Studio Projects: Land and Sky
75 F W
Women's Studies: Native American Women
in the 20th Century
82 F
Written in Stone
82
S
DANCE
India:
Dance of Politics
51
F W
24 I Matching Evergreen's Programs to Your Field of Interest
pg quarter
~___
S
65 F W
66 F
68 F W S
70
S
76 F W
76 F
79
W
§_1.. ~?
pg quarter
ECOLOGY
30 F W S
Andean Roots: Language and Cultural Landscape
The Biology and Ecology of Fishes
_-=3~5__
S
Climate Solutions
36
S
Data and Information: Quantitative Ecology
41 F
Earth Stewards:
Sustainable Living in a Threatened World
43 F W
Ecological Agriculture
44 F W S
~_<:.~~_~'?_~c:.()~~~~<:.ms
~~_~_~_§.
History and Philosophy of Biology: Mass Extinction
51
W
_JI1~\I~~-"-"l?~.9X_<?ll1~~'?i?Jli~~'?()~ogy,_~c:.'?i?~y~§\I~l'!.t~~_~~_ S
Introduction to Natural Science:
Life, the Universe, and Everything
F W S
__Q!~!!~()!()9X____________________________
X
.._.. ._ .. _
Practice of Sustainable Agriculture
Technical Writing ill the 21st Century
Rainforests
_
F W S
F_W
__
F
ECONOMICS
Current Economic and Social Issues:
____§xpl"n-"~~(),,~,A0J.'?I1_,,"~_~'?!LJ!i'?I1.s_________
.
Gateways: Popular Education & Political Economy
Looking Backward: America in the 20th Century
Political Economy and Social Movements:
Race, Class and Gender
Social Dilemmas: The Dynamics of Self-Interest
and Cooperation in Social Behavior
Student Originated Studies: Topics in Social Sciences,
Mathematics and Computer Science
3.~
s.
47 F W S
59 F W S
67
F W
72
F W
75
F
S
EDUCATION
Cycle Makers & Cycle Breakers: Transitional Studies
__~"tew--"ys:J~opul~~duc<l!ion & Politic-"g~~noml'
Growing Up: Stories, Scripts, and Performance
39
F W S
£. _£ W S
50 F
__~_~~~_~~_Ij_'!.~~J2.~v~e>e~~,,~
~Q__£~ _
__~rl~iv.iCl'LJ"~~!~L!~c:.holo9L
~~.
5.
Introduction to Natural Science:
~ife_,t~~_lJ_"i\l~r~'-""I1_<:!_§\I,-,ryt~ing _.
~~ __ ~_V\L?
Spirituality: The Eyes of the Unknown
72
F W S
_?!-,-,,_gglingto be 1::l~i3!<:J:A!:I.i.s!,?ry_oLJapanese
Americans73
W
Student Originated Studies: Topics in Social Sciences,
___ Mathematics and Computer Science
75 F
S
79 F W S
. Underg.~i3~ui3t".~"s,-,ar~~.in~ci"ntific Inqui~y....
Written in Stone
82
S
ENVIRONMENTAL
STUDIES
__1\1-,,!~~~_,,_t~~_Origins
of Life
Music and the Environment
_~nithology
_
Practice of Sustainable Agriculture
Risk Assessment in Environmental Health
Technical Writing in the 21st Century
Temperate Rainforests
Tropical Rainforests
Washin~Lt:?.I1~~~ive~~ndStr~~y
FIELD STUDIES
Earth Stewards:
____~LJst-".ir1."_~~i\l!.~g
in a Ihr,-,,,!~,,-,-,<:!
W~~
~3__ F W
Genes to Ecosystems
48 F W S
_In~ivi<:JuaIStudy:gr"it~()I'?gy,_~'?'?I'?gy,Ecology,§'J'?lu!i()"?~
~
Ornithology
._
66 F
Tropic,,1 Rainfor",sts
79
W
GENDER AND WOMEN'S
STUDIES
Art of Conversation
31 F
Beyond the Binaryin~~iencEli3,,~t~e Art~ ... ........}~~I/V_
Looking Back":,,,rd:America in the 20th Cent-"ry_
59 F W S
Making Change Happen
60 F W S
Mediaworks
62 F-.-.-W
_._-_
.._ .._ .._ .._ .._._ ..__ .._ .._ .._ .._._._. __ ._--_. -_.__ ._._. __ .__ ._ .._ ... _._ .._._ .._ .._._._
_._._._._._...-.- ...S
~
..•
Money's Value, Soul's Worth: Caring Enough to Venture 64 F W S
__Multicultur~.'?.':'.I1.s~li-".9':_~r:'.lnnovativeM,,-<:!,-,~ ~
~S
Political Economy and Social Movements:
Race, Class and Gender
67 FW
What's Love Got to Do With It?
