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Identifier
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Eng
Catalog_2010-2011.pdf
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Title
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Eng
Course Catalog, 2010-2011
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Date
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2010
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Creator
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Eng
The Evergreen State College
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We believe
the main purpose c»f a college
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is to promote student learning through:
Interdisciplinary Study
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*
Students learn to pull together ideas and concepts
frdftjn many subject areas, which enables trjfem to
tackle real world issues in all their complexity.
• * 'LarfflK f>
•laborative Learning
Students develop knowledge and skills through
shared learning rather than learning in isolation and
competition with, others.
inspire
Learning Across Significant Differences
Students learn to recognize, respect and bridge
differences, a critical skill in an increasingly
,
diverse world.
discover
collaboration
Personal Engagement
Students develop their capacities to judge, speak
and act on the basis of their own reasoned belie|slf =1,
opportunities
Linking Theory with Practical Application,
+ explore
Students understand abstract theories by applying
them to projects and activities and by putting them
into practice in real world situations.
g
relationships
+ learn
connections
support
WELCOME TO EVERGREEN
Evergreen offers you an educational opportunity unlike anywhere else. You'll be encouraged to explore the
questions that most concern you, with support from faculty teams that will inspire both independent thinking and
collaboration with your peers. You will discover new relationships between the arts, humanities, natural sciences
and social sciences so that you can make critical connections about today's issues from diverse academic and
cultural perspectives. You will be able to put your knowledge to work right away by applying it as you learn.
Here's your chance to challenge your thinking, change your life, and make a difference in the world.
Undergraduate Catalog 2010-2
EVERTJREEN
THE EVERGREEN STATE COLLEGE OLYMPIA, WASHINGTON
www.evergreen.edu
Academic Calendar I 3
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
Academic Calendar 2010-2011
INFORMATION
097 Mission Statement
097 Expectations of an Evergreen Graduate
028 How to Read a Program Description
098 Public Service at Evergreen
029 Program Descriptions
099 Diversity and Community
083 Graduate Study at Evergreen
100 Services and Resources
092 Faculty, Trustees and Administration
102 Evergreen's Social Contract
Fall
2010
Spring
2011
Summer 2011
First Session | Second Session
Orientation
September
18-26*
Tuition
Deadline
October 1
January 7
April 1
June 24
June 24
Quarter
Begins
September 27
January 3
March 28
June 20
July 25
Evaluations
December
13-17
Quarter Ends
December 17
March 18
June 10
Vacations
Thanksgiving
Break
November
22-26
Winter
Break
December 18 January 2
Spring
Break
March
20-27
104 Campus Regulations
105 Index
Winter
2011
,
June 6-10
'
July 25-29 1
July 22
||
August29September 2
August 26
;;;..
* Subject to change
108 Campus Map
Commencement June 10, 2011
No classes Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
EQUAL OPPORTUNITY
The Evergreen State College expressly
prohibits discrimination against any person
on the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabled or Vietnam-era veteran.
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.
ACCREDITATION
The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE,
Redmond, WA 98052.
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2009 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.
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.
This catalog is updated regularly; for the most current information please visit our Web site:
www.evergreen.edu/catalog/2010-11.
Ornithology students camped on Hart Mountain National Antelope Refuge in south-central Oregon—netting, processing, banding and
releasing 800 to 1,000 small birds. Photo by Carlos Javier Sanchez '97.
4 I Planning and Curricular Options
Planning and Curricular Options I 5
Planning and
Curricular Options
WHY NO 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 their organization and purpose, please see the Curricular Options (pages 6-7) and
the Condensed Curriculum (page 8).
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 typically multi-quarter,
interdisciplinary and team taught. Programs are offered in our Daytime curriculum, with some also offered in the evenings
and on weekends. 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 2010-11 academic year.
SPECIAL FEATURES OF THE CURRICULUM
•
Consult Web listings. The Web catalogs contain the most current updates to curriculum offerings. For programs,
go to www.evergreen.edu/catalog/2010-11. For evening and weekend programs and courses, go to
www.evergreen.edu/eveningandweekend. You will find summer offerings at www.evergreen.edu/summer.
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.
•
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...
+• 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.
• 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.
* 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.
• Some programs require a faculty signature for entry,
have prerequisites or extra expenses involved. See
"How to Read a Program Description" on page 28.
• Have a back-up plan, just in case a program
doesn't work well for you, or if it is already
full when you try to register.
2010-11 Programs with a strong
Study Abroad 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.
2010-11
Advanced Research in Environmental Studies
p29
Individual Studies: Legislative Internship
p52
Individual Studies: Media Arts,
Visual Anthropology, Communications
p52
Individual Studies: Political Economy, Globalization,
Contemporary India, Internships
p53
Individual Studies: Psychology
p53
SOS: Botany, Horticulture, Herbology
p75
SOS: Creative Writing (Narrative Memoir/Short Story) p75
p76
SOS: Poetics
p76
SOS: Working Across Dimensions (2D and 3D)
p77
Undergraduate Research in Scientific Inquiry
p79
SOS = Student Originated Studies
p31
Biodiversity Studies in Argentina
p32
Caribbean Tourism: A Critical Analysis
p34
Financial Heartland (Boston, Chicago or New York) p46
In the City (TBD)
p51
Memory and Conflict
in the Eastern Mediterranean (Turkey, Egypt)
p60
Mount Rainier: The Place and its People
p62
New Zealand: Maori and Native
Decolonization in the Pacific Rim
p64
The Spanish-Speaking World:
Cultural Crossings (Ecuador or Nicaragua)
p74
Individual Learning Contracts and Internships are
Study opportunities
SOS: Media/Writing/Philosophy
Animal Behavior and Zoology (Panama)
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.
Additional undergraduate research opportunities also
exist for students. Individual faculty members 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 Scientific Inquiry. Find
more information at www.evergreen.edu/individualstudy/home.
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
6 1 Planning and Curricular Options
CONSCIOUSNESS STUDIES
STUDIES IN SUSTAINABILITY AND JUSTICE
NATIVE AMERICAN AND WORLD INDIGENOUS PEOPLE STUDIES (NAWIPS)
You will learn concrete things, facts, ideas, relationships.
You will learn how to work with groups of people, which
is how most of your work in life will be done, adjusting
to new groups, helping each solve the problem it has
tackled. You will, if we have done all our work well,
learn how to learn: how to get data, how to deal with
it, having gained confidence in your ability to handle
situations where you either learn or remain helpless.
Insist on the rights of humanity and nature to co-exist.
These programs study the Indigenous peoples of the Pacific Northwest, the Americas and the world. Evergreen offers oncampus interdisciplinary programs, as well as a reservation-based program that responds to the educational goals of local
tribal communities. All NAWIPS programs can be viewed online at www.evergreen.edu/nativeprograms.
—Charles McCann, Evergreen's First President, 1968-1977
Consciousness is that out of which what we can know arises.
And, what else?
In the spirit of Evergreen's foundation, we approach the
study of consciousness and experience in open inquiry. We
admit that current bodies of knowledge don't have all the
answers. We're interested in questions, especially those
that we need each other in order to explore.
Questions that we ask include: How does experience shape
consciousness—and vice-versa? In what ways does the
inclusion of the body effect cognitive development? How is
sentience defined and recognized? How might it matter if
the self is proven to be a by-product of a biofeedback loop?
In what ways are science and spirituality complementary?
What constitutes collective forms of consciousness?
How can analytical attention to consciousness and the
recognition of subjectivity effect positive change?
—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) Confederacy1. 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 social justice,
environmental studies, 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.
On-campus, students explore a continuum from pre-Columbian times to the contemporary era, with particular attention
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. For more information on the RBCD Program, visit www.evergreen.edu/tribal.
The Longhouse Education and Cultural Center represents a living link to the tribal communities of the Pacific Northwest.
Its purpose and philosophy are centered on service and hospitality to students, the college, Indigenous communities and
the community at large. It provides classroom space, houses the NAWIPS programs, serves as a center for multicultural
interaction, and hosts conferences, ceremonies, performances, exhibits and community gatherings. The primary public
service work of the Longhouse is to administer the Native Economic Development Arts Program (NEDAP) that 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 resource
management. The results of student-generated research
are realized through workshops, community interaction and
online, www.evergreen.edu/nwindian. NIARI works with
the tribes—if they choose—to implement those results.
For information on the MPA track in Tribal Governance, visit
www.evergreen.edu/mpa/tribal or the Graduate Studies
page 83.
2010-11
Ceremony: Relating Hospitably to the Land
p35
U.S. Women of Color in 20th Century:
Reading Between the Lines
p80
Mount Rainier: The Place and its People
p62
New Zealand: Maori and Native Decolonization
in the Pacific Rim
p64
Reality Check: Indian Images
and [Misrepresentations
p70
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
The answers to these questions (and the matrix for more)
arise from this field that brings together interdisciplinary,
multidisciplinary, and even non-disciplinary approaches to
our studies.
Emotion, cognition, attention, understanding, interpretation,
creativity, sensation, listening, dreaming, expression,
reflection, motivation, resonance, prayer, proprioception.
These and more are the elements of consciousness, our
subjects of study, and our data in response to which we
can either learn or remain helpless.
2010-11 Consciousness
2010-11
Ceremony: Relating Hospitably to the Land
p35
Climate Solutions
p36
Creative Environments: Entrepreneurship
p38
Creative Environments: Shaping
p38
Creative Environments: Shelter and Movement
p39
Drawing from Place
p43
Effective Action for Sustainability and Justice
p44
Field Ecology
p45
Green for Green:
Entrepreneurship and the Environment
p50
Bodies of Knowledge
p33
Computer Science Foundations
p37
In the City
p51
Creative Environments: Entrepreneurship
p38
Dance of Consciousness
p40
The Legislature and the Public:
Environmental and Social Justice
p56
Mind-Body Medicine
p61
Mount Rainier: The Place and Its People
p62
Multicultural Counseling
p63
Political Economy and Social Change
p67
Music and Consciousness
p63
The Practice of Sustainable Agriculture
p69
Student Originated Studies: Creative Writing
(Narrative Memoir and Short Story)
Rethinking the Suburbs
p71
p75
Sustainability from the Inside Out
p77
Sustainability from the Inside Out
p77
Techniques of Sustainability Analysis
p78
Photo by Katherine B. Turner '09.
Condensed Curriculum 2010-2011
8 I Condensed Curriculum 2010-2011
Programs for Freshmen
Condensed Curriculum
2010-2011
Freshmen may enroll in Core, Lower-division, All-level 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
These pages feature the programs planned for the 2010-11 academic year. Each planning unit offers Core programs that are entry-
or mathematically, work
cooperatively in small groups and use campus resources such as the library. Core
level studies designed for freshmen. Lower-Division programs include half freshmen and half sophomores. All-level programs include
programs will introduce you to Evergreen's interdisciplinary studies, in which faculty
a mix of freshmen, sophomores, juniors and seniors. Intermediate programs are geared for sophomores and above with a prerequisite
members from different disciplines teach together to help you explore a central theme,
of one year of college. Advanced programs are geared toward juniors and seniors. Programs designated as "no restriction" are similar
topic or issue as a whole, rather than as a collection of unrelated fragments. You will be
to All-level but have no reserved seats.
exposed to the connection of artistic expression to social conditions, for example, or to
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
the relationship of biological facts to individual psychology. These integrated study programs combine several activities: seminars,
education. Either choice may be appropriate, depending on your academic goals. Some programs will be listed in more than one
individual conferences with faculty members, lectures, group work and, usually, field trips and laboratories. You will also learn
planning area.
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.
Key: F-fall quarter W-winter quarter S-spring quarter
•
Lower-division programs are designed as entry-level offerings that include a mix of half freshmen and half sophomores.
•
All-level programs enroll a mix of freshmen, sophomores, juniors and seniors, with atypical 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 students—in age, experience and stages of learning.
Talk to Academic Advising about the background necessary to be in an All-level program.
•
Programs for sophomores and above may admit a particularly well-qualified freshman. These 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.
Core: Designed for freshmen
Forensics & Criminal Behavior
Law and Literature: Equality, Citizenship
and Democracy in the United States
Law and Literature: Revolution to Reconstruction
Seven Oceans
Sustainability from the Inside Out
Temporal Images
55
5.5
73
77
78
Visions & Voices: Culture, Community & Creativity 81
Lower-division: 50% freshmen/50% sophomores
Foundations of Economics
Introduction to Natural History
48
54
F W
S
S
F W S
F W
F W S
S
F
All-level: A mix of freshmen, sophomores, juniors and seniors
Algebra to Algorithms
30
S
Bodies of Knowledge
33 F W S
Botany: plants and People
33
W
Calculated Fiction
34
S
Photo by Katherine B. Turner '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.
-?.ele...01onyv?e'alin9 B°sPitabjy t° the Land
Computer Science Foundations
Creative Environments: Entrepreneurship
Creative Environments: Shelter and Movement
Dance of Consciousness
Dada and Surrealism: Art as Life—Life as Art
Data and Information: Computational Linguistics
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Designing_Language^s_
Drawing From Place
Experiments in Theater and Dance
Field Ecology
Field Plant Taxonomy
Financial Heartland
_________
Food, Health and Sustainability
Foundations of Health Science
35_
37
38
38
40
40
41
42
42
43
45
45
46
46
47
48
F WS
W S
F
F W
F W S
W S
F W
F
F W
F W S
S
F W S
F W S
Games Marketers Play
Gender & Culture: Japanese and American
Literature, Cinema and Popular Culture
Imperialism
In The City
Introduction to Natural Science: Life on Earth
Language Matters:
Persuasive Language in Popular Culture
Looking at Animals
pg
quarter
49
W
49
""51
51
54
W
F W
54
57
Looking Backward: America in the 20th Century 57
F W S
Marketing and (Anti-)Consumerism
58 F
Meaning, Math and Motion
59 F W
Mind-Body Medicine
61 F W
Mount Rainier: The Place and its People
62 F W
Poetics and Performance
66 F W
Political Economy and Social Change
67 F W"
Post-Colonial Caribbean:
Aesthetics of Culture and Identity
67 F
Power in American Society (fall)
68 F
Power in American Society (winter)
68
W_
Reality Check:
Indian Images and [Misrepresentations
70
W
Rethinking the Suburbs
71
W S
Russia & Eurasia: Empires & Enduring Legacies
72
F W S
Self and Culture: Studies in Japanese and American
Literature and Cinema
73
W
Shattered Images of Changing China:
Modern Chinese Literature and Film
74 F
The Past and Future of American Youth
66 T W
The Practice of Sustainable Agriculture
69 F W
The Remembrance of Things Past
70 F W
Times and Works of Soseki, Mishima, and Murakami:
Literature, History, and Cinema
79
U.S. Women of Color in the 20th Century:
Reading Between the Lines
80 F
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2010-2011 I 11
10 I Condensed Curriculum 2010-2011
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 in 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.
CTL PROGRAMS
Core: Designed for freshmen
Law and Literature: Equality, Citizenship
and^ejTTocracyjnthe United States
AFFILIAT
pg
quarter
•• •
.
1
55
Law and[Literature: Revolution to Reconstruction 55
FW
S
Visions & Voices: Culture, Community & Creativity 81
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Indian Images and fMisJRepresentations
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Rethinking the Suburbs
Russia & Eurasia: Empires & Enduring Legacies
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Self & Culture: Studies in Japanese & American
Literature & Cinema
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Shattered Images of Changing China:
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The Remembrance of Things Past
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Condensed Curriculum 2010-2011 12
12 ! Condensed Curriculum 2010-2011
ES PROGRAMS
Environmental Studies
The
Environmental
Studies (ES) planning unit offers
broadly interdisciplinary
Core: Designed for freshmen
Seven Oceans
Sustainability from the Inside Out
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. 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
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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, 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.
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
AFFILIATED FACULTY
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Food, Health and Sustainability
Introduction to Natural Science: Life on Earth
Mount Rainier: The Place and its People
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The Practice of Sustainable Agriculture
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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.
Students in the program Environmental Analysis participate in group projects studying water quality, trophic structure, organic matter and nutrient
cycling processes of the Nisqually River watershed. Photos by Carlos Javier Sanchez '97.
Condensed Curriculum 2010-2011 i 15
14 I Condensed Curriculum 2010-2011
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
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. 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
selected students are given the opportunity to pursue advanced work at the Senior Thesis level.
Core: Designed for freshmen
pg
Temporal Images
78
Visions & Voices: Culture, Community & Creativity 81
quarter
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Algebra to_Algorithms
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Dada and Surrealism: Art as Life—Life as Art
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Dance of Consciousness
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Drawing From Place
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Experiments in Theater and Dance
Looking at Animals
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Poetics and Performance
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Shattered Images of Changing China:
Modern Chinese Literature and Film
74
Sophomores or above: (intermediate level)
Dionysia: Enlivening Greek Theater
the Lens-Based Image: Theory, Criticism, Practice
Music and Movement in Nature and Culture
Nonfiction Media: Animation, Documentary, and
Experimental Approaches to the Moving Image
Ready Camera One: We're Live
Seeing the Light
SOS: Working Across Dimensions (_2D & 3D)
Juniors or seniors: (advanced level)
Creative Environments: Shaping
Individual Study: Media Arts,
Visual Anthropology, Communications
Music and Consciousness
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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, photography, digital media, environmental arts,
sustainable design, woodworking, metal working, mixed media, installation, time-based arts, and art history. 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.
Photo by Paul Reynolds '09.
Condensed Curriculum 2010-2011 I 17
16 I Condensed Curriculum 2010-2011
Scientific Inquiry
SI PROGRAMS
Core: Designed for freshmen
Forensics & Criminal Behavior
The faculty of the Scientific Inquiry (SI) planning unit is committed to the ideal of science
pg
47
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education in the context of liberal arts education. We help students—whatever their primary
All-level: A mix of freshmen, sophomores, juniors and seniors
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Computer Science Foundations
37
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Food, Health and Sustainability
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Foundations of Health Science
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Introduction to Natural Science: Life on Earth
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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 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.
Lower-division: 50% freshmen/50% sophomores
Introduction to Natural History
Our students have unique opportunities to conduct scientific research using high-quality instruments, such as a scanning electron
54
microscope and a Nuclear Magnetic Resonance machine. In addition, they can use some of the best modern software available. Students
Sophomores or above: (intermediate level)
Computability and Language Theory
Methods of Mathematical Physics
Molecule to Organism
Undergraduate Research in Scientific Inquiry
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. The following programs with significant content in each of the mam
scientific disciplines are usually offered either every year or in alternate years:
Computer Science
Chemistry
Biology
Foundations of Health Science
Foundations of Health Science
Data and Information
Introduction to Natural Science
Introduction to Natural Science
Computer Science Foundations
Molecule to Organism
Atoms, Molecules and Reactions
Student Originated Software
Gene to Ecosystems
Environmental Analysis
Computability and Language Theory
Molecule to Organism
Algebra to Algorithms
Mathematics
Juniors or seniors: (advanced level)
Animal Behavior and Zoology
Environmental Analysis
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Physics
Models of Motion
Introduction to Natural Science
Computer Science Foundations
Atoms, Molecules and Reactions
Mathematical Systems
Methods of Mathematical Physics
Models of Motion
Methods of Mathematical Physics
Algebra to Algorithms
Energy Systems
Data and Information
Meaning, Math and Motion
Meaning, Math and Motion
We also create new offerings on a regular basis. Refer to the individual program descriptions for more details about these programs
and others not listed above.
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.
Faculty member Clyde Barlow and students with the ICP (Inductively Coupled Plasma) Mass Spectrometer. Photo by Paul Reynolds '09.
Photo by Katharine B. Turner '09.
1
Condensed Curriculum 2010-2011 i 19
18 i Condensed Curriculum 2010-2011
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
Core: Designed for freshmen
Forensics & Criminal Behavior
Law and Literature: Equality, Citizenship
and Democracy in the United States
Law and Literature: Revolution to Reconstruction
Sustajnability from the |nside Out
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Political Economy and Social Change
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Power in American Society (fall)
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Foundations of Economics
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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.
Sophomores or above: (intermediate level)
Green for Green:
Entrepreneurship and The Environment
Individual Study: Imperialism, Political Science,
Third World, Foreign Policy
Individual Study: Political Economy, Globalization,
Contemporary India
New Zealand: Maori and Native Decolonization
in the Pacific Rim
64
Juniors or seniors: (advanced level)
500 Years of Globalization
29
Creative Environments: Shaping
"38
Health and Human Development
50
Individual Study: Legislative Internship
52
Marxist Theory
58
Multicultural Counseling: An Innovative Model
63
The Legislature and the Public:
Environmental and Social Justice
56
zience Education
:al Sociology
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1
Condensed Curriculum 2010-2011
20 I Condensed Curriculum 2010-2011
Tacoma Program
Reservation-Based
Community-Determined
Program
The Reservation-Based Community-Determined program is "reservation-based" with
classes held within the community and "community-determined" by placing value on existing
community knowledge, utilizing community members as guest instructors, and instituting
participatory research methods.
We believe students are best served by a well-defined, consistent program that balances
personal authority, indigenous knowledge and academics.
• Personal authority challenges students to be personally accountable for their attendance,
engagement and learning, and to declare the nature of their own work.
•
Indigenous knowledge honors the founding principles of the program and its commitment
to involving our community's keepers of cultural and traditional knowledge as teachers and
valuable human resources.
•
Academics give breadth within the liberal arts through reading, writing, research and other
scholarly pursuits that complement personal authority and community knowledge.
Our interdisciplinary curriculum is developed in collaboration with Native leaders to include the areas
of community and economic development, leadership, tribal administration, sustainable environments,
intergovernmental relations, indigenous knowledge, and tribal law. Students who want to develop a more
specialized course of study may do so with faculty approval. Students gain a solid foundation needed to
enter most areas of public service and tribal government as well graduate school and other professions.
Who Should Apply
This upper-division program serves students with 90 or more college credits with strong
connections to their tribal communities. In addition to Evergreen's application, an intake packet must be completed
by all prospective RBCD students. To obtain the packet, contact Michelle Aguilar-Wells, Director (aguilarm@evergreen.edu)
or Gina Corpuz, Associate Director (corpuzr@evergreen.edu).
•
Students attend class two nights per week at Muckleshoot, Nisqually, Tulalip, or Quinault. (Makah, Lower Elwha,
Port Gamble, and Skokomish are approved sites and can be reactivated contingent upon enrollment.)
•
Students attend class four Saturdays per quarter at the Longhouse on the Evergreen campus.
•
Students work toward a Bachelor of Arts degree.
The Tacoma program is committed to providing its students with an interdisciplinary,
reality-based, community-responsive 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 persona! 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
A curriculum that integrates students' life experiences and goals
Faculty and student diversity
An emphasis on diverse cultural perspectives and experiences
Flexible class schedules
Opportunities to engage in dialogues across and beyond differences
Day and evening classes
Personalized academic support and evaluation processes
High graduate school placement rate
A tradition of employer satisfaction with graduates
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 (253) 680-3000.
For students with fewer than 90 college credits, Evergreen collaborates on The Grays Harbor College Reservation Based
AA Degree Bridge program. Interested students should contact Mark Ramon at Grays Harbor College (mramon@ghc.edu or
(360) 538-4090) or visit www.evergreen.edu/tribal/graysharbor.
RBCD PROGRAM
Juniors or seniors: (advanced level)
pg quarter
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society 71 F W S
AFFILIATED FACULTY
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Juniors or seniors: (advanced level)
With Liberty and Justice for Whom?
AFFILIATED FACULTY
pg
82
quarter
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Tyrus Smith
Dr. Art|g|il|ji|piitg
Photos by Evergreen Photo Services.
22 I Matching Evergreen's Programs to Your Field of Interest
Matching Evergreen's Programs to Your Field of Interest I 23
pg quarter
Matching Evergreen's Programs
to Your Field of Interest
BUSINESS AND MANAGEMENT
Evergreen's programs are organized into Planning Units and thematic planning groups—academic areas that will help
you find current programs that match your needs and interests. Programs designed to accommodate freshman students are
designated Programs for Freshmen. The Planning Units are Culture, Text and Language; Environmental Studies; Expressive Arts;
Scientific Inquiry; and Society, Politics, Behavior and Change. Thematic planning groups include Consciousness Studies, Native
American and World Indigenous People Studies (NAWIPS), and Sustainability and Justice.
CHEMISTRY
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
JJndergraduate Research in Scientific Inquiry
pg quarter
ART HISTORY
AESTHETICS
40
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47
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ANTHROPOLOGY
Bodies of Knowledge
Dance of Consciousness
The Remembrance of Things Past
Sustainability from the Inside Out
Art and Religious Practice
Dada and Surrealism: Art as Life—Life as Art
Drawing From Place
Experiments in Theater and Dance
_
The Lens-Based Image: Theory, Criticism, Practice
Looking at Animals
Seeing the Light
Temporal Images
Visions and Voices: Culture, Community and Creativity
ASTRONOMY
AGRICULTURE
Cities: Real and Imagined
InTheCityJ"
Law and Literature: Equality, Citizenship
and Democracy in the United States
Law and Literature: Revolution to Reconstruction
Looking Backward: America in the Twentieth Century
New Zealand: Maori and Native Decolonization
in the Pacific Rim
Rethinking the Suburbs
Student Originated Studies: Creative Writing
(Narrative Memoir and Short Story)
U.S. Women of Color in the 20th Century:
Reading Between the Lines
Creative Environments: Shelter and Movement
^
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Food, Health and Sustainability
Forensics & Criminal Behavior
Foundations of Health Science
Introduction to Natural Science: Life on Earth
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pg quarter
Advanced Research in Environmental Studies
Food, Health and Sustainability
The Practice of Sustainable Agriculture
Green for Green: Entrepreneurship & The Environment
Marketing and (Anti-)Consumerism
Techniques of Sustainability Analysis
;, .
,
Molecule to Organism
www.evergreen.edu/catalog/2010-11.
Dada and Surrealism: Art as Life—Life as Art
Drawing From Place
Experiments in Theater and Dance
The Lens-Based Image: Theory, Criticism, Practice __
Poetics and Performance
Post-Colonial Caribbean: Aesthetics of Culture & Identity
Seeing the Light
Student Originated Studies: Poetics
Temporal Images
Creative Environments: Entrepreneurshirj
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Foundations of Economics
Games Marketers Play
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Animal Behavior and Zoology
Biodiversity Studies in Argentina
Bodies of Knowledge
Field Ecology
Food, Health and Sustainability
Forensics & Criminal Behavior
Foundations of Health Science
Health and Human Development
Introduction to Natural History
Introduction to Natural Science: Life on Earth
Molecule to Organism
Undergraduate Research in Scientific Inquiry
With Liberty and Justice for Whom?
31
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Advanced Research in Environmental Studies
Biodiversity Studies in Argentina
Botany: Plants and People
Field Ecology
Field Plant Taxonomy
Introduction to Natural History
The Practice of Sustainable Agriculture
Student Originated Studies:
Botany, Herbology, Horticulture
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Ceremony: Relating Hospitably to the Land
Climate Solutions
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Designing Languages
Effective Action for Sustainability and Justice
Forensics & Criminal Behavior
Games Marketers Play
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Communications
Language Matters:
Persuasive Language in Popular Culture
Marketing and (Anti-)Consumerism
Multicultural Counseling: An Innovative Model
Ready Camera One: We're Live
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Advanced Research in Environmental Studies
Ceremony: Relating Hospitably to the Land
Creative Environments: Shelter and Movement
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Effective Action for Sustainability and Justice
Health and Human Development
In The City
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Individual Study: Psychology
The Legislature and the Public:
Environmental and Social Justice
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Contemporary Indian Communities in Global Society 71 F W S
Rethinking the Suburbs
71 T~W~S
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With Liberty and Justice for Whom?
82 F W S
COMPUTER SCIENCE
Algebra to Algorithms
Computability and Language Theory
Computer Science Foundations
Data and Information: Computational Linguistics
Designing Languages
Undergraduate Research in Scientific Inquiry
pg quarter
CONSCIOUSNESS STUDIES
30
37
37
41
42
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Ccimputer Science Foundations
Creative Environments: Entrepreneurship
Dance of Consciousness
Experiments in Theater and Dance
Mind-Body Medicine
Multicultural Counseling: An Innovative Model
Music and Consciousness
Student Originated Studies: Creative Writing
(Narrative Memoir and Short Story)
Sustainability from the Inside Out
33
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Caribbean Tourism: A Critical Analysis
Cities: Real and Imagined
Dance of Consciousness
Designing Languages
Experiments in Theater and Dance
Gender and Culture: Japanese and American
Literature, Cinema and Popular Culture
Health and Human Development
Imperialism
In The City
Individual Study: Imperialism, Political Science,
Third World, Foreign Policy
Individual Study: Media Arts, Visual Anthropology,
Communications
Individual Study: Psychology
Memory and Conflict in the Eastern Mediterranean
Mind-Body Medicine
Multicultural Counseling: An Innovative Model
Music and Movement in Nature and Culture
New Zealand: Maori and Native Decolonization
in the Pacific Rim
Reality Check: Indian Images and [Misrepresentations
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Russia and Eurasia: Empires and Enduring Legacies
Self and Culture: Studies in Japanese and American
Literature and Cinema
Shattered Images of Changing China:
Modern Chinese Literature and Film
Student Originated Studies:
Creative Writing (Narrative Memoir and Short Story)
The Spanish-Speaking World: Cultural Crossings
U.S. Women of Color in the 20th Century:
Reading Between the Lines
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Experiments in Theater and Dance
Music and Movement in Nature and Culture
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Advanced Research in Environmental Studies
Animal Behavior and Zoology
Biodiversity Studies_in Argentina
Climate Solutions
Drawing From Place
Environmental Analysis
Field Ecology
Field Plant Taxonomy
Food, Health and Sustainability
36
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Introduction to Natural History
54 F
The Practice of Sustainable Agriculture
69 F W S
Student Originated Studies:
.Botany, Herbology, Horticulture
75 F
Techniques of Sustainability Analysis
78 JL_
With Liberty ancj Justice for Whom?
82 F W S
24 Matching Evergreen's Programs to Your Field of interest
Matching Evergreen's Programs to Your Field of interest I 25
pg quarter
31
34
Alternatives to Capitalism
Caribbean Tourism: A Critical Analysis
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Foundations of Economics
Games Marketers Play
Imperialism
Looking Backward: America in the Twentieth Century
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The Past and Future of American Youth
Political Economy and Social Change
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Algebra to Algorithms
30
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Ceremony: Relating Hospitably to the Land
35
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Dance of Consciousness
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Gender and Culture: Japanese and American
Literature, Cinema and Popular Culture
Health and Human Development
Imperialism
Language Matters:
Persuasive Language in Popular Culture
Multicultural Counseling: An Innovative Model
The Past and Future of American Youth
Student Originated Studies:
Botany, Herbology, Horticulture
U.S. Women of Color in the 20th Century:
Reading Between the Lines
42
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82
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Advanced Research in Environmental Studies
Biodiversity Studies in Argentina
Ceremony: Relating Hospitably to the Land
Climate Solutions
Creative Environments: Shelter and Movement
Drawing From Place
Effective Action for Sustainability and Justice
Environmental Analysis
Field Ecology
Food, Health and Sustainability
Green for Green: Entrepreneurship & The Environment
In The City
Individual Study: Legislative Internship
Introduction to Natural History
_
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Animal Behavior and Zoology
Biodiversity Studies in Argentina
Botany: Plants and People
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Drawing From Place
Field Ecology
Field Plant Taxonomy
In The City
Introduction to Natural History
Self and Culture: Studies in Japanese and American
Literature and Cinema
Seven Oceans^
Times and Works of Soseki, Mishima, and Murakami:
Literature, History, and Cinema
31
32
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42
43
45
46
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Advanced Research in Environmental Studies
Effective Action for Sustainability and Justice
In The City
Individual Study: Political Economy, Globalization,
Contemporary India
New Zealand: Maori and Native Decolonization
in the Pacific Rim
40
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Foundations of Health Science
Individual Study: Political Economy, Globalization",
Contemporary India
J-00Mn9 Backward: America in the Twentieth Century
Marxist Theory
The Past and Future of American Youth
Power in American Society (fall)
_ Flower in American Society (winter
The Remembrance of Things Past
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Rethinking the Suburbs
Russia and Eurasia: Empires and Enduring Legacies
The Spanish-Speaking World: Cultural Crossings
Times and Works of Soseki, Mishima, and Murakami:
Literature, History, and Cinema
With Liberty and Justice for Whom?
Advanced_Research in Environmental Studies
29
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Advanced Research in Environmental Studies
Foundations of Health Science
Health and Human Development
Individual Study: Psychology
Mind-Body Medicine
Multicultural Counseling: An Innovative Model
With Liberty and Justice for Whom?
Cities: Real and Imagined
29
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Individual Study: Political Economy, Globalization,
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Looking Backward: America in the Twentieth Century
Memory and Conflict in the Eastern Mediterranean
Political Economy and Social Change
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In The City
32
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Russia and Eurasia: Empires and Enduring Legacies
The Spanish-Speaking World: Cultural Crossings
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Designing Languages
Experiments in Theater and Dance
Language Matters:
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Meaning, Math and Motion
54
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Calculated Fiction
Cities: Real and Imagined
Dada and Surrealism: Art as Life — Life as Art
Death Considered
Experiments in Theater and Dance
Law and Literature: Equality, Citizenship
and Democracy in the United States
Law and Literature: Revolution to Reconstruction
Looking Backward: America in the Twentieth Century
Looking at Animals
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Self and Culture: Studies in Japanese and American
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MARINE SCIENCE
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Biodiversity Studies in Argentina
Seven Oceans
29
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LAW AND GOVERNMENT POLICY
Advanced Research in Environmental Studies
Individual Study: Political Economy, Globalization,
Contemporary India
Law and Literature: Equality, Citizenship
and Democracy in the United States
Law and Literature: Revolution to Reconstruction
Looking Backward: America in the Twentieth Century
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
FWS
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Gender and Culture: Japanese and American
Literature, Cinema and Popular Culture
Imperialism
In The City
79
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500 Years of Globalization
Caribbean Tourism: A Critical Analysis
Designing Languages
Iri The City_
Ceremony: Relating Hospitably to the Land
35
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society 71
Sustainability from the Inside Out
77
LITERATURE
70
HYDROLOGY
GOVERNMENT
Individual Study: Legislative Internship
Individual Study: Political Economy, Globalization,
Contemporary India
The Legislature and the Public:
Environmental and Social Justice
Looking Backward: America in the Twentieth Century
Power in American Society (fall)
Power in American Society (winter)
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
500 Years of Globalization
Bodies of Knowledge
pg quarter
LEADERSHIP STUDIES
68
Reality Check: Indian Images and [Misrepresentations 70
GEOLOGY
Advanced Research in Environmental Studies
Introduction to Natural Science: Life on Earth
pg quarter
HISTORY
GEOGRAPHY
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Jmperialism
"jn f heCJty~~
Student Originated Studies:
Working Across Dimensions (2D and 3D)_ _
With Liberty and Justice for Whom?
The Legislature and the Public:
Environmental and Social Justice
Mount Rainier: The Place and its People
The Practice of Sustainable Agriculture
Rethinking the Suburbs
Student Originated Studies:
Botany, Herbology, Horticulture
Techniques of Sustainability Analysis
With Liberty and Justice for Whom?
pg quarter
GENDER AND WOMEN'S STUDIES
ECONOMICS
55
55
57
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S
F W S
71
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LAW AND PUBLIC POLICY
__
Climate Solutions
36
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The Past and Future of American Youth
52
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With Liberty and Justice for Whom?
78
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t° Ali°ritnms
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Computability and Language Theory
Computer Science Foundations
Data and Information: Computational Linguistics
Field Ecology
Forensics & Criminal Behavior
Introduction to Natural History
Meaning, Math and Motion
Methods of Mathematical Physics
With Liberty and Justice for Whom?
30
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26 I Matching Evergreen's Programs to Your Field of Interest
Matching Evergreen's Programs to Your Field of Interest I 27
pg quarter
PHILOSOPHY OF SCIENCE
MEDIA STUDIES
Gender and Culture: Japanese and American
Literature, Cinema and Popular Culture^
Individual Study: Media Arts, Visual Anthropology,
_ Communications
Language Matters:
Persuasive Language in Popular Culture
Nonfiction Media: Animation, Documentary,
and Experimental Approaches to the Moving Image
_Ready Camera One: We're Live
Reality Check: Indian Images and [Misrepresentations
52
65
69
70
Temporal Images
Visions and Voices: Culture, Community and Creativity
Witr^Liberty and Justice for Whprn? _
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NATIVE AMERICAN STUDIES
Ceremony: Relating Hospitably to the Land
Mount Rainier: The Place and its People
New Zealand: Maori and Native Decolonization
in the Pacific Rim
Reality Check: Indian Images and [Misrepresentations
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Visions and Voices: Culture, Community and Creativity
35
62
F W S
F W S
64
70
F W
W
71
81
F W S
F W S
NATURAL HISTORY
Biodiversity Studies in Argentina
Botany: Plants and People
Drawing From Place
Field Ecology
Field Plant Taxonomy
Introduction to Natural History
Mount Rainier: The Place and its People
Seven Oceans
Student Originated Studies:
Botany, Herbology, Horticulture
32
33
43
45
46
54
62
73
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PHILOSOPHY
Bodies of Knowledge
Data and Information: Computational Linguistics
Death Considered
Marxist Theory
Methods of Mathematical Physics
33 p W S
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41 F
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~Student Originated Studies: Poetics
76
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7g
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59
79
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50
500 Years of Globalization
Alternatives to Capitalism
Effective Action for Sustainability and Justice
Imperialism
Individual Study: Imperialism, Political Science,
Third World, Foreign Policy
Individual Study: Legislative Internship
Individual Study: Political Economy, Globalization,
Contemporary India
Marxist Theory
Memory and Conflict in the Eastern Mediterranean
Political Economy and Social Change
Power in American Society (fall)
Power in American Society (winter)
Reality Check: Indian Images and [Misrepresentations
The Remembrance of Things Past
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Rethinking the Suburbs
U.S. Women of Color in the 20th Century:
Reading Between the Lines
With Liberty and Justice for Whom?
