-
Identifier
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Eng
Catalog_2011-2012.pdf
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Title
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Eng
Course Catalog, 2011-2012
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Date
-
2011
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
in June 1972, a pioneering group of students
became the first to receive an Evergreen degree. The landscape has undergone a great
deal of transformation overthe years, all in
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the name of making the Evergreen expe-
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rience even better. A college that started before there even was a campus,
Evergreen
embraced
innovation
40 years ago, and continues that
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focus today. Inspiring teachers
and learners heip you develop
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ideas that you'll take out into
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the world. Our anniversary
celebration in 2011-12 is as
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much about the next 40
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chance for it to
change yours.
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www.evergreen.edu
the
evergreen
state
college
1971-2011
f" Evergreen offers you an educational opportunity unlike anywhere else. You'll be encourW aged 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.
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Our Mission Statement
As the nation's leading public interdisciplinary liberal arts college, Evergreen's mission is to sustain a vibrant academic community
and to offer students an education that will help them excel in their intellectual, creative, professional and community service goals.
Expectations of an Evergreen Graduate
THE
.
i
IS
TO
1 Interdisciplinary Study
Students learn to pull together ideas and concepts from many subject areas,
which enables them to tackle real world issues in all their complexity.
2 Collaborative Learning
Students develop knowledge and skills through shared learning rather than
learning in isolation and competition with others.
3 Learning Across Significant Differences
Students learn to recognize, respect and bridge differences, a critical skill
in an increasingly diverse world.
4 Personal Engagement
Students develop their capacities to judge, speak and act on the basis of their
own reasoned beliefs.
5 Linking Theory with Practical Applications
Students understand abstract theories by applying them to projects and activities
and by putting them into practice in real world situations.
IN THE
»
Articulate and assume responsibility for your own work. Examples: Know how to work well with others, be an active participant,
assume responsibility for your actions as an individual, and exercise power responsibly and effectively.
»
Participate collaboratively and responsibly in our diverse society. Examples: Give of yourself to make the success of others possible,
know that a thriving community is crucial to your own well-being, study diverse worldviews and experiences to help you develop the skills
to act effectively as a local citizen within a complex global framework.
«
Communicate creatively and effectively. Examples: Listen objectively to others in order to understand a wide variety of viewpoints,
learn to ask thoughtful questions to better understand others' experiences, communicate persuasively, and express yourself creatively.
*
Demonstrate integrative, independent, critical thinking. Example: Study across a broad range of academic disciplines and critically
evaluate a range of topics to enhance your skills as an independent, critical thinker.
»
Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical problems across disciplines.
Examples: Understand the importance of the relationship between analysis and synthesis, become exposed to the arts, sciences, and
humanities to understand their interconnectedness, and learn to apply creative ways of thinking to the major questions that confront
you in your life.
«
As a culmination of your education, demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal
and social significance of that learning. Examples: Apply your Evergreen education in order to better make sense of the world, and act in
ways that are both easily understood by and compassionate toward other individuals across personal differences.
Adopted by the Evergreen faculty 1/17/01
We believe the main purpose of a college
is to promote student learning through:
STUDENTS1
Academic Calendar i 3
Academic Calendar 2011-2012
Table of Contents
ACADEMIC PLANNING
ENROLLMENT SERVICES
'
001 Mission Statement
089 Admissions
001 Expectations of an Evergreen Graduate
092 Tuition and Fees
003 Academic Calendar
094 Registration and Academic Regulations
004 Planning and Curricular Options
006 Condensed Curriculum
024 Matching Evergreen's Programs to
Your Field of Interest
ACADEMIC PROGRAMS
INFORMATION
.,__,____
102 Public Service at Evergreen
103 Diversity and Community
Winter
2012
Fall
2011
Summer 2012
Spring
2012
First Session
Second Session
April 1
Iliiilut-v | i
June 24
April 2
Illflfrie 20 '
July 25
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Orientation
September
18-26*
Tuition
Deadline
October 1
Quarter
Begins
September 26
Evaluations
December
12-16
June 11-16
JjJ Ji : ; • •
August 29September 2
Quarter Ends
December 16
June 16
IJj |
August 26
Vacations
Thanksgiving
Break
November
21-25
>>>***i'K::<ii>*<i+'<*:iiiM>?:+
mmuKs
104 Services and Resources
106 Evergreen's Social Contract
032 How to Read a Program Description
108 Campus Regulations
033 Program Descriptions
109 Index
088 Graduate Study at Evergreen
112 Campus Map
097 Faculty, Trustees and Administration
I!
IIliiiijiiiiii
Spring
Break
March
26-30
* Subject to change
Commencement June 15, 2012
No classes Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
m
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 orTTY: (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.
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.
-jy CUM. r\eyisu
Registration
eiuui i uy
by bLU(-it?iiL3
students signifies
Signifies
thei agreement to comply with all curre
ineir
-ent
and future regulations of the college.
Changes become effective when Evergre
ireen
so determines and apply to prospective
students as well as those currently enrolled.
RELIGIOUS OBSERVANCE
The college values religious diversity and,
consistent with our Non-Discrimination
policy, makes good faith efforts to
reasonably accommodate the religious
beliefs of students, faculty and staff. To
request a reasonable accommodation for a
religious belief or practice, it is a student's
responsibility to inform his or her faculty
in advance of any conflict so that the
faculty may explore options.
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2010 by The Evergreen State College
Printed on recycled paper.
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/2011-12.
Walking down the trail to Evergreen's Organic Farm, you will find a beautiful new Japanese-style gate, built courtesy of the students
enrolled in the 2010 woodworking program, Machiya, taught by faculty member Daryl Morgan. Photo by Hannah Pietrick '10.
Planning and Curricuiar Options i 5
4 i Planning and Curricuiar Options
Planning and Curricuiar Options
WHY NO MAJORS?
We have neither majors nor departments at Evergreen. A liberal arts college, particularly one that emphasizes
interdisciplinary work, prepares you to make connections between diverse ideas, concepts and philosophies. You may
choose to emphasize one disciplinary study over others, but you have the opportunity here to broaden your learning
horizons. To better understand our organization, please see the Condensed Curriculum (page 6).
WHAT IS A PROGRAM?
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.
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. Most programs are offered in our daytime curriculum, with some also offered in the evenings and on weekends. Our
curriculum is supplemented with discrete courses, usually 4-6 credits, focused on a single topic.
HOW TO SELECT A PROGRAM
•
Scan this catalog. It contains the full-time interdisciplinary program offerings for the 2011-12 academic year.
Consult Web listings at www.evergreen.edu/catalog/2011-12. The Web catalogs contain the most current updates to
curriculum offerings.
SPECIAL FEATURES OF THE CURRICULUM
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
Curricuiar 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 course called Community
Connections: Living and Learning at Evergreen is available. This course 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 "Program is Preparatory for" section 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, this section will be especially helpful
in your decisions about which programs to take.
+• Many programs are offered over two or three quarters.
To maximize your learning experience, you should
plan to stay with a program for its entire duration.
•*• Plan for an entire academic year. If your fall program
doesn't last all year, you should plan ahead of time for
a follow-on program.
+• Have a back-up plan, just in case a program doesn't work
well for you, or if it is already full when you try to register.
* Some programs require a faculty signature for entry,
have prerequisites or extra expenses involved. See
"How to Read a Program Description" on page 32.
I ONLY CHOOSE ONE?
Many students ask, "Do I really only take one class at Evergreen?"
Prior Learning from Experience Evergreen recognizes that adult students returning to college have acquired knowledge from their
life and work experiences. If students want to document this knowledge and receive academic credit for it, Prior Learning from Experience
(PLE) provides an appropriate pathway. For more information, call (360) 867-6164, or visit www.evergreen.edu/priorlearning.
Study Abroad 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.
p35
Field and Laboratory Biology in Southwestern Ecosystems p46
Forbidden Metaphors: Rewriting the Real (France)
p47
Roots of China: Culture, Art and Poetics
p71
The Shape of Things:
Geology and Landforms (Grand Canyon)
p73
Tropical Rainforests (Costa Rica)
p81
Venezuela: Building Economic and Social Justice
p85
Individual Learning Contracts and Internships are
INDIVIDUAL STUDY OPPORTUNITIES
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.
where you will learn how to explore a central idea or theme that's interesting to you.
or even three quarters, building on themes developed in previous quarters.