S
--------------_.
Women's Studies: Native American Women
in the 20th Century
82 F
.._._.-
GEOGRAPHY
Advanced Research in Environmental Studies
29 F W S
Earth Stewards:
__ Sustain-"EJ~!-.!.\IiI1_g
~r:..i3
~~r..e--"5~.':'.'-'.Cl'.worl.9 ~ __~~~~
_
Struggling to be Heard: A History of Japanese Americans 73
W
__~<:.c:.h_rli~"r.'v'J-'i!i"gJ,,_t~_e_~~~!.c::_e_,,-tu_~
2~_~ W
Written in Stone
82
S
GEOLOGY
... ~_~~h1\1attElrs:(i",()logy...
~.~.~
....
~.h.e~istry
Technica~ Writing in the 21st Century
..V'V~s~i~gton'sRiy,-,r.s
....
~.~.~.~~r~.i3.~.s
...
43
76
81
W S
F W
W S
GOVERNMENT
...C:yclE!1\1akers&C:ycl"'~~El~~<=E~:TransitionaIStudi,,~ 39 F W S
[)emocracyandFr,-,,,,~p'-'E!~~
41
S
Equality and the Constitution
45 F
__~'?()~i~g_~<l~~\'laE~:~~~~i.c:-,,_i,,_t_h_~?Qt~C:el1tury
_. _.
~?__~__
V'V_
S
Political Economy and Social Movements:
Race, Class and Gender
67 F W
__~ElI~gion_ilr1~..t~~_~~.I1ytitu!0.11
~
~_
W
Struggling to be Heard: A History of Japanese Americans 73
W
Reservation Based Community Determined Program
70 F W S
....Ir.i3l1.s.cen~ing
G'?\Iernmen_t
~
~ £ W
Advanced
Research
Environmental
29 ---_._._._.F W S
-_._-_._
.._ .._. __ ._._-_._-_.
__ ._ ...in_-_._._--_._.
__ ._._._._._ Studies
..__ ._.__ ._._._._._. __ ._._._._._.American Stories
30 F W S
Atoms, Molecules & Reactions II:Advanced Organic
____c:~..emist~!>:JI1.s!'-"_~I1.!i3!M~!~'?9.s_'?~_n_~1'~~
~~
V'V _
The Biology and Ecology of Fishes
35
S
Climate Solutions
36
S
Community-Based Research: Knowledge in Place
36
S
Cultural Landscapes: Sustainability, Power & Justice
38 F W S
HEALTH
Cycle Makers & Cycle Breakers: Transitional Studies
39 F W S
Advanced Research in Environmental Studies
29 F W S
Data and Information: Quantitative Ecology
41 F
Community-Based Research: Knowledge in Place
36
S
Earth Matters: Geology and Chemistry
43
W S
Cycle Makers & Cycle Breakers: Transitional Studies
39 F W S
__§.c:~logicalAgricultu~_
44 F W S
Foundations of Health Science
47 F W S
Energy Systems and Climate Change
44 F W
Health and Human Development
50 F W
Genes to Ecosystems
_...:4.=8_:...F_W,-,--:::S
_!,,-<:!~v~<:!':'''~~!lJ.<:!Lf'.~c:.~'?i?_gy
~l.____ S
Individual Study: Legislative Processes, Regulatory
Introduction to Environmental Studies
53 F W
_. __ ._-_._._._-_. __ ._--_. __ ._._-_._-_._--_. __ .__ ._._ ..-_._-_._. __ ._. __ ._._._._--_._. __ ._._ .._.Agencies and Environment
52
S
Multicultural Counseling: An Innovative Model
64 F W S
_l,,9i\lL<:!~,,!?!-,,<:J.LQ!,,~th()l'?~)L~'?'?~5ly~_E.::.'?J,?g¥,_§\I()I-"!LO_n_S.~_
_
S
Risk Assessment in Environmental Health
70
S
Introduction to Environmental Studies
53 F W
Matching Evergreen's Programs to Your Field of Interest I 25
pg quarter
HISTORY
American
pg quarter
LAW AND GOVERNMENT
5tories
30
F W 5
32
5
Maritime
Trade in the Pacific Northwest
35
5
39
F W 5
40
F W 5
43
F W
Earth 5tewards:
5ustainable
Gateways:
Greece
and Italy: An Artistic
and Literary Odyssey
Life & ~~~(),,-sn.<:~~
_lji~t-"'1'~<:I_~~il()s_()_e.~y_oi!'li()~9L
History and Philosophy
of Biology: Mass Extinction
...I~<:Iiil:~()liti~s()
Catalog_2009-2010.pdf