F W S
29
31
44
51
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F W
52
52
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53
58
60
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70
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71
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80
82
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PSYCHOLOGY
Games Marketers Play
Health and Human Development
Individual Study: Psychology
Marketing and (Anti-)Consumerism
Mind-Body Medicine
Multicultural Counseling: An Innovative Model
The Past and Future of American Youth
Animal Behavior and Zoology
Biodiversity Studies in Argentina
Caribbean Tourism: A Critical Analysis
Individual Study: Political Economy, Globalization,
Contemporary India
Memory and Conflict in the Eastern Mediterranean
New Zealand: Maori and Native Decolonization
in the Pacific Rim
31
32
34
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F W
64
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The Spanish-Speaking World: Cultural Crossings"
74
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35
36
38
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39
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SUSTAINABILITY STUDIES
POLITICAL SCIENCE
49
50
_ 53
58
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Ceremony: Relating Hospitably to the Land
Climate Solutions
Creative Environments: Entrepreneurship
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Creative Environments: Shaping
Creative Environments: Shelter and Movement
Drawing From Place
—
Effective Action for Sustainability and Justice
Field Ecology
Food, Health and Sustainability
Green for Green: Entrepreneurship & The Environment
The Legislature and the Public:
Environmental and Social Justice
The Practice of Sustainable Agriculture
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Rethinking the Suburbs
Sustainability from the Inside Out
Techniques of Sustainability Analysis
With Liberty and Justice for Whom?
s
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THEATER
Dionysia: Enlivening Greek Theater
Experiments in Theater and Dance
Music and Movement in Nature and Culture
Poetics and Performance
pg quarter
VISUAL ARTS
43
45
64
66
W S
F W
F" W S
F W
Algebra to Algorithms
Art and Religious Practice
Cities: Real and Imagined
Creative Environments: Shaping
Dada and Surrealism: Art as Life— Life as Art
Drawing From Place
Individual Study: Media Arts, Visual Anthropology,
Communications
The Lens-Based Image: Theory, Criticism, Practice
Looking at Animals
Mount Rainier: The Place and its People
Plein Air
30
32
36
38
40
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Post-Colonial Caribbean: Aesthetics of Culture & Identity 67
Seeing the Light
72
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Working Across Dimensions (2D and 3D)
77
Temporal Images
73
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ws
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WRITING
Botany: Plants and People
Calculated Fiction
Ceremony: Relating Hospitably to the Land
Designing Languages
Effective Action for Sustainability and Justice
Language Matters:
Persuasive Language in Popular Culture
Poetics and Performance
Student Originated Studies:
Botany, Herbology, Horticulture
Student Originated Studies: Creative Writing
(Narrative Memoir and Short Story)
Student Origina^
Student Originated Studies: Poetics
Sustainability from the Inside Out
With Liberty and Justice for Whom?
33
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ZOOLOGY
Advanced Research in Environmental Studies
Animal Behavior and Zoology
Field Ecology
Introduction to Natural History
~61 F~W
63~ F~W~S
66 F W
QUEER STUDIES
Health and Human Development
50
F W S
40
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RELIGIOUS STUDIES
Dance of Consciousness
SOCIOLOGY
OUTDOOR LEADERSHIP AND EDUCATION
Mount Rainier: The Place and its People
Creative Environments: Shelter and Movement
Meaning, Math and Motion
Undergraduate Research in Scientific Inquiry
Health and Human Development
B^™.™™™.
Music and Consciousness
Music and Movement in Nature and Culture
W S
48 F W S
~60~ F W S
PHYSIOLOGY
W S
78 _F_W
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82 F W S
Individual Study: Media Arts, Visual Anthropology,
Communications
52
Nonfiction Media: Animation, Documentary,
and Experimental Approaches to the Movjng lmage_65
Ready Camera One: We're Live
69
Self and Culture: Studies in Japanese and American
Literature and Cinema
73
Student Originated Studies: Media/Writing/Philosophy 76
Temporal Images
78
Times and Works of Soseki, Mishima, and Murakami:
_JLiterature, History, and Cinema
79
S
30
31
PHYSICS
54
pg quarter
STUDY ABF OAD
Algebra to Algorithms
Animal Behavior and Zoology
Foundations of Health Science
Methods of Mathematical Physics
49
Shattered Images of Changing China:
Modern Chinese Literature and Film
74
Student Originated Studies: Media/Writing/Philosophy 76
MOVING IMAGE
pg quarter
W S
5
pW
29 F W
500 Years of Globalization
Cities: Real and Imagined
36 F W
Effective Action for Sustainability and Justice
44 F W S
Forensics & Criminal Behavior
47 F W S
In The City
51
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Individual Study: Legislative Internship
52
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The Legislature and the Public:
Environmental and Social Justice
56 F
y ~~57~
Looking Backward: America in the Twentieth Centui
Tw s
The Past and Future of American Youth
66 F W
With Liberty and Justice for Whom?
82 T w s
SOMATIC STUDIES
Dance of Consciousness
Experiments in Theater and Dance
Health and Human Development
40
45
50
F W S
F W
F W S
SOS: Performing Arts, taught by Ariel Goldberger, offered students a rigorous environment to develop student-originated performance
works at an advanced level. Photo by Katherine B. Turner '09.
Programs I 29
28 I How to Read a Program
Program
Descriptions
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.
Mount Rainier: The Place and its People
MAJOR AREAS OF STUDY Indicates subject areas that correspond
to traditional disciplines and subjects.
Credit may be earned in these areas
at completion of the program.
CLASS STANDING
States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
Fall, Winter and Spring
Major areas of study include environmental education,
environmental studies, protected areas...
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 ieducation and environmental studies.
Prerequisites: This program does not have prerequisites
Faculty: Jeff Antonelis-Lapp (environmental education), iCarolyn Dobbs (land use, environmental planning), Lucia
Harrison (visual arts)
Mount Rainier, known locally as the Mountain or >Tahoma dominates the landscape of the Puget Sound
region and commands the attention, imagination and
respect of its inhabitants. The relationship of people to
the Mountain has varied widely: prized by Indigenous
Peoples for a variety of activities, even today; seen by
European-American settlers as a potentially vast resource
for timber and minerals; and as a wilderness and recreation
destination for Puget Sound inhabitants and tourists from
the world over.
Some of the questions we will investigate include:
What do we know about the natural and human history
at Mount Rainier, and how might this predict the future?
What are the interrelationships of people, place, flora and
fauna at Mount Rainier? What role does Mt. Rainier play
in the arena of conserving protected areas? Does placebased, experiential conservation service-learning lead to
environmental stewardship?
To capitalize on the usual pattern of late summer good
weather, we will begin the program... See page 62 for full
program description.
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.
CREDITS •
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.
ENROLLMENT
Number of students who may enroll.
Core programs typically allow 23
students per faculty; all-level allow 24;
intermediate and advanced, 25.
PLANNING UNITS
1
The planning unit or thematic planning
group relevant to the program.
L
(
Faculty Signature: No signature is required for
freshmen, but an application is still required. All
students must submit a completed application form,
available by emailing Jeff Antonelis-Lapp... Qualified
students will be accepted until the program fills.
Accepts Winter and Spring Enrollment with faculty
i
signature. Contact faculty by email. New students
should expect to complete some catch-up work...
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $200 per quarter for overnight field
trips/service learning component; $100 per quarter for
art supplies.
Internship Possibilities: None.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies and Programs for
Freshmen
PROGRAM IS PREPARATORY.
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 92.
1
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.
< ACCEPTS WINTER/SPRING
ENROLLMENT
Indicates whether faculty approval
must be obtained before registering
for the second or third quarter of
a continuing program, and other
requirements for new students.
• SPECIAL EXPENSES
Lists expenses in addition to regular
tuition and fees.
< INTERNSHIP POSSIBILITIES
States whether an internship is
optional or required.
< SIMILAR PROGRAMS OFFERED
Gives the next opportunity to join a
similar program.
500 Years of Globalization
Advanced Research in Environmental Studies
Fall and Winter
Fall, Winter and Spring
Major areas of study include world history, globalization, political
economy, historical sociology and geography.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: previous study in political economy, political
science, and history beyond the introductory level.
Program is preparatory for careers and future studies in the social
sciences, history, law, education and informed citizenship.
Faculty: Jeanne Hahn (political economy)
Major areas of study include areas of student interest.
Class Standing: Juniors or seniors; transfer students welcome.
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 (environmental toxicology), Gerardo Chin-Leo
(marine science), Dylan Fischer (forest and plant ecology), Martha
Henderson (geography), Lin Nelson (environmental health and
policy), Erik V. Thuesen (marine science), Alison Styring (ornithology),
John Longino (entomology, ecology), Nalini Nadkarni (forest ecology)
The world is undergoing unprecedented flux and transformation.
Some argue we are in the midst of a passage to a qualitatively different
world. How do we understand this, historically and in the present?
What is the future of the nation-state in the face of the hypermobility
of capital, the re-emergence of nationalism, the increasing disparity
and similarity between the "first" and "third" worlds, and the attempt
of the U.S. to assert global military dominance? Is the public sphere
disappearing in the face of privatization and neoliberal policy? Or
is neoliberalism dissolving under the impact of the current global
economic crisis? What might take its place? These are big questions;
every person on earth has a stake in the answers.
In the fall, we will focus on a study of the evolution of historical
capitalism and the international political economy to understand
the process by which over the past 500 years Europeans (and later
Euro-Americans) created capitalism and the nation-state, redrew
the world map through colonialism and imperialism, established the
rules of the international system, and initiated the process by which
the rest of the world generally became poor and powerless.
In the winter, we will focus on the post-World War II period
to the present and assess the rapidly changing global political
economy and recent geostrategic developments. We will explore
the relationship between transnational corporations and multilateral
institutions, investigate the neoliberal agenda as expressed through
public policies in the first world and structural adjustment programs
in the third world, and examine changing structures of power under
the current crisis in global capitalism and apparent crumbling of
its neoliberal policy apparatus. We will look directly at the rise of
revolutionary nationalism and the nature of global social movements
and change. Students will write frequently, engage in a major
research project, and analyze world developments through the daily
New York Times and one foreign newspaper.
Faculty Signature: Students must interview with the faculty and
submit a portfolio of previous work that includes a sample of
written work and Evergreen evaluations or previous transcripts.
For more information, contact Jeanne Hahn at (360) 867-6014 or
hahnj@evergreen.edu. Applications received by the Academic
Fair, May 12, 2010, will be given priority. Qualified students will
be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
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.
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: (academic.evergreen.
edu/projects/EEON). See more about his lab's work at: academic,
evergreen.edu/f/fischerd/E3.htm.
Martha Henderson studies rural Western landscapes as
processes 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.
>fne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11
30 I Programs
Programs 1 31
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 in researching 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 and regional health.
Alison Styring studies birds. She will sponsor research on birdfocused projects or projects incorporating natural history and
observational methods. Three areas of special interest are natural
history collections, with specimen-based research and collection
curating and management; the Evergreen Ecological Observation
Network (EEON) for field projects focusing on wildlife in the
Evergreen forest; and restoring monitoring in the Nisqually delta.
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: Contact faculty in area of interest for specific
information.
Accepts Winter and Spring Enrollment: Contact faculty in area of
interest for specific information.
Credits: 4, 8, 12 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies
Algebra to Algorithms
Alternatives to Capitalism
Spring
Spring
Major areas of study include college algebra, introductory
computer programming, problem solving, and mathematics and
computing 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 computer
science, mathematics, natural sciences and art.
Faculty: Neal Nelson (computer science, mathematics), Judy
Cushing (computer science, mathematics)
Major areas of study include economics, politics and history.
Class Standing: No restrictions.
Program \s preparatory for careers and future studies in
economics and political economy.
Faculty: Peter Dorman (political economy)
Western science relies on mathematics as a powerful language for
expressing patterns that appear in the natural 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. Patterns that appear in the natural world and are expressed
in mathematical models also sometimes appear in the visual arts.
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. In addition, we will explore how to
program interesting visual shapes using simple geometry. 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, algorithms, programming and problem solving,
with seminar readings about the role of mathematics in modern
education and 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 or
the arts.
Credits: 16 per quarter
Enrollment: 23
A similar program is expected to be offered in 2011-12
Planning Units: Expressive Arts, Programs for Freshmen and
Scientific Inquiry
Is there a viable alternative to capitalism as a system of economic
organization? Does the collapse of communism mean that there can
be debates only within capitalism, rather than between different
systems? This program will provide a one-quarter survey of potential
alternatives, as they have been written about and experimented with
on a small scale. We will read detailed proposals and fictional visions,
visit local non-capitalist institutions, and weigh the arguments on all
sides. This is, above all, a program for people who need to clarify for
themselves the economic dimension of their political commitments.
Because it takes economic feasibility seriously, the program will
consider the nuts and bolts of capitalism and anticapitalism: the
role of markets and money, the organization of production, and the
problem of incentives and coordination.
Prior work in economics is essential; some of the readings will be
technically demanding. In addition to evaluating current proposals,
we will also cover the socialist calculation debate of the 1930s in
some detail, since it represents the most sustained examination of
the potential for systematic economic planning. Further readings
will update this controversy through the eyes of modern proponents
and critics of socialism. The program will include field trips, visiting
speakers and films. There will be one major piece of writing, either
analyzing an existing vision or experiment, or constructing a new
one. In order to practice what we preach, student governance will
be an essential feature of this program.
Faculty Signature: Students must submit evidence of prior work in
economics.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Animal Behavior and Zoology
Fall, Winter and Spring
Major areas of study include animal behavior, evolution, zoology,
population ecology, tropical ecology, field research and statistics
(all upper-division, except 4 credits in lower division statistics).
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level biology, and 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 (evolution, animal behavior, herpetology),
Bret Weinstein (evolution, animal behavior, mammalogy)
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, in-depth 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, if funding is approved, a five-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,
Students who register for a program but do not attend the first class meeting may be dropped.
Summer Ornithology program, 2009. Photo by Carlos Javier Sanchez '97.
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 may 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 Central America, 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 one group of animals in
particular: the primates, including Homo sapiens.
Students will be allowed to participate 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.
Faculty Signature: Students must submit an application to be
considered for this program. Assessment will be based primarily
on relevant background in the sciences, and writing and critical
thinking skills. Application forms are available on the program
web site at http://academic.evergreen.edu/curricular/abz/, and
completed applications should be sent to Heather Heying via
email. Students are encouraged to come to the Academic Fair, May
12, 2010, to discuss the program before submitting an application.
Applications received by May 14, 2010 will be given priority.
Credits: 16 per quarter
Enrollment: 50 Fall, 35 Winter and 25 Spring
Special Expenses: $240 for Pacific Northwest field trips in fall.
$2,600 for field trip to Panama in winter, plus airfare. Supplies and
travel funds as required by independent research project in spring.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies and Scientific Inquiry
We programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
32 I Programs
Programs i 33
Art and Religious Practice
Fall and Winter
Major areas of study include 20 and 3D visual arts and art history.
Class Standing: Sophomore only.
Program is preparatory for careers and future studies in studio
arts, art history and the humanities.
Faculty: Lisa Sweet (2D visual arts), Jean Mandeberg (3D visual arts)
This sophomore-only program will be based in two visual arts
studios: printmaking and fine metalworking. Working back and forth
between 2D and 3D, between image making and object making,
we will study basic design, studio skills and art history. Our study of
art will provide a lens through which we will focus on Judaism and
Christianity. Since the purpose of religious ritual is to repeat and
rehearse stories, many of the artworks in our study will be functional.
We will examine the religious utility of images and objects such as
devotional prints, mezuzahs, prayer beads, chalices, and hand-made
religious texts. In most cases the effect of religious objects and
images is the same: to see and remember.
One way to look at both art and craft is that both historically
have been made and used in the service of religious practice to
capture fleeting moments of ritual. How can we better understand
religion by examining, and making, images and objects that reflect
these rituals? How has visual art encouraged spiritual experience
and religious practice?
In fall quarter, students will gain basic fine metals and intaglio
printmaking skills, as well as focusing on writing. In winter, students
will explore intermediate skills in both studios, as well as undertake a
substantive independent research project. This program is designed
for sophomores with an interest in studio art, art history, philosophy
and religion who are interested in a focused and demanding
combination of studio work, writing, reading and seminar discussion.
Half of students' time will be focused on artistic practice; half will
address a rigorous study of religions and art history. We hope to work
as a community of artists to examine ideas that have a rich historical
background as well as pressing contemporary significance.
Accepts Winter Enrollment: Qualified students will have basic
fine metals and intaglio printmaking skills in addition to a basic
understanding of Judaism and/or Christianity. Interested students
should contact the faculty at the Academic Fair, December 1,
2010. Students may be asked to do supplementary reading over
the winter break.
Credits: 16 per quarter
Enrollment: 40
Special Expenses: approximately $200 per quarter for
printmaking and fine metals art supplies.
Planning Units: Expressive Arts
Biodiversity Studies in Argentina
Fall and Winter
Major areas of study include biodiversity, natural history and
Spanish language. Some upper-division science credit is possible
and will be arranged on a case-by-case basis between students
and faculty.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Previous academic work in natural history and/or
environmental studies is required. Previous Spanish language
studies are strongly recommended.
Program is preparatory for careers and future studies in field
biology, conservation and Latin American studies.
Faculty: Erik V. Thuesen (zoology)
In the 19th century, well-known European scientists such as
Darwin, d'Orbigny and Bonpland traveled in Argentina and brought
their knowledge of the flora and fauna back to Europe. The marine,
desert and alpine environments of the Southern Cone harbor flora
and fauna very different from similar environments in North America.
In this two-quarter program, we carry out intensive natural history
studies of the unique organisms and ecosystems of Argentina,
focusing on those of Patagonia.
After an introductory week in Olympia at the start of fall quarter,
the study abroad portion of the program will commence with
a 4-week intensive study of Spanish language in Buenos Aires to
prepare us for our travels and studies in Argentina during fall and
winter quarters. We will begin to study the flora and fauna of the
Southern Cone through preliminary readings, lectures and class work
in Buenos Aires. We will take a short trip to the sub-tropical province
of Misiones during October, then move to the coastal and mountain
regions of Patagonia in November. We will study the natural history
of Patagonia, beginning with field studies on the Atlantic coast and
then moving to the Andean Lakes District, taking advantage of the
progressively warmer weather of the austral spring.
Students will conduct formal field exercises and keep field
notebooks detailing their work and observations. We will read
primary literature articles related to the biodiversity of Argentina
and augment our field studies with seminars.
During winter quarter (summer in the southern hemisphere),
students will reinforce their language skills with two weeks of intensive
Spanish studies in Patagonia, examine montane habitats, then work in
small groups on focused projects examining biodiversity topics. It will
be possible to conduct more focused studies on specific ecosystems
or organisms, including those in more southern parts of Patagonia,
at this time of the year. Clear project goals, reading lists, timelines,
etc. will be developed during fall quarter in order to insure successful
projects in winter quarter. Examples of individual/small group
projects include: comparisons of plant/animal biodiversity between
coastal, desert and alpine zones; comparative studies on the impacts
of ecotourism activities on biodiversity; or examining community
composition of intertidal habitats along a gradient from north to
south, among others.
The total estimated cost for this program (including expenses
incurred over Thanksgiving and winter breaks) for food, lodging,
transportation, Spanish language instruction and fieldwork activities
(whale watching, national park fees, museum fees, etc.) is $7,575.
The college's current total estimated cost for food, lodging, etc. per
quarter in Olympia is $4,005. With the low cost of living and traveling
in Latin America, participating in this two quarter program will actually
be less expensive than living in Olympia.
Faculty Signature: Students must complete an application survey,
available at http://academic.evergreen.edU/t/thuesene/Teach/
Teach.htm. Applications received by the Academic Fair, May 12,
2010, will be given priority. Qualified students will be accepted
until the program fills.
Credits: 16 per quarter
Enrollment: 15
Special Expenses: $4,625 for study abroad in Argentina in fall
and winter. Covers lodging (except for four weeks in winter while
students are conducting projects), 50% of food expenses, incountry long-distance transportation (except for local bus/subway
expenses), and language training (four weeks in fall and two weeks
in winter). The fee does not cover airfare (currently $750-$1,100
round trip), four weeks of lodging/transportation expenses while
students are conducting projects during winter quarter (approx.
$500), or lodging/food/travel/home stay during winter break
(approx. $500). A non-refundable deposit of $500 is due by
August 27, 2010. Final payment deadline is September 20, 2010.
Planning Units: Environmental Studies
Students who register for a program but do not attend the first class meeting may be dropped.
Bodies of Knowledge
Botany: Plants and People
Fall, Winter and Spring
Winter
Major areas of study include epistemology, cultural anthropology,
genetics, neurobiology and history of medicine.
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 the liberal
arts and natural sciences.
Faculty: Donald Morisato (biology), Rita Pougiales (anthropology)
Major areas of study include lower-division credit for plant
science, economic botany 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
conservation, ecological agriculture, ecological restoration,
forestry, herbology, natural resource management, plant ecology
and plant taxonomy.
Faculty: Frederica Bowcutt (botany)
The human body has long been a natural locus of study,
interpretation, and storytelling. Corporeal existence has been
conceptualized and experienced in radically different ways across time
and across cultures, conceived as an irreducible whole by some, and as
an amalgam of separate systems or individual elements by others. How
has our philosophical and biological conception of the body changed
over time? How is the body used to find or express meaning? What
is the relationship of the body to the mind and the soul?
In this program, we will explore the nature and essence of the
body, and reflect on the experience of being human. Knowledge
about the body and our lived experiences within our bodies have been
created from the culturally distinct perspectives of biologists, artists,
philosophers and storytellers. We will read philosophical and historical
texts, and closely analyze some of the ideas that have helped shape
our conception of the body. We will study the genetic development
and biological function of the body, carrying out experiments in
the laboratory to get a direct sense of the process of scientific
investigation. Finally, we will read novels and look at art as yet another
way of engaging with the body, particularly the significance and
representation of emotion. Throughout our inquiry, we will attentively
ask how we have come to know what we claim to know.
Our investigations will follow a particular progression. In fall
quarter, we will consider the body: the history of the conception of
the body, images of the body and notions of beauty, the body as the
site of meaning-making, medical imaging and genetic approaches
to deciphering the development of the human organism. In winter
quarter, we will examine aspects of the mind: the Cartesian dualism, the
functional organization of the brain, processes of cognition, measuring
intelligence, use of language and the importance of emotions. In
spring quarter, we will explore the notion of the soul: death and burial
rituals in different cultures, philosophical and literary investigations
of the soul, ethics and religion. Over the year, we anticipate reading
such authors as Michel Foucault, Rene Descartes, Martha Nussbaum,
Barbara Duden, Anne Fadiman, Oliver Sacks, Antonio Damasio,
Stephen Jay Gould, Henry James and Marcel Proust.
Accepts Winter and Spring Enrollment with faculty signature.
Admittance will be based on a writing sample and completion of
selected reading assignments from the previous quarter.
Credits: 16 per quarter
Enrollment: 46
Planning Units: Culture, Text and Language, Programs for
Freshmen and Scientific Inquiry
Basic botany is an introductory program in plant science. We will
focus on developing an understanding of both natural and cultural
dimensions of the Kingdom Plantae. We will attempt to address the
following questions: How does present form and function inform us
about the evolution of various groups of plants? How does the form
and function of plants shape animal/plant interactions? People use
plants to build houses and to make baskets, furniture and a variety
of other material objects. Globally most food and medicines are
derived from plants. Why do people use the plants they do? What
meaning do people give to plants?
We will work through a botany textbook, learning about plant
anatomy, morphology, systematics and ecology. Lectures based
on the textbook readings will be supplemented with laboratory
work. Students will get hands-on experience studying plants under
microscopes and in the field. Seminar readings will be on the
general theme of plants and people. Readings and films will cover
such topics as horticulture, agriculture and ethnobotany, including
herbology and basketmaking. We will explore the religious, folkloric,
mythological, and historical meanings given to plants.
Students will learn library research methods, which they will
apply to a research project of their choosing related to plants and
people. Time will be spent helping students improve their ability
to write a research paper that is thesis-driven and supported with
evidence from the scientific literature. Students will also learn basic
plant identification of common species. To support their work in the
field, students will learn how to maintain a detailed and illustrated
field journal.
NOTE: Enrollment is set at 24 students in the 16-credit option
and eight students in the 4-credit option.
Credits: 4 or 16 per quarter
Enrollment: 32
Special Expenses: $150 for field trip.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental 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/201U-
.
Programs I 35
34 I Programs
Calculated Fiction
Spring
Major areas of study include mathematics, literature, fiction
writing and literary theory.
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Strong algebra skills, strong reading and writing skills.
Program is preparatory for careers and future studies in
mathematics, literature, fiction writing and literary theory.
Faculty: Brian Waiter (mathematics), Steven Hendricks (creative
writing, literature)
O God/va, / could be bounded in a nympho/epsy
and count myself a kingfish of infinite spacemen. —Hamlet
Mathematical principles can provide the basis for creative writing,
from the chance operations that generated the quote above to plot
structures, themes, content, and even style. Author Italo Calvino
views writing as a combinatorial game, an all but random process of
associations and layers of implications that can lead to great works
of literature as surely as nonsense. Calvino and others reveal that
writing guided by abstract principles, particularly mathematical
concepts and constraints, can lead to some of the most wondrous
and provocative work. Jorge Luis Borges's stones provide numerous
examples. In The A/eph, the narrator attempts to describe a location
from which all places can be seen simultaneously: "Mystics, faced
with the same problem, fall back on symbols: to signify the godhead,
one Persian speaks of a bird that somehow is all birds; Alanus De
Insulis, of a sphere whose center is everywhere and circumference
is nowhere; Ezekiel, of a four-faced angel, who at one and the same
time moves east and west, north and south." Works like The Aleph
not only reflect mathematical concepts but also give them flesh,
rendering those abstractions poetic and tangible.
Informed by the work of writers such as Borges and Calvino,
we will construct fictional narratives that reflect or are governed
by mathematical concepts. Students will be introduced to a wide
range of mathematical and literary principles and practices. Using
those tools, students will produce creative works rigorous in their
literary content and thorough in their mathematical precision and
depth. The program will also include book seminars, short papers,
and workshops in literature, writing, and mathematics. Readings will
introduce students to relevant historical and philosophical ideas,
numerous examples of writing that fuses math and literature, and
provocative mathematical concepts. Coursework will emphasize
foundations and skill development in mathematics, creative writing,
critical reading, argumentative writing, and literary theory.
Faculty Signature: First year students do NOT need to apply in
order to register. Sophomores, juniors and seniors must submit
an application. Applications are available on the program web
site. Applications received by or at the Academic Fair, March 2,
2011, will be given priority consideration. Qualified students will
be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $75 for program reader and retreat.
Planning Units: Culture, Text and Language, Programs for
Freshmen and Scientific Inquiry
Caribbean Tourism: A Critical Analysis
Ceremony: Relating Hospitably to the Land
Winter
Fall, Winter and Spring
Major areas of study include economics, economic development
and Caribbean studies.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Successful completion of Post-Colonial Caribbean:
Aesthetics of Culture and Identity during fall quarter and a clear
plan for the travel component.
Program is preparatory for careers and future studies in the social
sciences and humanities.
Faculty: Tom Womeldorff (economics)
Major areas of study include history of the Americas, political
science, ethnography, cultural anthropology, Indigenous studies
and areas of study determined by student research projects.
Class Standing: This all-level program 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: Raul Nakasone (education, Native American studies,
Latin American studies, Spanish, Peruvian history), David
Rutledge (education, Native American studies), Yvonne Peterson
(education, Native American studies)
Escaping to paradise on a tropical island has been a part of the
Western psyche for centuries. Exotic plants and animals, sunshine,
coconut palms, turquoise waters and romance all form part of a
modern day fantasy to be lived out on a Caribbean tropical island.
The tourism industry has developed to fulfill the fantasy, offering
packaged deals at resorts, island hopping on cruises and local cultural
entertainment. More recently, the market has expanded, catering
to "non-tourists" who want to experience the authentic, wild and
untouched. While not perceiving of themselves as tourists, they are
driven by very similar desires and images. The collective fantasies
are reinforced and shaped by countries seeking to attract needed
tourist dollars, and the tourism industry carefully constructing resorts
and tours to cater to the tourist's preconceptions. While tourism
provides an important source of jobs and income for Caribbean
peoples, it comes at a cost. Fulfilling tourist fantasies constrains
self-determination. Caribbean peoples become commodified; they
themselves are consumed by the tourist.
In this program, we will study the evolution of Caribbean tourism
with particular focus on economic impacts, the shaping of the
tourist experience, impacts on the local people, changing Western
perceptions of the region and the tourism mentality. In the first four
weeks, we will analyze the development of Caribbean tourism and
its economic role, how the tourist experience is marketed, and what
happens when cultures cross and mix through the tourist experience.
In week five, each of us will depart to a Caribbean island to engage
in a three-week in-depth field study of tourism. In week eight, we will
return to campus to complete research on our individual islands, and
to collaborate with others, comparing and contrasting the impact of
tourism across the region. In the process, we will examine American
images of the Caribbean through our own experiences as tourists.
To be accepted into the program, you must successfully complete
the fall quarter program Post-Colonial Caribbean: Aesthetics of
Culture and Identity (page 67), demonstrate preparedness for
independent study, and have a travel plan for the island you wish
to study. If the island population is non-English speaking, you must
show proficiency in the local language.
This program is for learners who have a research topic (with a
major focus on spirituality and community) in mind, as well as for
those who would like to learn how to do research in a learnercentered environment. Learners will be exposed to research
methods, ethnographic research and interviewing techniques,
writing workshops, computer literacy, library workshops, moving
River of Culture Moments to documentary, educational technology
and the educational philosophy that supports this program. Yvonne
Peterson will offer theory-to-praxis workshops to support the
particular academic needs of first and second-year participants.
We ask participants to take a personal stake in their educational
development. Within the program's spirituality and community
theme and subjects, learners 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. Learners
will be encouraged to assume responsibility for their choices. Faculty
and learners together will work to develop habits of worthwhile
community interaction in the context of the education process
and liberation. We are interested in providing an environment of
collaboration where faculty and learners will identify topics of mutual
interest and act as partners in the exploration of those topics
Learners will develop individual projects (with an academic focus
on ceremony, hospitality and community in close relationship to the
land) to examine what it means to live in a pluralistic society at the
beginning of the 21st century. Through each learner's area of interest
we will look at a variety of cultural and historical perspectives and use
them to help address issues connected to the program theme. 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.
In the fall, participants will state research questions. In late fall
and winter, individually and in small study groups, learners will
develop the historical background for their chosen questions and do
the integrative review of the literature and data collection. Ongoing
workshops will allow participants to learn the skills for completing
their projects. Late winter and into spring quarter, students will write
conclusions, wrap up projects and prepare for a public presentation.
The last part of spring will be entirely dedicated to presentations.
Depending on their individual projects, learners will develop, use
and explore some of the following areas: Bloom's Taxonomy; the
theory of multiple intelligence; curriculum development, assessment
and instruction and Choice Theory; expectations of an Evergreen
graduate and the five foci; quantitative reasoning; self- and groupmotivation; and communication (to include dialogue, e-mail,
resources on the Web and our moodle site). They will also develop
skills in creating interactive Web pages, blogs and documentaries,
as well as iMovie editing and presentations using PowerPoint or
YouTube.
Accepts Winter and Spring Enrollment without faculty signature.
Credits: 8, 12 or 16 per quarter
Enrollment: 72
Planning Units: Native American and World Indigenous Peoples'
Studies, Programs for Freshmen and Society, Politics, Behavior
and Change
Faculty Signature: Students must submit an application.
Application forms are available from the faculty. For more
information, contact the faculty at womeldor@evergreen.edu.
Applications received by the Academic Fair, December 1, 2010,
will be given priority. Qualified students will be accepted until the
program fills.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: Approximately $2,500 for 3-week study abroad
in the Caribbean. A deposit of $200 will be required to reserve
your space.
Planning Units: Culture, Text and Language
Students from the program Time and Place explore the Mima Mounds outside of Olympia, Wa. Photo by Paul Reynolds '09.
Students who register for a program but do not attend the first class meeting may be dropped.
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
Programs I 37
36 I Programs
Cities: Real and Imagined
Climate Solutions
Computability and Language Theory
Computer Science Foundations
Fall and Winter
Spring
Fall, Winter and Spring
Winter and Spring
Major areas of study include literature, writing and social studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in literature,
writing and social studies.
Faculty: Stephanie Kozick (human development), Steven
Hendricks (creative writing)
Major areas of study include climate change, sustainability and
justice studies, carbon budgeting, ecosystems dynamics and
systems science.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
environmental studies, public policy, sustainability and justice,
climate change and systems science.
Faculty: Rob Cole (physics, sustainability studies)
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: Computer Science Foundations program or a
strong mathematical background with two quarters of computer
programming. Students with a strong mathematical background
but little programming experience will be accepted in variable
credit options.
Program is preparatory for careers and future studies in computer
science, mathematics and education.
Faculty: Neal Nelson (computer science, mathematics), Sheryl
Shulman (computer science, mathematics)
Major areas of study include lower division computer science
and mathematics, including computer programming, discrete
mathematics, algorithms, data structures, computer architecture
and topics in technology and society.
Class Standing: This all-level program accepts up to 33% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Intermediate algebra and one quarter of
introductory computer programming.
Program is preparatory for careers and future studies in computer
science, mathematics and education.
Faculty: Neal Nelson (computer science, mathematics), Sheryl
Shulman (computer science, mathematics)
The a'ty, however, does not tell its past, but contains it like the
lines of a hand, written in the corners of the streets, the gratings
of the windows, the banisters of the steps, the antennae of the
lightening rods, the poles of the flags, every segment marked in turn
with scratches, indentations, scrolls. —Italo Calvino
Students who select this program must have a passion for a variety
of literature and writing about the topic of cities. This program takes on
stories that form a literary map of urban centers. Works such as Tulli's
Dreams and Stones engage city imagery as metaphor, while Auster's
City of Glass places us squarely in the streets of New York City.
Learning activities will also include responding to narratives with visual
representation work in the field of book arts. Students will consider
the city through literature rich in historical and cultural contexts,
practice creative and non-fiction city writing, create urban visual
representations, and become familiar with important urban studies.
What does it mean to know a city? Urban studies writers such
as William Whyte and Jane Jacobs tell us that cities have distinctive
landscapes, movements and sounds. Sociologists and literary writers
give form to the abstract patterns of city work, consumption, growth
and collapse and seek to link these patterns to the unique lives of
individual city dwellers. Cities abound with layered stories that, through
the imaginative lens of literature, make up a modern mythology and
allow us to locate, within the urban tumult, quarters of quietude,
woven communities, and patterns of migration and change.
Cities have provoked fantasies of heavens and of hells—Utopias
and dystopias—and provided a modern image of the monolithic
impenetrability of history and civilization against which or within
which the individual must carve out a meaningful life. Through an
aesthetic exploration of the order and chaos of cities, we'll ask how
narratives in literature, film and art construct our sense of place and
sense of self.
During fall quarter, we'll study the concept of sense of place,
employing works such as You Are Here: Personal Geographies and
Other Maps of the Imagination (Harmon) to guide us in determining
how a sense of place emerges in city writing. Fall will illuminate
USA and European cities, deepening our inquiry through partnered
fiction and nonfiction readings, such as A Confederacy of Dunces
(Toole) coupled with New Orleans, Mon Amour: Twenty Years of
Writings from the City (Codrescu). In winter quarter we'll move on
to narratives that come out of Africa, Japan, and beyond. Naguib
Mahfouz's Palace Walk, part of his Cairo Trilogy, coupled with Golia's
Cairo: City of Sand offer a look at the largest city in Africa, one
preserved with a medieval cityscape.
Students who wish to continue their study of cities during spring
quarter are invited to enroll in the field-based program, In the City
(page 51).
This program will explore the causes of global climate change
and study the many actions and social behaviors that we can take
to minimize human contributions to it. We will examine the scientific
evidence for global warming and the efforts to discredit that
evidence. We will study the role of multinational corporations in
global climate change and how they influence public opinion. We will
focus on how to respond to global warming in a fashion that works
toward sustainability and equity in the ecosystems that support life
on the planet. We will pay particular attention to issues of justice
between humans, and how humans interact with other species.
In order to understand actions we can take, this program will
explore sustainable lifestyle strategies as well as how to resist
corporate influence on consumer consumption. We will study the
approaches of biomimicry, sustainable architecture, renewable
energy generation and the smart grid, equitable distribution of
food and shelter, minimal-impact industrial processes, local food
production, less toxic methods of producing, using and disposing
of products from clothing to computers, and a variety of low-impact
lifestyles.
We will examine the methods advocated by visionary groups
like Second Nature, Climate Solutions, Slow Food, and Cradle-toCradle. Students will complete a series of audits of their personal
consumption and waste-generation patterns, and we will examine
similar audits for the campus, the local region and the nation. We
will study methods of computing carbon dioxide budgets including
carbon sequestration methods, the intricacies of carbon capping
and offsetting strategies, and opportunities to reduce net carbon
dioxide production. Students can expect to do research on emerging
technologies and strategies that move us to carbon neutrality while
fostering sustainability and justice.
In addition to gaining an understanding of how we can all lessen
our impact on global climate change and move toward equity,
students can expect to sharpen their critical reasoning, writing
and speaking skills, as well as their ability to work with quantitative
methods and to interpret quantitative data from a variety of
sources.
The computer is a tremendously useful tool. Is there anything it
can't do? Through 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. It 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,
systems of formal logic, computability theory, and programming
language design and implementation. Students will also study a
functional programming language, Haskell, learn the theoretical
basis of programming languages and do an in-depth comparison
of the properties and capabilities of languages in the four primary
programming paradigms: functional, logic, imperative, and objectoriented. Program seminars will explore selected advanced topics in
logic, language theory and computability.
Topics will be organized around three interwoven themes. The
Formal Languages theme will cover the theoretical basis of language
definitions, concluding with a study of what is computable. The
Logic theme will cover traditional logic systems and their limits,
concluding with some non-traditional logic systems and their
applications to computer science. In the Programming Language
theme we will study both the theoretical basis and practical
implementation of programming language definitions by comparing
the implementations of the four programming language paradigms.
Students will have an opportunity to conclude the program with a
major project, such as a definition and implementation of a small
programming language.
Accepts Winter and Spring Enrollment: For full credit enrollment,
new students must have course work or experience equivalent to
the prior quarter's work.
Credits: 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2012-13
Planning Units: Scientific Inquiry
Credits: 16 per quarter
Enrollment: 25
Planning Units: Environmental Studies
The goal of this program is to learn the intellectual concepts
and skills that are essential for advanced work in computer science.