Arts in New York
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.
The answer is "yes." We call them programs. Instead of taking several classes at once, at Evergreen you select an academic program
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
PROGRAMS WITH A STRONG TRAVEL COMPONENT
Graduate Programs Evergreen offers Master's degrees
in Environmental Studies, Teaching, Education and Public
Administration. For contact and general information, please
turn to page 88.
SOS: Travel-Based Projects
p77
Individual Studies: Interdisciplinary
and Consciousness Studies
p50
Individual Studies: Japanese Culture, Literature, Film,
Society and Study Abroad
p50
SOS: Botany
p76
SOS: Travel-Based Projects
p77
Undergraduate Research in Environmental Studies
p82
Undergraduate Research in Scientific Inquiry
p83
SOS = Student Originated Studies
Condensed Curriculum 2011-2012 i 7
6 I Condensed Curriculum 2011-2012
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PROGRAMS FOR FRESHMEN
Programs for Freshmen
Freshmen may enroll in Core, Lower-division, All-level and some programs designed
for sophomores and above.
•
•
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
a typical mix of 25 percent freshmen. Like Core programs, they are interdisciplinary
studies. Most students in these programs will already have some years of college
experience, so you will get less guidance about basic skills development. Faculty
expectations about what you know and what you can learn on your own will be
greater. You should also be ready to work with a wide mix of students—in age,
experience and stages of learning. Talk to Academic Advising about the background
necessary to be in an All-level program.
•
Photo by Katharine B. Turner '09.
Core programs are designed to give you a solid foundation of knowledge and skills
to prepare you for advanced studies. You will learn how to write more effectively, read
carefully, analyze arguments, reason quantitatively or mathematically, work cooperatively
in small groups and use campus resources such as the library. Core programs will introduce
you to Evergreen's interdisciplinary studies, in which faculty members from different
disciplines teach together to help you explore a central theme, topic or issue as a whole,
rather than as a collection of unrelated fragments. You will be exposed to the connection
of artistic expression to social conditions, for example, or to the relationship of biological
facts to individual psychology. These integrated study programs combine several activities:
seminars, individual conferences with faculty members, lectures, group work and, usually,
field trips and laboratories. You will also learn the skills needed to design your own
education. The small student-faculty ratio in Core programs (23:1) ensures close interaction
between you and your faculty and with other students.
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
P9 quarter
A History of "Race":
Colonial Era to the Obama Presidency
33
s
Drawn from Life: Art for the Uninitiated
42
s
Ecological Niche:
The Interface of Human and Animal Behavior
43
F w s
Equatorial Studies: Sound, Science
and the Western Imagination
F w
45
Light Step: Sustainable World
55 F w s
Me and the Mirror: Dance and Scenic Design
59 F w s
Nature's Prose 65
s
The Science Behind the Headlines: What's the Truth? JJ2
72 F w
Stages of Discovery:
Revolutions in Science and Literature
75
F w
Lower-division: 50% freshmen/50% sophomores
Defending Mother Earth:
Science, Energy and Native Peoples
Field Studies in Northwest Environments:
Rocks, Plants and Forests
Myth and Idea
A 1\6
*+
64
F
F
w
nd seniors
seniors
All-level: A mix of freshmen, sophomores, juniors and
American Families:
Historical Perspectives on Close Relationships
33 F
Animal Morphology, Motion, and Mind
34
w
Arrested Development
S
35
Arts In New York
s
35
Blood and Borders:
Tradition and Transformation in Central Europe 38 ..£... w
Business, Personal Finance and Statistics
38 ..........
s
Citizen Science: Ecoliteracy
39
w
Computer Science Foundations
40 T w s
Ecological Agriculture: Crop Botany & Plant Genetics 43
s
The Empty Space: Movement, Dance, & Theatre 44 F w
Field & Laboratory Biology
in Southwestern Ecosystems
46
s
Forbidden Metaphors:
Rewriting the Real in 20th Century France
47 F W S
IE
pg quarter
48 F W S
Foundations of Health Science
Global Agricultural Crisis:
Agroecology & Political Economy
48 F W
In Our Image
51 F W s
52
In the Presence of Beauty
s
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
50
s
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
52 F W
Justice: A Relationship of Reciprocal Respect
53 F W s
Language and the Evolution of Mind
54
s
Laws/Policies of Indian Education
and Indian Child Welfare
54 F w s
Looking at Animals
56
s
Looking Backward: America in the 20th Century 56 F w s
Marketing Authenticity: Craft, Commodity & Culture57
s
Matter and Motion
F w s
58
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity 63 F w s
Native City: Histories, Policies and Images
64 F w s
Nature Writing, Environmental History, and Place 65
I
Political Economy and Technology:
Robots, Racism and Revolution
66
s
Politics and The Nature of Leadership
67 F w
Power In American Society
67
F
The Practice of Sustainable Agriculture
68 F w s
Roots of China: Culture, Art and Poetics
71
F \
s
Slavic & Celtic Folklore: Heroic, Spiritual, Practical 74
s
So You Want to be a Psychologist?
74
s
Studio Projects: Painting
77
w
Taking Things Apart
78 F w
Theater of Business/Business of Theater
79
1
Water, Microbes & Energy: Sustainable Solutions 86 F w
Wisdom of the Body
86
s
Writing American Cultures
87 F w "s
8 i Condensed Curriculum 2011-2012
Condensed Curriculum 2011-2012 i 9
Consciousness Studies
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.
—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?
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.
CS PROGRAMS
Core: Designed for freshmen
Light Step: Sustainable World
Nature's Prose
AFFILIATED FACULTY
pg quarter
55 F W S
65
S
•
All-level: A mix of freshmen, sophomores, juniors and seniors
American Families:
Historical Perspectives on Close Relationships
33 F
Animal Morphology, Motion, and Mind
34 F W
Arts In New York
35
S
The Empty Space: Movement, Dance, & Theatre 44 F W
Language and the Evolution of Mind
54
S
Museum or Mausoleum?
The Framing of Art, Culture and Neuropjasticity 63 F W S
Theater of Business/Business of Theater
79
S
Wisdom of the Body
86
S
Evergreen's first president Charles McCann. Photo by Steve Davis.
Inset photo by Paul Reynolds '09. Opposite page: photo by Carlos Javier Sanchez '97.
Sophomores or above: (intermediate level)
Individual Study:
Interdisciplinary and Consciousness Studies
Student Originated Studies: Travel-Based Projects
Turning Eastward:
Explorations in East/West Psychology
50
77
F
82
F W
Juniors or seniors: (advanced level)
Consciousness: Pathways to the Self
Self and Community
40
72
F WS
F W S
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•
.
10 I Condensed Curriculum 2011-2012
Condensed Curriculum 2011-2012 I 11
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
AFFILIATED FACULTY
CTL PROGRAMS
Core: Designed for
freshmen
A History of "Race":
Colonial Era to the Obama Presidency
Drawn from Life: Art for the Uninitiated
Equatorial Studies:
Sound, Science and the Western Imagination
Light Step: Sustainable World
Nature's Prose
Stages of Discovery:
Revolutions in Science and Literature
pg
quarter
33
42
S
S
45
55
65
F W
F W S
S
75
F W
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.
The faculty of Culture, Text and Language invite students to work with them to create living links between their past and their
present in order to become, in the words of Evergreen's first president Charles McCann, "...undogmatic citizens and uncomplacently
confident individuals in a changing world."
All-level: A mix of freshmen, sophomores, juniors and seniors
Arts In New York
35
S
Blood and Borders:
Tradition and Transformation in Central Europe 38 F W
The Empty Space: Movement, Dance, & Theatre 44 F W
Forbidden Metaphors:
Rewriting the Real in 20th Century France
47 F W S
In Our Image
51 F W S
In the Presence of Beauty
52
S
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
50
S
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
52 F W
Language and the Evolution of Mind
54
S
Marketing Authenticity:
Craft, Commodity and Culture
57
S
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity 63 F W S
Nature Writing, Environmental History, and Place 65
S
Roots of China: Culture, Art and Poetics
71 F W S
Slavic & Celtic Folklore: Heroic, Spiritual, Practical 74
S
Writing American Cultures
87 F W S
Sophomores or above: (intermediate level)
Individual Study:
Interdisciplinary and Consciousness Studies
Memory Sites, Human Rights:
A Digital Archive Production
Memory Sites, Human Rights:
A Digital Archive Project
Re-Interpreting Liberation:
Third World Movements and Migration
Student Originated Studies: Travel-Based Projects
Turning Eastward:
Explorations in East/West Psychology
The U.S. and Puerto Rico
at the Dawn of the 20th Century
Juniors or seniors: (advanced level)
Self and Community
Shakespeare's America
Photo by Hannah Pietrick '10. Inset photo by Paul Reynolds '09.