Students 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 material such as algorithms, data structures,
computer organization and architecture, logic, discrete mathematics
and programming in a liberal arts computer science curriculum.
In both quarters 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 mathematical reasoning,
theoretical abstractions and problem solving skills needed for
computer scientists. The technology and society theme explores
social, historical or philosophical topics related to science and
technology.
Students who take the program Data and Information:
Computational Linguistics (page 41) in fall quarter, or who have
equivalent experience, will be well prepared for this program.
Accepts Spring Enrollment: Students must have the equivalent of
two quarters of course work in computer programming.
Credits: 16 per quarter
Enrollment: 48
A similar program is expected to be offered in 2011-12
Planning Units: Programs for Freshmen and Scientific Inquiry
Credits: 16 per quarter
Enrollment: 50
Planning Units: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
3l*e
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
38 I Programs
Programs I 39
Creative Environments: Entrepreneurship
Creative Environments: Shaping
Fall
Fall, Winter and Spring
Fall and Winter
Major areas of study include creativity, innovation, and eco-, social
and sustainable entrepreneurship.
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, environmental science, business, and public and non-profit
work.
Faculty: Nelson Pizarro (business, entrepreneurship)
Major areas of study include visual art, drawing, sculpture,
woodworking, environmental art and design.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least two college-level courses in both 2D art
(drawing, painting or printmaking) and in 3D art (3D design,
sculpture or craft), OR at least one year of Evergreen programs
with substantive 2D and 3D art components. Students need to
be prepared to do intermediate and higher level art, writing and
research work addressing the themes of the program.
Program is preparatory for careers and future studies in visual art,
sculpture, woodworking, environmental art and design.
Faculty: Bob Leverich (sculpture, architecture, sustainable design)
Major areas of study include environmental physics*, civil and
mechanical engineering, conceptual architecture, sustainable
building and transportation, and community studies. Skills
include quantitative reasoning, basic drafting, sustainable design
methods, group discussion and decision-making. (* All science
content is lower-division.)
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: No specific subject prerequisites, but willingness to
learn calculations, acquire skills and exercise care in written work
will be essential.
Program is preparatory for careers and future studies in applied
physical sciences, architecture, sustainability and engineering.
Faculty: Robert Knapp (physics, sustainable design)
The traditional approach to innovation and creativity in
entrepreneurship consists of researching the market, identifying
a need, and creating a business to fill it. The problem with this
approach is that you may very well end up realizing far too late that
you are doing something you really don't want to be doing, just
because you figured you could make some decent money at it.
An alternative approach to finding business ideas is to follow
your passion and the money will follow. Although a noble idea,
career coach Dr. Marty Nemko makes a valid point: "Millions of
people have followed their passion and still haven't earned enough
money to even pay back their student loans, let alone make even a
bare middle-class living doing what they love." Therefore, money
and passion are not the only answers—you need a multidisciplinary
entrepreneurial, creative approach.
In this program, we will explore the entrepreneurial creative
process from three unique perspectives: systems thinking, arts and
design. We will keep asking ourselves three fundamental questions:
Are my principles aligning with my idea? Am I expressing my values
and emotions in the idea? What is the added value to society that I
am providing with the idea?
In addition, we will look at the concept of entrepreneurship
and how it can support our livelihood. We will look at examples of
sustainable entrepreneurs around the world, learn to examine the
best opportunities and activities in the social sector, and consider
non-profit and for-profit approaches.
This program will share significant activities—field trips, guest
lectures, some seminars, and possible projects—with two other
programs in fall: Creative Environments: Shelter and Movement, and
Creative Environments: Shaping. As the titles indicate, these three
programs share the conviction that the time is ripe in many fields for
creative interchange and action based on solid knowledge and skill.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: $75.00 for overnight trip.
Planning Units: Environmental Studies, Programs for Freshmen
and Society, Politics, Behavior and Change
Sculptors, craftspeople, designers and environmental artists are
drawn to shape materials and space. From discrete objects for use or
contemplation to whole environments for kinesthetic experiences,
these artists address the physicality of being human in their work,
engaging all the senses as well as the intellect. This program is for
students who are strongly interested in and prepared for focused
work in three-dimensional art forms—sculpture, furniture, and
installations—considering their differences and commonalities, and
addressing each as a means of creatively relating to the environment,
making a living, and expressing oneself. We will address dimensions
of utility and beauty, interactions with sites and environments,
responsive and responsible use of resources, art-making as a practice
and a business, and the function of art and artists in community.
Fall studio work will focus on sculpture, winter on furniture and
function, and spring on environmental art and installations. Each
quarter's work will be supported by technical workshops, readings
and seminars. Students will be asked to ground their work and ideas in
research and reflection, to author essays, papers, and presentations,
and to develop critical responses in dialogue and writing. Students
should plan to make a full-time commitment to the program as a
learning community, to daily effort in the studio, and to rigorous
technical and conceptual development of their work. Dedicated
students will leave the program with refined 3D and drawing skills,
fuller knowledge of materials and processes, a strong portfolio of 3D
works, and broader perspectives on sustainable and sustaining ways
of working to shape environments and experiences.
This program will share significant activities—field trips, guest
lectures, some seminars, and possible projects—with two other
programs in fall and winter: Creative Environments: Shelter and
Movement and Creative Environments: Entrepreneurship. As the
titles indicate, these three programs share the conviction that the
time is ripe in many fields for creative interchange and action based
on solid knowledge and skill.
Faculty Signature: Students must complete an application form
(available from the program web site after Mar. 1, 2010, or the Lab II
Program Secretaries office), and submit a portfolio with at least 6
examples each of their best 2D and 3D works, a 1-3 page writing
sample, and a transcript or copies of their faculty evaluations from
2008-09. Complete applications received at or before the Academic
Fair will be given priority. Qualified students will be accepted until
the program fills. For more information or to submit a portfolio
online or by mail, contact Bob Leverich, 3253 Lab II, (360) 867-1118,
leverich@evergreen.edu.
Credits: 16 per quarter
Enrollment: 21
Special Expenses: $300/qtr for drawing and studio equipment and
materials, $75/qtr studio fee.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies, Expressive Arts and
Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Creative Environments: Shelter and Movement
Shelter and movement—two basic human needs. Industrial
societies like the United States address them, but in ways that are
clearly unsustainable. What is to be done? This program starts from
the belief that the ingredients for radical improvement are all around,
in the natural and human environments, waiting for creative acts of
well-grounded design to assemble them into sustainable buildings
and movement systems.
High-tech and traditional technologies, environmental flows,
sunlight, renewable and recycled materials, biological structures,
systems theories—nature and human culture together have
generated a profusion of possibilities. We will study some of the most
promising. The approach combines science and community studies,
because meeting needs requires both solid technical knowledge
and sound relations among the people involved. Science study
will cover both concepts and calculations for such topics as solar
energy, heating and cooling of buildings, natural building materials,
electric power and machinery, fuels, and fluid flow. Community study
will deal with cultural backgrounds and practical skills in decision-
making, resource assessment, and public communication. This will
include student governance of portions of the program.
Providing sustainable shelter and movement also requires
creative, disciplined imagination and integrative thinking which
we will develop through a structured series of design exercises
These will ask students to use their technical and community studies
knowledge to devise specific, clearly explained proposals for
progressively more challenging and realistic problems. Sustainability
will be a constant theme in these problems, as will ethics. Examples
might include the problem of moving bulky purchases on public
transit, or low-cost ways of enhancing solar energy in Olympia's
climate. A fall quarter primarily engaged in background building will
also include the first steps toward winter quarter team projects on
campus and in the Olympia region. These might include biofuels
research, assistance to local non-profit organizations, advising
neighborhoods, or experiments in natural building, but these are
only examples. Specific topics will be chosen by sound consultative
processes within teams and with client groups, seeking to bring
student interests to bear on community needs.
This program will share significant activities—field trips
guest lectures, some seminars and possible projects with two
other programs: Creative Environments: Shaping, and Creative
Environments: Entrepreneurship. As the titles indicate, these three
programs share the conviction that the time is ripe in many fields for
creative interchange and action based on solid knowledge and skill.
Accepts Winter Enrollment: Students joining should have at least
one quarter of college-level writing, physical science, and critical
thinking; since project work in teams will be important winter
quarter, consulting beforehand with the program faculty about
project possibilities will improve chances of a successful quarter.
Credits: 16 per quarter
Enrollment: 24
Internship Possibilities: Winter only, with faculty approval.
Planning Units: Environmental Studies, Expressive Arts, Programs
for Freshmen and Scientific Inquiry
Photo by Katherine B. Turner '09.
°«ie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
Programs I 41
40 I Programs
Dada and Surrealism: Art as Life—Life as Art
Winter and Spring
Major areas of study include 20th century art history and
literature, drawing and photography.
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Critical reading skills and strong writing abilities.
Program is preparatory for careers and future studies in teaching,
consciousness studies, and the arts and humanities.
Faculty: Bob Haft (art history, photography, drawing), Marianne
Bailey (literature, mythology, symbolism)
...no longer an artist, he has become a work of art.
—The Birth of Tragedy, Friedrich Nietzsche
This program is designed for serious, advanced students with an
interest in the artistic and literary movements of Dada and Surrealism.
Like the Surrealists, you must have a strong work ethic and total
commitment to our independent and group work; you must also
be fearless in the face of disturbing and even dangerous ideas to
which we will be exposed. Our goals are to introduce students to the
depths of the creative, philosophical and psychological levels of the
movements, and to show the profound effects that the movements
and their continuing metamorphoses have had on the arts and
humanities since the 1920s.
In winter quarter we will study works of the Dadaists and of
antecedents, beginning our studies with an intensive look at both
the bourgeois society into which Dada erupted, "la Belle Epoque",
and the fringe thinkers and artists who had prepared the way. Dark
Romantic poets longed for the Abyss, imaged a chaotic inner sea,
and flirted with Mephistopheles. Friedrich Nietzsche unmasked
God, Truth and Self. Painters and psychologists were obsessed with
altered states of being, with madness, dream and hallucination.
And thinkers spoke of Flux or Will as underlying all apparently solid
constructs, from space and time to identity and language. We will
look at the devastating blow World War I struck to humanism, to
Western society, and to individual psyches of artists themselves, and
at the weird birth of Dada, the wild child, in the Cabaret Voltaire in
Zurich, Switzerland, a quiet eye in a raging storm.
To assist in our creative endeavors, students will learn the basics
of drawing and photography. Students will work in small groups on
projects that arise from our studies and will present or perform them
at the quarter's end.
Spring quarter will find us concentrating our studies on Surrealism.
We will explore the movement as a theory, state of mind, a gift and a
world view. We will attempt to participate in that world view through
studying, interpreting and critiquing works by the Surrealists, and
by creating (both as individuals and groups) art objects and artistic
spectacles. We will follow the Surrealist example by keeping dream
journals and using them as a source for hypnagogic imagery. We
will seek the Marvelous, as Surrealists did, expanding our concepts
of the real. We will explore chance or synchronicity, attempt to live
creatively, and to create ourselves/our lives as works of art. We will
ask what values Surrealists created when commonly accepted values
had been negated. We will delve into the relationship between ritual
and Surrealist arts, drawing upon Surrealists' reactions to medieval
arts and to Haitian, West African and Pacific Island arts.
Students will collaborate to create, print and edit Dadaist and
Surrealist literary/artistic journals and performances. In addition,
each student will be responsible for an individual research project
of their choosing, exploring evidence of Surrealist tendencies in
contemporary arts and thought.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Culture, Text and Language, Expressive Arts and
Programs for Freshmen
Dance of Consciousness
Data and Information: Computational Linguistics
Death Considered
Fall, Winter and Spring
Fall
Fall
Major areas of study include consciousness studies, somatic
studies, feminist theory, Orissi dance, philosophy, mythology,
psychology, yoga and postcolonial literature.
Class Standing: This all-level program accepts up to 37% freshmen as
well as supporting and encouraging those ready for advanced work.
Program is preparatory for careers and future studies in
anthropology, feminist studies, consciousness studies and dance.
Faculty: Ratna Roy (performing arts), Don Middendorf
(biophysics), Sarah Williams (feminist theory, somatic studies)
Major areas of study include computer science, linguistics and
language studies.
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 computer
science, linguistics, library science, information science and web
development.
Faculty: Judy Cushing (computer science, ecology informatics),
Neal Nelson (computer science, mathematics), Sheryl Shulman
(computer science)
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: literature, philosophy, history, law and
public service.
Faculty: David Marr (literature, philosophy), Sam Schrager
(folklore, American studies)
it moves and moves not; It is far and likewise near.
It is inside all this and It is outside all this. —Isa Upanishad
Have you ever wondered how web searches work? It is often
claimed that one can successfully search for web sites, maps, blogs,
images...just by entering a few "key words". How do they do it?
More generally, how can computers be programmed to interpret
texts and data?
This program will bring together faculty and students with
interest and expertise in language and computer science with the
goal of exploring these questions: When we (or Google's computers)
read a text, how do we (or they) understand what the text means?
We humans bring to our reading of the text three critical things: 1)
knowledge of the language in which the text is written—its grammar
and the meanings of the words, and how words are put together into
sentences and paragraphs, 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 faced with too much information. The help a
computer gives us, however, is sometimes different from how we
naturally think about the words, images, maps or other information
that lays before us.
In this program we will explore connections between human
writing or speech and the power of computing. Although the task
is complex, we will find that understanding the abstract structure,
logic and organization of human language provides guidance to the
person who trains a computer to search texts or data for structure
and meaning.
In linguistics and/or logic, our work will include looking at the
structure of words, sentences, and texts (syntax) as well as their
meanings (semantics and reasoning). In computer programming,
students will learn to program in Python and will study how computers
are used to "understand" texts and data. Case studies that involve
text and data will help us apply our work in linguistics, logic and
computing. Lectures and seminar will talk about how to make data
from text and text or meaning from data, including discussion of The
Searchable Web and The Deep Web.
The "it" that defies definition in this 2nd century BCE sacred text
has become an equally perplexing focus of study—a "question that
towers above all others" according to Scientific American—in the
contemporary life sciences. What is consciousness? Our inquiry will
hold open this question within an intentional learning community
for nine months as we explore dance as metaphor and practice for
how mystics, as well as scholars, artists and scientists, experience the
movement of consciousness.
If you want answers, especially answers that someone else can
provide, this program isn't for you. "If you want to think about
consciousness, perplexity is necessary—mind-boggling, brainhurting, I can't bear to think about this stupid problem any more
—perplexity..." advises Susan Blackmore. Furthermore, she says, "if
you do not wish your brain to hurt (though of course strictly speaking
brains cannot hurt because they do not have any pain receptors—
and, come to think of it, if your toe, which does have pain receptors,
hurts, is it really your toe that is hurting?), stop reading now or
choose a more tractable problem to study."
This program is an invitation to explore the movement of
consciousness in relationship to Indian and Greek wisdom traditions.
We'll practice Orissi dance, study our dreams as science and
science as dream, and read postcolonial Indian English literature
as manifestations of the dance of consciousness. Our work will
include lectures, book seminars, films, workshops (dance and
yoga), introspective journaling (dreams), and what an Evergreen
faculty elder named "autobiomythography" in order to explore the
multidimensional movements of consciousness. We'll consider anew
mythic texts that bridge beliefs about East and West, mysticism
and science, such as Gary Zukav's The Dancing Wu-Li Masters and
Fritjof Capra's The Tao of Physics, that have formed consciousness
studies from such fields of inquiry such as transpersonal psychology,
ecofeminism, somatics, ecopsychology, neurobiology and quantum
physics.
Students should expect to work 40 hours per week and will
benefit most from a full-year commitment. During spring quarter
students will have the opportunity to focus more intensely on
specific program themes and practices by developing research
projects, workshops, in-program internships, and individual studies.
All students should expect to use intensely experiential methods to
explore the dance of consciousness in a collaborative manner that
creates and sustains a yearlong intentional learning community.
Art lives only on the constraints it imposes on itself;
it dies of all others. —Albert Camus
Scheherazade, who told the Sultan stories in order to live another
day, would agree. She had to get the words right, or else. This
program considers the words—the forms—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 even possible to imagine one's
own death? If my death is not one of my experiences, in what sense
is it mine? Some would answer: in the same sense that your birth is
yours. But what sense is that?
In this program we will read the following works of prose fiction
and philosophy: Melville, Moby-Dick; Dostoevsky, The Brothers
Karamazov; Tolstoi, Anna Karenina; Hawthorne, Tales; James,
Portrait of a Lady; Joyce, A Portrait of the Artist as a Young Man;
Mann, The Magic Mountain; Conrad, Lord Jim; Faulkner, Light in
August; Camus, The Plague; Thoreau, Walden; and Marquard, In
Defense of the Accidental.
Death Considered is for the intellectually curious, diligent
student eager to practice the craft of close reading. There will be
weekly in-class exams and seminars on the literary works, exercises
in conceptual analysis, seminar reports on authors' lives and times,
one essay on an assigned topic and a comprehensive final exam.
Credits: 16 per quarter
Enrollment: 50
Planning Units: Culture, Text and Language
Credits: 16 per quarter
Enrollment: 50
Planning Units: Culture, Text and Language, Programs for
Freshmen and Scientific Inquiry
Accepts Winter and Spring Enrollment: Students should expect
to complete some catch-up work; contact the faculty for more
information.
Credits: 16 per quarter
Enrollment: 72
Special Expenses: $10 per quarter for yoga; $50 per quarter for
field trips; $300 for optional attendance at professional conference.
Planning Units: Culture, Text and Language, Expressive Arts,
Programs for Freshmen and Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
me
Programs may be cancelled and others added after this printing. For the most current information. see www.evergreen.edu/catalog/2010-11.
42 I Programs
Programs I 43
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Designing Languages
Dionysia: Enlivening Greek Theater
Drawing From Place
Fall and Winter
Winter and Spring
Fall
Spring
Major areas of study include linguistics, programming languages,
Spanish, French, and language and culture.
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 linguistics,
French, Spanish, computer science, education, law and writing.
Faculty: Susan Fiksdal (linguistics, French), Brian Walter (computer
science, Spanish)
Major areas of study include ancient Greek tragedy and comedy,
acting, theatrical design and play production.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in theater,
literature, and other studies and careers demanding good written
and oral communication skills.
Faculty: Andrew Reece (classical studies). Rose Jang (China
studies, performing arts)
Major areas of study include visual art and environmental
education.
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 art and
environmental education.
Faculty: Lucia Harrison (visual art)
Have you wondered about the ways languages work? How do our
thoughts get translated into language? Have you explored differences
between natural languages (such as English, Spanish, or French)
and artificial languages (such as computer programming languages
or Esperanto)? Do you know in what ways computer languages are
similar to natural languages and the ways in which they differ? Are
there differences between languages that have written records and
those that do not? Have you ever invented your own language?
In this two-quarter program, we will explore these questions
by learning one natural language and one programming language,
studying language evolution, artificial languages, language and
culture, and designing a language. Specifically, you will study the
structure and function of human language through an introduction to
the field of linguistics. This will involve a study of phonetics, phonology,
morphology, syntax, discourse, metaphor, and pragmatics. This work
on language structure will inform your study of either French or
Spanish, both of which will be taught within the program. Besides
these natural languages, you will learn a programming language. We
will work on the connections between natural and artificial languages,
and consider the implications of language design. In our seminars we
will discuss theories of language evolution and the interrelationship
of culture and language. Finally, you will work collaboratively on a
language design project over the two quarters, culminating in a final
symposium on language design.
Twenty-five centuries ago, in Athens, Greeks would gather
excitedly at dramatic festivals honoring their gods and introducing
the latest productions by their tragic and comic poets. The theater
was for these Greeks a spectacle, a rite, a source of wisdom. It helped
them figure out who they were: it showed them situated precariously
between civilization and savagery, between the bestial and the divine,
between the sublime and the ridiculous. In tragedy, Greeks relived
their aspirations for nobility and justice and their despair at their all
too human fragility. In comedy, they laughed at their politicians, their
gods, even the playwrights themselves. In ancient comedy, nothing
was sacred, perhaps because everything was.
Twenty-five centuries later, on the other side of the world,
Aeschylus, Sophocles, Euripides and Aristophanes still invite us to
answer the call of Dionysus, to gather round the stage and to join our
stories with those of Orestes, Oedipus, Phaedra, and even Athenian
war widows of the fifth century BCE. In his festivals, the Dionysia,
the god taught Greeks to see themselves more clearly by standing
outside themselves, whether on stage or in the audience. In the
schools since then, the poetry of the plays continues to illuminate;
the centuries have scarcely dimmed or softened the harsh light to
which, and by which, we are exposed by theater's first masters. At
the same time, that poetry has too often been left on the page,
while the poets meant it to be spoken and sung. In this program, we
intend to study Greek drama but also to perform it, to understand
it and to enliven it.
In winter quarter, we will read and interpret selected works of
the three ancient Greek tragedians, and their one contemporary
comedian, who are represented by plays that survive in their entirety.
These will include, among others, Aeschylus' Oresteia trilogy;
Sophocles' Oedipus the King and Oedipus at Co/onus; Euripides'
Hippo/ytus, Medea, and The Bacchae; and Aristophanes' Lysistrata.
Students will also learn about the history of Athenian drama. We
will write extensively about the texts and discuss them in seminar.
Students will also begin to learn to act, to use their voices and bodies
to interpret the characters and embody the poetry. In spring quarter,
we will devote ourselves to full-scale productions of one tragedy and
one comedy. During both quarters, we will view and discuss local
theater performances as the opportunities arise.
Major areas of study include community-based social action,
political economy, gender and women's studies and history.
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
education, economics, law, politics, non-profit organizations and
social services.
Faculty: Jon Davies (education), Savvina Chowdhury (feminist
economics, political economy)
This program builds on Imperialism (page 51), a full-time fall/
winter program that examines the unequal relations of power
purveyed through the discourse of neoliberal globalization. Students
interested in examining resistance to neocolonialism are invited to
explore the prospects for decolonization in the context of the Puget
Sound area through this one-quarter full-time program.
Working in conjunction with community-based institutions,
schools, advocacy groups, veteran's rights groups and other nonprofit organizations, Decolonization in Communities will examine
resistance strategies such as popular education, immigrant rights
advocacy, gay/lesbian/transgender advocacy and community-based
economics. What strategies are employed by these institutions to
counter the effects of oppression along the lines of gender/race/
class/sexual orientation? How have neoliberal policies affected
the economy in the Puget Sound area? How has neoliberalism
affected public education and what community-based initiatives are
contesting the commodification of education?
The eight-credit classroom component for this program will focus
on decolonization, education, globalization, feminist economics
and political economy. For the other eight credits, students will
complete a 20-hour-per-week internship related to program themes.
This program is open, without faculty signature, to qualified and
motivated students who wish to examine these program themes in a
local community setting.
Credits: 16 per quarter
Enrollment: 46
Internship Required: Program-related internship with faculty
approval only.
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Accepts Winter Enrollment with faculty signature. Students with
college-level French or Spanish experience may register for the full
program or contact the faculty for other options if they are taking
a language. Students should expect to complete some catch-up
work in linguistic analysis and a computer programming language.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Culture, Text and Language, Programs for
Freshmen and Scientific Inquiry
Rather than viewing the landscape as an object of conquest or
consumption, Drawing from Place explores the role of art and artists
in helping people develop a deep personal relationship with a place
This all-level program is designed for beginning artists who would
like to learn to draw and to make artworks that are inspired by their
connection to a specific landscape. In the first half of the program, as
a case study for place-based research and inspiration, students will
study the Nisqually River Watershed. Through reading and field study
students will learn the history of the watershed and its communities
study its basic ecology, and learn about current conservation efforts.
They will develop beginning drawing skills and practice techniques
for keeping an illustrated field journal. Through lectures and
readings, students will study artists, including environmental artists
whose work is inspired by their deep connection to place. In the
second half of the quarter, students will create a series of drawing
inspired by their own relationship with a particular place.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Environmental Studies, Expressive Arts and
Programs for Freshmen
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Up to $100 per quarter for theater tickets and
field trips to local theatrical sites.
Planning Units: Culture, Text and Language and Expressive Arts
Photo
Students who register for a program but do not attend the first class meeting may be dropped.
me
Programs may be cancelled and others added after this printing. For the most current information, see www.eve rgreen.edu/catalog/2010-11.
44 1 Programs
Programs I 45
Effective Action for Sustainability and Justice
Environmental Analysis
Experiments in Theater and Dance
Field Ecology
Fall, Winter and Spring
Fall, Winter and Spring
Fall and Winter
Fall, Winter and Spring
Major areas of study include environmental studies and
sustainability studies.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: one year of college-level environmental studies.
Program is preparatory for careers and future studies in
environmental and social advocacy.
Faculty: Ted Whitesell (environmental studies, environmental
advocacy)
Major areas of study include analytical chemistry, ecology,
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 may receive upper-division credit for both quarters.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year college chemistry and precalculus
required. Physical geology recommended.
Program is preparatory for careers and future studies in ecology,
chemistry, environmental analysis and environmental fieldwork.
Faculty: Clyde Barlow (chemistry)
Major areas of study include theatre and dance.
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
performing arts.
Faculty: Rob Esposito (modern dance), Walter Eugene Grodzik
(theater)
Major areas of study include ecology, field ecology, ornithology
and botany.
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,
ornithology, zoology, biology, forest ecology, botany and
environmental studies.
Faculty: Alison Styring (ornithology), Dylan Fischer (forest
ecology, botany)
Students will work as part of a network of college students
sharing in-depth, local case studies to generate understanding of
strategic and tactical options for effective intervention in complex
social-ecological issues to foster sustainability and justice. This
program will train students for advocacy in government, private
and non-profit organizations; support them in living fulfilled lives in
difficult circumstances; and build communities of mutual support.
Students will research and write a book for their peers on the topic
of effective political action, for print and web publication. In addition
they will create a web site housing a database of case studies in
the policy, strategy and tactics of sustainability and justice. This web
site will also serve as a communications center for activists and for
those studying activism. Attention will focus on ethical, personal
and social consequences of choices about how to think and act in
situations of uncertainty, complexity, conflict and stress, and how to
live effectively in potentially despair-inducing times.
Students will examine local, contentious, ongoing issues with
complex ecological, social and political aspects. They will attend
meetings of organizations and legislative committees, interview
participants, research issue history, and study interactions of
biophysical, social and political components. Analysis will be
informed by interdisciplinary readings on political theory, practical
and ethical aspects of individual and collective action, complex
systems, and environmental analysis.
During fall quarter, we will gain the needed factual and
theoretical foundation, outline the book and web site, and establish
communications with peers elsewhere. Winter quarter will center
on field work, researching and drafting. Spring quarter will involve
extensive editing, rewriting and assembly of the final products.
Students will gain skills in writing, including editing; oral,
written and web-based presentation; qualitative social science
research; complex social-ecological systems science; oral history;
understanding political organizing, negotiation, mediation, lobbying
and decision making; and collaborative work on a large-scale project.
There will be the opportunity to explore conflict, engagement and
reconciliation.
Faculty Signature: Students must submit samples of written
work and at least one letter of recommendation from former
college instructor. For more information, see the Effective Action
program web page or contact Ted Whitesell (867-6768, whitesetO
evergreen.edu). Applications received by the Academic Fair,
May 12, 2010, will be given priority. Qualified students will be
accepted until the program fills.
Accepts Winter and Spring Enrollment with faculty signature.
Admission will be based upon familiarity with course material and
willingness to read fall texts. Interested students should contact
faculty via email or at the Academic Fair, December 1, 2010 or
March 2, 2011. Qualified students will be accepted on a space
available basis.
Credits: 16 per quarter
Enrollment: 25
Internship Possibilities: with faculty approval.
Planning Units: Environmental Studies
Well-designed and accurate chemical, ecological and geological
measurements are required to conduct baseline assessments of
natural ecosystems and determine environmental contamination.
The Environmental Analysis program will focus on investigations
in ecology supported with analytical chemistry. Instrumental
techniques of chemical analysis will be developed in an advanced
laboratory. Quality control procedures and technical writing will be
emphasized.
During fall and winter quarters, topics in freshwater ecology,
analytical chemistry, GIS, statistics and instrumental methods of
chemical analysis will be addressed. Students will participate in
group projects studying water quality, trophic structure, organic
matter and nutrient cycling processes of local watersheds. Analytical
procedures based on EPA, USGS and other guidelines will be
utilized to measure major and trace anion and cation concentrations,
to analyze concentrations of species of a single element, and to
measure analytes and phytochemicals critical to quantification of
leaf-litter decay processes and marine-derived nutrients. Computers
and statistical methods will be used extensively for data analysis and
simulation as well as for work with GIS. Field trips will expand the
diversity of ecosystems examined.
Spring quarter will be devoted to extensive project work
continuing from fall and winter, and to studies of other lakes and
rivers in Washington. Studies of statistics and analytical chemistry
will be completed in spring quarter. Presentation of project results in
both oral and written form will conclude the year.
How do literal and non-representational gestures combine to
create a unique poetics of action? How are emotions and ideas
rendered in movement? How does the abstract design of space,
time and motion support or subvert the spoken word? This twoquarter program will engage students in an active exploration of
theater, movement and modern dance.
Fall quarter will be devoted to building competency in separate
modern dance and theater workshops, with two collaborative
performance projects aimed at developing a final concert project
in winter quarter. Students will continue building performance and
collaborative skills through theater, movement and dance workshops,
improvisation and composition in winter quarter. We will explore how
verbal and non-verbal performance works contextualize and enhance
each other by reading and analyzing various texts on theatre and
dance. We will explore theories of dance theatre through structured
solo and group improvisation, by creating original compositions,
and in seminar discussions. Winter quarter will culminate in a public,
collaborative concert.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Expressive Arts and Programs for Freshmen
Accepts Winter Enrollment: This program accepts new students
with the appropriate background. Some work may receive upper
division credit. Contact faculty at the Academic Fair, December 1,
2010, or by email. New students will need to complete some
catch-up work during winter break.
Accepts Spring Enrollment: Depending on the level of enrollment
spring quarter, this program may accept lower-division students.
Students with the appropriate background will acquire an
introduction to field and laboratory studies by working with
teams of continuing EA students on spring projects. This work
will be a lower-division introduction to environmental analysis
methods. Contact faculty at the Academic Fair, March 2, 2011, or
at barlowc@evergreen.edu.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: $250 for field trips fall and spring.
Internship Possibilities: Program content forms a foundation for
informative spring internships.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies and Scientific Inquiry
Environmental Analysis at the Nisqually River, 2009.
Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
This year-long program will focus on intensive group and
individual field research on current topics in ecology. Students will
be expected to intensively use the primary literature and studentdriven field research to address observations about ecological
composition, structure and function in natural environments. Students
will participate in field trips to sites in the Pacific Northwest and the
Southwest (U.S.). Students will be expected to develop multiple
independent and group research projects in local forests in the south
Puget Sound, the Evergreen campus forest reserve, national forests,
national parks, state forests and other relevant natural settings.
During each quarter, we will work as a community to develop and
implement multiple field projects based on: 1) rapid observation and
field data collection and analysis workshops; 2) participation in large
multi-year studies based in Washington and more distant field sites;
and 3) student originated short and long-term studies. In fall quarter,
students will focus on field sampling, natural history, library research
and scientific writing skills to develop workable field data collection
protocols for field trips. In the winter, students will learn to analyze
ecological data using a variety of laboratory and statistical analytical
approaches, and they will further refine their research and scientific
writing skills through the development of research proposals for
team-designed field projects that will be implemented during spring
quarter. In spring quarter, students will demonstrate their research,
natural history and analytical skills via group and individual research
projects. Student manuscripts will be "crystallized" through a series
of intensive multi-day paper-writing workshops in which group and
individual papers will be produced. Research projects will also be
formally presented by groups and individuals in the final weeks of the
quarter at a public research exposition. Finally, all written research
projects will be reviewed by external experts, revised and bound
together in a single printed journal-format volume.
Specific topics of study will include community and ecosystem
ecology, plant physiology, forest structure, ecological restoration,
riparian ecology, fire disturbance effects, bird abundance and
monitoring, insect-plant interactions, disturbance ecology, and
the broad fields of bio-complexity and ecological interactions. We
will emphasize identification of original field research problems in
diverse habitats, experimentation, data analyses, oral presentation
of findings, and writing in journal format.
Accepts Winter and Spring Enrollment with faculty signature.
Interested students should have extensive (more than 16 credits)
prior experience with field ecology, field botany, ornithology,
statistics, study design and data analysis. Students should expect
to complete catch-up work and may not be eligible for upperdivision science credit; contact the faculty for more information.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: Approx. $200 in fall and winter for field trip fees.
Approx. $300 for an optional two-week field trip in the spring.
Finally, 16 eligible students will be selected for an optional two-week
trip in the Grand Canyon during Spring 2011, which will cost about
$1,600. Eligibility for the Grand Canyon trip will be determined
based on interviews and an application available winter 2011.
Planning Units: Environmental 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/2010-11.
r
46 1 Programs
Programs 1 47
Field Plant Taxonomy
Spring
Major areas of study include floristic research methods and
vegetation ecology.
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Introductory plant biology course (e.g. Basic Botany).
Program is preparatory for careers and future studies in conservation,
ecological restoration, forestry, natural resource management,
plant ecology or plant taxonomy.
Faculty: Frederica Bowcutt (botany)
In this program students will learn how to use Hitchcock and
Cronquist's Flora of the Pacific Northwest, a technical key for
identifying unknown plants. We will spend time in the field and
laboratory discussing diagnostic characters of plant families. Seminar
readings will be focused on floristics, biogeography and vegetation
ecology. Students will learn how to collect and prepare herbarium
specimens and apply this knowledge to a collaborative research
project. Students will also learn about herbarium curation.
Several daylong field trips will give students an opportunity
to learn about Pacific Northwest plant communities in the field,
including prairies, coniferous forest, wetlands and coastal dunes.
Students will be expected to maintain a detailed field journal and
will be taught basic botanical illustration skills to support this work.
One multiple-day field trip will give students an opportunity to learn
about high desert vegetation and paleobotany. Through the field
trips, students will learn basic vegetation sampling methods that
they will apply to a field project. This project will allow students to
develop data analysis and presentation skills in addition to learning
about field methods. All field trips are required.
Faculty Signature: Students should email a letter of interest to
bowcuttf@evergreen.edu, including a description of preparation for
the course and how this course will advance their academic goals,
and a letter of recommendation from former faculty. Applications
received by the Academic Fair, Mar. 2, 2011, will be given priority.
Credits: 16 per quarter
Enrollment: 22
Special Expenses: up to $500 for field trip.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Programs for Freshmen
Financial Heartland
Food, Health and Sustainability
Forensics & Criminal Behavior
Spring
Fall, Winter and Spring
Fall, Winter and Spring
Major areas of study include finance and business history.
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 finance
and public policy.
Faculty: Zoe Van Schyndel (finance, investments)
Major areas of study include food, agriculture, ecology,
biochemistry and nutrition.
Class Standing: This all-level program accepts up to 33% freshmen as
well as supporting and encouraging those ready for advanced work.
Program is preparatory for careers and future studies in the biological
fields, including ecological agriculture, ecology, biochemistry,
nutrition, food science, and food and agriculture policy.
Faculty: Martha Rosemeyer (ecological agriculture, food systems),
David Shaw (agricultural economics, food science), Amy Cook
(ecology, biology), James Neitzel (biochemistry)
Major areas of study include forensic science, criminalistics,
sociology and criminology.
Class Standing: This Core program is designed for freshmen.
Prerequisites: Although there are no prerequisites for this
program, proficiency in high school algebra and science is
strongly recommended.
Program is preparatory for careers and future studies in forensic
science, education, science, criminology and sociology.
Faculty: Rebecca Sunderman (chemistry), Toska Olson (sociology),
Andrew Brabban (biology)
This program is an historical tour of the forces that molded and
shaped the financial centers of three U.S. cities that are now mutual
fund, commodity and capital-raising hubs, and an exploration of
what impact the existing financial infrastructure will have on the
emerging Emissions Trading Markets.
It is designed for students with a strong interest in finance,
business and history, as well as the role finance will play in climate
change. This is a one quarter program with a week of travel to one of
the U.S. financial centers: Boston, Chicago, or New York City.
The first part of the quarter will involve a discussion of the
evolution of mutual funds, commodities, and the capital-raising
process. Students will work in groups to research the role that finance
has played in the history of a financial center city and present their
findings. We will conclude with a discussion of Emissions Markets
and where they might fit into the existing market structure.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: Approximately $1,700 for one week of travel to
one of the financial center cities: Boston, Chicago, or New York
City. This includes travel, lodging and meals, along with incidental
expenses.
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? What is local food? Why does journalist Michael Pollan call
this the American "Age of Nutritionism?" Why is there hunger?
This program takes a scientific approach to food and cooking. Topics
span a broad range, from molecular biology to ecology of agriculture
and marine foodstuffs. We'll examine the coevolution of humans and
food, Pacific Northwest Native foodways, the connection between
diet and health, and the transformation of food through the processes
of cooking, baking and fermentation. Throughout history, food and
cooking have not only been essential for human sustenance, but have
played a central role in economic and cultural life. This interdisciplinary
exploration of the biology and chemistry of food takes a broad ecological
systems approach, while also incorporating political, historical, cultural
and anthropological perspectives. Structural issues of food security
and sovereignty both local and global will also be explored.
Students will directly apply major concepts learned in lectures to
experiments in the laboratory and kitchen. Field trips provide
opportunities for observing food production and processing in the
local community, as well as edible landscapes of the Pacific Northwest.
Workshops and seminar discussions will focus on topics addressed by
such authors as Michael Pollan, Gary Paul Nabhan and Harold McGee.
Fall quarter focuses on the production of foods such as vegetables,
fruits, grains, fish and shellfish. We explore the biochemistry of
food, beginning with basic chemical concepts, then the structure
of proteins, carbohydrates and fats. We also consider the role of
evolution in the selection of plant and animal species used as food by
different human populations, as well as systems of Native American
Pacific Northwest coastal food procurement and production.
Winter quarter concentrates on cooking and nutrition. We will
study food quality issues, and examine what happens at a biochemical
and biophysical level during the process of cooking and processing. We
discuss how factors like nutritional content, heavy metal, and parasite
and pesticide contamination affect food quality. We 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 study the physiology
of taste and smell, critical for the appreciation of food.
Spring quarter focuses on the biochemistry of fermentation, and
the production microbiology and chemistry of fermented foods.