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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,
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Condensed Curricuium 2011-2012 i 13
Environmental Studies
The Environmental Studies (ES) planning unit offers broadly interdisciplinary
academic studies within and across three distinctive thematic areas, Human Communities
and the Environment, Natural History and Environmental Sciences. Programs emphasize
interdisciplinary, experiential study and research primarily in the Pacific Northwest with
additional work in other areas of the 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
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 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.
Inset photo by Carlos Javier Sanchez '97. Opposite page: photo by Hannah Pietrick '10.
ES PROGRAMS
Core: Designed for
freshmen
Ecological Niche:
The Interface of Human and Animal Behavior
Equatorial Studies:
Sound, Science and the Western Imagination
Light Step: Sustainable World
Nature's Prose
The Science Behind the Headlines: What's the Truth?
AFFILIATED FACULTY
pg quarter
43
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:
45
55
65
72
Lower-division: 50% freshmen/50% sophomores
Field Studies in Northwest Environments:
Rocks, Plants and Forests
46
F
Sophomores or above: (intermediate level)
Energy Systems and Climate Change
The Shape of Things: Geology and Landforms
Technical Writing in the 21st Century
45
73
78
F W
Juniors or seniors: (advanced level)
Marine Life: Marine Organisms & Their Environments
Student Originated Studies: Botany
Temperate Rainforests: Ecology & Biogeochemistry
Tropical Rainforests
yndergraduate Research in Environmental Studies
Undergraduate Research in Scientific Inquiry
57
76
79
81
82
83
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Animal Morphology, Motion, and Mind
34 F W
Arrested Development
35
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Citizen Science: Eco literacy
39 F W
Ecological Agriculture: Crop Botany & Plant Genetics 43
S
Field and Laboratory Biology
in Southwestern Ecosystems
46
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Global Agricultural Crisis:
Agroecology and Political Economy
48 F W
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Nature Writing, Environmental History, and Place 65
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Condensed Curriculum 2011-2012 i 15
14 I Condensed Curriculum 2011-2012
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.
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.
Photos by Hannah Pietrick '10.
EA PROGRAMS
Core: Designed
for
freshmen
Drawn from Life: Art for the Uninitiated
Equatorial Studies:
Sound, Science and the Western Imagination
Light Step: Sustainable World
Me and the Mirror: Dance and Scenic Design
Stages of Discovery:
Revolutions in Science and Literature
AFFILIATED FACULTY
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42
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45
55
59
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Arts In New York
35
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The Empty Space: Movement, Dance, & Theatre 44 F W
In Our Image
51 F W S
Looking at Animals
56
S
Marketing Authenticity: Craft, Commodity & Culture 57
S
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity 63 F W S
Roots of China: Culture, Art and Poetics
71 F W S
Slavic & Celtic Folklore: Heroic, Spiritual, Practical 74
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Studio Projects: Painting
77
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Taking Things Apart
78 F W
Theater of Business/Business of Theater
79
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Sophomores or above: (intermediate level)
Individual Study:
Interdisciplinary and Consciousness Studies
Ready Camera One: We're Live
Student Originated Studies: Travel-Based Projects
Thinking Through Craft: Metal
Thinking Through Craft: Wood
Venezuela: Building Economic and Social Justice
50
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Media Artists Studio
Media Internships
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Condensed Curriculum 2011-2012 i 17
Native American and World
Indigenous People Studies
Reservation-Based
Community-Determined Program
These programs study the Indigenous peoples of the Pacific Northwest, the Americas and
the world. Evergreen offers on-campus interdisciplinary programs, as well as a reservationbased program that responds to the educational goals of local tribal communities. All Native
American and World Indigenous People Studies (NAWIPS) programs can be viewed online
atwww.evergreen.edu/nativeprograms.
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.
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 studentgenerated 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.
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.
For information on the MPA track in Tribal Governance, visit www.evergreen.edu/mpa/tribal or the Graduate Studies page 83.
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.
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
NAWIPS PROGRAMS
pg quarter
All-level: A mix of freshmen, sophomores, juniors and seniors
Justice: A Relationship of Reciprocal Respect
53 F W S
Laws/Policies of Indian Education
and Indian Child Welfare
54 F W S
Native City: Histories, Policies and Images
64 F W S
Lower-division: 50% freshmen/50% sophomores
Defending Mother Earth:
Science, Energy and Native Peoples
41
S
Juniors or seniors: (advanced level)
RBCD Program-Rebuilding Native Nations:
Strategies for Governance and Development
pg
quarter
70
FWS
Juniors or seniors: (advanced level)
RBCD Program-Rebuilding Native Nations:
Strategies for Governance and Development
AFFILIATED FACULTY
pg
quarter
70
FW S
Condensed Curriculum 2011-2012
Condensed Curriculum 2011-2012 ! 19
Scientific Inquiry
The faculty of the Scientific Inquiry (SI) planning unit is committed to the ideal of science
education in the context of liberal arts education. We help students—whatever their primary
interests may be—understand the wonders of nature as well as science as a force in our
technological society.
Because science and technology are central to our world, citizens must be scientifically
literate in order to participate intelligently in a democratic society. At the same time, scientists
should understand the social implications and consequences of their work. Thus, our study of
science itself is combined with the study of the history and philosophy of science, bioethics,
and public policy.
Some programs in this planning unit will allow students to learn basic science as part of their liberal arts education. Others help
students prepare for careers in science, medicine, or technology. However, all of our offerings emphasize the application of theory to
practice. Students will apply scientific principles as they learn to solve real-world problems.
By engaging in laboratory and group problem-solving exercises, students will learn to think like scientists—to develop hypotheses
and design experiments, to collect data and analyze them within a theoretical framework, and to apply these results to new situations.
Our students have unique opportunities to conduct scientific research using high-quality instruments, such as a scanning electron
microscope and a Nuclear Magnetic Resonance machine. In addition, they can use some of the best modern software available. Students
also read current scientific journal articles and learn to write technical reports and papers.
Whether a freshman or a more advanced student, all students can find a scientific program that fits their academic plan. Some choose
to follow a pathway that emphasizes a particular science, while others may simply want to explore the wonder and application of science
in a broader context. There are programs that offer beginning, intermediate and advanced work in all the major scientific disciplines. The
following programs with significant content in each of the main scientific disciplines are usually offered either every year or in alternate
years:
1
Biology
Foundations of Health Science
Introduction to Natural Science
Molecule to Organism
Computer Science
Chemistry
Atoms, Molecules and Reactions
Environmental Analysis
Foundations of Health Science
Introduction to Natural Science
Matter and Motion
Molecule to Organism
Mathematics
Algebra to Algorithms
Computer Science Foundations
Data and Information
Mathematical Systems
Matter and Motion
Meaning, Math and Motion
Methods of Mathematical Physics
Algebra to Algorithms
Computability and Language Theory
Computer Science Foundations
Data and Information
Student Originated Software
Physics
Atoms, Molecules and Reactions
Energy Systems
Introduction to Natural Science
Matter and Motion
Meaning, Math and Motion
Methods of Mathematical Physics
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.
Photos by Hannah Pietrick '10.
AFFILIATED FACULTY
SI PROGRAMS
Core: Designed for freshmen
Nature's Prose
The Science Behind the Headlines: What's the Truth?
Stages of Discovery:
Revolutions in Science and Literature
pg
65
72
quarter
S
F W
75
F W
All-level: A mix of freshmen, sophomores, juniors and seniors
Animal Morphology, Motion, and Mind
34 F W
Computer Science Foundations
40 F W
Ecological Agriculture: Crop Botany & Plant Genetics 43
Field and Laboratory Biology
in Southwestern Ecosystems
46
Foundations of Health Science
48 F W
Language and the Evolution of Mind
54
Matter and Motion
58 F W
Taking Things Apart
78 F W
Water, Microbes & Energy: Sustainable Solutions 86 F W
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Defending Mother Earth:
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41
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Applied Biology and Chemistry
Energy Systems and Climate Change
Molecule to Organism
Student Orginated Software
Technical Writing in the 21st Century
34
45
62
76
78
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Atoms,
Atoms,
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-
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-
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Molecules, & Reactions
36
Molecules, & Reactions: Inorganic Chemistry 36
Molecules, & Reactions: Quantum Chemistry37
Molecules, & Reactions: Thermodynamics 37
F W
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Marine Life: Marine Organisms & Their Environments 57
Mathematical Systems
58
Tropical Rainforests
81
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Condensed Curriculum 2011-2012 i 21
20 i Condensed Curriculum 2011-2012
Society, Politics, Behavior and Change
The Society, Politics, Behavior and Change (SPBC) planning unit weaves together the various social science disciplines that
enable us to better understand society and the way in which society operates in local, regional, national and international arenas. In so
doing, we place a particular emphasis on:
•
Society—Many of our programs examine how individuals of diverse races, genders, religions and classes, interact to construct a
complex society. We also study how that society and other social forces affect the experiences and opportunities of the individuals
and groups within.
•
Politics—Many of our programs consider how societies and governments are organized. Our study of politics focuses on the
interplay of politics and economics, with an emphasis on the domestic and international political economy and its implications for
race, gender and class.
•
Behavior—Many of our programs study the social, psychological and biological forces that influence human health and behavior.
Our faculty has particular strengths in the areas of cognitive, clinical and social psychology, and our senior-level multicultural
counseling program is unique in the state.
•
Change—Our programs study strategies for bringing about social change. We examine historical examples of successful social
change and ongoing struggles to improve society, and to consider positive alternatives for the future.
Business management programs study the role of organizations in society, and the ways in which various types of organizations,
including for-profit, nonprofit, public and entrepreneurial ventures, may be structured and financed in the Pacific Northwest and at the
national and international level.
Many of our programs examine society from a multicultural perspective that seeks to understand and show respect for peoples
with different ethnic and cultural heritages and to build bridges between them. As part of our work, we identify the factors and
dynamics of oppression and pursue strategies for mitigating such oppression.
Our area includes faculty from the following 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's level teacher education programs 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.
Core: Designed for freshmen
A History of "Race":
Colonial Era to the Obama Presidency
Ecological Niche:
The Interface of Human and Animal Behavior
Multicultural Counseling
pg quarter
33
43
63
W S
W S
All-level: A mix of freshmen, sophomores, juniors and seniors
American Families:
Historical Perspectives on Close Relationships
33 F
Arrested Development
35
Arts In New York
35
Business, Personal Finance and Statistics
38
Foundations of Health Science
48 F W
Global Agricultural Crisis:
Agroecology and Political Economy
48 F W
In the Presence of Beauty
52
Justice: A Relationship of Reciprocal Respect
53 F W
Laws/Policies of Indian Education
and Indian Child Welfare
54 F W
Looking Backward:
America in the Twentieth Century
56 F W
Political Economy and Technology:
Robots, Racism and Revolution
66
Politics and The Nature of Leadership
67 F W
Power In American Society
67 F
So You Want to be a Psychologist?
74
Theater of Business/Business of Theater
79
Sophomores or above: (intermediate level)
Individual Study:
Interdisciplinary and Consciousness Studies
Political Economy and Social Movements:
Local, National and Global Transformations
Re-Interpreting Liberation:
Third World Movements and Migration
Student Originated Studies: Travel-Based Projects
Turning Eastward:
Explorations in East/West Psychology
The U.S. and Puerto Rico
at the Dawn of the 20th Century
Venezuela: Building Economic and Social Justice
Zinn and the Art of Protest
Juniors or seniors: (advanced level)
Democracy and Free Speech
Global Business Tools for Sustainable Ventures
Marxist Theory
Removing Barriers, Bridging Gaps
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Sustainability and Justice
Tacoma Program
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.
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.
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 communica-tions, 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 communitybased 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.
Evergreen's educational approach provides a unique opportunity for students to go into
local communities and engage in research, education and problem-solving projects that are
as beneficial to those communities as they are to our students. The Tacoma program seeks to be a nexus for activities directed toward
responding to community needs. We see ourselves as a resource not only for students, but also for the broader community. Within this
context, we seek to promote service learning by linking students, faculty, staff and community members in community development,
sustainability and well-being efforts.
Our emphases—interdisciplinary understanding and analysis, collaborative learning, cross-cultural communication, problem-solving,
seeing the connections between global issues and personal or community action—provide our students with community-building tools
that are needed and appreciated outside our campus.
Features and Benefits
-
Situated in an inner-city environment
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.
1 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.
TACOMA CAMPUS PROGRAMS
SUSTAINABILITY STUDIES PROGRAMS
Core: Designed for freshmen
Light Step: Sustainable World
pg
55
quarter
F W S
All-level: A mix of freshmen, sophomores, juniors and seniors
Arrested Development
35
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Business, Personal Finance and Statistics
38
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Ecological Agriculture: Crop Botany & Plant Genetics 43
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Global Agricultural Crisis:
Agroecology and Political Economy
48 F W
In the Presence of Beauty
52
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Native City: Histories, Policies and Images
64 F W S
Water, Microbes & Energy: Sustainable Solutions 86 F W
Photos by Evergreen Photo Services.
Sophomores or above: (intermediate level)
Energy Systems and Climate Change
Re-Interpreting Liberation:
Third World Movements and Migration
Venezuela: Building Economic and Social Justice
pg
45
quarter
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Removing Barriers, Bridging Gaps
AFFILIATED FACULTY
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If you are accustomed to thinking about your studies in terms of subject areas or majors, this guide can help you match
your educational interests with Evergreen's offerings. For example, if you are interested in American studies, look for the
American studies category heading. Under it, you will find the titles of programs that have American studies content. Another
option for matching your interests to Evergreen's programs is to use the search feature in the online version of the catalog at
www.evergreen.edu/catalog/2010-11.
The Empty Space: Movement, Dance, and Theatre
Forbidden Metaphors:
Rewriting the Real in 20th Century France
Individual Study: interdisciplinary & Consciousness Studies
Studio Projects: Painting
44
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50
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AFRICAN AMERICAN STUDIES
A History of "Race": Colonial Era to the Obama Presidency 33
Political Economy and Social Movements:
Local, National and Global Transformations
66
Political Economy and Technology:
Robots, Racism and Revolution
66
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F W
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AGRICULTURE
Arrested Development
Ecological Agriculture: Crop Botany & Plant Genetics
Energy Systems and Climate Change
Global Agricultural Crisis: Agroecology & Political Economy
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
The Practice of Sustainable Agriculture
Undergraduate Research in Environmental Studies
"••'-•••••• •
AMERICAN STUDIES
AESTHETICS
A History of "Race": Colonial Era to the Obama Presidency
American Families:
Historical Perspectives on Close Relationships
Looking Backward: America in the Twentieth Century
Memory Sites, Human Rights: A Digital Archive Production
Memory Sites, Human Rights: A Digital Archive Project
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Politics and The Nature of Leadership
Power In American Society
Writing American Cultures
33
56
61
61
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F WS
66
F W
66
67
67
87
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F W
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35
43
45
48
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F W
66
F W
66
68
82
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Arts In New York
In the Presence of Beauty
Light Step: Sustainable World
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45
51
54
55
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F WS
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63
74
87
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ART HISTORY
Drawn from Life: Art for the Uninitiated
Forbidden Metaphors:
Rewriting the Real in 20th Century France
In Our Image
Individual Study: Interdisciplinary & Consciousness Studies
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Stages of Discovery: Revolutions in Science & Literature
Studio Projects: Painting
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Equatorial Studies:
Sound, Science & the Western Imagination
In Our Image
Language and the Evolution of Mind
Light Step: Sustainable World
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
Writing American Cultures
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ANTHROPOLOGY
ARCHITECTURE
42
47
51
50
63
75
77
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Stages of Discovery: Revolutions in Science & Literature
BIOCHEMISTRY
Foundations of Health Science
Molecule to Organism
Undergraduate Research in Scientific Inquiry
Photos by Hannah Pietrick '10
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33
75
Animal Morphology, Motion, and Mind
Applied Biology and Chemistry
Citizen Science: Ecoliteracy
Ecological Agriculture: Crop Botany and Plant Genetics
Ecological Niche:
The Interface of Human and Animal Behavior
Field & Laboratory Biology in Southwestern Ecosystems
Foundations of Health Science
Language and the Evolution of Mind
Molecule to Organism
Nature's Prose
The Practice of Sustainable Agriculture
The Science Behind the Headlines: What's the Truth?