Specific topics include yeast varieties (e.g., "killer yeast"); bacterial,
yeast, and mixed fermentations (e.g., malolactic fermentation, Iambic
fermentation); and aging and extraction methods.
Why is crime such a central focus in modern American society?
How is a crime scene analyzed? How are crimes solved? How can
we prevent violent crime and murder? This program will integrate
sociological and forensic science perspectives to investigate
crime and societal responses to it. We will explore how social and
cultural factors including race, class and gender are associated with
crime and criminal behavior. In addition, we will consider theories
of criminology and deviant behavior, and will explore how social
scientists can help identify offenders through criminal profiling and
forensic psychology.
Through our forensics investigations, we will examine subjects
including biology, chemistry, geology, odontology, osteology,
pathology and physics. We will study evidentiary techniques for
crime scene analysis, such as the examination of fingerprints, DNA,
blood spatter, fibers, glass fractures and fragments, hairs, ballistics,
teeth, bones and body remains. This program will utilize hands-on
laboratory and field approaches to the scientific methods used in
crime scene investigation. Students will learn to apply analytical,
quantitative and qualitative skills to collect and interpret evidence.
Students can expect seminars, labs, lectures, guest speakers and
workshops along with both individual and group project work.
Accepts Winter Enrollment: This program will accept new
enrollment without signature.
Credits: 16 per quarter
Enrollment: 69
Special Expenses: $50 per student for the murder-mystery retreat
in fall quarter.
Planning Units: Programs for Freshmen, Scientific Inquiry and
Society, Politics, Behavior and Change
Accepts Winter and Spring Enrollment with signature. Students
should have an appropriate background covering the program
topics from previous quarters or, at minimum, a college-level
biology and/or chemistry course.
Credits: 16 per quarter
Enrollment: 72 Fall, 72 Winter and 48 Spring
Special Expenses: $50 in fall quarter for symposium and food
costs; $75 in winter quarter for food costs.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
^Programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2010-11.
48 1 Programs
Programs I 49
Foundations of Economics
Foundations of Health Science
Games Marketers Play
Spring
Fall, Winter and Spring
Winter
Major areas of study include micro- and macroeconomics, and
applied economics.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in economics,
political economy, environmental studies, public policy and social
science.
Faculty: Tom Womeldorff (economics)
Major areas of study include introductory chemistry, biochemistry,
molecular biology, microbiology, immunology, physiology and
anatomy, genetics, nutrition, epidemiology, history of medicine,
bioethics and public policy. All credits are lower division science.
Class Standing: This all-level program accepts up to 50% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Intermediate algebra.
Program is preparatory for careers and future studies in health
sciences, medicine, education, biology, chemistry and public health.
Faculty: Paula Schofield (chemistry, biochemistry), Mike Paros
(health sciences, veterinary medicine), Kevin Francis (bioethics,
history of medicine)
Major areas of study include business, marketing, management,
psychology, sociology and economics.
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 business,
marketing, management, psychology, economics and consumer
studies.
Faculty: David Shaw (international business, entrepreneurship,
strategic management)
Neoclassical economic theory provides powerful tools for
understanding most issues we face today as communities and
nations as well as globally. This does not mean there is agreement
among economists about what the theory tells us or what policies
are appropriate. At the center of debates among economists, and
in society as a whole, is the appropriate balance between relying on
the marketplace and the government to solve economic problems.
This question will be at the center of our inquiry.
This program is designed to provide a broad and in-depth
introduction to economic theory in the context of current economic
issues. We will study introduction to micro- and macroeconomics with
close attention to how these theories have evolved over time, and how
they are applied across a broad spectrum of issues. We will critically
assess both the usefulness and limitations of economic theories.
We will study economics in the context of the major issues at the
time the program is offered. Examples of previous foci include the
environment and the global financial crisis.
Credits: 16 per quarter
Enrollment: 23
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
This program will examine the art and science of marketing, as
reflected in the theories, models and techniques employed in the
marketing discipline today. While this program builds on concepts
and perspectives explored in the fall program Marketing and (Anti-)
Consumerism (page 58), it can safely be taken as an independent
program, especially by more advanced or experienced students.
The focus of this program is on marketing as a contemporary, realworld practice, including the analytical tools and techniques used by
professionals in the field. The primary theme will be segmentation,
targeting and differentiation strategies for organizations, forprofit or non-profit, with an overview of topics related to product,
distribution, communications and pricing issues.
Students will participate in a complex interactive team-based
simulation which will also serve as an experiential laboratory for
students to apply their concepts and tactics to a simulated marketplace
under competitive conditions. Students will also learn how to prepare
and update their written marketing plans for the product or service
they are marketing in the simulated environment.
This program 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 a healthcare field who want to
learn about how the body functions on a macroscopic, microscopic
and molecular 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.
Our organizational framework is a systematic 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. We
will study cancer, maternal health and perinatal conditions in fall
quarter; infectious diseases such as HIV/AIDS, tuberculosis, malaria
and influenza in winter quarter; and cardiovascular diseases, obesity,
diabetes and depression in spring quarter. Within this framework,
students will explore basic chemical and biological concepts, as well
as the role of the pharmaceutical industry in society and the role of
the FDA in clinical drug testing. Students will also explore ethical,
historical and public policy questions raised by each disease.
Class activities will include significant laboratory and
instrumentation work, lectures, workshops, seminars, group projects,
textbook assignments and case studies. This program will develop
critical scientific reasoning and quantitative skills. Communication
skills, both written and oral, will also be emphasized. Students will
work on their techniques of argumentative and scientific writing
through essays, lab notebooks and reports, and participation in a
writing workshop.
Students will gain the hands-on skills that are essential for
working in the health sciences. There will also be opportunities to
carry out lab-based projects in spring quarter.
This program will link students with clinics, hospitals, government
public health departments or other health-related organizations
for volunteer service. During fall quarter, students will select and
research the work of a local agency. They will then design a parttime internship that allows them to contribute to the work of this
organization throughout winter quarter.
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 biology and chemistry.
Credits: 12 or 16 per quarter
Enrollment: 23
A similar program is expected to be offered in 2013-14
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Gender and Culture: Japanese and American
Literature Cinema and Popular Culture
Fall
Major areas of study include gender studies, cultural studies, film
studies, Japanese literature and American 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 gender
studies, cultural studies, film studies and literary studies.
Faculty: Harumi Moruzzi (cultural studies, film studies, Japan
studies, literature)
Due to globalized communication, we have become increasingly
aware that there may be multiple perspectives on reality. We now
question the reality that we perceive as an absolute and universal
reality. We wonder if that ultimate reality is or has ever been accessible
to human consciousness. In short, we have begun to understand that
the reality that we see is heavily colored by the social and cultural
ideologies that have been instilled in us from birth by means of
the language we use, the culture we are raised in, the education
we receive and the mass media that bombards us. The concept of
gender is no exception. It is ultimately a constructed reality.
It is often said that American and Japanese cultures represent
diametrically opposed values in many aspects of human behaviors
and customs. While Japanese women are valued most as wives and
mothers, the traditional gender roles, American women are valued as
wage earners and sex partners. Needless to say, such a stereotypical
view of gender is becoming rapidly outdated in Japan as well as
in the United States. Nevertheless, this dichotomized cross-cultural
frame presents an illuminating context in which we can explore
gender issues. In this program, we explore the concept of gender
through a critical examination of anthropological, sociological and
psychological articles, as well as American and Japanese literature,
cinema and popular culture.
Students will be introduced to the rudiments of film analysis to
develop a more critical attitude toward the film-viewing experience
as well as 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, through lectures, workshops, book and
film seminars and expository writings.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language and Programs for
Freshmen
Accepts Winter and Spring Enrollment with faculty signature.
Students must have one quarter of college-level biology and
one quarter of college-level chemistry for winter enrollment (two
quarters of each for spring). Contact faculty for further information.
Credits: 16 fall, 16 winter and 12 or 16 spring quarter
Enrollment: 72 fall, 72 winter and 48 spring
Internship Required: Four credit internship during winter quarter.
A similar program is expected to be offered in 2011-12
Planning Units: Programs for Freshmen and Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
16
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
50 I Programs
Programs I 51
Green for Green:
Entrepreneurship and The Environment
Winter and Spring
Major areas of study include environmental studies, business,
management and entrepreneurship.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in business,
management, sciences and entrepreneurship.
Faculty: Nelson Pizarro (sustainable entrepreneurship, marketing,
management), Nalini Nadkarni (forest ecology, botany, forest
outreach)
In a world where Earth's environment and its inhabitants are
increasingly compromised by human activities, humans must learn
to step outside of their own spheres of influence to understand
and forge collaborations with other people, institutions and ways
of knowing. Traditionally, the fields of ecology and business have
regarded each other as "other", yet they hold many concepts,
concerns, and values in common. In this upper-division program,
we will first explore the structure and function of ecosystems in
nature, and investigate similarities and differences with systems of
business, commerce and entrepreneurship. Second, we will explore
how business and entrepreneurship might be harnessed to increase
conservation and stewardship of Earth's ecosystems.
During winter quarter, we will explore compelling business ideas
by looking at examples of social entrepreneurship, entrepreneurship,
corporations, non-profits and social business in the USA andother
parts of the world. We will examine the best opportunities for social
sector activity, and examine non-profit and for-profit approaches.
We will also examine cases where companies have sought to
exploit business opportunities that result from global, social and
environmental trends.
During spring quarter, students will be guided to develop
feasibility plans for projects of their own choice. Projects could
include such topics as developing awareness of natural ecosystems,
analyzing a company that might be "green-painting" its products,
or forging links between different partners that could collaborate
to protect the environment. The work will involve market research,
library work, data analysis, innovation and collaborative team work.
Accepts Spring Enrollment: Contact faculty for more information.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $170.00 for overnight field trips, entrances to
National Parks and several museums.
Planning Units: Environmental Studies and Society, Politics,
Behavior and Change
Health and Human Development
Imperialism
In The City
Fall, Winter and Spring
Fall and Winter
Spring
Major areas of study include abnormal psychology and personality
theory, community psychology, human development, diversity
and multicultural studies, community health, anti-oppression
studies, quantitative research theory and design, systems theory
and group process/change, and writing.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year study in an interdisciplinary, liberal arts
program.
Program is preparatory for careers and future studies in
psychology, education and health related fields.
Faculty: George Freeman, Ph.D. (psychology), Nancy Anderson,
MD, MPH (health, medicine)
Major areas of study include history, political economy, political
science, literature and postcolonial studies.
Major areas of study include social studies, urban studies and
urban arts.
Class Standing: This all-level program accepts up to 33% freshmen as
well as supporting and encouraging those ready for advanced work.
Program is preparatory for careers and future studies in
education, law, politics, international relations and organizations,
and non-profit organizations.
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work
Prerequisites: At least two quarters of academic work in social
studies, cultural studies, urban studies or the arts.
This thematically-based program explores the intersection of
human development, health and society. Each quarter examines
this relationship through content-related themes and experiences
to better understand the fundamentals of health and human
development. This program is designed between Evening and
Weekend Studies and full-time offerings. The core of the program
meets as a whole community using an Intensive Weekend format.
Full time students will meet additional hours during the week.
Our learning community will grapple with the age-old questions
regarding the nature/nurture controversy. We will use the themes
of our program to engage questions like: "How do we navigate our
way through the world to build a healthy sense of self? What myths
and beliefs guide our decision-making regarding health? What
barriers prevent us from achieving a more wholesome lifestyle? How
can we acquire the skills necessary to successfully be and create a
health-based community? Along with these questions we will study
the particulars of race, ethnicity, gender, sexual orientation, class,
the ability/disability spectrum and religious affiliation/identity as
predictors of achieving health and well-being. We'll also examine
these characteristics in terms of their social construction and the
creation of a multicultural, democratic society.
Each quarter focuses on human development and the
psychological, biological and social constructs that guide the stages
of development. Fall quarter begins with adolescent and young adult
development, the social and genetic construction of identity, the
question of what makes for a healthy stage of development and the
barriers to achieving optimal states of health and well being. Winter
quarter deepens our study of developmental theory through the
study of birth, early and late childhood developmental themes, and
community-based health and social services. During spring quarter
we'll turn our attention to later adulthood and aging and the healthbased concerns that arise. The program will progress from a facultydirected course of study toward a more student-originated design.
Students completing this program will come to a stronger
understanding of their personal lives as situated in a variety of
contexts. They will develop strategies for engaging in a range of
settings to promote social change, in-depth personal development,
increased self-awareness, critical commentary and analyses, and
practices that promote health and well-being. They will learn basic
tools and strategies for analysis of community health needs. They
will come to understand themselves as a member of multiple
communities and as having a responsibility to these communities.
Faculty: Savvina Chowdhury (feminist economics, political
economy), Jon Davies (education), Zahid Shariff (political science)
By the time the First World War broke out in 1914, the vast
majority of the societies of Asia, Africa, the Middle East and the
Americas had been radically transformed through their encounters
with the imperial powers of modern Europe. Colonial rule imposed
through military conquests, political subjugation and the exploitation
of human and natural resources was facilitated by religious,
scientific, as well as cultural discursive practices that legitimized
colonialist aspirations. How did the experiences of colonization
affect colonized societies? What effects did colonialism have on the
colonizers themselves? What lasting effects of imperial subjugation
continue to impact relations between the former colonial powers
and postcolonial states in the 21st century?
This two quarter program explores these kinds of issues from the
perspective of the peoples of Asia, Africa, the Middle East and the
Americas as a way to understand the complexities of the world in
which we live. We are interested in unpacking the discursive practices
of both the colonial past and the neo-colonial present. Through our
study of history, literature and political economy, we will examine
the ways in which European ideologies, traditions, and scientific
knowledge were used to legitimize the formation of empire in the
past and continue to re-inscribe asymmetrical relations of power
today under the guise of modernity, progress and global economic
development. We will explore the forms of resistance that arose in the
historical colonial contexts, as well as those that mark the postcolonial
experience as nations continue to contest manifestations of imperial
power today. Frequently, the lenses of orientalism, modernity,
and capitalism will guide our study of these encounters as we also
consider prospects of meaningful decolonization.
Accepts Winter Enrollment: This program will accept wellprepared and motivated new students, without signature.
Interested students should contact faculty for a packet/handout
to study over winter break in order to prepare for winter quarter.
Credits: 16 per quarter
Enrollment: 72
Program is preparatory for careers and future studies in urban
social studies, urban planning and city arts.
Faculty: Stephanie Kozick (human development)
A city ought to be a school for learning how to lead a centered
life. Through exposure to others, we might learn how to weigh
what is important and what is not. We need to see differences on
the streets or in other people neither as threats nor as sentimental
invitations, rather as necessary visions. They are necessary for us to
learn how to navigate life with balance individually and collectively.
— Richard Sennett
This is a field-based program designed for students who have
completed previous academic work in urban studies and social
science, and who are prepared to spend six weeks living in one of
the world's cities. Urban study topics are numerous and include:
transportation issues, housing, art venues, urban community
organizations, environmental concerns, architectural styles, historical
studies, city schools and city writing or arts projects.
Enrolled students will design a formal field study proposal and
plan that includes a specific urban research topic of their interest, field
study questions, research methods and modes of documentation.
The first two weeks of the quarter will focus on the preparation of
field studies with seminars that feature student selected readings
associated with research ideas.
During the six weeks of field study, students will keep a field
research journal that documents research activities and responds
to their readings. Research documentation will also include
photographic essay work. During week nine, students will return to
campus to prepare a formal program presentation of their research
findings and have time to consult with faculty. Students will present
their research in the final week of class.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: Students are responsible for all travel, accommodation and other expenses associated with urban field studies.
Planning Units: Culture, Text and Language and Programs for
Freshmen
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Accepts Winter and Spring Enrollment: Must meet with faculty at
or prior to the Academic Fair, Dec. 1, 2010 for winter, or March
2, 2011 for spring. Full-time students must have a prearranged,
health-related internship approved by the faculty.
Credits: 8 or 16 per quarter
Enrollment: 50
Internship Required: Winter and spring quarters only, with faculty
approval.
Planning Units: 8-12 Credit Programs and Society, Politics,
Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
"fle programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
52 I Programs
Programs i 53
Individual Study: Imperialism, Political Science,
Third World Foreign Policy
^^^
Spring
Major areas of study include areas of student interest in political
science including politics, Third World issues, imperialism,
ideologies and development.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
government, politics and non-governmental organizations.
Faculty: Zahid Shariff (political science)
Students are expected to work closely with faculty to first,
plan precisely what the learning contract expects to achieve,
and second, determine how it will be accomplished. The first will
become part of the written learning contract. The second will be
an agreement concerning how often the student and faculty will
meet or exchange messages that review the progress being made
and make specific suggestions that might help meet the needs of
each student. Individual study yields the most fruitful results when
the objectives as well as the ways to achieve them are clear. Zahid
Shariff will sponsor contract on topics in political science, including
topics such as politics, Third World issues, imperialism, ideologies
and development.
Faculty Signature: To enroll, students must develop an Individual
Learning Contract in consultation with Zahid Shariff. Interested
students who have a project in mind should (1) e-mail their
proposal to him, (2) include with it evaluations from three
Evergreen programs, and (3) arrange an appointment with Zahid.
For further information, contact him at shariffz@evergreen.edu.
Credits: 8, 12 or 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Individual Study: Legislative Internship
Winter and Spring
Major areas of study include sociology, social issues, political
science, public policy and community studies.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level social science, public
policy or interdisciplinary study.
Program is preparatory for careers and future studies in public policy,
law, public interest advocacy, government and community studies.
Faculty: Lin Nelson (social science, public policy, environmental
studies)
This program will explore the broad conditions that shape
legislation. We will examine models, evidence and debates about
the sources, causal connections and impacts of evolving systems
of law, regulation, governance and a broad array of community
response. Each student will be learning through work as an intern
with a legislator and her or his staff. This will involve intensive staffapprenticeship activities, especially legislative research and draft
development, bill-tracking and constituent correspondence.
Students apply to become interns for the 2011 Washington State
Legislative session in the fall of 2010. Information sessions on the
Internship Program will be held spring quarter and in early October.
The Academic Advising Office will inform students about the process,
with applications due mid-to-late October. Applications are available
online through www.leg.wa.gov/internships. Students who submit a
complete application will be interviewed and informed of acceptance
by late November. Each student accepted into the Internship Program
will develop an Internship Learning Contract, profiling legislative
responsibilities and linkages to academic development.
Each student intern will translate her or his activities in the
Legislature into analytic and reflective writing about the challenges,
learning and implications of the work; students will be making
presentations about their learning and participate in various
workshops. Each intern will keep a journal, submitted to the faculty
sponsor on a regular basis, and a portfolio of all materials related to
the legislative work.
Students will learn through a range of approaches—internship
responsibilities in a regular work-week, guest presentations,
seminars, visits and collaborations with regional officials and activists.
Drawing broadly from the social sciences, we will discuss relevant
concepts and issues. We will explore relationships between elected
officials, legislative staff, registered lobbyists, non-governmental
organizations, citizen activists and district constituents. Interns will
participate in mock hearings, a floor debate on current legislative
issues and a session on budget development.
The 2010-11 session will involve student-interns for both winter
and spring quarters. Each quarter will comprise a different 16-credit
contract. Spring quarter, students can develop an 8-credit Legislative
Internship Contract, augmented by another 8-credit project or
program. Or, they may sustain a full 16-credit Internship for spring
quarter, involving specific post-session research and writing. Student
performance for the two-quarter internship is evaluated by the
faculty sponsor, field supervisors and legislative office staff. Student
participation involves discussion in workshops, public speaking,
analysis and writing, and the array of legislative responsibilities.
Students may wish to enroll in The Legislature and The Public:
Environmental and Social Justice (page 56) in fall quarter.
Faculty Signature: Students must have applied to and been
accepted into the Legislative Internship Program.
Credits: 16 winter quarter and 8 or 16 spring quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Society, Politics,
Behavior and Change
Individual Study: Political Economy,
Globalization, Contemporary India
Individual Study: Psychology
Spring
Spring
Major areas of study include political economy, U.S. history
(esp. the "Founding Period"), topics on globalization, historical
capitalism and contemporary India.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in social
sciences, history, informed citizenship and graduate work.
Faculty: Jeanne Hahn (political economy)
Individual Studies offers opportunities for advanced students to
create their own course of study and research. Prior to the beginning
of spring quarter, interested individual students must consult with
Jeanne about their proposed projects. The project is then described
in an Independent Learning Contract. She will sponsor student
research and reading in political economy, U.S. history (especially
the "Founding Period"), various topics in globalization, historical
capitalism and contemporary India.
Faculty Signature: Students must draw up an Independent
Learning Contract in consultation with Jeanne Hahn.
Credits: 2, 4, 6, 8, 10, 12 or 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Major areas of study include psychology, health, counseling, social
and human services.
Class Standing: No restrictions.
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. Mukti Khanna will
sponsor contracts and internships in psychology, counseling, servicelearning, expressive arts therapy, cultural studies, ecopsychology
and health. While this opportunity is oriented towards sophomores
through seniors, freshmen may be admitted if they are applying for
an internship or are part of a group project.
Faculty Signature: Students interested in an Individual Learning
Contract or internship are invited to create a draft of a contract
using the online contract process and submit to Mukti Khanna as
the sponsor. Please notify Mukti Khanna (khannam@evergreen.
edu) that you are interested in a contract sponsorship.
Credits: 8, 12 or 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Individual Study:
Media Arts, Visual Anthropology, Communications
Fall
Major areas of study include media arts, visual arts, performance
studies, visual anthropology and communications.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in arts,
media and the humanities.
Faculty: Sally Cloninger (media arts)
Sally 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 fall quarter, interested individual students
or small groups of students must describe the work to be completed
in an Individual Learning or Internship Contract. Sally is particularly
interested in sponsoring individual contracts or internships in media
arts, media studies, media production, visual anthropology, cultural
studies, photography, performance studies, screenwriting and
communications but will also consider other disciplines on a caseby-case basis. Where applicable, students will meet in small groups
with faculty for critique and discussion as part of their contract.
Credits: 12 or 16 per quarter
Enrollment: 25
Internship Possibilities: Media Services internships for fall only.
Other internships proposed by individual students are welcome.
Planning Units: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Photo by Katherine B. Turner '09.
_^e programs may be cancelled and others added after this printing. For the most current information. see www.ever green.edu/catalog/2010-11.
54 I Programs
Programs I 55
Introduction to Natural History
Fall
Major areas of study include natural history, biology and
mathematics.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in
environmental science and biology.
Faculty: David McAvity (mathematics), John Longino (natural history)
The scientific study of nature is carried out with a combination of
descriptive natural history and quantitative analysis. We will develop
skills in both areas by exploring the major terrestrial habitats of
western Washington and carrying out short field problems that
introduce statistical approaches to natural history description.
Readings and lectures will cover introductory concepts in biodiversity
studies, ecology, and evolutionary biology. Workshops will emphasize
the scientific process, statistical methods and probability models as
they apply to natural history. We will take one-day field trips to visit
shrub steppe, alpine and coastal forest habitats. Evaluation will be
based on exams, written assignments and a field journal.
Credits: 16 per quarter
Enrollment: 46
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
Introduction to Natural Science: Life on Earth
Fall, Winter and Spring
Major areas of study include chemistry, biology and geology.
Class Standing: This all-level program accepts up to 40% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Competency in intermediate algebra.
Program is preparatory for careers and future studies in chemistry,
biology, geology, environmental studies and health professions.
Faculty: Dharshi Bopegedera (chemistry), Paul Butler (geology),
Clarissa Dirks (biology)
The origin and evolution of life on Earth, along with changes in
Earth itself, have been sources of fascination and controversy. This
yearlong interdisciplinary program will examine significant events in
the history of life, and the large-scale geologic changes that have
occurred in Earth's history, to provide a conceptual and experimental
introduction to natural science. This approach will include the cycles
and transformations of matter and energy in living and nonliving
systems, affording an opportunity to gain an understanding of
biological and physical Earth processes on a variety of scales.
Students will engage these themes using an experimental approach
to develop critical and quantitative reasoning skills.
Fall quarter will introduce students to fundamental principles
in geology, chemistry and biology by studying early Earth history
through the end of the Paleozoic. In winter quarter, we will continue
to move forward in geologic time, providing students an opportunity
to apply their knowledge while adding layers of complexity to their
investigations. In spring quarter, students will use this background to
engage in independent projects based on their interests in biology
and chemistry.
Each quarter, program activities will include: lectures, small group
problem-solving workshops, laboratories, field trips and seminars.
Seminar readings and discussions will be spread across the history,
philosophy and contemporary applications of science. During spring
quarter there will be an opportunity for small groups of students
to conduct an independent scientific investigation designed in
collaboration with the program faculty. Students will learn to describe
their work through report writing and public presentations.
This program is designed for students who want to take their
first year of college science using an interdisciplinary framework.
It will be a rigorous program, requiring a serious commitment of
time and effort. Overall, we expect students to end the program
in the spring with a solid working knowledge of scientific and
mathematical concepts, and with the ability to reason critically and
solve problems. Students will also gain a strong appreciation of the
interconnectedness of biological and physical systems, and an ability
to apply this knowledge to complex problems.
Accepts Winter Enrollment with faculty signature. Admittance will
be based upon an exam given by the faculty, and completion of a
reading list of fall quarter materials.
Credits: 16 per quarter
Enrollment: 72 Fall, 72 Winter and 48 Spring
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
Language Matters:
Persuasive Language in Popular Culture
Spring
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.
Program is preparatory for careers and future studies in
linguistics, languages, communications, law, gender studies,
media studies and education.
Faculty: Rachel Hastings (linguistics, mathematics), Susan Fiksdal
(linguistics, French)
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. Our
work will engage us in several areas of linguistic theory, 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. A particular area of focus in this regard will be language
and gender, as we study how men and women may sometimes adopt
different rhetorical strategies for persuasion. For a broader view
of linguistic resources, we will sometimes examine cross-linguistic
variation in persuasion in languages other than English, including
Quechua and French.
Students will apply their understanding of concepts by writing
papers using three formats—persuasive essays, short summary
essays and linguistic analyses. To demonstrate their understanding
of persuasion in a particular setting, they will create final oral
presentations.
Law and Literature: Equality, Citizenship
and Democracy in the United States
Fall and Winter
Major areas of study include law and literature.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in law,
literature, American studies, education and government.
Faculty: Greg Mullins (literature, American studies), Jose Gomez (law)
Democracy in the United States, as a social practice and
political ideal, has been a work in progress since the Revolution.
Given the linguistic, religious, ethnic and regional diversity of the
U.S. population, and given differential hierarchies assigned to race,
gender, sexuality and social class in this country, institutions that
aspire to promote democratic ideals have become sites of debate
and struggle around such questions as how to define citizenship,
how to define equality, how to protect minority populations against
majority prejudices, and how to promote individual liberties while
safeguarding the common good.
In this program we will study U.S. Constitutional history and
U.S. literature, from the Constitutional Convention to the Civil
Rights Movement. Our studies will focus on how the law defines,
and how literature represents, national belonging and exclusion.
During fall quarter we will focus on the origins and framing of the
Constitution, American Indian sovereignty, slavery, the Civil War,
and Reconstruction. During winter quarter we will focus on women's
suffrage, school segregation and desegregation, internment of
Japanese Americans, Critical Race Theory, and migrant workers'
struggle for justice.
Central themes will include the political factors the Supreme
Court considers in making its decisions, competition between
sectors of society in wielding effective political citizenship, the
gradual expansion of formal citizenship and voting rights over the
course of the nation's history, and forms of social discrimination. We
will complement our analysis of Constitutional history by reading
literature that represents and illuminates the struggle for equality
and national belonging.
Accepts Winter Enrollment with faculty signature. Students must
have completed a reading list based on fall quarter materials.
Contact the faculty for more information.
Credits: 16 per quarter
Enrollment: 46
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
Law and Literature: Revolution to Reconstruction
Spring
Major areas of study include law and literature.
Class Standing: This Core program is designed for freshmen
Program is preparatory for careers and future studies in law
literature, American studies, education and government.
Faculty: Greg Mullins (literature, American studies), Jose Gomez (law)
This program repeats the fall quarter content of Law and
Literature: Equality, Citizenship and Democracy in the United
States. Students who take the fall/winter program may not sign up
for the spring repeat program.
Democracy in the United States, as a social practice and
political ideal, has been a work in progress since the Revolution.
Given the linguistic, religious, ethnic and regional diversity of the
U.S. population, and given differential hierarchies assigned to race,
gender, sexuality and social class in this country, institutions that
aspire to promote democratic ideals have become sites of debate
and struggle around such questions as how to define citizenship,
how to define equality, how to protect minority populations against
majority prejudices, and how to promote individual liberties while
safeguarding the common good.
In this program we will study U.S. Constitutional history and U.S.
literature, from the Constitutional Convention to Reconstruction.
Our studies will focus on how the law defines, and how literature
represents, national belonging and exclusion. We will focus on the
origins and framing of the Constitution, American Indian sovereignty,
slavery, the Civil War, and Reconstruction.
Central themes will include the political factors the Supreme
Court considers in making its decisions, competition between
sectors of society in wielding effective political citizenship, the
gradual expansion of formal citizenship and voting rights over the
course of the nation's history, and forms of social discrimination. We
will complement our analysis of Constitutional history by reading
literature that represents and illuminates the struggle for equality
and national belonging.
Credits: 16 per quarter
Enrollment: 46
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Credits: 16 per quarter
Enrollment: 48
Planning Units: Culture, Text and Language and Programs for
Freshmen
Students who register for a program but do not attend the first class meeting may be dropped.
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
56 I Programs
Programs 1 57
The Legislature and the Public:
Environmental and Social Justice
The Lens-Based Image: Theory, Criticism, Practice
Looking at Animals
Spring
Spring
Fall
Major areas of study include art, photography, art theory, art
criticism and studio practice.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: At least two college-level courses in 2D art (drawing,
painting, printmaking, photography, etc.), OR, at least one year of
Evergreen programs with substantive art components. Students
need to be prepared to do intermediate and higher level art,
writing and research work.
Program is preparatory for careers and future studies in art,
photography, art theory, art criticism, studio practice and writing
for the arts.
Faculty: Matthew Hamon (visual art)
Major areas of study include art history, literature and visual arts.
Class Standing: This all-level program accepts up to 50% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Students should have completed one college-level
drawing class, or have done significant formal study of studio art
in high school.
Program is preparatory for careers and future studies in
humanities, arts, art history and creative writing.
Faculty: Susan Aurand (studio art, art history), Joe Tougas (studio
art, philosophy)
Major areas of study include social science, public policy, public
interest research, environmental studies and community studies.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in social
science, public policy, public health, environmental protection
and community development.
Faculty: Lin Nelson (social science, public policy, environmental
health, community studies)
This program explores the relationship between the Legislature
(the Washington State Legislature in particular) and the public.
We'll examine how citizens, community groups, non-governmental
organizations and social movements engage with the legislative
process. We'll read legislative, political and community literature,
and we'll meet with a range of individuals (legislators, agency staff,
lobbyists and activists) and organizations readying themselves for
the upcoming session through research, collaboration and strategic
planning.
Our central goal will be to understand how the public learns
about and interacts with the legislative process. We'll examine
links between the Legislature and the public agencies, as we study
selected pieces of proposed and enacted legislation to learn how
these grow from and respond to community-based concerns. Our
focal points will be environment, public health, labor, poverty and
community development, as we explore how features of public
life are transformed into legislative initiatives. Case studies will
include issues such as environmental monitoring and remediation,
environmental justice, right-to-know, welfare rights and health care
for low-income populations.
Students will deepen their knowledge and application of
public documents, case analysis, field research, interviewing and
public presentation. Each student (or student team) will design and
complete a case study of a legislative initiative being developed for
the 2011 session or an initiative being activated through a public
agency. Students may take this program in coordination with the
application process for the Legislative Internship 2011 program
(page 52), or students may take the program based on a general
interest in legislation, community involvement and social change.
Our work will be shaped in tandem with emerging regional issues
and in connection with organizations focusing on environment,
health, working conditions, community and poverty.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Environmental Studies and Society, Politics,
Behavior and Change
The focus of this program will be on photographic theory,
criticism and practice as it relates to image making across disciplines
(photography, video, painting, printmaking, etc.). Photographic
images pervade every facet of our society and affect almost all of
our thoughts and emotions. Though their intentions can be elusive,
and dependant on context, they are always present and should be
approached with a critical mind and eye.
This program is designed for intermediate or advanced artists
working in any lens-based studio practice and will emphasize
seeing, thinking and creating with thoughtful inquiry in hopes
of providing a better understanding of the construction and
manipulation of an image's meaning and form. All of the exercises,
lectures, presentations, film screenings, gallery visits, critiques, etc.
are designed to develop each student's technical, theoretical and
conceptual approach to the subject matter and his/her understanding
of the connections between these three elements. Students will
carry out art historical research as well as visual research to support
personal artistic inquiry.
Students will be expected to rigorously pursue their personal
studio work (in any medium) while participating in interdisciplinary
critiques of their work and the work of others. Students will not
be given "art assignments." That is, you will not be told what to
be making art about, and you will not be told what tools to use.
Consequently, students should begin the program with a central
thesis and personal motivation for making provocative work. Some
time at the beginning of the quarter will be used to help students
identify these personal themes.
Students should be prepared to do upper-division work in
critical thinking, reading, writing, and most of all, art production.
Though assignments will not be given, seeing, thinking, visualizing
and creating "exercises" will. Students should be prepared to
actively engage in these exercises which might, at times, seem
fundamental—for instance, making a photogram. Students should
be prepared to complete a significant, but reasonable, number of
assigned readings. Seminar readings will inform our understanding
of aesthetics generated from lens-based images. Students should be
prepared to complete a significant, but reasonable, amount of writing
on the arts. Each week, students will be required to demonstrate
active studio practice in relationship to their personal work.
This program is a one quarter interdisciplinary study of how
we see, understand and represent animals. Animal images are the
oldest known artworks. From the painted bulls in Lascaux cave to
Mickey Mouse, Godzilla and the Republican Elephant, images of
animals pervade our history and culture. Our relationship to animals
as the Other/Ourselves has been a major preoccupation throughout
human history.
Through lectures, seminars and common readings, we will
examine our relationship to animals as it is portrayed in art and
literature. We will consider how the study of animals can give us
ideas about human nature and the human mind. We will look at
the portrayal of animals throughout art history, and we will read
novels, short stories and critical texts that deal with our relationship
to animals. We will also use studio work to explore our individual
relationships to animals.
Workshops in the program will provide skill development in 2D
art (drawing, painting, mixed media) and 3D art (e.g., making animal
masks). As a major part of the program, each student will do an
individual project that combines studio work with library research,
exploring a particular animal or topic within our larger theme.
Credits: 16 per quarter
Enrollment: 46
A similar program is expected to be offered in 2011-12
Planning Units: Culture, Text and Language, Expressive Arts and
Programs for Freshmen
Looking Backward:
America in the Twentieth Century
Fall, Winter and Spring
Major areas of study include American history, economic thought
American literature and mass culture.
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 humanities and social sciences, law, journalism, history
economics, sociology, literature, popular culture, cultural
anthropology and education.
Faculty: David Hitchens (American diplomatic history), Gerald
Lassen (economics)
The United States began the 20th century as a minor 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, Americans 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 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.
This program 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 a 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 panel will provide a
means of rounding out the term's work and provide students with
valuable experience in public speaking and presentation.
Accepts Winter and Spring Enrollment without signature.
Credits: 16 per quarter
Enrollment: 48
A similar program is expected to be offered in 2011-12
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Faculty Signature: This program requires an interview and faculty
signature for admittance. Interviews can be scheduled via email
contact with the faculty. Faculty will also conduct interviews
at the Academic Fair, March 2, 2011. Students should bring a
portfolio of recent creative work to the interview.
Credits: 16 per quarter
Enrollment: 22
Planning Units: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
"e Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
Programs I 59
58 I Programs
Marketing and (Anti-)Consumerism
^^__
Fall
Major areas of study include business, marketing, management,
psychology, sociology and economics.
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 business,
marketing, management, psychology, economics, consumer and
leisure studies.
Faculty: David Shaw (international business, entrepreneurship,
strategic marketing)
This quarter-long program is designed to provide an introduction
to, and overview of, the intersection of three related fieldsconsumerism, anti-consumerism and marketing, including classical,
critical and multidisciplinary perspectives on the field of marketing
as it reflects consumer and business participation and behavior in
economic exchanges in the marketplace.
In the economic perspective, firms engage in various behaviors
and efforts (which could include artifice, persuasion or other means)
to influence consumer choice. Firms and consumers are said to be
engaging in economic exchanges in pursuit of their own benefit,
however calculated or construed. This quarter-long program begins
a two-quarter program sequence examining (1) interdisciplinary
approaches to the study of consumer behavior, firm marketing
behavior and their consequences, as well as (2) an introduction to
the art and science of marketing, as reflected in the theories, models
and techniques employed in the marketing discipline today.
In fall quarter, we will review the literature from marketing and
related disciplines (e.g., economics, psychology and sociology)
including classic, critical, practical and recent books, essays and
studies, with an eye toward identifying the theories, models and
perspectives that help illuminate real-world behavior by firms and
consumers. While the primary focus will be on the behavior of
marketing firms and consumers in their interdependent courtship
of each other in the marketplace, positive and negative spillover
effects (i.e., consequences, intentional or not) of these exchanges in
the marketplace will also be examined.
Credits: 12 or 16 per quarter
Enrollment: 23
A similar program is expected to be offered in 2013-14
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Marxist Theory
Meaning, Math and Motion
Spring
Fall and Winter
Major areas of study include philosophy, political theory and
economy, history, race and gender studies.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in political
science, political theory, history and social sciences.
Faculty: Lawrence Mosqueda (political economy)
Major areas of study include lower-division mathematics and
physics, linguistics, writing and quantitative literacy.
Class Standing: This all-level program accepts up to 25% freshmen as
well as supporting and encouraging those ready for advanced work.
Prerequisites: Intermediate algebra.
Program is preparatory for careers and future studies in
linguistics, mathematics, physics and education.
Faculty: Rachel Hastings (linguistics, mathematics), Krishna
Chowdary (physics)
/ am not a Marxist. —Karl Marx
Sit down and read. Educate yourself for the coming conflicts.