Taking Things Apart
Temperate Rainforests: Ecology and Biogeochemistry
Undergraduate Research in Scientific Inquiry
Water, Microbes and Energy: Sustainable Solutions
CHEMISTRY
34
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39
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79
83
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BUSINESS AND MANAGEMENT
Business, Personal Finance and Statistics
Foundations of Health Science
Global Business Tools for Sustainable Ventures
Theater of Business/Business of Theater
Wisdom of the Body
34
36
36
37
37
41
48
62
72
79
83
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F WS
F W
F WS
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F WS
F WS
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COMMUNICATIONS
Laws/Policies of Indian Education & Indian Child Welfare
Ready Camera One: We're Live
Removing Barriers, Bridging Gaps
54
68
70
F WS
35
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43
51
50
54
64
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F WS
F WS
66
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66
70
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70
82
85
87
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COMMUNITY STUDIES
BOTANY
Citizen Science: Ecoliteracy
Ecological Agriculture: Crop Botany and Plant Genetics
Field & Laboratory Biology in Southwestern Ecosystems
Field Studies in Northwest Environments:
Rocks, Plants and Forests
The Practice of Sustainable Agriculture
Student Originated Studies: Botany
Tropical Rainforests
Undergraduate Research in Environmental Studies
Applied Biology and Chemistry
Atoms, Molecules, and Reactions
Atoms, Molecules, and Reactions: Inorganic Chemistry
Atoms, Molecules, and Reactions: Quantum Chemistry
Atoms, Molecules, and Reactions: Thermodynamics
Defending Mother Earth: Science, Energy & Native Peoples
Foundations of Health Science
Molecule to Organism
The Science Behind the Headlines: What's the Truth?
Temperate Rainforests: Ecology and Biogeochemistry
Undergraduate Research in Scientific Inquiry
38
S
48
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F WS
49
79
86
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Arts In New York
Ecological Niche:
The Interface of Human and Animal Behavior
In Our Image
Individual Study: Interdisciplinary & Consciousness Studies
Laws/Policies of Indian Education & Indian Child Welfare
Native City: Histories, Policies and Images
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Removing Barriers, Bridging Gaps
RBCD Program — Rebuilding Native Nations:
Strategies for Governance and Development
Undergraduate Research in Environmental Studies
Venezuela: Building Economic and Social Justice
Writing American Cultures
W
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26 1 Matching Evergreen's Programs to Your Field of interest
40
53
76
83
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35
40
44
50
54
55
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Language and the Evolution of Mind
Light Step: Sustainable World
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Student Originated Studies: Travel-Based Projects
Turning Eastward: Explorations in East/West Psychology
Wisdom of the Body
Arts In New York
The Empty Space: Movement, Dance, and Theatre
Me and the Mirror: Dance and Scenic Design
Wisdom of the Body
35
44
59
86
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F W
FWS
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39
F W
43
46
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46
68
79
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81
82
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ECOLOGY
CONSCIOUSNESS STUDIES
Arts In New York
Consciousness: Pathways to the Self
The Empty Space: Movement, Dance, and Theatre
Individual Study: Interdisciplinary & Consciousness Studies
FIELD STUDIES
DANCE
COMPUTER SCIENCE
Computer Science Foundations
Justice: A Relationship of Reciprocal Respect
Student Orginated Software
Undergraduate Research in Scientific Inquiry
Matching Evergreen's Programs to Your Field of interest i 27
63
77
82
86
w
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F WS
Citizen Science: Ecoliteracy
Ecological Niche:
The Interface of Human and Animal Behavior
Field & Laboratory Biology in Southwestern Ecosystems
Field Studies in Northwest Environments:
Rocks, Plants and Forests
The Practice of Sustainable Agriculture
Temperate Rainforests: Ecology and Biogeochemistry
Tropical Rainforests
Undergraduate Research in Environmental Studies
F
F W
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ECONOMICS
Citizen Science: Ecoliteracy
Ecological Niche:
The Interface of Human and Animal Behavior
The Empty Space: Movement, Dance, and Theatre
Equatorial Studies:
Sound, Science & the Western Imagination
Forbidden Metaphors:
Rewriting the Real in 20th Century France
In the Presence of Beauty
Individual Study: Interdisciplinary & Consciousness Studies
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Justice: A Relationship of Reciprocal Respect
Laws/Policies of Indian Education & Indian Child Welfare
Light Step: Sustainable World
Marketing Authenticity: Craft, Commodity and Culture
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Re-Interpreting Liberation:
Third World Movements and Migration
Removing Barriers, Bridging Gaps
Roots of China: Culture, Art and Poetics
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
Student Originated Studies: Travel-Based Projects
Turning Eastward: Explorations in East/West Psychology
The U.S. & Puerto Rico at the Dawn of the 20th Century
Writing American Cultures
33
35
F
38
39
F W
F W
43
44
F WS
F W
45
F W
47
52
50
F WS
S
W
s
50
S
52
53
54
F W
F WS
FWS
55
57
F WS
S
63
FWS
66
F W
66
69
70
71
74
77
82
85
87
Marine Life: Marine Organisms and Their Environments
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
The Practice of Sustainable Agriculture
The Science Behind the Headlines: What's the Truth?
The Shape of Things: Geology and Landforms
Student Originated Studies: Botany
Student Originated Studies: Travel-Based Projects
Tropical Rainforests
35
39
F W
43
46
F WS
S
46
55
57
F
F WS
WS
63
68
72
73
76
77
81
F WS
F" W S
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CULTURAL STUDIES
American Families:
Historical Perspectives on Close Relationships
Arts In New York
Blood and Borders:
Tradition and Transformation in Central Europe
Arts in New York
Citizen Science: Ecoliteracy
Ecological Niche:
The Interface of Human and Animal Behavior
Field & Laboratory Biology in Southwestern Ecosystems
Field Studies in Northwest Environments:
Rocks, Plants and Forests
Light Step: Sustainable World
S
FWS
FWS
FWS
S
F
F W
F
FWS
Arrested Development
Business, Personal Finance and Statistics
Foundations of Health Science
Global Agricultural Crisis: Agroecology & Political Economy
Global Business Tools for Sustainable Ventures
Looking Backward: America in the Twentieth Century
Marketing Authenticity: Craft, Commodity and Culture
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Re-Interpreting Liberation:
Third World Movements and Migration
The U.S. & Puerto Rico at the Dawn of the 20th Century
Venezuela: Building Economic and Social Justice
GENDER AND WOMEN'S STUDIES
35
38
48
48
49
56
57
66
S
S
F
F
F
F
WS
W
WS
WS
S
F W
66
69
85
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F WS
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EDUCATION
The Empty Space: Movement, Dance, and Theatre
In the Presence of Beauty
Laws/Policies of Indian Education & Indian Child Welfare
Political Economy and Social Movements:
Local, National and Global Transformations
Removing Barriers, Bridging Gaps
44
52
54
F W
66
70
F W
F WS
s
F WS
ENVIRONMENTAL STUDIES
Arrested Development
Ecological Niche:
The Interface of Human and Animal Behavior
Energy Systems and Climate Change
Equatorial Studies:
Sound, Science & the Western Imagination
Field Studies in Northwest Environments:
Rocks, Plants and Forests
Light StepT Sustainable World
Marine Life: Marine Organisms and Their Environments
Nature Writing, Environmental History, and Place
The Practice of Sustainable Agriculture
The Science Behind the Headlines: What's the Truth?
Technical Writing in the 21st Century
Tropical Rainforests
Undergraduate Research in Environmental Studies
Water, Microbes and Energy: Sustainable Solutions
35
S
43
45
F WS
F W
45
F W
46
55
57
65
68
72
78
81
82
86
F
F WS
WS
S
FWS
F W
F
W
FWS
F W
American Families:
Historical Perspectives on Close Relationships
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Political Economy and Social Movements:
Local, National and Global Transformations
Ready Camera One: We're Live
Re-Interpreting Liberation:
Third World Movements and Migration
Student Originated Studies: Travel-Based Projects
33
F
63
F WS
66
68
F W
69
77
F WS
F
38
F W
45
F W
46
F
66
77
82
F W
F
F WS
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GEOGRAPHY
Blood and Borders:
Tradition and Transformation in Central Europe
Equatorial Studies:
Sound, Science Stthe Western Imagination
Field Studies in Northwest Environments:
Rocks, Plants and Forests
Political Economy and Social Movements:
Local, National and Global Transformations
Student Originated Studies: Travel-Based Projects
Undergraduate Research in Environmental Studies
GEOLOGY
The Shape of Things: Geology and Landforms
73
S
Temperate Rainforests: Ecology and Biogeochemistry
Undergraduate Research in Environmental Studies
79
82
F
F WS
GOVERNMENT
Laws/Policies of Indian Education & Indian Child Welfare
Politics and The Nature of Leadership
RBCD Program—Rebuilding Native Nations:
Strategies for Governance and Development
54
67
F W
70
F W S
43
48
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63
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F
F
F
70
82
F WS
F WS
F WS
HEALTH
Ecological Niche:
The Interface of Human and Animal Behavior
Foundations of Health Science
Molecule to Organism
Multicultural Counseling
RBCD Program—Rebuilding Native Nations:
Strategies for Governance and Development
Undergraduate Research in Environmental Studies
W S
WS
WS
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A History of "Race": Colonial Era to the Obama Presidency
American Families:
Historical Perspectives on Close Relationships
Blood and Borders:
Tradition and Transformation in Central Europe
Citizen Science: Ecoliteracy
Forbidden Metaphors:
Rewriting the Real in 20th Century France
33
47
Global Business Tools for Sustainable Ventures
In the Presence of Beauty
49
52
33
38
39
F WS
F W S
S
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Justice: A Relationship of Reciprocal Respect
52
53
Laws/Policies of Indian Education & Indian Child Welfare
Looking Backward: America in the Twentieth Century
Marxist Theory
54
56
53
Native City: Histories, Policies and Images
Nature Writing, Environmental History, and Place
Political Economy and Social Movements:
64
65
F W S
FWS
F W S
S
F WS
S
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Power In American Society
Re-Interpreting Liberation:
Third World Movements and Migration
Roots of China: Culture, Art and Poetics
66
FW
66
67
F
69
71
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
Stages of Discovery: Revolutions in Science & Literature
The U.S. & Puerto Rico at the Dawn of the 20th Century
Writing American Cultures
Zinn and the Art of Protest
74
75
85
87
87
50
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F WS
F WS
S
F W
F
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28 I Matching Evergreen's Programs to Your Field of Interest
HYDROLOGY
LITERATURE
Undergraduate Research in Environmental Studies
82
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INTERNATIONAL STUDIES
Arrested Development
Blood and Borders:
Tradition and Transformation in Central Europe
Equatorial Studies:
Sound, Science &the Western Imagination
Global Agricultural Crisis: Agroecology & Political Economy
Global Business Tools for Sustainable Ventures
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Light Step: Sustainable World
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Student Originated Studies: Travel-Based Projects
Tropical Rainforests
The U.S. & Puerto Rico at the Dawn of the 20th Century
35
44
F W
45
48
49
F W
F W
F WS
50
F W
F WS
66
F W
66
77
81
85
W
Arts In New York
Forbidden Metaphors:
Rewriting the Real in 20th Century France
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Roots of China: Culture, Art and Poetics
Student Originated Studies: Travel-Based Projects
Tropical Rainforests
35
S
47
F WS
50
S
52
71
77
81
F W
FWS
F
W
42
53
S
FWS
66
70
82
87
F
F
F
F
33
42
53
54
61
61
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S
FWS
FWS
S
F W
66
70
87
F W
FWS
F W
LAW AND GOVERNMENT POLICY
Democracy and Free Speech
Justice: A Relationship of Reciprocal Respect
Political Economy and Social Movements:
Local, National and Global Transformations
Removing Barriers, Bridging Gaps
Undergraduate Research in Environmental Studies
Zinn and the Art of Protest
W
WS
WS
W
LAW AND PUBLIC POLICY
A History of "Race": Colonial Era to the Obama Presidency
Democracy and Free Speech
Justice: A Relationship of Reciprocal Respect
Laws/Policies of Indian Education & Indian Child Welfare
Memory Sites, Human Rights: A Digital Archive Production
Memory Sites, Human Rights: A Digital Archive Project
Political Economy and Social Movements:
Local, National and Global Transformations
Removing Barriers, Bridging Gaps
Zinn and the Art of Protest
^^^^^^^^^^^^^
Politics and The Nature of Leadership
Removing Barriers, Bridging Gaps
RBCD Program—Rebuilding Native Nations:
Strategies for Governance and Development
67
70
FW
FWS
70
FWS
LINGUISTICS
Language and the Evolution of Mind
54
Arts In New York
Forbidden Metaphors:
Rewriting the Real in 20th Century France
In Our Image
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Looking Backward: America in the Twentieth Century
Marketing Authenticity: Craft, Commodity and Culture
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Myth and Idea
Native City: Histories, Policies and Images
Re-Interpreting Liberation:
Third World Movements and Migration
Roots of China: Culture, Art and Poetics
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
Stages of Discovery: Revolutions in Science & Literature
Taking Things Apart
Writing American Cultures
MEDIA STUDIES
35
S
47
FWS
51
F WS
50
S
52
56
57
F W
FWS
63
64
64
69
71
74
75
78
87
s
FWS
F W
FWS
FWS
FWS
S
F W
F W
FWS
MARINE SCIENCE
LANGUAGE STUDIES
LEADERSHIP STUDIES
Matching Evergreen's Programs to Your Field of interest 1 29
Marine Life: Marine Organisms and Their Environments
Undergraduate Research in Environmental Studies
57
82
WS
FWS
MATHEMATICS
Business, Personal Finance and Statistics
Computer Science Foundations
Ecological Niche:
The Interface of Human and Animal Behavior
Foundations of Health Science
Mathematical Systems
Nature's Prose
Stages of Discovery: Revolutions in Science & Literature
Student Orginated Software
Tropical Rainforests
Undergraduate Research in Scientific Inquiry
38
40
S
FWS
43
48
58
65
75
76
81
83
FWS
FWS
FWS
S
F W
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Animal Morphology, Motion, and Mind
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The Empty Space: Movement, Dance, and Theatre
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Individual Study: Interdisciplinary & Consciousness Studies 50
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Looking at Animals
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Media Artists Studio
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Media Internships
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Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
63
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Ready Camera One: We're Live
68
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Removing Barriers, Bridging Gaps
70
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Venezuela: Building Economic and Social Justice
85
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Arts In New York
Looking at Animals
Media Artists Studio
Media Internships
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Ready Camera One: We're Live
NATIVE AMERICAN STUDIES
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Defending Mother Earth: Science, Energy & Native Peoples 41
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Justice: A Relationship of Reciprocal Respect
Laws/Policies of Indian Education & Indian Child Welfare
Museum or Mausoleum?