—Mary Harris (Mother) Jones
This challenging program is an integrated introduction to
linguistics, mathematics and physics. We invite serious students
of various backgrounds who are interested in reading, writing,
communicating and calculating in order to become quantitatively
literate citizens. Students will be supported in developing a firm
background in physics, mathematics and linguistics at the college
level, and becoming prepared for further work in these areas.
We believe any area of inquiry involves entering into a
previously ongoing conversation. Quoting a charming articulation
by Kinsman (a mathematician-turned-oceanographer, in the preface
to Wind Waves): "To the beginner, science is a conversation that
has been in progress for a very long time. Science resembles the
babble at a party; some of the participants are euphoric, some
saturnine, some quarrelsome, and some inspired beyond their usual
capacity. Whatever else happens, the conversation cannot proceed
systematically or at the level of humdrum sobriety. Some scientists
wander from group to group, while others remain fixed. Some groups
talk about similar things, and occasionally conversations pass from
one group to another. You have arrived in the middle of the party."
Our collective work is to catch up on the conversation, which means
being deliberate about how we calculate and convince, speak and
write, listen and read, and also means acquiring the science content
and process skills required to judge what is being argued.
If one believes the current mass media, one would believe that
Marxism is dead, and that the "end of history" is upon us. As Mark
Twain is reported to have said upon news accounts of his demise,
"The reports of my death are greatly exaggerated." The same, of
course, is true for Marxist Theory. Few Americans have read more
than The Communist Manifesto, if that. Very few "educated" people
have a clear understanding of Marx's concept of alienation, dialectics,
historical materialism, or his analysis of labor or revolutionary change.
In this program, we will examine the development of Marx's
thought and Marxist Theory. We will read and discuss some of
Marx's early and later writings as well as writings of later Marxists.
We will also explore concrete examples of how "dialectics" and
"materialism" can be applied to race and gender issues. At the end
of the program, students should have a solid foundation for further
study of Marxist analysis.
Faculty Signature: Faculty will assess students' ability to write at
the college level. Students should submit a past social science
research paper and past evaluations or unofficial transcript and
set up an interview appointment in winter 2010 to receive priority.
Call 867-6513 for more information. Students who submit application
letter and information at least a week before the Academic
Fair, Mar. 2, 2011, will receive priority. Dr. Mosqueda will notify
students of acceptance before the Academic Fair. Qualified
students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
In addition to learning science content and process skills
mathematics and physics studies will be supported by applying
techniques of linguistic analysis which help to illuminate the
conventions and assumptions upon which the conversation relies
The study of linguistics will be deepened by using scientific texts
as case studies for identifying and analyzing linguistic conventions
For example, we may study the source and nature of unstated
assumptions, conventions of scientific logic, the nature and role of
definitions in scientific inquiry, and the linguistic conventions found
in different kinds of scientific texts.
This program is designed for students with high school math
who are ready for pre-calculus, but requires no prior preparation
in linguistics or physics. It is intended for students serious about
understanding language, improving their writing, and learning
physics and mathematics, including calculus. The work will be
intensive in both science and language, and students should expect
to spend over 50 hours per week engaged with material. Students
will participate in seminar, labs, workshops and lectures. Students
will perform linguistic analyses of texts, do weekly problem sets in all
areas that combine concepts, calculations and communication, and
write about linguistics, math and physics. Quizzes and exams will be
among the methods used to assess student learning.
Fall quarter, we will study pre-calculus and begin calculus. In
winter, we will continue the study of differential calculus and move
on to integral calculus. In physics, topics will include mechanics
and electromagnetism (algebra- and then calculus-based) over the
two quarters. In linguistics, we will study principles of pragmatics,
semantics and discourse analysis in both quarters.
Accepts Winter Enrollment with faculty signature. Admittance will
be based on equivalents to fall quarter content. Students should
expect to complete some catch-up work over winter break.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $50 per quarter to cover field trips and physics
toy kits.
Planning Units: Culture, Text and Language, Programs for
Freshmen and Scientific Inquiry
Photo by Katherine
Students who register for a program but do not attend the first class meeting may be dropped.
ne
B. Turner '09.
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11
60 I Programs
Programs I 61
Memory and Conflict in the Eastern Mediterranean
Methods of Mathematical Physics
Mind-Body Medicine
Molecule to Organism
Fall, Winter and Spring
Fall, Winter and Spring
Fall and Winter
Fall, Winter and Spring
Major areas of study include archaeology, political science,
Middle East studies and cultural studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in history,
Middle East studies, archaeology, education and international affairs.
Faculty: Steve Niva (political science, Middle East studies), Ulrike
Krotscheck (archaeology, classical studies)
Major areas of study include upper division physics and
mathematics, history and philosophy.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: A full year of college level calculus and calculus-based
physics. Willingness to work in teams and online. Students interested
in advanced mathematics but lacking the necessary background in
physics should contact the professor for advice atzita@evergreen.edu.
Program is preparatory for careers and future studies in physics,
mathematics, chemistry, engineering and education.
Faculty: EJ Zita (physics, astrophysics)
Major areas of study include psychology, health, counseling, social
and human services.
Class Standing: This all-level program accepts up to .33% freshmen as
well as supporting and encouraging those ready for advanced work.
Program is preparatory for careers and future studies in
psychology, health professions and health care practice, and
human services.
Faculty: Mukti Khanna (psychology)
Major areas of study include organic chemistry, biochemistry
cellular and molecular biology, and microbiology.
Class Standing: Sophomores or above; transfer students welcome
Prerequisites: One year of college-level general biology with lab
and one year of college-level general chemistry with lab.
Program is preparatory for careers and future studies in science
medicine, dentistry, veterinary medicine, naturopathy, optomet'ry
and pharmacy.
Faculty: Lydia McKinstry (chemistry), Maria Bastaki (biochemistry)
Benjamin Simon (biology)
The prime function of memory . . . is not to preserve the past
but to adapt it so as to enrich or manipulate the present.
—David Lowenthal, The Past is a Foreign Country)
In this program, students will investigate the political, cultural
and economic life of the Eastern Mediterranean. Situated between
Europe and the Middle East, this area includes the lands known today
as Greece, Turkey, Lebanon, Israel, Palestine and Egypt. Although
it is the origin of some of the world's most important civilizations
and religious traditions, this region has increasingly become a site
of political conflict, war and terrorism. We will explore how the past,
and particularly contested memories of this past, plays a role in many
conflicts that have arisen in this region as a result of colonialism,
nationalism and religious differences. We will also focus on how
contested memories of the past shape conflicts between Israelis and
Palestinians, over the ancient heritage and modern identity of Egypt
and over the identity and boundaries of modern Turkey and Greece.
We will examine how struggles over the past—who claims it, what
it means, and whose memories are empowered or marginalized—
are primarily struggles over the present—who has power, which
identities will be favored, and who has rights to territory and place.
Drawing primarily upon the fields of archaeology and political
science, the program will introduce students to central debates and
methodological issues in each discipline and students will learn how
to examine the evidence and claims from archaeological findings,
museums and heritage sites in light of contemporary political and
cultural power relations. In the fall, the program will trace this region's
evolution from the rise of ancient Egypt and classical Greece to the
rise of Judaism, Christianity and Islam, and then the transformation of
the region through European colonialism and modern nation-states.
We will explore the relationship between past and present through
examining specific archaeological sites in each area, including Luxor
(ancient Thebes) in Egypt, the Temple Mount/Haram al-Sharif in
Jerusalem and Catalhoyuk in Turkey.
In the winter, we will continue this study through examining
Napoleon's conquest of Egypt, the origins and present status of the
Israeli-Palestinian conflict and the population exchange between
Greece and Turkey at the end of the Ottoman Empire, among other
topics. Our study will be based on theoretical texts and primary
sources, novels and religious documents, as well as guest speakers
and occasional field trips. Students will build learning communities
through workshops, lectures, research, seminars and presentations.
In the process, students will learn how to apply theory to case
studies, undertake advanced research projects and develop critical
thinking skills based upon an awareness of a diversity of views.
In the spring quarter, a group of students from the program—
subject to qualifications and available space—will have the opportunity
to travel abroad to Turkey and Egypt. This six-week travel abroad
program will explore both ancient and modern sites and political
developments in each location in order to deepen their learning about
the role of memory and conflict within the contemporary region.
Credits: 16 per quarter
Enrollment: 50 fall, 50 winter and 35 spring
Special Expenses: Approximately $3,800 for six-week study
abroad in Egypt and Turkey in the spring.
Planning Units: Culture, Text and Language
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. Mathematics is the language
created (or discovered) to describe the order observed in physics.
The goal of this advanced program is to introduce the mathematical
language we use to describe and create physical models of our
natural world, and to better understand both. To that end, we will
study a number of key physical theories and systematically develop
the mathematical tools that we need to understand them.
We plan to begin, in fall quarter, with a review of series, complex
numbers and linear equations, including matrixes, concentrating
on their applications to physics, such as rotations, circuits and the
simultaneous solution of linear equations. We will continue with
ordinary and partial differential equations, with applications to
classical mechanics, including oscillators, waves, Laplace's equation,
Poisson's equation, and other fundamental examples in physics.
Students will plan research projects in teams.
In winter, we plan to connect differentiation with integration via
vector analysis (applications in electromagnetism), Fourier Series
(applications to waves, e.g. acoustic oscillations on the Sun and at
the Big Bang), and variational calculus. We will go deeper into areas
begun in fall. For example, we would like to take vector analysis
deeper into tensor analysis, with applications such as general
relativity. Students will carry out their research projects in teams.
In spring, students may continue with a full-time study of
electromagnetism and vector calculus, or may continue independent
contract work on their research projects in teams. Students might
also have the option to begin a study of thermodynamics and
statistical mechanics. Students will be encouraged to present their
research at a regional professional physics meeting.
Our program work will consist of lectures, tutorials, group
workshops, student presentations, computer labs, seminars on
the philosophy and history of physics and mathematics, essays
and responses to essays. Teamwork within an integrated learning
community will be emphasized, (1) for best learning practices, and
(2) to model work within mature scientific communities.
Accepts Winter and Spring Enrollment: This program may accept
new students with appropriate background, with signature.
Contact faculty by email or in 2272 Lab II during the Academic
Fair, December 1, 2010 or March 2, 2011 for more information.
New students should expect to complete some catch-up work
during the break before each quarter.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: Expensive textbooks—must be in hand before
the date of first use on the syllabus. Each student must have his or
her own copy in class.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2012-13
Planning Units: Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Mind-body medicine is an interdisciplinary field focusing on the
applications of sociocultural, psychosocial, somatic and behavioral
knowledge relevant to health and wellness. Fall quarter will explore
historical foundations of mind-body medicine from diverse cultural
perspectives. We will look at how mind-body medicine is being
integrated into health care in disease prevention, health promotion,
treatment and rehabilitation settings. Applied skills training will focus
on energy psychology, qigong, expressive arts therapy, somatic
practices, communication skills and mindfulness in psychotherapy.
Questions to be explored include "What practices are emerging at
the creative edge of health care?" and "How are healthcare providers
preparing themselves to work in an integrated healthcare system?"
The program will include a variety of approaches to learning
including seminar, theoretical assessments, open space learning
formats, guest speakers, dialogue and extended workshops.
Students will be supported in developing practices based on the
principles of mind-body medicine. Students will work with faculty to
develop a Cocreative Learning Plan for winter quarter and write a
proposal for either a project study or internship to be implemented
in winter quarter.
Winter quarter will allow students to implement their own
Cocreative Learning Plans with program modules and individual
project or internship studies. Students can take up to 8-16 credits of
project or internship studies through the program in winter quarter.
Modules in seminar readings and continuing skills training will be
offered for 4 credits each within the program for students who
choose to integrate this focus in their winter program work. Student
project and internship work will be presented in a symposium at the
end of the program.
Accepts Winter Enrollment: Students will need to submit a
proposal of an 8-16 credit project or internship to Mukti Khanna
for entry into winter quarter.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: $110 for field trip to integrative health
education center; $75 for art supplies.
Internship Possibilities: Winter internships are possible within the
program.
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
This yearlong program develops and interrelates concepts in
advanced laboratory-based science, thus providing a foundation for
students who plan to continue studies in chemistry, biology (field or
laboratory), and/or medicine. Students will carry out upper-division
work in biochemistry, microbiology, cellular and molecular biology,
and organic chemistry. Students who remain enrolled in the entire
program for all three quarters can earn up to 48 credits of upperdivision science.
The program examines the subject matter through the central
idea of the interrelatedness of structure and function, integrating
two themes; one at the cell level and the other at the molecule level.
In the cell theme, we start with cellular biology and microbiology
and proceed to the whole organism. We examine structure/function
relationships at each level of increasing complexity. In the molecule
theme, we examine the nature of organic compounds and organic
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.
Program activities include lecture, laboratory and collaborative
problem-solving workshops. Each area of study will contain a significant
laboratory component emphasizing bench skills and instrumentation.
Students will be expected to write papers and maintain laboratory
notebooks. All laboratory work, and approximately half of the nonlecture time will be spent working in collaborative groups. Group
work will also include reading scientific literature and discussion of
topics of current or historical significance in science. This is an intensive
science 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.
Accepts Winter and Spring Enrollment with faculty signature.
Credits: 16 per quarter
Enrollment: 75
Internship Possibilities: Spring quarter only.
A similar program is expected to be offered in 2011-12
Planning Units: Scientific Inquiry
"^Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
Programs I 63
62 I Programs
Mount Rainier: The Place and its People
Fall, Winter and Spring
Major areas of study include environmental education, environmental
studies, protected areas, natural history and visual communication.
No award of upper division science credit is anticipated.
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
and environmental studies.
Faculty: Jeff Antonelis-Lapp (environmental education), Carolyn
Dobbs (land use, environmental planning), Lucia Harrison (visual arts)
Mount Rainier, known locally as the Mountain or Tahoma
dominates the landscape of the Puget Sound region and commands
the attention, imagination and respect of its inhabitants. The
relationship of people to the Mountain has varied widely: prized by
Indigenous Peoples for a variety of activities, even today; seen by
European-American settlers as a potentially vast resource for timber
and minerals; and as a wilderness and recreation destination for
Puget Sound inhabitants and tourists from the world over.
Some of the questions we will investigate include: What do we
know about the natural and human history at Mount Rainier, and
how might this predict the future? What are the interrelationships
of people, place, flora and fauna at Mount Rainier? What role does
Mount Rainier play in the arena of conserving protected areas? Does
place-based, experiential conservation service-learning lead to
environmental stewardship?
To capitalize on the usual pattern of late summer good weather,
we will begin the program on September 13, two weeks before
the regularly scheduled start of fall quarter. This will allow us to be
on the Mountain at arguably the finest time of the year. Students
planning to live on campus will receive our help in arranging for
storage prior to our departure for the Mountain. Students must
be prepared to camp in primitive conditions, and must be ready to
undertake strenuous hikes and outdoor work. The tenth week of the
program will be the week of November 15, and evaluations will be
completed by November 23. Students may begin their winter break
at the completion of their evaluation process.
We will meet on campus on September 13-14 to plan for our
departure to the Mountain, and on our initial field trip, September 1524, we will study the area's natural history, including an introduction
to the geology, geography, watersheds, flora and fauna of the
Mountain. Students will learn to draw and create an illustrated field
journal documenting their natural history learning. An important
portion of this field trip will engage students in conservation servicelearning opportunities at Mount Rainier. Potential activities include
assisting in archeological excavations, meadow revegetation, historic
rock wall restoration, trail work or a variety of other projects. These
and other program activities will equip students to continue to learn,
teach and advocate for the environment.
During winter and spring quarters, we will study the relationship
of the Indigenous Peoples and Euro-Americans to Mount Rainier
and their activities around it, up to the present time. We will
examine how knowledge of this history and the ecology of the
Mountain is interpreted to the public to increase historical and
environmental awareness. Students will develop skills in drawing,
visual communication, public speaking and graphic arts computer
applications to aid in interpretive projects.
Winter and spring quarter field trips to the Mountain and the
surrounding watersheds will continue to provide service-learning
opportunities in a variety of conservation and environmental education
projects. As we enlarge our geographic area of study, the Nisqually
River watershed and Nisqually National Wildlife Refuge will provide
opportunities to study salmon recovery efforts and avian natural
history and opportunities to design and complete individual and
group projects. A range of place-based projects—scientific, historical,
environmental education, interpretive and artistic—will be available.
Faculty Signature: No signature is required for freshmen, but an
application is still required. All students must submit a completed
application form, available by emailing Jeff Antonelis-Lapp
(lappj@evergreen.edu). Applications received by the Academic
Fair, May 12, 2010, will be given priority. Qualified students will
be accepted until the program fills.
Accepts Winter and Spring Enrollment with faculty signature.
Contact faculty by email. New students should expect to complete
some catch-up work during the breaks between quarters and must
be well prepared for substantive independent or small group work.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $200 per quarter for overnight field trips/
service learning component; $100 per quarter for art supplies.
A similar program is expected to be offered in 2012-13
Planning Units: Environmental Studies and Programs for Freshmen
Multicultural Counseling: An Innovative Model
Music and Consciousness
Fall, Winter and Spring
Fall and Winter
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, and ethics in the helping professions.
Class Standing: Seniors only.
Prerequisites: (1) At least one quarter of college study in
programs covering general principles in critical reasoning skills
and quantitative reasoning evidenced by faculty evaluations, and
(2) college level writing and reading proficiency evidenced by
faculty evaluations.
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, class, race, gender and ethnicity
studies, and consciousness studies.
Faculty: Heesoon Jun (psychology)
Major areas of study include music composition, music therapy
and consciousness studies.
Class Standing: Juniors or seniors; transfer students welcome
Prerequisites: One year of college-level music study.
Program is preparatory for careers and future studies in music
composition and therapy, and consciousness studies.
Faculty: Terry Setter (music composition, technology)
This program will allow students to examine the efficacy of
existing psychological counseling paradigms and techniques for a
diverse population. One of the program goals will be to increase
the students' multicultural counseling competency through
transformative, non-hierarchical and non-dichotomous approaches
to learning. We will use a wide range of instructional strategies,
such as lectures, workshops, films, seminars, role-playing, group
discussions, videotaping, field trips, guest lectures and internship
case studies.
During fall quarter, students will learn at least seven personality
theories and counseling skills based on these theories. In winter
quarter, students will learn to incorporate scientific inquiry into clinical
inquiry and will learn abnormal psychology and its effectiveness with
multicultural populations. In spring quarter, students will learn ethics
in helping professions. Consciousness studies, psychological research
interpretation, studies in internalized oppression/privilege and
systematic oppression/privilege, multicultural counseling theories
and practice, and social justice and equity will be emphasized
throughout the year.
In both winter and spring quarters, students will be required to
complete internships of 10 hours per week in local counseling/mental
health settings, providing opportunities to apply their classroom
learning in a practical setting.
Faculty Signature: Applications will be available by April 7, 2010. For
applications and/or more information, please visit Heesoon Jun's
faculty web page, or email junh@evergreen.edu. Applications
received by the Academic Fair, May 12, 2010, will be given priority.
Qualified students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: Possible expenses for field trips and internship
commute.
Internship Required: 10 hours per week internship required in
both winter and spring quarters.
A similar program is expected to be offered in 2011-12
Planning Units: Society, Politics, Behavior and Change
This program will investigate the relationship between sound
music and human consciousness. We will compose music that
explores the psychological and spiritual effects of this music on
those who hear it. The program is for experienced composers and
performers. It is primarily a musical endeavor, working with aspects
of psychology and contemplative studies, rather than a study of
psychology that involves aspects of music. The program goal is to
become better composers and performers and to develop greater
understanding of the qualitative aspects of listening, how music
"functions" in our lives, and how it can be used to affect changes
in various internal states, such as brain wave frequencies, breathing
patterns and galvanic skin response. We will read texts that deal
with established contemporary compositional techniques as well as
recent findings related to the effects of music at the somatic level.
We will also read texts on psychology, such as Jung's Man and His
Symbols, in order to build a working vocabulary of psychological
terminology.
Students will be expected to complete bi-weekly research
projects, listening exercises, and to keep a journal of their experiences
with the music that we create. In fall, we will build listening and
compositional skills and begin to relate these to the psychological
and spiritual dimensions of the pieces, learning to use appropriate
vocabulary and critical techniques. There will be an overnight retreat
during which guest artists from various cultures will work with the
students and share information about how music functions in their
respective cultures. In winter, students will deepen their musical
skills and will select a topic for a twenty-minute formal research
presentation that will be given during week nine. There will also be a
public concert of original pieces at the end of winter quarter.
Accepts Winter Enrollment with faculty signature. Students should
expect to complete a reading list based on fall quarter materials.
Credits: 12 per quarter
Enrollment: 25
Special Expenses: $75 for expenses associated with the overnight
retreat.
Planning Units: 8-12 Credit Programs and Expressive Arts
Students enrolled in the program Time and Space study snow conditions
at Mount Rainier. Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
116
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog
64 I Programs
Programs i 65
Music and Movement in Nature and Culture
New Zealand:
Maori and Native Decolonization in the Pacific Rim
Nonfiction Media: Animation, Documentary, and
Experimental Approaches to the Moving Image
Fall and Winter
Fall, Winter and Spring
Major areas of study include Native American studies, geography,
cultural studies and world Indigenous peoples studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in cultural
studies and world Indigenous peoples studies.
Faculty: Kristina Ackley (Native American studies), Zoltan
Grossman (geography, Native American studies)
Major areas of study include media arts and studies.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Two quarters of an Evergreen interdisciplinary
program or the equivalent. This foundation program in media arts
assumes no prior experience in media, but does require upperdivision college level critical thinking, reading and writing skills.
Program is preparatory for careers and future studies in media
arts, visual arts, education and communications.
Faculty: Ruth Hayes (animation, visual arts, media arts and
studies), Anne Fischel (media arts, documentary film/video,
community studies)
Fall, Winter and Spring
Major areas of study include music, ethnomusicology, dance and
cultural studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
ethnomusicology, dance and anthropology.
Faculty: Andrew Buchman (music), Sean Williams
(ethnomusicology), Kabby Mitchell (dance)
This performing arts program explores societal concepts, artistic
behaviors, and reactions to music and dance in cultural and physical
contexts. Themes include the exploration of music and dance in
relation to the natural world, and the intersections of music and
dance with gender, spirituality, urbanization and social change. After
establishing a firm base of concepts, skills and approaches together
in the fall, we will emphasize thematic and/or regional work and
individual or small group projects during the winter term. Spring
quarter offers the opportunity for students to engage in individual
fieldwork studies with performing artists off campus. With some
serious preparatory reading and listening, students may join the
group in winter on a space-available basis, but not in spring.
A deep interest in music and/or dance is expected, and prior
study, formal or informal, will help. Students will be expected
to do significant reading, writing and study of musical texts and
choreography—especially field recordings, videos and ethnographies.
Knowing how to read music will help you; if you do not, we will teach
you. We will engage in critical listening and viewing (analyses of what
we hear and watch), and transcription—simple, quick ways to write
music and dance movements down so that you can look at them
in different ways. Those with previous training will do work at their
level, but such training is not expected. If you're a serious student,
you will do well in this program.
Other activities are likely to include choreography, composition,
field trips, instrument building, research projects, papers and
presentations. If funds are available, we will have workshops by visiting
artists. We will have periodic performances and critiques of work by
students in the program. Expect to work hard on developing your
performance skills in a musical instrument or dance genre, practice
regularly and perform. The goal of this study is not necessarily a
performing career, but rather the development of insights into the
performing arts that only hands-on, experiential work can provide.
We cannot subsidize private lessons, but we will provide a steady,
challenging and safe forum for performance, critique, and creative
and intellectual growth.
Accepts Winter Enrollment: Students entering in winter will be
asked to do preparatory reading and listening, and provide a
writing sample on the first day of class. Contact faculty for more
guidance.
Credits: 16 per quarter
Enrollment: 75 Fall, 75 Winter and 50 Spring
Special Expenses: $50-$75 per quarter for performances; approx.
$150 for books each quarter. Spring quarter expenses will vary
depending on the fieldwork site chosen by each student.
Planning Units: Expressive Arts
Maori scholar Linda Tuhiwai Smith asserts, "Our communities,
cultures, languages and social practices—all may be spaces of
marginalization, but they have also become spaces of resistance and
hope." We will identify and contextualize these spaces and the politics
of indigeneity and settler colonialism. We will use the Pacific Rim broadly
as a geographic frame, with a focus on the Pacific Northwest Native
nations and the Maori in Aotearoa (New Zealand). By concentrating on
a larger region, students will broaden Indigenous studies beyond the
lower 48 states, and show common processes of Native decolonization
in different settler societies. We will study decolonization through
cultural revitalization, treaty relationships, and sovereign jurisdiction
of First Nations. In order to examine the central role of Indigenous
peoples in the region's cultural and environmental survival, we will
use the lenses of geography, history, art and literature.
In fall, our focus will be on familiarizing students with the concept of
sovereignty, working with local Native nations, and preparing to travel
to New Zealand. The concept of sovereignty must be placed within
a local, historical, cultural and global context. Through theoretical
readings and discussion, we will move from nation building in America
to Native forms of nationalism. We will stress the complexities and
intricacies of colonization and decolonization by concentrating on the
First Nations of western Washington and British Columbia.
In winter, we will examine the similarities and differences of
Indigenous experiences in other areas of the Pacific Rim, including
Aboriginal peoples in Australia, Pacific island peoples, and Tribal
Filipinos. We will emphasize common concerns such as climate
change, natural resource control, and the impacts of trade, tourism,
militarization and cultural domination. For five weeks in winter quarter,
most of us will travel to Aotearoa (New Zealand), where we will learn in
a respectful and participatory way how the Maori have been engaged
in revitalizing their language, art, land and politics. Through guest
speakers and visits to Maori wharenui (communal social, spiritual,
political centers), education centers, historical and contemporary
public sites, and a Kohanga Reo (preschool Maori language program)
we will build on our knowledge and work with Native nations.
Students will challenge post-colonial theory that merely
deconstructs and move to a consideration of decolonizing practices.
Our basic premise in this program that those wishing to know
about the history of a particular Native group should write with
a purpose to be of support to these people today. Students will
develop skills as writers and researchers by studying scholarly and
imaginative works and by conducting policy research and fieldwork.
There will be films and guest speakers that reflect important aspects
of Indigenous experiences. The program will include a range of
research and presentation methodologies such as the production of
thematic maps (cartography) and other computer graphics. Students
will be expected to integrate extensive readings, lecture notes and
other sources in writing assignments.
What does it mean to make moving images in an age of media
proliferation and saturation? How do we critically engage traditions
of media practice while pushing beyond established forms? How are
images used in commodity culture and how can we repurpose them
to communicate our own meanings and values? What responsibilities
do media artists and producers have to subjects and audiences? How
can we make media that responds to the world and supports struggles
for change? What strategies, formats and distribution venues are
available to us? Students will engage with these and other questions
while gaining knowledge of media history, theory and production.
This is an intensive full-time, yearlong program linking media
theory with practice. We will start by exploring media's capacity to
observe and record the world, and its potential to create meaning.
We will explore media modes and communication strategies
including animation, documentary and experimental film/video,
emphasizing the materiality and artistic properties of sound and
moving image media, as well as the strategies artists and media
producers have employed to challenge commercial forms. We will
experiment with alternative approaches to production, including
autobiography, audio-visual essays, installations and collaborations
with community groups. Through experiments with image-making
and sound students will build critical, conceptual and technical
skills. They will develop further skills in media analysis and criticism
through readings, seminars, research and critical writing. As a
learning community we will participate in critique sessions, another
Accepts Winter Enrollment with faculty signature.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $3,600 for five weeks of study in New Zealand
and a shorter field trip to British Columbia, Canada. A deposit is
due by week seven of winter quarter.
Planning Units: Culture, Text and Language, Native American and
World Indigenous Peoples' Studies and Society, Politics, Behavior
and Change
Students who register for a program but do not attend the first class meeting may be dropped.
form of collaboration through which we help each other e I
and improve our work.
'" J a<e
In fall, students will build skills in field observation and research
that are essential to media-based work. Through a series of desi
exercises, students will combine observation with technical sk^ls
in digital photography, video, audio, drawing and writing. We will
critically analyze how the media frame our understanding of realit
In hands-on workshops and assignments we will explore the ide
of image as commodity and the ways images create and contest
meaning in art, politics and consumer culture. Our exploration of the
social implications of the image will include representations of the
body, self and other, identity and community.
In winter, we will expand our study and practice of media to
include its use in community collaboration. Through research
photography, video, sound and installation, student groups will
produce multi-media works that extend and support the work of
community organizations. We will do research, learn about traditional
and experimental approaches to community involvement, and
explore the new modes of distribution and exhibition that electronic
and popular culture make possible.
In spring, the conceptual, collaboration and production
skills developed in fall and winter will form the foundation of
independent project work—from individual projects in non-fiction
video, animation, installation or web-based work to internships or
community collaboration. Students will be expected to develop a
project proposal demonstrating informed and thoughtful planning
in the mode or format of their choices.
Faculty Signature: Submit a written application and evaluations
from a recent program. Transfer students submit an unofficial
transcript and a letter of recommendation from previous faculty.
Applications will be available in April 2010, from the Program
Secretary's office, COM 301. Applications received by the
Academic Fair, May 12, 2010, will be given priority consideration.
Qualified students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $200-300 per quarter for media supplies, lab
costs and field trips. In spring quarter, additional expenses may
apply depending upon the scope of individual projects.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2011-12
Planning Units: Expressive Arts
Photo by Carlos Javier Sanchez '97.
1
Pi-ograms may be cancelled and others added after this printing. For the most current information, see www.everqreen.edu/catalog/2010-11
66 I Programs
Programs I 67
The Past and Future of American Youth
Plein Air
Political Economy and Social Change
Fall and Winter
Spring
Fall and Winter
Major areas of study include visual arts, painting and expressive arts.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in visual arts.
Faculty: Joe Feddersen (visual arts)
Major areas of study include economics, politics and history.
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
economics and political economy.
Faculty: Peter Dorman (political economy)
Major areas of study include sociology and history.
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 sociology,
history, psychology, family law, public policy and personal finance.
Faculty: Zoe Van Schyndel (finance, investments), Stephanie
Coontz (history, family studies)
This program covers the history and contemporary sociology of
American youth, with an additional emphasis on ethnography. First
we examine the changing history of family life, child rearing, and
the transition to adulthood from colonial times through the 1970s,
paying particular attention to the socioeconomic communities as
well as the family settings in which these take place. We also explore
changes in courting and sexuality for young people during the same
span of time. Again, we examine variations in these experiences by
race, class and gender. Indeed, the final four weeks of the program
focus specifically on the contrast between the hopes raised by
youthful participation in the civil rights movement in the 1950s and
1960s and the obstacles facing impoverished inner-city youth during
the 1980s.
Winter quarter we turn to recent developments, including the
changing opportunities and constraints of the work world, new
trends in forging intimate relationships, changes in expectations
and patterns of courtship and marriage, and the establishment of a
new stage of life that one author calls "emergent adulthood." We
will read several different points of view about how families, schools
and other institutions reproduce or ameliorate economic, racial,
class, ethnic and gender differences. We will also discuss the relative
weight of factors that contribute to success, including cultural
heritage, timing and persistence, and consider what changes might
offer more youth the opportunity to fulfill their potential.
In both seminar discussions and frequent papers, students will be
expected to demonstrate a firm command of the program material
and to critically analyze conflicting historical and sociological theories
about the causes and consequences of the phenomena we studied.
Reading and writing demands are heavy, and faculty will give
detailed feedback on students' written work, with the expectation
that students will then revise their papers.
In addition to the historical and sociological content of the
program, students will do 7-8 hours service-learning work per week
in a local elementary school or a low-income after-school program.
They will work as classroom aides, but after receiving some training in
taking ethnographic field notes, they will also write daily summaries
of their observations and type a paper on their experience at the
end of each quarter.
Accepts Winter Enrollment with faculty signature. Admittance
will be based upon evidence of prior studies comparable to fall
quarter material or if the student is willing to read and write
essays on two or three of our readings from fall quarter.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Plein Air is an intensive visual arts program concentrating on
watercolor painting related to the landscape. This study consists
of several parts. In the first half of the quarter, students will learn
the basics of watercolor painting processes in studio through
assignments to gain proficiency in the media. They will view art
works of other artists working in this media through seminars about
images, followed by discussion. Students will research and present
to the program an artist who works on concepts related to the land.
In the second half of the quarter we will paint directly from the
landscape to create a body of work.
Credits: 16 per quarter
Enrollment: 22
Planning Units: Expressive Arts
Poetics and Performance
Fall and Winter
Major areas of study include poetics, performance, puppetry and
creative 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 the arts.
Faculty: Leonard Schwartz (poetics), Ariel Goldberger (performance)
This program will explore of the disciplines of poetics,
experimental puppet theater, and performance. How do words,
light, sound and bodies interact? Is there a way to use words which
does not weaken the use of the other senses, but allows one to
discover shadows of sound and rustlings of vision in language? Are
there ways of using text in visually based performance that do not
take for granted the primacy of text? Students will be required to
complete reading, writing and artistic projects towards these ends.
The poetry and theater writing of Antonin Artaud will be central to
our work.
Faculty members will support student work by offering workshop
components in poetry, puppet theater and movement. Students will
produce weekly projects that combine and explore the relationship
of puppet theater and poetry in experimental modes. Readings
might include the works of such authors as Artaud, Tadeusz Kantor,
Richard Foreman, Susan Sontag, Kamau Brathwaite, Hannah Arendt
and Maurice Merleau-Ponty. Student work and progress will be
presented weekly in all-program critique sessions.
The world has entered a phase of political and economic
upheaval. This program will explore the dynamics of this process,
viewing it at local, national and international levels and drawing on
tools from fields like economics, political theory and history. Students
will get a grounding in modern economics (micro and macro) from a
critical perspective, theories of the relationship between economics
and politics (political economy), and historical examples of economic
disruption and the organization of social movements. The program
will also consider how political-economic crises are experienced by
those who live through them through literature and film. In addition,
in order to better understand current developments and alternative
explanations for them, students will acquire basic statistical skills and
use them as elements of critical thinking.
Readings will include books and articles on U.S. and international
political-economic structures, theories of political economy, and case
studies that highlight the challenges of organizing for social change;
there will also be an economics textbook. Student work will include
short essays, workshops and economics/statistics assignments, and
a major project that may provide research support for a community
organization. Student governance will play a central role in guiding
the program and will provide an opportunity for bringing together
democratic theory and practice.
Accepts Winter Enrollment with faculty signature. Please contact
faculty for more information.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Post-Colonial Caribbean:
Aesthetics of Culture and Identity
Fall
Major areas of study include aesthetics, literature 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 social
sciences, arts and the humanities, international studies and
economic development.
Faculty: Tom Womeldorff (economics), Marianne Bailey (literature)
The great Senegalese Poet-President, L. S. Senghor, wrote that
the richest and most enduring cultures are cultures metisses
self-transforming mixtures, thriving through syncretic processes
Syncretism is a dynamic of accretion and amalgamation which results
in the birth and continuing metamorphoses of new cultural forms
from religions to cuisine, from narrative to music and identity. The
Caribbean presents us with rich examples of these cultures metisses.
Independent of political status, the identities and cultural
expressions of all Caribbean peoples continue to be shaped by
the colonial legacy and the rise of Afro-Caribbean post-colonial
consciousness. Indigenous, East Indian, European and dozens of
different West African cultures intermingle, forming cultural, religious
and artistic entities which are agile and transformative, intensely
spiritual and uniquely rich.
In this program, we will analyze the political and economic
forces that shape these distinct yet similar cultures. We will study
how cultural identities are influenced by and expressed in literature,
drama, poetics, music and ritualized visual arts.
Our explorations will focus primarily on the islands of Martinique,
Haiti and Puerto Rico. Martinique is redolent with literary riches:
Aime Cesaire, political leader and poet-dramatist, offers an heroic
example of cultural creation and identity, forging through art a
"miraculous weapon" fusing spiritual and psychological, mythic and
political. In Haitian Creole, oral tradition lives and enchants. Haitian
painters invoke Vaudou Spirits in spectacular paintings which first
dazzled traveling surrealists in 1940, and are prized today the world
over. Puerto Rican popular culture evolves through diverse forms
such as poetry slams at the Nuyorican Poets Cafe in New York City
and the melding of salsa and regueton on the island.
After establishing our historical bases, we will concentrate
on the contemporary, reading texts from the mid-20th century
to the present. Students will develop a major personal or group
project, either research in history, economics, religion or culture,
or a creative project in writing, visual or performing arts. In winter
quarter, students may wish to continue their study of these cultures
in Caribbean Tourism: A Critical Analysis (page 34).
Credits: 16 per quarter
Enrollment: 48
Planning Units: Culture, Text and Language and Programs for
Freshmen
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $110 for art materials and studio use, $50 for
theater tickets, and $50 reimbursable studio deposit fee for clean up.
A similar program is expected to be offered in 2014-15
Planning Units: Culture, Text and Language, Expressive Arts and
Programs for Freshmen
Students who register for a program but do not attend the first class meeting may be dropped.
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
68 I Programs
Programs I 69
Power in American Society (fall)
Power in American Society (winter)
The Practice of Sustainable Agriculture
Ready Camera One: We're Live
Fall
Winter
Fall, Winter and Spring
Spring
Major areas of study include U.S. history, government, foreign
policy 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
government, public policy, history and advanced political economy.
Faculty: Lawrence Mosqueda (political economy, social change)
Major areas of study include U.S. history, government, foreign
policy 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
government, public policy, history and advanced political economy.
Faculty: Lawrence Mosqueda (political economy, social change)
Major areas of study include agriculture, small farm management
and applied horticulture.
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 farm and
garden management, state and county agriculture agencies and
agricultural non-profit organizations.
Faculty: Steve Scheuerell (agriculture, horticulture, composting)
Major areas of study include communications, moving imaqe
television production, media criticism and theater.
Class Standing: Sophomores or above; transfer students welcome
Prerequisites: One year of interdisciplinary work or credits in
more than one subject area.
Program is preparatory for careers and future studies in media
arts, humanities, social sciences and communications.
Faculty: Sally Cloninger (film, television)
This program will investigate the nature of economic,
political, social, military, ideological and interpersonal power. The
interrelationship of these dimensions will be a primary area of study.
We will explore these themes through lectures, films, seminars, a
journal and writing short papers.