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68
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TheFraniing of Art, Culture and Neuroplasticity
Native City: Histories, Policies and Images
63
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NATURAL HISTORY
MOVING IMAGE
Arts In New York
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Japan Today: Japanese History, Literature,
Cinema, Culture, Society and Language
Media Internships
35
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MUSIC
Arts In New York
Equatorial Studies:
35
Sound, Science & the Western Imagination
In the Presence of Beauty
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Roots of China: Culture, Art and Poetics
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S |avican d Celtic Folklore: Heroic, Spiritual, Practical
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Citizen Science: Ecoliteracy
Ecological Niche:
The Interface of Human and Animal Behavior
Equatorial Studies:
Sound, Science & the Western Imagination
Field Studies in Northwest Environments:
Rocks, Plants and Forests
Nature Writing, Environmental History, and Place
Student Originated Studies: Botany
Tropical Rainforests
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OUTDOOgJjADERSHIP AND EDUCATION
5
Citizen Science: Ecoliteracy
Ecological Niche:
The Interface of Human and Animal Behavior
Field Studies in Northwest Environments:
Rocks, Plants and Forests
30 ! Matching Evergreen's Programs to Your Field of interest
QUEER STUDIES
PHILOSOPHY
Animal Morphology, Motion, and Mind
Forbidden Metaphors:
Rewriting the Real in 20th Century France
In Our Image
Language and the Evolution of Mind
Marxist Theory
Memory Sites, Human Rights: A Digital Archive Production
Memory Sites, Human Rights: A Digital Archive Project
Myth and Idea
Turning Eastward: Explorations in East/West Psychology
34
47
51
54
58
61
61
64
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PHYSICS
Atoms, Molecules, and Reactions: Quantum Chemistry
Atoms, Molecules, and Reactions: Thermodynamics
Defending Mother Earth: Science, Energy & Native Peoples
Energy Systems and Climate Change
Stages of Discovery: Revolutions in Science & Literature
Undergraduate Research in Scientific Inquiry
Water, Microbes and Energy: Sustainable Solutions
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PHYSIOLOGY
Foundations of Health Science
Molecule to Organism
48
62
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POLITICAL SCIENCE
A History of "Race": Colonial Era to the Obama Presidency
Democracy and Free Speech
Global Agricultural Crisis: Agroecoiogy & Political Economy
Global Business Tools for Sustainable Ventures
Justice: A Relationship of Reciprocal Respect
Marxist Theory
Native City: Histories, Policies and Images
Nature Writing, Environmental History, and Place
Political Economy and Social Movements:
Local, National and Global Transformations
Political Economy and Technology:
Robots, Racism and Revolution
Politics and The Nature of Leadership
Power In American Society
Venezuela: Building Economic and Social Justice
Zinn and the Art of Protest
33
42
48
49
53
58
64
65
66
66
67
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PSYCHOLOGY
Consciousness: Pathways to the Self
Ecological Niche:
The Interface of Human and Animal Behavior
Justice: A Relationship of Reciprocal Respect
Multicultural Counseling
Self and Community
So You Want to be a Psychologist?
Turning Eastward: Explorations in East/West Psychology
Wisdom of the Body
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43
53
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72
74
82
86
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The Empty Space: Movement, Dance, and Theatre
Individual Study: Interdisciplinary & Consciousness Studies
Student Originated Studies: Travel-Based Projects
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Forbidden Metaphors:
Rewriting the Real in 20th Century France
47
Individual Study: Interdisciplinary & Consciousness Studies 50
Roots of China: Culture, Art and Poetics
71
Tropical Rainforests
81
Venezuela: Building Economic and Social Justice
85
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RELIGIOUS STUDIES
In Our Image
Turning Eastward: Explorations in East/West Psychology
SOCIOLOGY
PHILOSOPHY OF SCIENCE
Consciousness: Pathways to the Self
Mathematical Systems
Nature's Prose
Political Economy and Technology:
Robots, Racism and Revolution
Stages of Discovery: Revolutions in Science & Literature
Taking Things Apart
Matching Evergreen's Programs to Your Field of Interest i 31
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American Families:
Historical Perspectives on Close Relationships
Justice: A Relationship of Reciprocal Respect
Laws/Policies of Indian Education & Indian Child Welfare
Marxist Theory
Political Economy and Technology:
Robots, Racism and Revolution
Power In American Society
Self and Community
Student Originated Studies: Travel-Based Projects
Water, Microbes and Energy: Sustainable Solutions
Writing American Cultures
SOMATIC STUDIES
Arts In New York
The Empty Space: Movement, Dance, and Theatre
Individual Study: Interdisciplinary & Consciousness Studies
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
Wisdom of the Body
STUDY ABROAD
SUSTAINABILITY STUDIES
Citizen Science: Ecoliteracy
Ecological Agriculture: Crop Botany and Plant Genetics
Energy Systems and Climate Change
Global Agricultural Crisis: Agroecology & Political Economy
Global Business Tools for Sustainable Ventures
Light Step: Sustainable World
The Practice of Sustainable Agriculture
Student Originated Studies: Botany
Water, Microbes and Energy: Sustainable Solutions
39
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55
68
76
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Arts In New York
The Empty Space: Movement, Dance, and Theatre
Individual Study: Interdisciplinary & Consciousness Studies
Me and the Mirror: Dance and Scenic Design
Roots of China: Culture, Art and Poetics
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
Stages of Discovery: Revolutions in Science & Literature
Student Originated Studies: Travel-Based Projects
Theater of Business/Business of Theater
WRITING
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Animal Morphology, Motion, and Mind
34
Arts In New York
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Drawn from Life: Art for the Uninitiated
42
In Our Image
"51
In the Presence of Beauty
52
Individual Study: Interdisciplinary & Consciousness Studies 50
Looking at Animals
"56
Marketing Authenticity: Craft, Commodity and Culture
57
Me and the Mirror: Dance and Scenic Design
59
Museum or Mausoleum?
The Framing of Art, Culture and Neuroplasticity
63
Plein Air 65
Studio Projects: Painting
77
Taking Things Apart
78
Thinking Through Craft: Metal
80
Thinking Through Craft: Wood
80
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Citizen Science: Ecoliteracy
Defending Mother Earth: Science, Energy & Native Peoples
Ecological Niche:
The Interface of Human and Animal Behavior
Forbidden Metaphors:
Rewriting the Real in 20th Century France
Justice: A Relationship of Reciprocal Respect
Laws/Policies of Indian Education & Indian Child Welfare
Media Artists Studio
Myth and Idea
Nature's Prose
Self and Community
Stages of Discovery: Revolutions in Science & Literature
Student Originated Studies: Travel-Based Projects
Technical Writing in the 21st Century
Writing American Cultures
Zinn and the Art of Protest
35
39
41
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ZOOLOGY
Animal Morphology, Motion, and Mind
Ecological Niche:
The Interface of Human and Animal Behavior
Field & Laboratory Biology in Southwestern Ecosystems
Nature's Prose
The Practice of Sustainable Agriculture
Technical Writing in the 21st Century
Tropical Rainforests
Undergraduate Research in Environmental Studies
34
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Programs I 33
32 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 \s a sample
of a typical program description. The annotations will help you interpret all the information packed into the listings that follow.
Roots of China: Culture, Art and Poetics
FIELDS OF STUDY
Fall, Winter and Spring quarters
Indicates subject areas that
correspond to traditional
disciplines and subjects.
CLASS STANDING
States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
1
In this study abroad program, we'll explore Chinese
culture back to its metaphorical roots, remote in space
and time, yet habitually framed in contemporary China as
derived from the common lives of ordinary people. From
these roots, it is said, have grown a collective legacy of
Chinese arts and poetics, nurtured and cherished through
many centuries. Exploring and simultaneously questioning
this vision of Chinese culture as a living, growing entity
now many centuries old will be our guiding theme, an
intellectual touchstone for explorations, inquiries, and
reflection. We'll study language, history, poetry, and visual,
theatrical and musical art. From ancient to contemporary
times, Chinese civilization will be researched, studied and
compared with Western cultural frames.
Lectures, readings, seminars and films will guide
our journey through Chinese artistic and literary worlds.
Workshops on mythology, poetry, folksongs, martial
arts, theatrical movement, ritual and secular music, and
calligraphy (among other modes of expression) will provide
opportunities for studying both theory and practice within
these cultural legacies. Chinese language will be taught
with the understanding, according to Martin Heidegger,
that it is from language that "we receive the soundness
of our roots." See full program description on page 71.
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
Fields of Study: cultural studies, history, language
studies, literature, music, study abroad and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: ChineseAmerican joint ventures, arts-related fields, English
teaching in Asia, travel and tourism, and cultural
studies.
Prerequisites: none
Faculty: Andrew Buchman, Rose Jang and Zhang Er (Li)
-1 Faculty signature...
Accepts Winter Enrollment with faculty signature. '
Students should expect to complete some makeup
work. Contact faculty for more information.
- Credits: 16
' Enrollment: 69
Required Fees: Approximately $3,000.00 for four week
study abroad in China in spring quarter.
Internship Possibilities: Spring internships in arts and
cultural organizations in the Pacific Northwest are
possible by arrangement.
A similar program is expected to be offered in 2014-15
Planning Units: Culture, Text, and Language and
Expressive Arts
L
The planning unit or thematic planning
group relevant to the program.
A History of "Race' Colonial Era to the Obama
Presidency
American Families: Historical Perspectives on Close
Relationships
PROGRAM IS PREPARATORY...
Spring quarter
Fall quarter
Indicates subject areas that correspond
to traditional disciplines and subjects f
and might be a particularly useful step
for future studies or careers.