The analysis will be guided by the following questions, as well as
others that may emerge from our discussions: What is meant by the
term "power"? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How is power utilized and with what impact on various
sectors of the population? What characterizes the struggle for
power? How does domestic power relate to international power?
How is international power used? How are people affected by the
current power structure? What responsibilities do citizens have to
alter the structure of power? What alternative structures are possible,
probable, necessary or desirable?
In this period of war and economic, social and political crisis,
a good deal of our study will focus on international relations in a
systematic and intellectual manner. This is a serious class for serious
people. There will be a good deal of reading and some weeks will
be more complex than others. Please be prepared to work hard and
to challenge your and others' thinking.
This program repeats the content of Power in American Society
offered fall quarter. Students who take the fall quarter program
may not sign up for the winter repeat program.
This program will investigate the nature of economic,
political, social, military, ideological and interpersonal power. The
interrelationship of these dimensions will be a primary area of study.
We will explore these themes through lectures, films, seminars, a
journal and writing short papers.
The analysis will be guided by the following questions, as well as
others that may emerge from our discussions: What is meant by the
term "power"? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How is power utilized and with what impact on various
sectors of the population? What characterizes the struggle for
power? How does domestic power relate to international power?
How is international power used? How are people affected by the
current power structure? What responsibilities do citizens have to
alter the structure of power? What alternative structures are possible,
probable, necessary or desirable?
In this period of war and economic, social and political crisis,
a good deal of our study will focus on international relations in a
systematic and intellectual manner. This is a serious class for serious
people. There will be a good deal of reading and some weeks will
be more complex than others. Please be prepared to work hard and
to challenge your and others' thinking.
The Practice of Sustainable Agriculture (PSA) program integrates
theoretical and practical aspects of small-scale organic farming in
the Pacific Northwest during the fall, winter and spring quarters.
This program requires serious commitment from students—we
start at 8 AM Monday, Tuesday, Wednesday and Thursday, and all
students start farm chores at 7 AM one day per week. Each week of
the program there will be eight hours of classroom instruction and
twenty hours of practicum work at Evergreen's Organic Farm.
The program's academic classroom portion will cover a
variety of topics related to practical farm management, including
annual and perennial plant propagation, entomology and pest
management, plant pathology and disease management, weed
biology and management, soil quality and soil management, crop
botany, animal husbandry/physiology, polycultures, integration of
crops and livestock, orchard management, appropriate technology,
weather forecasting, and climatology. As part of their training,
students will be required to develop and write farm management
and business plans. On a weekly basis, students can expect to
complete seminar readings and reflective writings, work through
assigned textbooks, and write technical reports to demonstrate an
integration of theoretical concepts and practice gained through the
farm practicum.
The academic practicum on Evergreen's organic farm will include
hands-on instruction on a range of farm-related topics including
greenhouse management and season extension techniques, farmscale composting and vermiculture, seed saving, irrigation systems,
mushroom cultivation, farm recordkeeping, tool use and care, farm
equipment operation and maintenance, personal wellness and
fitness through guided yoga practice, and techniques for adding
value to farm and garden products. Students will also have the
opportunity to explore their personal interests related to agriculture,
homesteading, and developing communal farms/ecovillages through
research projects. Each quarter we will visit farms that represent
the ecological, social and economic diversity of agriculture in the
Pacific Northwest. Students will also attend and participate in key
sustainable and organic farming conferences within the region.
After completing the Practice of Sustainable Agriculture, students
will have an understanding of a holistic approach to managing a
small-scale sustainable farm operation in the Pacific Northwest.
This program is designed primarily for students interested
in exploring visual literacy, television production, performance
and media criticism. Students will be introduced to both media
deconstruction and media production skills through a series of
lecture/screenings, workshops and design problems that focus
primarily on collaborative multi-camera studio production. No prior
media production experience is required.
We will take a critical, performative and historical approach as
we examine and even emulate the production style and lessons
from the early history of 20th century live television. Students will be
expected to perform in front of as well as behind the camera and will
explore the logistics and aesthetics of multi-camera direction and
design. We will investigate the aesthetics and implications of live
performance and multi-camera production for new media as well.
This program will also examine the politics of representation,
i.e., who gets the camera, who appears on the screen, and who
has the power. Therefore, students who choose to enroll should be
vitally and sincerely interested in the issues and ideas concerning the
representation of gender, race, ethnicity, class and sexual orientation
in the media. We will specifically study the role of visual humor as
it applies to representation and stereotyping in the mass media.
Activities also will include training in the multi-camera TV studio
facility, instruction in basic performance and writing for television,
and a survey of visual design principles.
Credits: 16 per quarter
Enrollment: 24
A similar program is expected to be offered in 2010-11
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Credits: 16 per quarter
Enrollment: 24
A similar program is expected to be offered in 2012-13
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Credits: 16 per quarter
Enrollment: 24
Special Expenses: Approximately $100 for video storage and
supplies; additional expenses for production materials may apply
depending upon scope of individual projects.
Planning Units: Expressive Arts
Accepts Winter and Spring Enrollment with faculty signature.
Admittance will be based upon available space and evidence of
prior student learning and experience. Students should expect to
complete significant catch-up reading and assignments prior the
start of the quarter.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: Approximately $175 per quarter for overnight
field trips, conference costs and farm supplies.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Programs for Freshmen
Photo by Jo
Students who register for a program but do not attend the first class meeting may be dropped.
^Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
70 I Programs
Programs I 71
Reality Check:
Indian Images and [Misrepresentations
Winter
Major areas of study include art, history, geography, political
science, Native American studies and media 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
education, Native studies, cultural studies and political science.
Faculty: Frances V. Rains, Ph.D. (Native American studies)
This program will address historic and contemporary images and
misrepresentations of Indians in a variety of media. Indian images
from films, photographs, language, mascots, popular culture and
commercial interests will be deconstructed and analyzed for meaning,
significance, power, representation and issues of authenticity.
Colonialism, U.S./lndian history, geo-politics, and economics will
be decolonized through the lenses of Native resistance, Native
sovereignty and Native political and economic issues. Essential to
this exploration will be an investigation of the dynamics of "self"
and "other."
Learning will take place through readings, seminars, lectures,
films and workshops. Students will improve their research skills
through document review, observations, and critical analysis.
Students will also have opportunities to improve their writing skills
through weekly written assignments. Oral speaking skills will be
improved through small group and whole class seminar discussions,
and through individual final project presentations. Options for the
final project will be discussed in the syllabus and in class.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language, Native American and
World Indigenous Peoples' Studies and Programs for Freshmen
The Remembrance of Things Past
Fall, Winter and Spring
Major areas of study include European, American, and Southeast
Asian history; cultural anthropology, museum studies, literature,
politics 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 social
sciences and humanities, including history, anthropology, urban
planning and museum studies.
Faculty: Eric Stein (anthropology, history), Stacey Davis (history)
historical texts (primary and secondary), public memorial rituals and
spaces, oral histories, ethnographies, films and literature with new
tools drawn from the study of memory, myth and national identity.
They will also deepen their sensitivity to "collective memory" and
"collective forgetting" and how each strengthens and structures
power dynamics on a social level, considering how the "politics of
collective memory" holds consequences for both dominant and
minority groups in a culture or nation-state. Turning to museums
as a key site of memory making, we will explore how the popular
representation of objects contributes to our interpretation of,
and nostalgia for, the past. Finally, we will study the creation and
meaning of contemporary memorials and monuments, like the
Vietnam Veterans Memorial in Washington, DC.
Fall quarter we will look at specific moments and memories of
the 20th century, exploring the shaping and reshaping of national
memory in post-WWII Germany and France; the silencing of
memories of state violence in late twentieth century Indonesia,
Cambodia, and Vietnam; French and Algerian recollections of the
colonization of North Africa and the Algerian war of independence in
the 1950s; and myths of memory in the contemporary United States.
Winter quarter we will consider the theoretical and methodological
tools drawn from the study of memory, myth and national identity to
prepare students for their own independent research inquiries. From
mid-winter to mid-spring quarters, students will embark on original
historical fieldwork, conducting archival research, oral history or
museum studies locally, nationally or abroad. During the second
half of spring quarter, students will revise and present a substantial
research paper on their findings. In addition, each student will design
and construct a three-dimensional model of a memorial that shows
something significant about memory from their research studies.
We will develop our understanding of memory through lectures,
workshops, films, and a series of guest speakers. Students should
expect to engage in weekly critical book seminars, regular writing
assignments, independent and collaborative work, and regular
program discussion. During the course of the program, students will
also take field trips to museums, memorial sites, monuments and
archives, touching memory through a wide range of experiences.
Accepts Winter Enrollment without signature. New students
should expect to complete some catch-up work during the
December break and are encouraged to contact faculty via email.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $90 fee in fall quarter for field trips. Students
will need to cover travel and living expenses if they choose to do
non-local independent research in winter and spring quarters.
Internship Possibilities: Mid-winter to mid-spring only with faculty
approval.
A similar program is expected to be offered in 2014-15
Planning Units: Culture, Text and Language and Programs for
Freshmen
Situated somewhere between fact and dream, memory shapes
our individual lives in countless ways. When we recall the past, what,
exactly, are we remembering? To what extent are our individual
memories shaped by collective stories about the past, and how do
collective memories, whether real or fabricated, help create and
sustain a people's self-image, values and goals? For whom does
historical memory of the past matter, and under what political
circumstances? What does it mean to forget history? Can groups
use the lack of memory, or shared forgetting, to further their sense
of identity?
This program will explore the links between memory and both
individual and group identity. We will investigate historical memory
as a product of individual psychological experience, as a politically
invested realm of public knowledge, and as a focus of disciplinarybased scholarly inquiry. Students will learn to critically engage
Students who register for a program but do not attend the first class meeting may be dropped.
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Rethinking the Suburbs
Fall, Winter and Spring
Fall, Winter and Spring
Major areas of study include indigenous political science and
history, intergovernmental relationships, leadership, literature,
economic, cultural, and environmental sustainability and
management within a global context.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: AA direct transfer degree or 90 credits equivalent.
Program is preparatory for careers and future studies in
government, tribal and public services, American Indian studies,
and political science.
Faculty: Michelle Aguilar-Wells (public administration, political
science), TBA (Muckleshoot), TBA (Quinault), TBA (Tulalip), TEA
(Nisqually), Gina Corpuz (education)
The Reservation-Based Community-Determined (RBCD) program
is an upper-division program designed specifically for students
residing on or connected to reservations. Students meet two
evenings a week at a tribal site to build and sustain a learning
community at the reservation. In addition, students from all sites
meet four Saturdays per quarter for classes at the Longhouse. Tribes
help to design the curriculum by addressing the question, "What
does an educated tribal member need to know in order to contribute
to their community?" The RBCD interdisciplinary approach allows
students to participate in seminar, participatory research, and study
their individual areas of interest while meeting the challenges and
topics identified by the tribes.
The 2010-11 academic year theme is Contemporary Indians in a
Global Society. In fall, students will engage in work that allows them
to understand the historical, cultural, legal and intergovernmental
relationship between the tribes as Sovereign Governments and
the United States. In winter, they will examine leadership qualities
through history, literature and within tribal settings, as they begin
to look for applications to the global society. In spring, they will
study economic, cultural and environmental sustainability and
management within a global context. Students will also have
opportunities for independent work and study as well as 1-2 credit
strands on a broad range of topics including, art, theater, literature,
writing and management.
Faculty Signature: New students must submit an intake interview
form signed by the program director or site faculty. No signature
is required of students continuing in the program from the
previous year, from students who are transferring from the Grays
Harbor Bridge Program or from Northwest Indian College with an
AA direct transfer degree.
Accepts Winter and Spring Enrollment: This program accepts new
enrollment with formal admission into the RBCD program.
Credits: 12 per quarter
Enrollment: 80
Special Expenses: Travel costs to and from campus for the
Saturday classes.
A similar program is expected to be offered in 2013-14
Planning Units: Native American and World Indigenous Peoples'
Studies
Major areas of study include urban planning, American history
political science 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
architecture, land use planning, urban planning, government
politics, law, community development and environmental policy
Faculty: Jennifer Gerend (land use planning). Matt Smith (political
science)
Suburbia evokes images of ticky-tacky boxes spread across the
hills of Daly City, grotesque faux-French chateaus on five acre plots
sprawling malls, a world without sidewalks dominated by mothers
in Chevy Suburbans spewing gas to drive five miles to the nearest
grocery, a world with perfect lawns but no parks, places about
which Gertrude Stein would say there is "no there, there." Yet today
America has more suburbanites than city or rural inhabitants. Today's
suburbs are also diverse, as more suburbs are now dominated by
non-family and childless households than ever before. More suburbs
are multi-racial or non-white than ever before. Clearly the suburbs
have evolved beyond the role of a destination for families fleeing the
city or a refuge for the Anglo-American middle class.
The suburbanization of the U.S. has touched nearly every
aspect of our way of life, from the location and size of our homes
to the nature of our everyday social interactions. It yielded massive
profits for closely-aligned interests, from automakers and petroleum
producers to bankers and insurance agents. Since the 1950's, the
growth model of the suburb has been based on the least sustainable
assumptions about transportation, community, and public space.
With this "growth model" of development came repercussions for
existing cities and their residents. In the fall and winter quarters,
we will examine the history of choices that were made in the U.S.
over the past century that have radically shaped our options for
sustainable living and community development.
In recent decades, population, employment and cultural centers
have emerged throughout the Northwest. Today's suburbs still attract
residents for many of the reasons they initially developed, yet they
are at a critical juncture. Assumptions about transportation, public
and private space, and the relation of work and home are drawn
into question. Many suburban places face new challenges, as they
strive to create public gathering spaces, "town centers", a socially
inclusive culture, pedestrian-oriented neighborhoods, viable mass
transit options and other traditional "urban" amenities. What does it
mean to live in a new city, and how do these fledgling communities
observe their own limited histories? Students will be engaged by
texts that examine the history, land use, sociology and public policy,
as well as the literature of the suburbs.
Central to our work will be the study of planning and the
development of suburbs and cities. How do towns, suburbs and
cities function? How can they become sustainable communities
within which both private and public institutions can flourish? We will
explore the advantages and disadvantages of the suburban lifestyle
and contemporary (sub)urban planning challenges by getting to
know some specific communities through field trips. In the spring,
students will undertake an independent or group project of their
own. Students will also complete frequent writing assignments and
assist in the facilitation of weekly seminars. Guest presenters and
documentary films will support our analysis.
Accepts Winter and Spring Enrollment with faculty signature. Students
should expect to complete some catch-up work during the break.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $120 for field trip expenses.
Planning Units: Culture, Text and Language, Environmental
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/2010-11.
72 I Programs
Programs I 73
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring
Major areas of study include cinema, writing, geography, and
Russian history, literature, culture and language.
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, film, music, art, international
business, and graduate studies in international affairs and in
Russian and Slavic literary, historical, political and area studies.
Faculty: Patricia Krafcik (Russian language and literature), Robert
Smurr (Russian history)
Join us to explore the diverse peoples, cultures and histories of
the region that was once 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.
In fall quarter we investigate Slavic, Scandinavian, Persian, Mongol
and Turkic contributions to early Russian society and examine both
the pre-Christian pagan animistic cultures and the rich Byzantine
cultural legacy of Orthodox Christianity. Our journey takes us from
the 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 early 19th century
with Russia's emergence as a major world power. Medieval epics and
chronicles, diverse films, and readings enhance our study of this early
history. Special geography workshops in both fall and winter terms
help students identify the location of cities and landmarks throughout
the Russian and Soviet empires, as well as understand the relationship
between the various peoples of the empire and their environment.
Winter term concentrates on the literature from Russia's 19thcentury 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
radical intelligentsia who rebelled against autocratic tsarist policies
and the institution of serfdom, and whose activities led to the
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, emphasizing how writers, artists and filmmakers
interpreted, reflected and survived the Soviet regime. This will
include an examination of the sacrifices that the Soviet people
experienced at the hands of their own communist dictatorship, as
well as under Nazi occupation during WWII. This term ends with a
review of events resulting in the collapse of the U.S.S.R. and the
emergence of fifteen independent states.
Students write short papers in fall and winter and have the
opportunity to explore in depth a topic of their choice for a final
research paper and presentation in spring quarter.
Students are urged, but not required, to take the Beginning
Russian Language segment within the full-time program. They may
opt to include an extra workshop within the program, rather than
language, which focuses on such topics 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 without language
or the workshop, students should register for 12 credits. For 4 credits,
students may register for the language-only section or the workshop.
Accepts Winter and Spring Enrollment: We will inform prospective
students at the Academic Fair, December 1, 2010 or March 2, 2011,
of preparatory reading required to join in winter or spring.
Credits: 4, 12 or 16 per quarter
Enrollment: 55
Special Expenses: $90 for two field trips in fall term: an overnight
to Maryhill Museum (icon collection) and to a Greek Orthodox
Women's Monastery in Goldendale, Wash. ($40); the second for
two nights to LaPush, Wash., where we will discuss in seminar the
Russian arrival in North America and the Russian shipwreck at
LaPush which lives in Native American tradition there ($50).
A similar program is expected to be offered in 2012-13
Planning Units: Culture, Text and Language and Programs for
Freshmen
Seeing the Light
Fall
Major areas of study include photography, documentary
photography and aesthetics.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Beginning photography.
Program is preparatory for careers and future studies in the arts,
journalism, history and arts education.
Faculty: Bob Haft (photography, art history, aesthetics)
This photography program is designed for the serious student at
the intermediate and advanced level wishing to do in-depth study
of the technical and aesthetic aspects of the medium. Through the
combination of darkroom exercises, seeing workshops, seminars and
written responses to readings and films, tests, and critiques we will
explore the use of small, medium and large format cameras along
with aspects of historic and contemporary aesthetics. The course will
culminate in a group project dealing with documentation of place
and preservation of visual histories.
Readings for the quarter will include but not be restricted to
the following books: On Photography by Susan Sontag, Criticizing
Photographs by Terry Barrett, Camera Lucida by Roland Barthes,
and The Photo Book edited by Ian Jeffrey.
The first part of the program will be devoted to developing skill
in the use of large and medium format and 35mm cameras and in
how to conduct interviews of people. We will also identify specific
areas or groups in the vicinity which might serve as subjects on which
to conduct a photographic study. Finally, we will learn how to make
and bind books.
The second part of the program will be spent doing field research
(making photos of and interviewing people in the communities we
have chosen) and making something from it. At the end of the
term, I would like to put our photographic studies into book form
and present them to the people who have served as our subjects
in recognition of their sharing of their stories and for allowing us
to work with them. Each student will also be responsible for doing
research and giving a 20-minute presentation on the work of a
contemporary or historic photographer.
Self and Culture: Studies in Japanese
and American Literature and Cinema
Seven Oceans
Spring
Winter
Major areas of study include cultural studies, Japanese literature,
American literature and film 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 cultural
studies, film studies, literary studies and Japan studies.
Faculty: Harumi Moruzzi (cultural studies, film studies, Japan
studies, literature)
Modernity in the west established the concept of a human being
as a thinking subject whose existence alone cannot be questioned
through Descartes' seminal discourse Meditations in First Philosophy.
Though occasionally under attack, the concept of autonomous
thinking and perceiving the subject as the center of reality—as the
source of truth—has been the dominant ideology in the west since
the eighteenth century, particularly in the United States. These
days, due to our globalized communication and cultural exchanges,
we have begun to question many ideas that have been taken for
granted. The concept of self is no exception.
It is often said that American and Japanese cultures represent
mirror images of human values. For instance, while American culture
emphasizes the importance of self-reliance and self-autonomy,
Japanese culture dictates group cohesion and harmony. 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 the concept of self. We will explore
the concept of self through the critical examination of American and
Japanese literature, cinema and popular media.
At the beginning of the quarter, students will be introduced to the
rudiments of film analysis in order to develop a more critical attitude
toward the film-viewing experience. Students will also be introduced
to major literary theories in order to familiarize themselves with
varied approaches to the interpretation of literature. Then, we will
examine representations of individual selves and cultures in American
and Japanese literature through seminars and critical writings, with
weekly film viewing and film seminars in order to facilitate a deeper
exploration of the topics and issues presented in the literary works.
Major areas of study include marine biology.
Class Standing: This Core program is designed for freshmen
Program is preparatory for careers and future studies in marine
science and environmental studies.
Faculty: Erik V. Thuesen (zoology)
This program will examine environmental characteristics of
Earth's oceans with particular focus on marine organisms and their
ecological interactions. We will examine topics in marine biology from
various coastal and oceanic ecosystems around the planet. Seminars
will explore topics related to diversity across a wide variety of marine
ecosystems. Laboratory work will introduce students to basic skills
needed to carry out studies in marine biology. We will conduct
various field studies in Puget Sound, including a weeklong field trip
to the coast of the Olympic Peninsula to observe marine organisms
in their natural habitat. Through weekly workshops, students will
hone their abilities to analyze data and improve their knowledge
of the material covered in readings and lectures. Students will be
evaluated through exams, quizzes, laboratory exercises, notebooks
and their participation in seminars and workshops.
Credits: 16 per quarter
Enrollment: 23
Special Expenses: Approximately $280 for a weeklong overnight
field trip to the Olympic Peninsula.
Planning Units: Environmental Studies and Programs for Freshmen
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language and Programs for
Freshmen
Faculty Signature: Please meet with faculty to arrange review of
a portfolio of previous photographic work. Portfolios reviewed at
or before the Academic Fair, May 12, 2010, will be given priority.
For more information, contact Bob Haft, haftr@evergreen.edu.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language and Expressive Arts
• r Sanchez '97.
Photo by Carlos Javiei
Students who register for a program but do not attend the first class meeting may be dropped.
^Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/201
1 .
74 1 Programs
Programs I 75
Shattered Images of Changing China:
Modern Chinese Literature and Film
Fall
Major areas of study include Chinese philosophy and religion;
modern Chinese history, literature, political and economic
development; and Chinese film.
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 Chinese
studies and literature, Asian studies, international studies and film
studies.
Faculty: Rose Jang (theatre, Chinese studies)
During China's explosive changes over the last thirty years,
nothing has better recorded these changes than Chinese literature
and film. Writers of the novel, short story, drama and poetry—
marked by such internationally renowned names as Gao Xingjian,
Wang Anyi, Yu Hua, Mo Van and Bei Dao—have collectively captured
the feelings of pride, excitement, confusion and chaos shared by
the current generation of Chinese citizens. Filmmakers such as Tian
Zhuangzhuang, Li Yang and Jia Zhang Ke have documented the
mixed experiences that such quick political and economic changes
have brought to different walks of Chinese life.
Using the metaphor of a "shattered mirror," introduced by
philosopher Kwame Anthony Appia in describing the process of
perceiving cross-cultural truths, this program offers a mirror which,
while trying to reflect the truth of modern Chinese life and society, is
made of nothing but shattered images. Nevertheless, this shattered
mirror will help us to peek into multiple facets and corners of a society
in which real, common people live. Instead of simply reading about
them, we are compelled to approach them from inside their world,
to understand the daily struggles and social problems through their
eyes. If all these shattered images can only combine into a confusing,
chaotic and contorted existence, by putting ourselves in the midst of
them, we are very close to living a real Chinese life.
The literary works and films in the program will be grouped
through weekly themes representing distinct topics of study.
Students will read literature and view thematically related films
each week. Keeping a reflective journal and writing weekly papers
will document their ongoing learning experiences. Students will
write a final integrative essay on a topic of personal choice, which
is originated and substantiated from the program materials, but
further expanded through individual research in the library and via
electronic databases.
Credits: 16 per quarter
Enrollment: 24
A similar program is expected to be offered in 2011-12
Planning Units: Culture, Text and Language, Expressive Arts and
Programs for Freshmen
The Spanish-Speaking World: Cultural Crossings
Student Originated Studies:
Botany, Herbology, Horticulture
Student Originated Studies: Creative Writing
(Narrative Memoir and Short Story)
Fall
Spring
Major areas of study include botany, horticulture and herbology.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in botany,
horticulture and herbology.
Faculty: Frederica Bowcutt (botany, environmental history)
Major areas of study include writing.
Class Standing: Sophomores or above; transfer students welcome
Prerequisites: Students need not have extensive experience in
creative writing, but they must have sound writing skills and the
willingness to accept and apply critiques of their process and work
Program is preparatory for careers and future studies in creative
writing, literature and teaching.
Faculty: Eddy Brown (writing, literature)
Fall, Winter and Spring
Major areas of study include Spanish language; Latin American
and Spanish literature, history and film.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in Latin
American and international studies, literary and cultural studies,
language, politics, history, education, writing, and human and
social services.
Faculty: Alice Nelson (Spanish language, literature, Latin
American studies), Diego de Acosta (Spanish language,
linguistics, Iberian studies)
Spain and Latin America share not only the Spanish language but
also an intertwined history of complex cultural crossings. The cultures
of both arose from dynamic and sometimes violent encounters, and
continue to be shaped by uneven power relationships as well as
vibrant forms of resistance. In Spain, Jews, Christians and Muslims
once lived side-by-side during a period of relative religious tolerance
and cultural flourishing, known as the medieval convivencia. Military
campaigns and the notorious tribunals of the Spanish Inquisition
eventually suppressed Jewish and Muslim communities, but legacies
of these communities have persisted in Spanish society. The first
Spanish encounters with Latin America involved violent clashes
between the Spaniards and indigenous peoples, as well as Africans
brought to the Americas as slaves. The long aftermath of these initial
clashes—wars of conquest, religious missions, colonization, and
slavery, all confronted continuously through resistance—gave rise to
new, hybrid Latin American communities.
In the 20th century, Spain and several countries of Latin America
experienced oppressive dictatorships as well as the resulting
emergence of social movements that enabled democratization. The
question of regional identity and difference has also defined several
countries' experiences, from Catalonia and the Basque region in Spain,
to various indigenous ethnicities from Mexico to the Southern Cone.
More recently, the context of economic globalization has given rise
to unprecedented levels of international migration, with flows from
Latin America to Spain and the U.S., as well as from North Africa and
eastern Europe to Spain. All of these cultural crossings have involved
challenges and conflict as well as rich and vibrant exchanges.
Students will engage in an intensive study of the Spanish language
and explore the literature remembered, imagined and recorded by
Spaniards and Latin Americans in historical context. We will critically
analyze selected texts from medieval times to the present. Every
week will include seminars on readings in English translation, Spanish
language classes, a lecture delivered in Spanish and a film in Spanish.
During the fall and winter, we will explore various themes that
define and describe key moments in the intertwined histories of Spain
and Latin America. These may include national and regional identity,
dictatorship and resistance, linguistic crossings and democratization
processes. Spring quarter will offer opportunities to study abroad in
Quito, Ecuador, or Santo Tomas, Nicaragua, as well as internships
with local Latino organizations for those who stay on campus. All
classes during the spring will be conducted in Spanish.
Accepts Winter and Spring Enrollment with in-house Spanish
language skills assessment and faculty signature.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Approx. $150 for field trips in Washington
state; approx. $4500 for 10 week study abroad in Ecuador (all
levels, minimum of 15 students) OR approx. $3200 for 10 week
study abroad in Nicaragua (for 4-8 intermediate/advanced language
students). A deposit of $200 for study abroad is due by Feb. 1, 2011.
Internship Possibilities: Spring only. Students remaining on campus
may intern with organizations serving local Latino/a communities.
A similar program is expected to be offered in 2012-13
Planning Units: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
This program offers opportunities for well-prepared students to
create their own course of study and research. In addition, at least
four credits of each student's work will be in collaboration with other
students in the program. Group activities will include seminars,
workshops, lectures and weekly meetings. Interested students will
also have the opportunity to learn sight recognition of woody plants
in winter. Student project work will be presented in a symposium at
the end of the quarter.
Several research topics are of particular interest to the faculty
member. Groups of students working together on community-based
projects such as installing edible or medicinal landscaping on campus
or other public educational institutions, propagating prairie plants for
local ecological restoration efforts, or creating plant-themed public
art for the Evergreen Teaching Gardens will be given priority, as will
students interested in conducting research on exotic invasive plant
species common to the Puget Sound region to determine how they
might benefit humanity through sustainable enterprise. This might
take the form of exploring the medicinal uses of weedy species like
dandelion orthe use of Scot's broom for biofuel production. Students
interested in honing their botanical illustration skills that propose to
work from herbarium specimens to create illustrations for the Puget
Prairie Flora and/or Sun Lakes State Park Flora projects and groups
wanting to study the history and practice of herbology will receive
serious consideration during the signature review process. Students
seeking to explore the gender dimensions of botany as a discipline
are encouraged to submit a proposal.
Prior to the beginning of winter quarter, interested individual
students or small groups of students must consult with the faculty
sponsor about their proposed projects and/or internship plans.
The project and/or internship is then described on the appropriate
contract form (in-program Internship or Individual Learning Contract)
and submitted electronically as a draft contract. While this program
is primarily aimed at juniors and seniors, first-year students and
sophomores may be admitted if they can demonstrate through the
signature process that they are ready for the work.
Faculty Signature: Students must demonstrate preparedness for
independent work by submitting: (1) a statement of interest, (2) an
outline of proposed work, (3) an explanation of how this program
will advance their academic goals, (4) a program evaluation from
at least one natural science program, and (5) the names and
contact information for at least two faculty members who have
direct experience with the student's work. Priority will be given
to students who have taken Basic Botany: Plants and People or
the equivalent. Preference will be given to proposals received
before the Academic Fair, Dec. 1, 2010. However, proposals will be
considered until the program fills. For more information contact
Frederica Bowcutt (bowcuttf@evergreen.edu).
Credits: 12 or 16 per quarter
Enrollment: 25
Internship Possibilities: Evergreen Teaching Gardens and other
internships available. Discuss with faculty if interested.
Planning Units: Environmental Studies
This program supports students doing individual projects in
creative writing. Students will enroll for SOS, then design their
quarter-long, contract-style work plans using input from the faculty
member. In the first week of the program, each student will prepare
a project proposal, and then complete that project during the
quarter. The program will have weekly class sessions where students
will report on their progress, share work-in-progress, conduct peer
reviews, get advice and guidance, and take in faculty and guest
lectures on related topics. Students must attend and participate in
these sessions. There will also be book seminars with weekly reader
responses to both assigned and self-selected texts. Students will
maintain and submit a process portfolio and reading journal. We
will have in-class student readings of their work at the end of the
quarter.
The weekly meeting is intended to provide a sense of community
and support to students. All other contract obligations will be worked
out individually with the faculty member.
Students may select and propose nonfiction and/or short
fiction projects for the program; however, the faculty member has
expertise in the following topics: creative writing (particularly the
narrative memoir), modern and contemporary American literature
(particularly creative nonfiction), literary critique, cultural studies,
and intrapersonal psychology (self-awareness).
Faculty Signature: Students must submit a one-page summary
for their individual study project, and one or two finished pieces
of creative writing in the genre(s) selected for their proposed
project (12-page maximum per sample). Interested students
should contact the program faculty to schedule an appointment.
Students who have completed their appointments by the
Academic Fair, March 2, 2011, will be given priority. Qualified
students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Culture, Text and Language
-Hr°9rams maV be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11
76 I Programs
Programs I 77
Student Originated Studies:
Media/Writing/Philosophy
Winter and Spring
Major areas of study include media arts, experimental media, film
history and theory, literary history, critical and creative writing,
philosophy, and critical theory.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: In order to be considered for the media track,
students should have successfully completed Mediaworks (the
entry-level program in media studies at Evergreen) or its equivalent
(i.e., approximately a year of media skill training, media history
and media theory), or completed another interdisciplinary media
program at Evergreen. Applicants in writing and philosophy
should demonstrate similarly advanced coursework.
Program is preparatory for careers and future studies in the arts
and humanities, media arts and digital communications.
Faculty: Elizabeth Williamson (literature, theater history), Julia
Zay (media arts, film and visual culture studies, gender and queer
studies), Kathleen Eamon (philosophy)
This program is designed to foster projects that can only arise
from the intersection of distinct modes of academic and creative
labor. Our goal is not to meld these three modes of inquiry, but
to create new pathways and interventions into the public sphere.
We invite applications from students, including transfers, who have
significant academic experience in media production and studies,
critical or creative writing, and/or critical theory and philosophy, and
who are committed to exploring the boundaries of these disciplines
and modes of inquiry.
Our experiments with form will be propelled by discussions of
authority, identity, and power—so central to queer theory, gender
theory and critical race studies. Along the way, students will attend
closely to their own investment in and identifications with these
categories and to the way their work directly interrogates such
boundaries. This kind of self-reflection is crucial to the success of
collaborative projects that take artistic and intellectual risks.
Students will research and design individual projects in the first
quarter, while focusing on honing a set of shared skills, exploring
overlapping areas of student interest, and learning about models of
creative/critical collaboration. Students will work in depth with one
faculty member, depending on their academic focus (media, writing,
or philosophy), but workshops and lectures will provide time for
working across disciplinary boundaries. The second quarter of the
program will provide space for implementing individual programs
and will culminate in a public conference.
Media Track: This part of the 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. We will focus on experimental and nonfiction forms, which require a period of germination for new ideas
to emerge. Students will expand their skills through workshops and
present their own research. In addition, each student or team of
students (for collaborative projects) will do extensive pre-production
planning and research in the first quarter for a media project to be
completed by the end of the second quarter.
Writing Track: This part of the program will focus on honing
student writing, with a significant emphasis on the interplay of form
and content. Within the broader category of "writing" we will be
breaking down the walls between "creative" and "critical." At the
same time, students wishing to pursue this track must demonstrate
the ability to write and think analytically before picking up the
sledgehammer.
Philosophy Track: This part of the program is for students who
have some substantial background in philosophy and/or critical
theory. Ideally, students in this track will arrive with a specific set of
categories that they find both intriguing and perplexingly abstract,
and terms and questions that seem to invite extra-philosophical
attempts to render them concrete. Students are free (and in fact,
required) to choose their own topic, but viable areas of inquiry of
particular interest to the professor include Hegel's notion of Spirit
and conceptual pairings such as subject-object, universal-particular
and concept-intuition.
Faculty Signature: Students must submit a portfolio, which
includes copies of recent faculty and self evaluations from
interdisciplinary programs or letters of recommendation for
transfer students, as well as a project prospectus. Additional
materials will be required depending upon your area of academic
interest (media/writing/philosophy). Applications will be available
in the Sem II Program Office. Applications received by the
Academic Fair, Dec. 1, 2010, will be given priority. Qualified
students will be accepted until the program fills.
Accepts Spring Enrollment: Students wishing to enter in spring
quarter must submit a portfolio similar to the one described
above. It is strongly recommended that students consult with the
relevant faculty member about the status of their project and its
suitability to the program before submitting their work.
Credits: 16 per quarter
Enrollment: 75
Special Expenses: For media production materials, dependent
upon the nature of the student project.
Planning Units: Culture, Text and Language and Expressive Arts
Student Originated Studies: Poetics
Spring
Major areas of study include poetics, poetry, metafiction, literary
theory and criticism.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in writing,
publishing and the arts.
Faculty: Leonard Schwartz (poetics)
Student Originated Studies:
Working Across Dimensions (2D and 3D)
Fall, Winter and Spring
Spring
Major areas of study include 2D and 3D studio arts.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in studio
arts and art education.
Faculty: Lisa Sweet (2D visual arts), Jean Mandeberg (3D visual
arts, metal working, sculpture)
This program is designed for students who are considering
professions in the visual arts or arts education at any level, and who
want to join a community of visual artists. Ideal candidates for this
program will be interested in doing advanced work that addresses
both object and image—working across 2-D and 3-D practices—and
significant writing and research focused on some aspect of art.
Students will design their own projects, complete visual
research and write papers appropriate to their artistic inquiry,
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, guest artist talks, critiques and field trips.
Faculty Signature: Candidates for this program must have
completed college-level foundational 2-D and 3-D studies,
plus liberal arts studies beyond visual art. Applications for the
program will be available in Seminar II A2117; those received by
the Academic Fair, March 2, 2011, will be given priority. Students
will be notified of their acceptance through their Evergreen e-mail
accounts. Contact the faculty for more information.
Credits: 16 per quarter
Enrollment: 40
Special Expenses: Approximately $200 for art materials (will vary
depending on the student's project).
Planning Units: Expressive Arts
Students are invited to join this learning community of culture
workers interested in language as a medium of artistic production.
This program is designed for students who share similar skills and
common interests to do advanced work that may have grown out of
previous academic projects and/or programs. Students will work with
faculty throughout the quarter; we will design small study groups,
collaborative projects and critique groups that will allow students to
support one another's work.
Poetics involves language as creative functions (writing, poetry,
fiction), language as performance, language as image, and language
as a tool of thought (philosophy, criticism). The work of SOS: Poetics
will be to calibrate these various acts.
Faculty Signature: Students must submit a ten-page portfolio of
critical or creative writing.
Accepts Spring Enrollment:
Credits: 12 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2013-14
Planning Units: Culture, Text and Language
Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
Sustainability from the Inside Out
Major areas of study include sustainability studies, leadership
awareness, yoga philosophy and practice, and writing.
Class Standing: This Core program is designed for freshmen
Program is preparatory for careers and future studies in
sustainability, leadership, management and education
Faculty: Cynthia Kennedy (leadership), Karen Gaul (sustainability
studies)
Many of us want to affect positive change in today's world. We
want to make good personal choices and we want to connect with
others in communities of action regionally and even globally This
yearlong program will help us explore the challenges inherent in
pursuing sustainable living in today's world and offer concrete tools to
move toward a positive global future. Based on the idea that effective
community action stems from careful self-reflection, the program will
focus on a simultaneous journey inward as well as outward.
Sustainability as we understand it today is embedded in the belief
systems and practices of many traditional societies. Our work will be
guided primarily by one such system: the Yoga Sutras of Patanjali.
This ancient philosophical system is still profoundly relevant today. The
Sutras teach that, with practice, we can transform ourselves. We will
explore this philosophical system and its code of conduct in-depth,
investigating personal, societal, political, environmental and global
themes of sustainability. We will consider ways to make sustainable
choices through a regular inquiry of our assumptions about ourselves
and the world with an eye towards the creation of a sustainable society.
We will develop our understanding of sustainability through
lectures, disciplinary workshops, films and a series of guest speakers.
Students will engage in weekly critical book seminars, regular writing
assignments, in-depth research and writing projects, independent
and collaborative work, and regular program discussion. In addition,
much of the work will be highly experiential, using radical personal
accountability and a rigorous examination of the habits of the
mind to explore the body as a micro-organism of the outer natural
world. Practice, an important concept in many spiritual traditions
around the world, is a central theme in the program. Weekly yoga
and awareness classes, workshops, self-reflective writing and other
expressive arts practices will provide opportunities for students to
examine their own habitual patterns of behavior and develop insight
into new ways of being. No experience in yoga is necessary. Students
will also engage in regular, extensive community service.
In fall quarter, students will be introduced to basic concepts
in sustainability and personal leadership. We will examine and
experiment with personal practices in the areas of food, consumption
and spending. Students will begin to generate ideas for projects
that integrate sustainability issues. In winter quarter, we will focus on
themes of transportation and energy use in the context of climate
change, examining local community responses, and continue to
work on research projects. In spring quarter, we will examine case
studies on successful sustainability initiatives in a variety of cultures
around the world. Students will have the chance to work globally or
locally applying what they have learned to a project of their choice.
These projects could include research, field studies, or extensive
community service locally or abroad.
Accepts Winter and Spring Enrollment: Students must consult
with faculty by week 10 of fall quarter (for winter enrollment) or
by week 10 of winter quarter (for spring enrollment) to obtain any
required make-up work.
Credits: 16 per quarter
Enrollment: 46
Special Expenses: Students must purchase their own yoga mats.
$75 each quarter for field trips.
Planning Units: Environmental Studies, Programs for Freshmen
and Society, Politics, Behavior and Change
^Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog
78 I Programs
Programs I 79
Techniques of Sustainability Analysis
Temporal Images
Fall
Fall and Winter
Major areas of study include environmental science, systems
science and methods of sustainability analysis.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in
sustainability planning and implementation, environmental
science, business, and greenhouse gas accounting and mitigation.
Faculty: Rob Cole (physics, sustainability studies)
Major areas of study include visual art, media art, new media,
philosophy of art and theories of representations.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in media
studies, moving image, visual arts and arts education.
Faculty: Matthew Hamon (visual art), Joe Tougas (philosophy,
visual art)
This program is intended for junior or senior students wanting
to work professionally in fields of sustainability planning and
implementation, greenhouse gas monitoring and mitigation, and
reduction of ecological and carbon footprints of organizations and
services. We will study various indicators of sustainability, and several
approaches to sustainable organizational transformation including the
Natural Step, cradle to cradle design, and life cycle assessment (LCA).
We will explore greenhouse gas accounting methods, and protocols
for measuring carbon footprints. We will examine the fundamentals
of the carbon market, of cap-and-trade strategies and of carbon
offsets. Students will develop skills in using analytical techniques to
help design and implement sustainability programs for agencies,
businesses and organizations. We will explore several case studies,
including the Evergreen campus, and students will be expected to
complete a research project on an organization of their choosing.
We will employ methods of systems thinking in our work, and will
connect a variety of disciplines as we forge programs to implement
sustainability and greenhouse gas reduction. Students should have
a solid background in using spreadsheets, and be comfortable
working with complex quantitative formulas.
This visual art program introduces students to academic
enquiry into concepts of time and artistic practices with a myriad
of references to temporal space. We will investigate the many ways
time is defined, tracked and represented across cultures. From
physics to natural philosophy, we will explore references to time
from narrative structures to technical communication and abstract
images. We will look at the work of realist scholars such as Sir Issac
Newton and contrast these concepts to ideas posed by Immanuel
Kant and others.
Themes emerging in the program will inform the production
of written and artistic work. Class time will involve a combination
of lectures, workshops, practical assignments, and studio
seminars. Students with a strong background in any digital media
are encouraged to apply, provided that they have an interest in
synthesizing past themes and media in their work with academic
enquiry into concepts of time. This program emphasizes art making,
conceptual thinking and experimentation. We will focus on core
aspects of analog, digital and new media art by challenging ourselves
to produce a series of innovative art projects.
This program will introduce the core conceptual skills necessary
to employ image in the generative and investigative context of art
making and scholarly enquiry. Students will work individually and in
Credits: 16 per quarter
Enrollment: 25
Planning Units: Environmental Studies
small teams with digital cameras, digital video cameras, non-linear
video editing systems and computer graphics packages to examine
a broad range of issues involved in the creation of provocative works
of art and images relating to time. Image processing, web content
creation, basic animation, temporal structures, interface design,
interaction strategy, narrative structures, video editing and sound
editing will all be introduced. This program is designed for students
who already have a strong work ethic and self-discipline, and who
are willing to work long hours in the art studio, on campus, and in
company with their fellow students.
Students are invited to join this learning community of
contemporary artists who are interested in new media based art,
design, writing, history and theory, and who want to collaborate with
media faculty.
Credits: 16 per quarter
Enrollment: 23
A similar program is expected to be offered in 2014-15
Planning Units: Expressive Arts and Programs for Freshmen
Times and Works of Soseki, Mishima, and Murakami:
Literature, History, and Cinema
Spring
Major areas of study include Japanese literature, modern
Japanese history, film studies and cultural 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 Japanese
literature and history, cultural studies and film studies.
Faculty: Harumi Moruzzi (cultural studies, film studies, Japan
studies, literature)
Nobody lives in a vacuum. Every person is a product of that
person's time and place, even when he/she rebels against such a
background. Most people in society conform to the current ideology
of society in order to succeed and perhaps merely to get by, even
when their society is moving toward spiritual bankruptcy. It is often
believed that the artists and the intellectuals are the society's seers
and prophets who can shed light on social and cultural problems,
thus inspiring new directions for regeneration. This premise often
yields an advantageous framework through which we can examine
the society and culture that produced such artists and intellectuals.
The highly esteemed Japanese writers Soseki Natsume, Yukio
Mishima, and Haruki Murakami are examples of such artists and
intellectuals. They represent turbulent and paradigm-shifting
periods in Japanese history: Meiji modernization, post-World War
II devastation, and the advent of a rabid consumer society. In this
program, we study the literary works of these three writers in the
context of their times, with respective cultural and socio-economic
structures, through lectures, workshops, films and seminars.
At the beginning of the quarter, students will be introduced to the
rudiments of film analysis in order to develop a more critical attitude
toward the film-viewing experience. Students will also be introduced
to major literary theories in order to familiarize themselves with
varied approaches to the interpretation of literature. Then, students
will examine the selected works of Soseki, Mishima and Murakami
through seminars and critical writings. Weekly film viewing and film
seminars will accompany the study of literature and history in order
to facilitate a deeper exploration of the topics and issues presented
in their literary works.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language and Programs for
Freshmen
Phot:o by
Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
e
Undergraduate Research in Scientific Inquiry
Fall, Winter and Spring
Major areas of study include biology, chemistry, physics
computer science, astronomy and applied mathematics
Class Standing: Sophomores or above; transfer students welcome
Program is preparatory for careers and future studies in biology
chemistry, physics, computer science, astronomy and applied
mathematics.
Faculty: Kevin Francis (history of science), Andrew Brabban (biology
biotechnology), Paula Schofield (chemistry), Lydia McKinstry (organic
chemistry), Neal Nelson (computer science), Sheryl Shulman (computer
science), James Neitzel (biochemistry), Clarissa Dirks (biology),
Donald Morisato (biology), EJ Zita (physics, astronomy), Rebecca
Sunderman (physical chemistry), Dharshi Bopegedera (physical
chemistry), Judy Gushing (computer science), Benjamin Simon (biology)
David McAvity (mathematics, physics), Clyde Barlow (chemistry)
Many faculty members in the Scientific Inquiry planning unit have
ongoing research projects that offer students the opportunity to
participate in research at the undergraduate level. Students typically
begin by working in apprenticeship with faculty or laboratory
staff and gradually take on more independent projects within the
context of the specific research program as they gain experience.
Well-prepared students are encouraged to take advantage of
Evergreen's flexible learning structure and excellent equipment
to work closely with faculty members on original research. Faculty
offering undergraduate research opportunities are listed below.
Contact them directly if you are interested.
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 two projects. (1) Quantitative determination of metals in the
stalactites formed in aging concrete using ICP-MS. Students who are
interested in learning about the ICP-MS technique and using it for
quantitative analysis will find this project interesting. (2) Science and
Education. We will work with local teachers to develop lab activities
that 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 (biology, biotechnology) studies microbiology
and biotechnology, focusing particularly on bacteriophages as model
organisms in molecular genetics, as major players in controlling
microbial ecology worldwide and as possible antimicrobials. His
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 targeting human and
animal problems. Current projects include the development of
phage treatments to control E. coli O157:H7 in the guts of livestock
or Pseudomonas aeruginosa and Staphylococcus infections of both
humans and dogs (in collaboration with colleagues in the Republic of
Georgia). Studies of such infections under anaerobic and stationaryphase conditions and in biofilms are under way, as are studies of phage
interactions in cocktails and the genomics of key phages. Students
who commit at least a full year to the research project, enrolling tot
4 to 16 credits each quarter, will learn a broad range of micrabio.oyy
and molecular techniques, with opportunities for internships at t e
USDA and elsewhere and to present data at national and internar o ,;
conferences.
,
Judith Bayard Cushing (computer science) stuc.es
scientists might better use information technology m their iese
.
She would like to work with students who have a back9
computer science or one of the sciences (e.g., eco ogV'
chemistry or physics), and who are motivated to explore
cancelled and others added after this printing/For the most current information, see www.evergreen.edu/catalog/2010-11.
80 I Programs
Programs I 81
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.
David McAvity (mathematics) is interested in problems in
mathematical biology associated with population and evolutionary
dynamics. Students working with him will help create computer
simulations using agent-based modeling and cellular automata and
analyzing non-linear models for the evolution of cooperative behavior
in strategic multiplayer 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 methodology,
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) is 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.
Jim Neitzel (biochemistry) uses methods from organic and
analytical chemistry to study biologically interesting molecules. A
major focus of his current work is on fatty acids; in particular, finding
spectroscopic and chromatographic methods to identify fatty acids
in complex mixtures and to detect changes that occur in fats during
processing or storage. This has relevance both for foods as well as
in biodiesel production. The other major area of interest is in plant
natural products, such as salicylates. Work is in process screening local
plants for the presence of these molecules, which are important plant
defense signals. Work is also supported in determining the nutritional
value of indigenous plants. Students with a background and interest in
organic, analytical, or biochemistry could contribute to this work.
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.
Benjamin Simon (biology) is interested in immunology, bacterial
and viral pathogenesis, vaccine development, and gene therapy
applications. Recent focus has been on developing novel methods
for vaccine delivery and immune enhancement in finfish. Students
with a background in biology and chemistry will gain experience in
laboratory research methods, including microbiological techniques,
tissue culture, and recombinant DMA technology.
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 (e.g. Solar Max)
to millennia (e.g. 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? Why is the temperature of the
Sun's outer atmosphere millions of degrees higher than that of its
surface? We investigate such solar mysteries by analyzing data from
new telescopes orbiting the Sun (in addition to theory and computer
modeling). Students can study solar physics and plasma physics,
use simple optical and radio telescopes to observe the Sun from
Olympia, and analyze new solar data from telescopes on satellites.
Strong research students may be invited to join our summer research
team in Olympia and/or Palo Alto, Calif.
Faculty Signature: Students should contact the individual faculty
member in their area of interest for details on obtaining a signature.
Accepts Winter and Spring Enrollment: Students should contact
individual faculty in their area of interest for information.
Credits: 4, 6, 8, 10, 12 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Planning Units: Scientific Inquiry
U.S. Women of Color in the 20th Century:
Reading Between the Lines
Fall
Major areas of study include women's studies, 20th century U.S.
history, literature and cultural 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 cultural
studies, gender and women's studies, history and literature.
Faculty: Frances V. Rains, Ph.D. (American studies, women's studies)
cultural life of the contemporary United States. We will critique how
feminist theory has both served and ignored these women. We will
analyze how 20th century U.S. women of color survived, struggled,
challenged barriers, and forged their own paths to make life a little
easier and better for the next generation of women and men.
Students will develop skills as writers and researchers by studying
scholarly and imaginative works and conducting research. Through
extensive reading and writing, dialogue, films and guest speakers,
we will investigate important aspects of the life and times of women
of color in the 20th century.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language, Native American and
World Indigenous Peoples' Studies and Programs for Freshmen
Visions & Voices: Culture, Community & Creativity
Fall, Winter and Spring
Major areas of study include visual studies, cultural studies, media
studies and community studies.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in visual studies,
film studies, cultural studies, literary studies, Native American studies,
Arab studies, gender studies, community organizing and advocacy,
documentary journalism, and education.
Faculty: Laurie Meeker (film/video, media studies), Therese Saliba
(international feminism, Middle East studies), Lara Evans (art
history, Native American studies)
This program will focus on community-based conceptions of the
arts and politics, with attention to how artistic production can reflect
the "visions and voices" of communities and cultures. Students will
be introduced to the foundations of cultural and literary studies,
media and visual studies, and community studies, with an emphasis
on the alternative visions and forms of cultural expression of often
marginalized groups seeking to preserve land and cultures faced with
colonization and globalization. We will explore themes such as the
connection between native peoples, land, resources and struggles
for self-determination; the power of story and artistic expression in
illuminating hidden histories; and the role that public art, literature
and media can play in community struggles and organizing.
With an emphasis on multiculturalism, identity, and especially
Native American and Arab cultures, this program will explore the
histories of colonialism and Empire and how art, media and na t'
have been used as tools of both conquest and resistance. We will d
on critiques of Orientalism, colonialism and the male gaze thro h
indigenous and feminist cinema, literature and art We will o%
. .
r . i.
'
wl " sxamme
how the visions and voices of indigenous and diasporic communities
challenge the western cult of individualism, the masculinist notion of
the solo artist, and the consumerist system of media production
We will emphasize the participatory, communal and public aspects
of art and narrative, situating them within larger, shared cultures and
within the historical and socio-political contexts of struggles for self
determination. We will also explore perspectives, points-of-view
and the politics of representation, as well as the tensions between
individualism and collaboration in the production process With
attention to the role of spectator and consumer, we will examine the
reception, circulation and marketing of art forms, and the dangers
of their political and cultural co-optation, as we envision communitybased alternatives to capitalist production and consumption of art
Students will learn to read cultural texts, including film, visual
art and literature, to understand the relationships of people and
communities to their environments and their sense of shared identity
Students will develop skills in visual and media literacy, creative and
expository writing, analytical reading and viewing, literary analysis,
and the terminologies and methodologies of cultural and gender
studies, film history and theory, and art history. Through workshops
students will also learn a range of community documentation skills
including photography, video, radio-audio documentary, interviewing
and oral history, ethnography and auto-ethnography. Students will
have the opportunity to work individually and collaboratively in the
contexts of cultural and community engagement.
Fall and winter quarters will focus on representations of
the histories of colonization and resistance through art, media
and literature. In spring quarter, students will build upon these
foundations by participating in visual and written documentation of
local community work. Students are also encouraged to participate
in community-based internships in spring quarter.
Accepts Winter Enrollment: Students must read selected books
from fall quarter.
Credits: 16 per quarter
Enrollment: 69 Fall, 69 Winter and 46 Spring
Special Expenses: $150 each quarter for art/media supplies plus
$100 each quarter for overnight field trips and museum tickets.
Internship Possibilities: Spring only with faculty approval.
Planning Units: Culture, Text and Language, Expressive Arts,
Native American and World Indigenous Peoples' Studies and
Programs for Freshmen
The 20th century has not been the exclusive domain of EuroAmerican men and women in the U.S. Yet it often requires reading
between the lines to realize that women of color have also existed at
the same time. Repeatedly, women of color [e.g., African American,
Native American, Asian American, Latina/Chicana] have been
stereotyped and have endured multiple oppressions, leaving them
seemingly voiceless and invisible.
Such circumstances have hidden from view how these same
women were active agents in the context of their times, who worked
to protect their cultures, languages and families. These women of
color often resisted the passive victimization associated with them.
Gaining an introduction to such women of color can broaden and
enrich our understanding of what it has meant to be a woman and a
citizen in 20th century North America.
Drawing upon autobiographies, poetry, short stories, essays and
films, we will explore the ways in which women of color defied the
stereotypes and contributed to the economic, social, political and
New students take a tour of the organic farm and learn about on-going projects such as the recycling program, composting, permaculture education,
community gardens, chicken maintenance, food production and reusing and reducing waste. Photo by Katherme B. lu
Students who register for a program but do not attend the first class meeting may be dropped.
)r°grams
may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
82 I Programs
Graduate Studies I 83
Graduate Studies
•
V.:'M-^W
•,,
v-v;--. - •. ;
MASTER IN TEACHING (MIT)
Maggie Foran, Admissions and Advising (360) 867-6559 orforaSve'rgreen Jdu
Evergreen's Master in Teaching (MIT) Program is a nationally recognized teacher preparation program leading to Reside
r
Certification m Washington state and a Master's degree. The program aspires to develop teachers who can pu^ prLipfioT'ff ^^
meaningful classroom each.ng mto practice, and who can create classrooms that are culturally responsive and inclusive d^
learner-centered, developmental^ appropriate and active. Graduates are knowledgeable, competent professtna s wh ' 1 ^f "If^
roles in curriculum development, assessment, child advocacy and anti-bias work
me leadership
For complete information on endorsements, admissions requirements and procedures, please consult the current Master in T
or visit www.evergreen.edu/mit.
Master in Teaching catalog
MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION (M ED )
5herry Walton, Director
Lynne Ada.r, Program Coordinator (360) 867-6639 or adairl@evergreen.edu
The Master of Education Program is a 40-credit, seven-quarter program intended to allow current K-12 teachers to advar-
i
Along with the completion of the core program of study, candidates will have the opportunity to prepare for L endorse'
of English as a Second Language and Mathematics Education with an option to complete their Professional Certificatbn
For complete information on admissions requirements and procedures, please visit www.evergreen.edu/med
t
Photo by Paul Reynolds '09.
With Liberty and Justice for Whom?
Fall, Winter and Spring
Major areas of study include law and public policy, history, community
and environmental studies, political economy, education, public health,
bioethics, social science research, research methodology, literature, art
and art history, quantitative reasoning, critical thinking, composition,
media literacy, computer studies, instructional technology, project
management, statistics, human development, mathematics,
computer graphics, biochemical modeling and human biology.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Formal admission to the Tacoma program.
Prospective students must attend an intake interview. For
information about admission and the application process call
(253) 680-3000 or send an e-mail to inglebreo@evergreen.edu
Program is preparatory for careers and future studies in social work,
organizational leadership, public administration, counseling, law,
education, public health, environmental science, multimedia and arts
production, and community development, advocacy and sustainability.
Faculty: Artee Young (law, literature), Mingxia Li (biology, public
health, bioethics, Chinese cultural studies, Mandarin Chinese), Gilda
Sheppard (media literacy, sociology, cultural studies), Tyrus Smith
(environmental science, ecology, environmental policy), Paul McCreary
(mathematics, social justice, life science), TBA (literature, writing,
law, political science), TBA (public policy, foreign policy, law),
The faculty and students will embark upon a thorough study of
the origins and current status of justice in American society. From
an interdisciplinary perspective, we will consider various definitions
and theories of justice, review the way justice is carried out in
different settings and historical periods and examine the possibility
of achieving truly just social institutions. Topics to be considered
include: social and environmental justice, just political and economic
systems, criminal justice, just healthcare and educational access,
representations of justice in media, as well as concepts of equity,
fairness and equality. By the end of the academic year we will be
able to offer concrete recommendations as to the steps necessary to
achieve justice for all in our society.
The theme for fall quarter is identifying the problem and
clarifying the question. We will 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 the concept of
justice as it is explicated in theory, history and practice. The concept
will be analyzed from both the perspectives of the legal system and
moral teachings. In seminars, we will read and analyze texts dealing
with issues that have historically raised questions of whether justice
was achieved. Students will examine their personal experiences with
justice issues by constructing an autobiographical memoir. Our work
will be supplemented with a series of courses designed to assure
literacy with words, numbers and images. Students will have the
opportunity to hone their skills in critical reasoning, research and the
use of multimedia and computers.
Winter quarter's theme is researching the roots, causes and
potential solutions. We will look at specific contemporary societal
issues in justice viewed from a variety of institutional perspectives,
most notably justice in education, health care, law, science,
government and politics. Students will investigate specific justice
issues of interest 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. This
final quarter will be devoted to the design and implementation of
projects aimed at addressing the issues of injustice identified in the
winter quarter. Seminar groups will combine their efforts to undertake
actual programs aimed at assisting the community in righting a current
injustice or providing greater justice for the community. The projects
may take the form of educational events, publications, multimedia
presentations or art installations, to help the community find higher
levels of justice. Courses will assist in the successful implementation
and evaluation of the student group activities.
«?
'"
"
Martha Henderson, Director
^^^^^^
and Pr°CedUreS' PleaSe C°nSUlt thS CUrrentM^
^ GraduateVrogram on
PUBLIC ADMINISTRATION(MMj
Randee Gibbons, Assistant Director (360) 867-6554 or gibbonsr@evergreen.edu
Magdalene McCarty, Assistant Director, Tribal Governance (360) 867-6202 or mccartym@evergreen.edu
i Public Administration provides high-quality professional education to students pursuing careers within government
positions thrm'.nhr.'t w/slv^TT^w,"*?
and advocac y organizations, Hundreds of program graduates work in responsible
bamtewtX eff t
^9 t T' I N°rthweSt' and bey°nd' Throu9h *e program, students gain important knowledge and skills and
governance and thT!l
™
^ ^^ MPA Pr°9ram is uniq^, due to our emphasis on social change and democratic
yuverr ance, and the College s innovative approach to education
Accepts Winter and Spring Enrollment with formal admission to the
Tacoma Program. Prospective students must attend an intake interview.
For information about admission and the application process call
(253) 680-3000 or send an e-mail to inglebreo@evergreen.edu
Credits: 16 per quarter
Enrollment: 200
wvvwTveroreen' e^T °" Th TC ^r°9ram' ^^ ^"^ *e ^"^ MaSt6r °f Public Administration catalog or visit
For informat^n on th M^A I I
r °°^mance concentration focuses on structures, processes and issues specific to tribal governments,
rmation on the MPA track m Tribal Governance, visit www.evergreen.edu/mpa/tribal.
,••".•;;--
Special Expenses: Approximately $25-50 for media and/or data
storage supplies.
' • ' " • • '•"*' '• '•:••• •••• ='
•'•
Internship Possibilities: Yes, with program coordinator and faculty
advisor approval.
' • ' ; .'' '- '• . ':•'••'••• •
s-t
' v;..'.:?'/.
:
' :
••••:•'
:
-.•;.-..•.-;,-.,• •••„
• : . • . - . • . . - . . . • . • . - : .. •
:
:,'
• • - , • • - >:•;• -.?:, .. v—ibined WillS/MPA degree.
improve their a. , scrative skills and for public
" '"""• ' " " ' • " ':i J -~ '- ;:-; -•^•••-- '•> :''f ':•'"'. w > -nvironmental issue . Stadj? .•-., pjtfj •-ompieye ?, total of 96 credits in
' " : "'':'i7""' '•''• ''^ '• ~ •"••'-• •••". ;v... •. • : . - . - • • ; - . ,_:-',r;.:.:_ ••'•-?_ ;,--.-i-i = . :•;•: . ,...:,::, - •-•, , ;:;,vrx.::i 'fa .MPA director.
A similar program is expected to be offered in 2014-15
Planning Units: Tacoma
Catalogs are available from the Graduate Studies office. Lab I 3019, or the Admissions office.
Students who register for a program but do not attend the first class meeting may be dropped.
01116
Program
« may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2010-11.
Admi:ssions I 85
84 i Admissions
Admissions
Complete and updated information regarding admission criteria and standards for all applicants
is available on Evergreen's Admissions Web site: www.evergreen.edu/admissions.
ELIGIBILITY FOR ADMISSION
Applicants are initially reviewed based upon academic factors such as grade point average, test scores and course work
completed and/or attempted. 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 all students. The data collected
from responses to the questions in the Family Information and Ethnicity and Race Information sections of the applicationsuch as education level of your parents and your ethnicity/race-may result in additional funding from Washington state and
federal government programs to support the educational needs of all Evergreen 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 to October 1
Spring Quarter accepting applications from June 1 to December 1
Your application file should have all of the required documents by the latter 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 processing delays and increase the likelihood that your
application file will be complete and ready for review in a timely manner.
Use the online application or print the four page application from a PDF file found at www.evergreen.edu/apply.
GENERAL TRANSCRIPT INFORMATION
Official college transcripts from each and every institution attended must be submitted. An official high school transcript
for freshman applicants must be sent from the high school from which you graduated. Transcripts must reflect all course
work completed at the time you submit your application. If transcripts are not available, verification must be sent directly
from the institution, or the overseeing state agency if the institution no longer exists.
RETENTION OF RECORDS
Credentials, including original documents and official transcripts submitted in support of an application for admission,
become the property of the college and cannot be returned or reproduced. Transcripts of students who do not register for
the term for which they applied will be held for two years before being destroyed.
NOTIFICATION AND DEPOSIT
Once the college notifies you of your eligibility, you will be asked to send a nonrefundable tuition deposit of $50 by
a stated deadline to ensure your place at the college for the quarter of admission. The deposit, which is an admissions
processing fee, will be credited toward your first quarter's tuition. Admission and deposit do not guarantee your enrollment
in a particular program, contract or course.
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 of laboratory science are required. One credit (one full year) of algebra-based biology or chemistry
or physics should be included in this two year requirement. Thesecond year may be completed in any lab science course
that satisfies the high school's graduation requirement in 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 course work 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 freshman applicants can be found at
www.evergreen.edu/admissions/freshman.htm
86 I Admissions
Tuition and Fees 87
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
Everqreen 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 IB work on a case-by-case basis, as long as the credits do
not duplicate credit earned at other institutions, including Evergreen. Other national credit-by-examination options are
reviewed on a case-by-case basis. To have your CLEP, AP or IB work evaluated for transfer credit, contact the testing
company and have official test scores sent to Admissions. CLEP and AP credit are also accepted as part of an associate's
degree in a direct transfer agreement with a Washington state community college.
AP examinations: a minimum test score of 3 is required to receive credit.
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 as well as proving that your parent has an established
domicile in the state of Washington.
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 is the central billing office for The Evergreen State College. All students are assigned a
billing account to which their tuition, fees, housing and meal plans are charged. This allows a single check (payment) to be
submitted for those charges. Evergreen conducts all billing electronically; messages are sent to the student's Evergreen
email account when their monthly statements are generated. Students can view the statement by following a link in the email.
Tuition and fees are billed quarterly if students are pre-registered. If students are not registered two-four weeks prior
to the beginning of the quarter, their billing statement will not reflect tuition charged for that quarter.
Tuition must be paid by the quarterly deadline (fifth calendar day of each quarter) or a $50 late payment fee will be
charged. Web payment is available for students wishing to pay by Visa, MasterCard or E-Check. Checks or money orders
mailed in must be received by the deadline; postmarks are not considered. Please do not send cash through the mail;
bring cash tuition payments to the Cashier's Office in person.
CLEP general and subject examination may also generate credit. Minimum test scores vary by subject area.
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 the student. If the student is dependent on someone else for financial support
while attending Evergreen, it is the student's responsibility to inform the other party when payments are due. Students can
sign a release form in the Student Accounts Office to allow another person to request or review their billing information.
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.
Students registering during week two of the quarter will be charged a $50 late registration fee. Students registering
during or after week three will be charged a $100 late fee.
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/ews.
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
SUMMER QUARTER
Summer quarter enrollment is handled through the Office of Registration and Records and does not require formal admission.
50 percent to the 30th day
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.
No refund after the 30th calendar day
If your tuition is paid by financial aid, any refund will be made to the financial aid program, not to you. Appeals of
tuition and fees must be made to the Office of Registration and Records. Appeals of other charges must be made to the
office assessing the charge.
More information for transfer applicants can be found at www.evergreen.edu/admissions/transfer.htm
Registration and Academic Regulations 189
88 1 Tuition and Fees
undergraduate student who lives on or off campus and attends full time during the
2009-10 nine-month academic year.
*r'**lJHB
| Tuition and Fees
RESIDENT
NON-RESIDENT
S5.412
$16,428
924
924
8,052
8,052
1,94'
1,941
1,098
1,105
^
Books and supplies
Housing and meals
Personal needs
Transportation
|
NEW AND CONTINUING STUDENT REGISTRATION PROCESS
$28,450
$17,427
Total
Note: Full-time undergraduate tuition figures do not include the quarterly health, transit, CAB, and clean energy tees, which are mandatory
for students attending the Olympia campus.
e e s e
Legislature and the Evergreen Board of Trustees. They are subject to change
without notice. The rates below are for the 2008-09 academic year. Visit wwwevergreen.edu/turt.on or call Student
Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS
RESIDENT TUITION*
QUARTER CREDIT HOURS
••••••^^^^^^^^^^^••^•^•^"•^
Registration and
Academic Regulations
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. 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. Late
fees begin the second week of the quarter for all transactions.
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.
NONRESIDENT TUITION*
COLLEGE EMAIL POLICY
$5,476 per quarter
$5,937
$6,498
Full-time
Undergraduate
10-18
19
20
$1,804 per quarter
$1,961
$2,118
Part-time
Undergraduate
9 or fewer
$180.40 per credit;
2 credit minimum
$547.60 per credit;
2 credit minimum
All students, including both admitted and "special" (non-admitted) students, will be given an Evergreen email account
upon admission (or registration for "special" students.) This email account will be a primary mechanism for official college
communications to students, including registration and student account information, announcements of official college
policies and general announcements and information. As part of their responsibility to work with the college to manage
their business and enrollment issues, students are expected to check their college email on a regular basis.
Full-time Graduate
8 MPA & MES
16 MIT
$1,836 per quarter
$2,295 per quarter
$5,338.40 per quarter
$6,673.00 per quarter
CHANGES IN PERSONAL INFORMATION
Part-thne Graduate
9 or fewer**
$229.50 per credit;
2 credit minimum
$667.30 per credit;
2 credit minimum
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 my.evergreen.edu account. See also Billing and Payment
Procedures, page 87.
•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.
TO ADD, CHANGE, OR DROP A PROGRAM
Late Registration Fee
2nd week of the quarter
3rd week of the quarter
$100
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). The petition form is available at www.evergreen.edu/registration.
$5
$25
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 87.)
$50
Admissions Application Fee (nonrefundable)
$50
Mandatory Health Fee (quarter y)
$58
Mandatory Bus Pass (quarterly)
$1.10 per credit
up to $13.20
ID Card Replacement
CAB Renovation Fee
$5.75 per credit
Graduation Fee
$25
Clean Energy Fee
$1 per credit
Undergraduate Tuition Deposit (nonrefundable)
$50
Late Night Transit Fee (quarterly)
$3
Graduate Tuition Deposit (nonrefundable)
$100
Returned Check
$15
Transcript, per copy
$10
Late Payment Fee (per quarter)
with meal plan
$50
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 87.)
LEAVE OF ABSENCE
Housing / Administrative Fee : Rental Contract or Unit Lease
$45 each
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 registered in a program or contract by the deadline, you are considered to be on leave
(for up to one year).
These fees are current at time of publication. Please check to verify amounts or additional fees.
VETERAN STUDENTS
PARKING FEES
Automobiles / Motorcycles
Automobiles / Motorcycles
Daily
$2.00
Quarterly
$40 / $25
Aciit
Full year
"3r
(f 1 1 c / <t /.n
* I ID / j>ou
$1207 $65
The Evergreen State College's programs of study are approved by the Washington State Higher Education
Coordinating Board's State Approving Agency (HECB/SAA) for enrollment of persons eligible to receive educational
benefits under Title 38 and Title 10 USC.
90 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 award credit
Registration and Academic Regulations 191
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.
for duplicate 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 1 6 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 credits
Juniors
90-134 credits
Seniors
135 or more credits
RECORD KEEPING
Transcripts
Transcripts are the records of your academic achievement at Evergreen, and are maintained by the Office of
Registration and Records. Your transcript will list all work done for credit, the official description of the program or
contract, faculty evaluations and, when required or submitted, 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 97.)
Credit and evaluations are reported at the end of a program, course or contract. For multi-term programs, credit is
reported once the program ends unless you withdraw or change programs. You have 30 calendar days from the time you
receive an evaluation to seek an amendment. Aside from corrections, revisions are approved by your faculty.
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 on-line, the entire body of information is mailed. Graduate students who attended
Evergreen as undergraduates may request transcripts of only their graduate work. For additional information on ordering
your transcript, please see www.evergreen.edu/transcripts.
Evergreen reserves the right to withhold transcripts from students who are in debt to the institution or have holds
which prevent the release of a transcript.
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.
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 an academic dean. The petition must convince the dean 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 once admitted as a registered 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 noted as upper division by the faculty.
» 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,
MED, MES and MIT programs, please refer to the appropriate catalog.
For more information about academic regulations, call (360) 867-6180.
ENROLLMENT STATUS
Questions concerning your rights under FERPA should be directed to the Office of Registration and Records.
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.)
92 I Faculty
Faculty I 93
Faculty
The following is a list of Evergreen's faculty as of summer 2009. A more extensive description of their areas of expertise can
be found on the Academic Advising Web site: www.evergreen.edu/advising.
Kristina Ackley, Native American Studies,
2000; B.A., History and Political Science,
University of Wisconsin-Madison, 1993; M.A.,
American Indian Law and Policy, University of
Arizona, 1995; Ph.D., American Studies, State
University of New York at Buffalo, 2001.
Michelle Aguilar-Wells, Public
Administration, 2001; B.A., Human Services,
Western Washington University, 1977;
M.P.A., University of Arkansas.
Nancy Anderson, Public Health, 2008;
B.A., Anthropology, Barnard College, 1977;
M.D., Columbia University, 1980; M. Public
Health, Health Services, University of
Washington, 1988.
Jeff Antonelis-Lapp, Environmental
Education, 2001; B.S., Environmental
Education, Western Washington University,
1978; M.Ed., Science Education, University
ofWashington, 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 ofWashington,
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.P.A.,
University of Southern California, 1988.
Clyde Barlow, Chemistry, 1981; B.S.,
Chemistry, Eastern Washington University,
1968; Ph.D., Chemistry, Arizona State
University, 1973.
Maria Bastaki, Environmental Health,
2005; B.S., Science, University of Patras,
1988; Ph.D., Pharmacology of Angiogenesis,
University of Patras, 1994.
Marcella Benson-Quaziena, Psychology,
2000; B.S., Health and Physical Education,
University of Iowa, 1977; M.A., Athletic
Administration, University of Iowa,
1980; M.S.W., Social Work, University of
Washington, 1988; M.A., Organizational
Development, The Fielding Institute, 1993;
Ph.D., Human and Organizational Systems,
The Fielding Institute, 1996.
III
Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute of Technology, 1965; Ph.D.,
Economics, University of Massachusetts, 1985.
Robert Cole, Physics, 1981; B.A., Physics,
University of California, Berkeley, 1965; M.S.,
Physics, University of Washington, 1967; Ph.D.,
Physics, Michigan State University, 1972.
Dharshi Bopegedera, Physical Chemistry,
1991; B.S., Chemistry, University of Peradeniya,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
Scott 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.
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, University of Arizona, 1987; M.F.A.,
Creative Writing, Goddard College, 1996.
Bill Bruner, Emeritus, 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.
Krishna Chowdary, Physics, 2007; B.A.,
Physics, Johns Hopkins University, 1995;
M.S., Physics, Carnegie Mellon University,
1997; Doctoral Studies (ABD), Physics,
Carnegie Mellon University.
Savvina A. Chowdhury, Feminist
Economics, 2008; B.A., International
Studies, University of Southern Maine, 1995;
M.A., Economics, University of California,
Riverside; Ph.D., Economics, University of
California, Riverside, 2005.
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.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D.,
Biological Sciences, University of California,
Irvine, 1998.
Stephanie Coontz, History and Women's
Studies, 1974; B.A., History, University of
California, Berkeley, 1966; M.A., European
History, University of Washington, 1970.
Judith Bayard Gushing, Computer Science,
1982; B.A., Math and Philosophy, The College
of William and Mary, 1968; M.A., Philosophy,
Brown University, 1969; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
Jon S. Davies, Teacher Education
(language Arts), 2008; B.A., English, Oberlin
College, 1972; M.A., Physical Education,
Oberlin College, 1978; Ed.D, University of
San Diego, 1994.
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.
Diego de Acosta, Spanish Literature
and Language, 2008; B.A., Sociology and
Linguistics, Princeton University, 1998; Ph.D.,
Linguistics, Cornell University, 2006.
Jana Dean, Education, 2009; B.A, Liberal Arts,
The Evergreen State College, 1991; M.Ed.,
Antioch New England Graduate School, 1994.
Clarissa Dirks, Biology, 2006; B.S.,
Microbiology, Arizona State University, 1994;
Ph.D., Molecular and Cellular Biology,
University ofWashington, 2001.
Carolyn E. Dobbs, Emerita, Urban Planning,
1971; Academic Dean, 1987-91; Interim Vice
President for Student Affairs, 1991-92;
Academic Dean, 1992-94; Director of
Graduate Program in Public Administration,
1994-98; B.A., History-Political Science,
Memphis State University, 1963; M.A., Political
Science, University of Kentucky, 1966; M.,
Urban Planning, University ofWashington,
1968; Ph.D., Urban Planning, University of
Washington, 1971.
Peter Dorman, Political Economy, 1998;
B.A., Economics, University of Wisconsin,
1977; Ph.D., Economics, University of
Massachusetts, 1987.
Kathleen Eamon, Philosophy, 2006;
B.A., Liberal Arts, St. John's College, 1997;
M.A., Philosophy, Vanderbilt University,
2004, Doctoral Studies (ABD), Philosophy,
Vanderbilt University.
Rob Esposito, Modern Dance, 2008; Modern
Dance Technique, Nikolais/Louis Dance
Theatre Lab, 1975; B.F.A., Dance, State
University of New York College at Brockport,
1996; M.F.A., Dance, State University of New
York College at Brockport, 1998.
Laurance R. Geri, Master of Public
Administration, 1997; B.A, Economics,
University ofWashington, 1980; M.P.A, Policy
Analysis and Evaluation, George Washington
University, 1982; D.P.A., University of
Southern California, 1996.
Lara Evans, Art History, 2005; B.A., Studio
Art, Scripps College, 1994; M.A.I.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.
Ariel Goldberger, Theatrical Design, 1996;
B.Arch, Temple University, 1987; M.F.A.,
Brandeis University, 1993.
Joe Feddersen, Emeritus, Printmaking,
1989; B.F.A., Printmaking, University of
Washington, 1983; M.F.A., University of
Wisconsin, 1989.
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.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996-2001; B.A, French,
Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972;
M.A., Linguistics, University of Michigan, 1983;
Ph.D., Linguistics, University of Michigan, 1986.
Amy Gould, Public Administration, 2005;
B.A, Public Policy and Management,
University of Oregon, 1997; M.S., Public
Affairs, University of Oregon, 2000;
Ph.D., Political Science, Northern Arizona
University, 2005.
John Robert Filmer, Management
and International Business, 1972; B.S.,
Agriculture, Cornell University, 1956; B.A.E.,
Agricultural Engineering, Cornell University,
1957; M.S., Hydraulic Engineering, Colorado
State University, 1964; Ph.D., Fluid Mechanics,
Colorado State University, 1966.
Walter Eugene Grodzik, Theater, 2002;
B.A, Research and Theater Studies, Hiram
College, 1977; M.A., Speech/Theater, Kent
State University, 1983; M.F.A, Directing,
Wayne State University, 1984; Fulbright
Scholar, 1984-86; Ph.D., Drama, University
ofWashington, 2006.
Anne Fischel, Film/Video, 1989; B.A.,
English and American Literature, Brandeis
University, 1971; M.A., Communication,
University of Massachusetts, Amherst, 1986;
Ph.D., Communication, University of
Massachusetts, Amherst, 1992.
Zoltan Grossman, Native American
Studies, 2005; B.A. and B.S., History and
Geography, University of Wisconsin, 1984;
M.S., Geography, University of Wisconsin,
1998; Ph.D., Geography, University of
Wisconsin, 2002.
Dylan Fischer, Forest Ecology, 2005; B.S.,
Environmental Science, Oregon State
University, 1998; M.S., Forest Science, Northern
Arizona University, 2001; Ph.D., Forest
Science, Northern Arizona University, 2005.
Bob Haft, Expressive Arts, 1982; B.S.,
Psychology, Washington State University,
1971; M.F.A, Photography, Washington State
University, 1975.
Teresa L. Ford, Master in Teaching, 1997;
B.A, English, Whitman College, 1983; Ed.M,
Secondary Education, Washington State
University, 1988; Ph.D., Literacy Education,
Washington State University, 1993.
Russell R. Fox, Emeritus, Community
Planning, 1972; Academic Dean, 20012007; 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, Sustainafaility 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.
Jennifer Gerend, Land Use Planning,
2008; B.A, Government, German, Smith
College, 1998; M.Urban Planning, New York
University, 2000.
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, Emerita, 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 of Wisconsin, Madison, 1979.
Mark Harrison, Theater, 2004; B.A, English,
University of California, Santa Barbara; M.A,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies,
New York University, 1989.
Rachel Hastings, Mathematics, 2005; B.A.
Physics and Mathematics, Harvard University'
1991; Ph.D., Applied Mathematics, Cornell
University, 1998; Ph.D., Linguistics, Cornell
University, 2004.
Ruth Hayes, Animation, 1997; B.A.,
Animation, Harvard and Radcliffe Colleges
1978; M.F.A, Experimental Animation,
California Institute of the Arts, 1992.
Martha Henderson, Geography, 1995B.S., Social Sciences, Western Oregon State
College, 1974; M.S., Geography, Indiana
State University, 1978; Ph.D., Geography,
Louisiana State University, 1988.
Steven Hendricks, Creative Writing,
2009; B.A, The Evergreen State College,
1997; M.F.A, Writing, The School of the Art
Institute of Chicago, 2000.
Chauncey Herbison, African American
Studies, 2007; B.A, American Studies, East
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.
Heather E. Heying, Vertebrate Natural
History, 2002; B.A, Anthropology, University
of California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 2001.
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.
Grace C. Huerta, Teacher Education (ESL),
2008; B.A, English, University of Southern
California, Los Angeles, 1981; M.A., English,
University of Southern California, Los Angeles,
1986; Ph.D., Educational Leadership and
Policy Studies, Arizona State University, 1994.
Sara Huntington, Librarianship, 1987; B.A,
The Evergreen State College, 1978; M.A,
Literature, University of Puget Sound, 1982;
M.L.S, University ofWashington, 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.
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.
94 I Faculty
Faculty I 95
Cheryl Simrell King, Master in Public
Administration, 2000; Director of Graduate
Program in Public Administration 2006-2009,
B.A., Psychology/Sociology, University of
Texas, 1981; M.A..Experimental/Testing
Psychology, University of Colorado, 1987;
Ph.D., Public Administration, University of
Colorado, 1992.
Robert H. Knapp, Jr., Physics, 1972;
Academic Dean, 1996-99; Assistant
Academic Dean, 1976-79; B.A., Physics,
Harvard University, 1965; D.Phil., Theoretical
Physics, Oxford University, U.K., 1968.
Nancy Koppelman, American Studies (2009),
B.A., The Evergreen State College, 1988;
M.A., History, University of Washington,
1992; Ph.D., American Studies, Emory
University, 1999.
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.
Ulrike Krotscheck, Classical Studies,
2008; B.A., Art History, Mount Holyoke
College, 1997; M.A. Classical and Prehistoric
Archaeology, Art History, University of
Heidelberg, 2001; Doctoral Studies, Classics
and Archaeology, Stanford University, 2008.
Elizabeth M. Kutter, Emerita, 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 of
Wisconsin, 1967.
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 of Texas, Austin, 1984.
Cheri Lucas-Jennings, Public Policy, 1999;
B.A., Political Economy/Graphic Design,
San Francisco State University, 1974; M.A.,
Political Science, Women's Studies and
Public Law, University of Hawaii, Manoa,
1978; Ph.D., Public Legislation and Public
Health, University of Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Dean
of Library Services, 2001-2008; 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, Emeritus, 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.
Donald Morisato, Genetics/Molecular
Biology, 2002; B.A., Biology, Johns Hopkins
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986.
Harumi Moruzzi, Intercultural
Communication, 1990; B.A., English, Nanzan
University, Nagoya, Japan, 1970; Ph.D.,
English, Indiana University, 1987.
Lawrence J. Mosqueda, Political Science,
1989; B.S., Political Science, Iowa State
University, 1971; M.A., Political Science,
University of Washington, 1973; Ph.D., Political
Science, University of Washington, 1979.
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; Academic Dean 2008-present, 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.
David McAvity, Mathematics, 2000;
B.S., Mathematical Physics, Simon Eraser
University, 1988; Distinction in Part 111 of the
Mathematical Trypos, Cambridge University,
1989; Ph.D., Mathematics, Cambridge
University, 1993.
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.
Paul McCreary, Mathematics, 2006; B.S.,
Political Science, Massachusetts Institute of
Technology, 1970; M.A.T., Education, Harvard,
1971; M.S. Computational Mathematics,
University of Illinois at Urbana-Champaign,
1984; Ph.D., Mathematics, University of
Illinois at Urbana-Champaign, 1998.
James Neitzel, Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College,
1977; Ph.D., Chemistry, California Institute of
Technology, 1987.
Lydia McKinstry, Organic Chemistry,
2004; B.S., Cellular and Molecular Biology,
Fort Lewis College, 1989; Ph.D., Organic
Chemistry, Montana State University, 1994.
Alice A. Nelson, Spanish Language and
Culture, 1992; A.B., cum laude, Spanish,
Davidson College, 1986; A.M., Spanish, Duke
University, 1989; Certification, Women's
Studies, Duke University, 1990; Certification,
Latin American Studies, Duke University, 1992;
Ph.D., Spanish, Duke University, 1994.
Paul McMillin, Reference Librarian, 2005;
B.A., Philosophy, Cornell University, 1987;
M.A., Sociology, Binghamton University,
1994; M.L.I.S., Library and Information
Science, University of Texas, 2001.
Lin Nelson, Environmental Health, 1992;
B.A., Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
Laurie Meeker, Film and Video, 1989; B.A.,
Film Production/Still Photography, Southern
Illinois University, 1980; M.F.A., Film Production,
University of British Columbia, 1985.
Helena Meyer-Knapp, Emerita, Politics
and Government, 1998; B.A., History, Oxford
University, 1969; M.A., Communications,
University of Pennsylvania, 1971; Ph.D.,
Interdisciplinary Political Studies, The Union
Institute, 1990.
Donald V. Middendorf, Physics and
Biophysics, 1987; B.A., Biology, University
of Missouri, 1977; M.S., Applied Physics,
Cornell University, 1980; Ph.D., Plant
Physiology, Cornell University, 1984.
Kabby Mitchell III, Dance, 2000; A.A.,
Contra Costa College, 1979; M.F.A., Dance,
University of Iowa, 1998.
Neal N. Nelson, Computing and
Mathematics, 1998; B.A., Mathematics,
Washington State University, 1974; M.S.,
Computer Science, Washington State
University, 1976; Ph.D., Computer Science,
Oregon Graduate Institute, 1995.
Steven M. Niva, Middle Eastern Studies,
1999; B.A., Foreign Affairs, Middle East
Politics and Political Philosophy, University
of Virginia, 1988; Ph.D., Political Science,
Columbia University, 1999.
Allen Olson, Computer Studies, 2003;
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.
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.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
Terry A. Setter, Music and Audio, 1983B.A., Music Composition, University of
California, San Diego, 1973; M.A., Music
Composition, Theory, Technology,
University of California, San Diego, 1978
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.
Alan R. Parker, Native American Policy, 1997;
B.A. Philosophy, St. Thomas Seminary, 1965;
Commissioned 2nd Lt. Signal Corps, U.S. Army,
1966; J.D., University of California, Los
Angeles, 1972.
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.
Zahid Shariff, Public Administration, 1991Director of Graduate Program in Public
Administration, 2001-02; M.P.A, Karachi
University, Pakistan; D.P.A., New York
University, 1966.
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.
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, Emeritus, 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.S.W., University of Washington, 1995.
Yvonne Peterson, Education, 1984; B.A.,
Elementary Education, Western Washington
University, 1973; B.A., Ethnic Studies,
Western Washington University, 1973; M.A.,
Political Science, University of Arizona, 1982.
Nelson Pizarro, Business, 2006; B.A.,
Business, Washington State University, 2003;
M.S., Business Administration, University of
Florida, 2005.
Rita Pougiales, Anthropology and
Education, 1979; Academic Dean, 1985-88 and
2002-08; B.A., Liberal Arts, The Evergreen
State College, 1972; M.A., Education,
University of Oregon, 1977; Ph.D., Anthropology
and Education, University of Oregon, 1981.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Paul Przybylowicz, Environmental
Studies Ceneralist, 1998; Academic Dean
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.
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.
Martha Rosemeyer, Ecological Agriculture,
2001; B.S., Plant Pathology, University
of Wisconsin, Madison, 1978; M.S., Plant
Sciences-Horticulture, University of
Arizona, 1982; Ph.D., Biology-Agroecology,
University of California, Santa Cruz, 1990.
Ratna Roy, Dance and English, 1989; B.A,
English, Ranch! 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.
Gregg E. Sapp, Dean of Library and
Media Services, 2008; B.A, Liberal Studies,
Western Washington University, 1981; M.
Library Science, University of Washington,
1985; M.Ed, Higher and Community
Education, Montana State University, 1994.
Steven Scheuerell, Ecological Agriculture,
2005; B.S, Ecology, Behavior and Evolution,
University of California, San Diego, 1992;
Ph.D., Botany and Plant Pathology, Oregon
State University, 2002.
Paula Schofield, Organic Chemistry, 1998;
B.S., Chemistry, Manchester Metropolitan
University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A,
Literature, Reed College, 1970; Ph.D.,
Folklore and Folklife, University of
Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A, The Evergreen State College, 1976;
B.A, Mathematics, Western Washington
University, 1978; M.S., Software Engineering,
Seattle University, 1985; M.S., Computer
Science, University of Washington, 1996.
Leonard Schwartz, Creative Writing,
2003; B.A, Creative Writing and Literature,
Bard College, 1984; M.A, Philosophy,
Columbia University, 1986.
David S. Shaw, Business, 2008; B.A,
International Relations, Pomona College
1981; M.S., Food Science, University of
California, Davis, 1987; M. International
Management, Thunderbird School of Global
Management, 1990; Ph.D., Agricultural
Economics, Purdue University, 1996.
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.,
Environmental Science and Public Policy,
George Mason University, 2001.
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.
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.
96 I Faculty
r»ssion
& Expectations I 97
m mm
Alison Styring, Mammalogy and
Ornithology, 2005; B.A., Biology, Indiana
University, 1994; Ph.D., Biological Sciences,
Louisiana State University, 2002.
Bret Weinstein, Biology, 2009; B.A. with
Honors, Biology, University of California at
Santa Cruz, 1993; Ph.D., Biology, University
of Michigan, Ann Arbor, 2009.
BOARD OF TRUSTEES
SEPTEMBER 2009
Rebecca Sunderman, Physical Inorganic
Chemistry, 2003; B.S., Chemistry, Eastern
Oregon State College, 1996; Ph.D.,
Inorganic/Physical Chemistry, Oregon State
University, 2001.
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.
Paul Winters
Vancouver (Chair)
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
2005-present, B.A., Geology and Biology,
Whitman College, 1983; M.S., Geology,
Dartmouth College, 1987; Ph.D., Geology,
Dartmouth College, 1990.
Erik V. Thuesen, Zoology, 1993; B.S., Biology,
Antioch College, Yellow Springs, 1983; M. A.,
Fisheries, Ocean Research Institute, University
of Tokyo, 1988; Ph.D., Biological Sciences,
University of California, Santa Barbara, 1992.
Joseph Tougas, Philosophy, 2009; B.A.,
The Evergreen State College, 1984; M.A.,
Philosophy, University of California, Irvine,
1994; Ph.D., Philosophy, University of
California, Irvine, 1998.
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.
Zoe L. Van Schyndel, Finance, 2008;
A.S., Massasoit Community College, 1975;
B.G.S., Social Administration and Research,
University of Massachusetts, Amherst, 1981;
M.B.A. Finance and Accounting, Northeastern
University, 1983; C.F.A. 1989.
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.
I
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.
Keith Kessler
Hoquiam (Vice Chair)
Anne Proffitt '76
Freeland (Secretary)
Irene Gonzales
Spokane
Sean Williams, Ethnomusicology, 1991; B.A.,
Music, University of California, Berkeley,
1981; M.A., Ethnomusicology, University of
Washington, 1985; Ph.D., Ethnomusicology,
University of Washington, 1990.
Denny Heck 73
Olympia
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.
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.
Tony Zaragoza, Political Economy of
Racism, 2004; B.A., English and Philosophy,
Indiana University, 1996; M.A., American
Studies, Washington State University,
2000; Doctoral Studies, American Studies,
Washington State University, 2007.
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.
As the nation's leading public interdisciplinary liberal arts college, Evergreen's mission is to sustain a vibrant academic con
offer students an education that will help them excel in their intellectual, creative, professional and community service goak
"i I—\/or^r^
; "
RT STi
Q OWT.
Carver Gayton
Seattle
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.
Elizabeth Williamson, Renaissance
Evergreen's Mission Statement
Kristin Hayden
Seattle
Dixon McReynolds III
Olympia (Student Trustee)
ADMINISTRATION
Thomas L. Puree
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
Wee President for Student Affairs
D. Lee Hoemann
B.A., Montana State University
Vice President for Advancement
Executive Director,
The Evergreen State Co//ege Foundation
John A. Hurley, Jr.
Ed.D., Seattle University
Vice President for
Finance and Administration
Jttectively. Examples: Listen objectively is" others
/lewpoints, learn to ask thoug_hjful questions
ommunicate persuasively, aid express yourself
tegrative, independent, critical thinking. Example: Study across a
s and critically evaluate a range of topics to enhance
Apply qualitative, quantitative, and creative modes of inquiry appropriate:-,
to practical and theoretical problems across disciplines. Examples: Understand the
importance of the relationship between analysis and synthesis, become exposed to the
arts, sciences, and humanities to understand their interconnectedness, and learn to appl\e ways of thinking to the major questions that confront you in
As a culmination of your education, demonstrate depth, b
;d synthesis
and the ability to reflect on the persona
rtce
of that
I ' xamples: Apply your Evergreen education in
> sense of the
H act in ways that are both easily understood by and compassionate toward other
jcross personal differences.
98 I Public Service Centers
Diversity and Community 99
Public Service At Evergreen
Evergreen's public service centers, funded by the Washington legislature, address the desire to build relationships and form networks that promote
and enhance the college's integrative and collaborative approach to learning, in a variety of settings among a variety of groups. The centers serve as
a conduit between Evergreen and a wider community, enriching and broadening the exchange of knowledge in an ever-widening circle.
The Center for Community-Based Learning and Action, Evergreen's
newest center, established in 2003, provides opportunities for students
to gain skills and experience in civic engagement. It is a primary
contact among students, faculty, academic programs and community
organizations. The center provides workshops, one-on-one support,
publications and online resources to enable students to engage
effectively in community building work in local communities. It serves as
a clearinghouse for opportunities for involvement with the community
and an archive of past college/community projects. Additionally, the
center supports scholarship in service learning, participatory research
and civic leadership and faculty development around integration of
community-based learning in their pedagogy.
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 center-sponsored programs throughout the year
and maintains a resource library on labor topics. The center helps
students find labor movement internships and sponsors labor studies
classes in the Evening and Weekend Studies program.
www.evergreen.edu/laborcenter
The "House of Welcome" Longhouse Education and Cultural
Center's primary work as a public service center is the administration of
the Native Economic Development Arts Program (NEDAP). The mission
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 Northwest Indian Applied Research Institute was established in
1999 by The Evergreen State College following authorization from the
state legislature and in response to the interest of tribal communities.
The institute sponsors and undertakes applied research, (i.e., putting
theory into practice) that focuses on natural resource management,
governance, cultural revitalization and economic sustainability as these
issues impact tribal communities in the Northwest. Evergreen students
and faculty are encouraged to submit research proposals and to assist
in research projects. The institute's research programs are administered
in collaboration with a network of Indian community leaders, educators,
professionals assisting tribal governments, service providers and public
agencies, www.evergreen.edu/nwindian
The Washington Center for Improving the Quality of Undergraduate
Education was established in 1985 and includes 52 participating
institutions—all of the state's public four-year institutions and
community colleges, 10 independent colleges and one tribal college.
The Washington Center helps higher-education institutions use
existing resources more effectively by supporting the development
of interdisciplinary "learning community" programs and by holding
workshops and conferences on effective approaches to teaching and
learning, www.evergreen.edu/washcenter
The Washington State Institute for Public Policy, established in
1983, 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
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 communitybuilding 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.
oto by Carlos Javier Sanchez '97.
100 I Services and Resources
Services and Resources I 101
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
LIB 3500, (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
CARE Network
LIB Second Floor, (360) 867-6312
Academic Advising provides advising and information on the
curriculum, internship possibilities, study abroad and other educational
opportunities. Check our bulletin boards, Web page and workshop
schedule for help with internships, advising tips and study abroad.
Meet with an advisor on a drop-in basis or by appointment—whichever
best suits your schedule. We also have evening and Saturday advising
and workshops. We can help you set up an internship, plan your
academic pathway and answer all kinds of questions.
LIB 2706, (360) 867-5291
The CARE Network, staffed by volunteer faculty, staff, and
students, is designed to creatively and constructively assist
community members in addressing conflict on campus, he Network
offers relevant training and development; encourages members of
the community to discuss issues early and execute strategies for
solving problems before they escalate; provides clear, accurate and
consistent information about how to address conflicts; and supports
those recovering from conflict. Network members can be reached by
calling 360.867.5291. Office hours can be found at our website.
www.evergreen.edu/care
Access Services for Students with Disabilities
LIB Second Floor, (360) 867-6348,
TTY: 867-6834
Welcome to Evergreen! Access Services for Students with
Disabilities provides support and services to students with
documented disabilities to ensure equal access to Evergreen's
programs, services and activities. Appropriate academic adjustments,
auxiliary aids and specific classroom accommodations are individually
based. We invite you to stop by and see us, or contact us any time
if you have questions or would like more information about how our
office can assist you.
www.evergreen.edu/access
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
USEFUL URLs
FAFSA — www.fafsa.ed.gov
Sexual Harassment Policy — www.evergreen.edu/policies
I
Residential and Dining Services
Quantitative and Symbolic Reasoning Center
LIB 2304, (360) 867-5547
Housing Bldg. A, Room 301, (360) 867-6132
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
Counseling and Health Centers
Academic Advising
www.evergreen.edu/advising
Centers for Active Student Learning (CASL)
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
Career Development Center
LIB Second Floor, (360) 867-6193
We provide career and life/work planning services, resources,
referral and support to students and alumni, including career counseling,
graduate school advising, career exploration and planning, resume
writing, interview and job coaching. We sponsor annual Graduate
School and Career Fairs; facilitate workshops and job search groups;
maintain a 300-file Web site, a 6,000-volume library of graduate school
catalogs and work resources, and a Job Board posting more than
63,000 job announcements per year. Additionally, we track employment
information and graduate school acceptance of alumni and maintain
the Alumni Career Educator program connecting current students with
alumni mentors. We hold evening hours during the academic year and
offer weekend support for part-time and evening/weekend students,
reservation-based programs and the Tacoma campus.
www.evergreen.edu/career
Center for Mediation Services
LIB 2706, (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.
Student Accounts — www.evergreen.edu/studentaccounts
Student Conduct Code — www.evergreen.edu/policies
Tuition Rates — www.evergreen.edu/tuition
Financial Aid
LIB First Floor, (360) 867-6205
Email: finaid@evergreen.edu
The goal of the Financial Aid Office is to provide financial
guidance to all students, and financial aid to those who could not
otherwise attend Evergreen. Evergreen participates in most federal
and state financial aid programs. Students must apply for financial
aid every year by completing the Free Application for Federal
Student Aid (FAFSA). While the paper version of the FAFSA can be
obtained at the Financial Aid Office, it is recommended that you file
your FAFSA online at www.fafsa.ed.gov. Because funds are limited,
you should submit your 2006-2007 FAFSA to the federal processor
as soon after January 1, 2006 as you can. Evergreen must receive
your processed FAFSA information on or before March 15, 2006 in
order for you to receive full consideration for all available campusbased financial aid. Please stop by and see us, or contact us anytime
with questions regarding your financial aid options.
Campus Housing offers a variety of accommodations, includinq
single and double studios, two-person apartments, four- and six
bedroom apartments and two-bedroom, four-person duplexes Most
units are equipped with cable TV and Internet access. We also offer
recreational activities and educational workshops throughout the
year. Staff members are available 24 hours a day to serve residents
www.evergreen.edu/housing
KEY Student Support Services
LIB Second Floor, (360) 867-6464
KEY (Keep Enhancing Yourself) Student Support Services is
a federally funded TRIO program. You are eligible for KEY if (1)
neither parent has a four-year college degree; or (2) you meet
federal guidelines for low-income status; or (3) you have a physical
or documented learning disability. KEY will work with you to provide
academic and personal advising, free tutoring, academic and study
skills development, financial aid advising, career guidance, cultural
enrichment, advocacy and referral.
www.evergreen.edu/key
Police Services
SEMI, 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
(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
www.evergreen.edu/financialaid
First Peoples' Advising Services
LIB Second Floor, (360) 867-6467
First Peoples' Advising Services assists students of color in
achieving their academic and personal goals through comprehensive
academic, social and personal advising, referral services to campus
and community resources and ongoing advocacy within the
institution. Our services are designed to meet the needs of students
of color, and are open to all students. We look forward to working
with you.
www.evergreen.edu/multicultural
Student and Academic Support Services
LIB Second Floor, (360) 867-6034
The dean has oversight and is responsible for Academic
Advising, Access Services for Students with Disabilities, the Career
Development Center, First Peoples' Advising Services, GEAR UP,
Health/Counseling Centers, KEY Student Services, Student Activities
and Upward Bound. This office coordinates new-student programs,
such as orientation sessions. The dean provides referrals to campus
and community resources and conducts an ongoing assessment o
students' needs, satisfaction and educational outcomes.
www.evergreen.edu/studentservices
102 I Evergreen's Social Contract
Evergreen's Social Contract
Evergreen's Social Contract I 103
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 Wash'
which funds it, and by the community of greater Olympia, in which it is located. Because the Evergreen community is part of the larger soci tv th '
campus is not a sanctuary from the general law or invulnerable to general public opinion.
"
e
All members of the Evergreen community should strive to prevent the financial, political or other exploitation of the campus b
individual or group.
" an
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.
Evergreen has the right to prohibit individuals and groups from using its name, its financial or other resources, and its facilitie
commercial or political activities.
f
°r
PROHIBITION AGAINST DISCRIMINATION:
There may be no discrimination at Evergreen with respect to race, sex, age, handicap, sexual orientation, religious or political belief or
national origin in considering individuals' admission, employment or promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the Higher Education Personnel Board. Affirmative action complaints shall be
handled in accordance with state law, as amended (e.g., Chapter 49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
RIGHT TO PRIVACY:
All members of the college community have the right to organize their personal lives and conduct according to their own values and
preferences, with an appropriate respect for the rights of others to organize their lives differently.
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.
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:
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.
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.
STUDENT CONDUCT CODE — GRIEVANCE AND APPEALS PROCESS
Complementing Evergreen's Social Contract is the Student Conduct Code—Grievance and Appeals Process. This document defines
specific examples of Social Contract violations and delineates appropriate corrective action. The code also defines the role of the grievance
officer and describes the processes for informal conflict resolution, grievances and appeals procedures.
The Student Conduct Code is available at www.evergreen.edu/policies/governance.htm. More information is available from the
campus grievance office at ext. 5052.
The policy on sexual harassment is available from the Equal Opportunity Office, LIB 3103, or at www.evergreen.edu/policies/g-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.
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.
104 I Campus Regulations
1
index I 105
ndex
Campus Regulations
500 Years of Globalization
Because Evergreen is a state institution, we must meet state and county responsibilities.
ALCOHOLIC BEVERAGES
No liquor is allowed on campus or in campus facilities unless a banquet permit has been issued by the State Liquor Control Board.
Nevertheless, rooms in the residence halls and modular units are considered private homes and drinking is legally permissible for students
21 years of age or older. For students choosing to live in a substance-free environment, Housing provides alcohol- and drug-free residences.
USE OF COLLEGE PREMISES
Evergreen's facilities may be used for activities other than education as long as suitable space is available, adequate preparations are
made and users meet eligibility requirements.
Arrangements for conferences or group gatherings by outside organizations are made through Conference Services, CAB 211,
(360)867-6192.
Reservations for space and/or facilities are made through Space Scheduling, (360) 867-6314. Allocations of space are made first for
Evergreen's regular instructional and research programs, next for major all-college events, then for events related to special interests
of groups of students, faculty or staff, and then for alumni-sponsored events. Last priority goes to events sponsored by individuals and
organizations outside the college.
All private and student vendors must schedule tables in the College Activities Building through the Student Activities Office. Student
vendors pay a fee of $5 for used goods only. All other student vendors, alumni and nonprofits pay $30. Corporations pay $50. Non-student
vendors are limited to one table per day and three days per quarter.
Vendor space in other buildings or outdoors may be scheduled with Conference Services. Similar fees apply.
Academic Advising
Academic Standing Policy
Access Services for Students with Disabilities
Accreditation
Ackley, Kristina
Acosta, Diego de
Administration
Advanced Research in Environmental Studies
Aguilar-Wells, Michelle
Algebra to Algorithms
Alternatives to Capitalism
Anderson, Nancy
Animal Behavior and Zoology
Antonelis-Lapp, Jeff
Art and Religious Practice
Athletics and Recreation
Aurand, Susan
29
100
91
100
3
64
74
96
29
71
30
31
50
31
62
32
100
57
B
Bailey, Marianne
Barlow, Clyde
Bastaki, Maria
Biodiversity Studies in Argentina
FIREARMS
Board of Trustees
The college discourages anyone from bringing any firearm or weapon onto campus. Weapons and firearms as defined by state law are
Bodies of Knowledge
prohibited on campus except where authorized by state law. Campus residents with housing contracts are required to check their firearms
Bopegedera, Dharshi
with Police Services for secure storage. Violations of the Campus Housing Contract relating to firearm possession are grounds for immediate
Botany: Plants and People
expulsion from Evergreen or criminal charges or both.
Bowcutt, Frederica
Brabban, Andrew
Brown, Eddy
PETS
Buchman,
I be to Thurston County Animal
Pets are not allowed on campus unless under physical control by owners. At no time are pets allowed in buildings. Stray animals \d over
Control.Andrew
Butler, Paul
40,67
44,79
29,61
32
96
33
54,79
33
33, 46, 75
47,79
75
64
54
c
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.
Calculated Fiction
Care Network
Campus Regulations
Career Development Center
Caribbean Tourism: A Critical Analysis
Center for Mediation Services
Ceremony: Relating Hospitably to the Land
Chin-Leo, Gerardo
Chowdary, Krishna
Chowdhury, Savvina
Cities: Real and Imagined
Climate Solutions
Cloninger, Sally
Cole, Rob
Community College Degrees
Computability and Language Theory
Computer Science Foundations
Cook, Amy
Coontz, Stephanie
Corpuz, Gina
34
100
104
100
34
100
35
29
59
42,51
36
36
52,69
36,78
86
37
37
47
66
71
Counseling and Health Centers
Creative Environments: Entrepreneurship
Creative Environments: Shaping
Creative Environments: Shelter and Movement
Credit Limit
Culture, Text and Language
Cushing, Judy
D
Dada and Surrealism: Art as Life—Life as Art
Dance of Consciousness
Data and Information: Computational Linguistics
Davies, Jon
Davis, Stacey
Death Considered
Decolonization in Communities:
Thinking Globally, Reflecting Locally
Designing Languages
Dionysia: Enlivening Greek Theater
Dirks, Clarissa
Diversity and Community
Dobbs, Carolyn
Dorman, Peter
Drawing From Place
Drop or Change a Program
101
38
38
39
90
10
30,41,79
40
40
41
42,51
70
41
42
42
43
54,79
99
62
31,67
43
89
E
Eamon, Kathleen
76
Effective Action for Sustainability and Justice
44
Enrollment Process
89
Environmental Analysis
44
Environmental Studies
12
Equal Opportunity
3
Esposito, Rob
45
Evans, Lara
81
Evergreen Center for Educational Improvement
98
Evergreen State College Labor Education & Research Center 98
Evergreen Tutoring Center
101
Expectations of an Evergreen graduate
97
Experiments in Theater and Dance
45
Expressive Arts
14
F
Faculty
Feddersen, Joe
Field Ecology
Field Plant Taxonomy
Fiksdal, Susan
Financial Aid
Financial Heartland
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
Food, Health and Sustainability
Forensics & Criminal Behavior
Foundations of Economics
Foundations of Health Science
Francis, Kevin
Freeman, George
92
66
45
46
42,54
101
46
101
65
29,45
47
47
48
48
48,79
50
106 I index
Index I 107
O
Games Marketers Play
Gaul, Karen
Gender and Culture: Japanese and American
Literature, Cinema, and Popular Culture
Gerend, Jennifer
Goldberger, Ariel
Gomez, Jose
Graduate Studies
Graduation Requirements
Green for Green: Entrepreneurship and The Environment
Grodzik, Walter Eugene
Grossman, Zoltan
49
77
49
71
66
55
83
91
50
45
64
H
Haft, Bob
Hahn, Jeanne
Hamon, Matthew
Harrison, Lucia
Hastings, Rachel
Hayes, Ruth
Health and Human Development
Henderson, Martha
Hendricks, Steven
Heying, Heather
Hitchens, David
40, 72
29,53
56, 78
43, 62
54, 59
65
50
29
34, 36
31
57
I
Imperialism
Individual Study:
Imperialism, Political Science, Third World Foreign Policy
Individual Study: Legislative Internship
Individual Study:
Media Arts, Visual Anthropology, Communications
Individual Study:
Political Economy, Globalization, Contemporary India
Individual Study: Psychology
Internships
In The City
Introduction to Natural History
Introduction to Natural Science: Life on Earth
Jang, Rose
Jun, Heesoon
51
52
52
52
53
53
5
51
54
54
43, 74
63
K
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Robert
Kozick, Stephanie
Krafcik, Patricia
Krotscheck, Ulrike
77
101
53, 61
39
36, 51
72
60
Language Matters: Persuasive Language in Popular Culture 54
Lassen, Gerald
57
Law and Literature: Equality, Citizenship
and Democracy in the United States
55
Law and Literature: Revolution to Reconstruction
55
Learning Resource Center
101
The Legislature and the Public:
Environmental and Social Justice
56
The Lens-Based Image: Theory, Criticism, Practice
56
Leverich, Bob
38
Li, Mingxia
82
Longhouse Education and Cultural Center
98
Longino, John
29, 54
Looking at Animals
57
Looking Backward: America in the Twentieth Century
57
M
32,77
Mandeberg, Jean
58
Marketing and (Anti-)Consumerism
41
Marr, David
58
Marxist Theory
83
Master in Teaching
83
Master of Education in Curriculum and Instruction (M.Ed.)
83
Master of Environmental Studies (MES)
83
Master of Public Administration (MPA)
54,79
McAvity, David
83
McCarty, Magdalene
82
McCreary, Paul
61,79
McKinstry, Lydia
59
Meaning, Math and Motion
81
Meeker, Laurie
60
Memory and Conflict in the Eastern Mediterranean
60
Methods of Mathematical Physics
40
Middendorf, Don
61
Mind-Body Medicine
97
Mission Statement
64
Mitchell, Kabby
61
Molecule to Organism
33,79
Morisato, Donald
Moruzzi, Harumi
49, 73,79
58,68
Mosqueda, Lawrence
62
Mount Rainier: The Place and its People
55
Mullins, Greg
63
Multicultural Counseling: An Innovative Model
63
Music and Consciousness
64
Music and Movement in Nature and Culture
N
Nadkarni, Nalini
29, 50
Nakasone, Raul
35
Native American and World Indigenous Peoples Studies
20
Neitzel, James
47,79
Nelson, Alice
74
Nelson, Lin
29, 52, 56
Nelson, Neal
30,37,41,79
New Zealand:
Maori and Native Decolonization in the Pacific Rim
64
Niva, Steve
60
Nonfiction Media: Animation, Documentary, and Experimental
Approaches to the Moving Image
65
Northwest Indian Applied Research Institute
7, 98
Notification and Deposit
84
Olson, Toska
47
P
Paros, Mike
43
The Past and Future of American Youth
66
Peterson, Yvonne
35
Pizarro, Nelson
33, 50
Planning and Curricular Options
4, 29
Plein Air
55
Poetics and Performance
66
Police Services
iQ1
Political Economy and Social Change
67
Post-Colonial Caribbean: Aesthetics of Culture and Identity
67
Pougiales, Rita
33
Power in American Society
68
The Practice of Sustainable Agriculture
69
Prior Learning from Experience
5
Public Service At Evergreen
93
Q
Quantitative and Symbolic Reasoning Center
101
R
Rains, Frances V.
Ready Camera: One We're Live
Reality Check: Indian Images and [Misrepresentations
Record Keeping
Reece, Andrew
The Remembrance of Things Past
Reservation-Based Community-Determined:
Contemporary Indian Communities in Global Society
Residency Status
Residential and Dining Services
Retention of Records
Rethinking the Suburbs
Rosemeyer, Martha
Roy, Ratna
Russia and Eurasia: Empires and Enduring Legacies
Rutiedge, David
70, 80
69
70
90
43
70
71
87
101
84
71
47
40
72
35
s
Saliba, Therese
Scheuerell, Steve
Schofield, Paula
Schrager, Sam
Schwartz, Leonard
Schyndel, Zoe Van
Scientific Inquiry
Seeing the Light
Self and Culture: Studies in Japanese
and American Literature and Cinema
Services and Resources
Setter, Terry
Seven Oceans
Sheriff, Zahid
Shattered Images of Changing China:
Modern Chinese Literature and Film
Shaw, David
Sheppard, Gilda
Shulman, Sheryl
Simon, Benjamin
Smith, Matt
Smith, Tyrus
81
69
48, 79
41
66
46, 66
16
72
73
100
63
73
51,52
74
47, 49, 58
82
37,41,79
61,79
71
82
Smurr, Robert
72
Social Contract
102
Society, Politics, Behavior and Change
18
The Spanish-Speaking World: Cultural Crossings
74
Stein, Eric
70
Student Activities
101
Student Affairs
100
Student and Academic Support Services
101
Student Conduct Code
102
Student Originated Studies: Botany, Herbology, Horticulture 75
Student Originated Studies:
Creative Writing (Narrative Memoir and Short Story)
75
Student Originated Studies: Media/Writing/Philosophy
76
Student Originated Studies: Poetics
76
Student Originated Studies:
Working Across Dimensions (2D and 3D)
77
Study Abroad
5
Styring, Alison
29 45
Summer Quarter
86
Sunderman, Rebecca
47, 79
Sustainability from the Inside Out
77
Sweet, Lisa
32, 77
Tacoma Program
Techniques of Sustainability Analysis
Temporal Images
Thuesen, Erik V.
Times and Works of Soseki, Mishima, and Murakami:
Literature, History, and Cinema
To Apply for Admission
Tougas, Joe
Transcript Information
Transfer Applicants
Transfer of Credit
21
78
78
29,73
79
84
57,78
84
86
86
u
Undergraduate Research in Scientific Inquiry
U.S. Women of Color in the 20th Century:
Reading Between the Lines
79
80
V
Visions & Voices: Culture, Community & Creativity
81
w
Walter, Brian
Washington Center for Improving
the Quality of Undergraduate Education
Washington State Institute for Public Policy
Weinstein, Bret
Whitesell, Ted
Williams, Sarah
Williams, Sean
Williamson, Elizabeth
With Liberty and Justice for Whom?
Womeldorff, Tom
Writing Center
34,42
98
31
44
40
64
76
82
34, 48, 67
101
Y
Young, Artee
82
Z
Zay, Julia
Zita, EJ
76
60,79
108 I Campus Map
-*-4 Highway 101, Ocean Beaches
The Evergreen State College Catalog Production Team
Editing: Ann Mary Quarandillo, Bill Ransom, Katherine Sackmann, Carolyn Shea
Database Creator & Coordinator: Jeff Rosczyk
Design: Alyssa Parker '06, cover design by Linda Sok, graphics intern
Photography: Carlos Javier Sanchez '97 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.
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