Fields of Study: African American studies, American studies,
history, law and public policy and political science
Class Standing: Freshmen
Preparatory for studies and careers in: history, law, sociology,
political economy, social work, education and psychology.
Faculty: Michael Vavrus
Fields of Study: American studies, cultural studies, gender and
women's studies, history and sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: sociology, history, family
studies, research, social work, teaching, family law and counseling.
Faculty: Stephanie Coontz
This program will explore the origins and manifestations of the
contested concept "race." We will investigate the broad question
as to how considerations of one's race result in differential social,
economic, and political treatment. To do this, we will analyze a
racialized history of the United States in relation to dominant
discourses of popular culture, science, psychology, health care, law,
citizenship, education, and personal/public identity.
By making historical connections between European colonialism
and the expansion of U.S. political and military dominance in an era
of globalization, students will have opportunities to investigate how
the bodies of various populations have been racialized. Students will
examine related contemporary concepts such as racism, prejudice,
discrimination, gender, class, affirmative action, white privilege,
and color blindness. Students will consider current research and
racialized commentaries that surround debates on genetics vs.
culture (i.e., nature vs. nurture).
Students will engage race through readings, dialogue in
seminars, films, and academic writing that integrate program
materials. A goal of the program is for students to recognize
contemporary expressions of race by what we hear, see, and read
as well as absences and silences that we find. These expressions
include contemporary news accounts and popular culture artifacts
(e.g., music, television, cinema, magazines). As part of this inquiry,
we will examine the presidential candidacy of Barack Obama in
relation to discourses on race. As a learning community we will work
together to make sense of these expressions and link them to their
historical origins.
Students will also have an opportunity to examine the social
formation of their own racial identities through their own personal
narratives. Current approaches from social psychology will be
foundational in this aspect of the program. Related to this is
consideration as to what it can mean to be an anti-racist in a 21st
century racialized society.
This program will begin by examining the historical and crosscultural variety of definitions and arrangements of family life,
marriage, and sexuality. We will discuss the ideals and practice
of family life in 17th and 18th century America, then investigate
how new social and economic trends reshaped families and family
values in the 19th century. Finally, we will trace how the form and
experience of close relationships have changed over the past 125
years, with students doing individual reports on different aspects
of this process. We will also explore how the meanings of love,
sexuality, and family life have changed, examining the gains and
losses of these changes for individuals and society.
This is a demanding program that requires strong study habits
and a willingness to work hard on critical reading and writing.
Students will be required to produce and revise several thesis-driven
papers, as well as to prepare thoroughly for each book seminar. We
will tackle hard, sometimes controversial, questions in a civil manner,
respecting all points of view but also subjecting them to rigorous
critical analysis.
FACULTY
Lists members of the faculty team
scheduled to teach the program.
See faculty bios page 97.
' 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 J
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 FEES?
Lists expenses in addition to regular
tuition and fees.
. INTERNSHIP POSSIBILITIES
States whether an internship is
optional or required.
< SIMILAR PROGRAMS OFFERE
Gives the next opportunity to join a
similar program.
Check the entry in the online catalog for associated fees and special expenses,
amount of required online learning, and other details about these programs.
Credits: 16
Enrollment: 23
Planning Units: Culture, Text, and Language; and Society, Politics,
Behavior and Change
Credits: 16
Enrollment: 24
Planning Units: Consciousness Studies; Society, Politics, Behavior
and Change
34 i Programs
Programs 1 35
Animal Morphology, Motion, and Mind
Applied Biology and Chemistry
Arrested Development
Arts In New York
Fall and Winter quarters
Spring quarter
Spring quarter
Fields of Study: biology, media arts, philosophy, visual arts and
zoology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: art, animation, science and
education.
Faculty: Ruth Hayes, Kevin Francis and Amy Cook
Fields of Study: biology and chemistry
Class Standing: Sophomore - Senior
Prerequisites: One year of both general biology and general chemistry.
Preparatory for studies and careers in: biotechnology, biology,
chemistry, polymer and material science, health science,
education and medicine.
Faculty: Paula Schofield and Andrew Brabban
Fields of Study: agriculture, economics, environmental studies
and international studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: economics, political
economy, international relations, international rights work, and
development assistance.
Faculty: Peter Dorman
The aim of this program is to apply fundamental knowledge and
theories of biology and chemistry to practical, real world situations.
The application of biology and chemistry has huge impacts on
our society, particularly influencing our economy and quality
of life. Cutting edge techniques and processes are continually
being developed by biologists and chemists to produce the
medicines, chemicals and materials we use daily. Products include
Pharmaceuticals - from synthetic drugs to gene therapies - used to
prevent disease and cure illness; biocompatible materials for use
in the medical field; fossil-fuel derived synthetic polymers (plastics,
fibers, rubbers etc.); and modern "green" or "sustainable" materials
that include biodegradable polymers. These products are widely
used by the general public, as well as in a wide array of industries
and professions: agriculture, sports, health-care, law enforcement,
the military, automotive, food, etc.
In this program we will focus on the practical applications of
modern biology and chemistry, studying both small and large
molecules, natural and synthetic. Based predominantly in the
laboratory, students will learn the theoretical principles and relevant
lab and instrumentation techniques needed to synthesize, isolate
and analyze small molecules and macromolecules. We will examine
small biological molecules as well as organic molecules, moving to
important biological macromolecules (DMA, RNA, proteins) and
synthetic polymers (plastics, fibers, biodegradable polymers, green
materials). Theory and techniques of molecular cloning, protein
biochemistry, biocatalysis, and transgenics will be emphasized, as
well as synthesis and characterization of relevant organic molecules,
polymers and green materials. Seminars on technical literature
and student presentations will be significant components of the
program. We will also discuss the professional biologist's and
chemist's relationship with industry, government and universities,
and examine employment opportunities for biologists and chemists.
Students will be evaluated based on their laboratory techniques,
laboratory reports, class presentations, and homework assignments.
Despite decades of policies and promises, billions of people
around the world still live in poverty or near-poverty. How did this
situation come about? Why does it persist? In this program we
will examine the problem of uneven, incomplete and even failed
development -recognizing that the concept of "development"
itself is contested. The origins of global inequality in European
expansion and the creation of a world economy will be considered,
as well as the efforts to resist these forces. We will look at the main
economic theories surrounding development and the international
organizations that try to put them into practice. We will also look at
dissenting ideas and at new initiatives now emerging at local, national
and international levels. The program will be transdisciplinary,
combining economics, history, politics and post-colonial cultural
analysis.
Spring quarter
Fields of Study: architecture, community studies, consciousness
studies, cultural studies, dance, field studies, language studies,
literature, media studies, moving image, music, queer studies,
somatic studies, theater, visual arts and writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: architecture, community
studies, consciousness studies, cultural studies, dance, field studies,
language studies, literature, media studies, moving image, music,
queer studies, somatic studies, theater, visual arts, and writing.
Faculty: Ariel Goldberger
Humans have a complex, intricate, and paradoxical relationship
with other species. We are animals and we define ourselves against
them. We celebrate our kinship with animals and use them as
laboratory specimens. We create animal characters and infuse them
with human qualities. We befriend animals and we eat them. In
this program, we will integrate perspectives from the arts, sciences
and humanities to explore such seeming contradictions in our
understanding, representation and treatment of animals.
In fall quarter, we will study animal form, function and evolution.
Students will practice observational approaches to learning about
animals, including drawing, laboratory dissection and field study.
They will also study animal morphology, comparative anatomy,
and biomechanics as a foundation for animating the locomotion of
different kinds of animals. Students will explore evolutionary biology
as a framework for understanding the biological parallels between
humans and animals. Finally, we will examine how artists and writers
have represented animals in images, stories and films.
In winter quarter, we will shift our focus to human and animal
neurobiology, cognition, emotion, and behaviour. As we study these
topics, we will investigate how scientists and artists anthropomorphize
animals in their work and explore the implications of this practice.
Consider the scientist who empathizes with a chimpanzee's elation
or an elephant's sadness or a dog's pain. Does this empathy provide
valuable insight into the experience of another species or simply
reveal the ability to project one's own sentimental fancies onto
another creature? And how do we test these intuitions? Or consider
animators who create films populated with animal characters.
Why do they select particular species to represent specific human
qualities? And how do these fictional representations of animals
affect how we treat real animals? In each of these cases, we risk
putting ourselves in dialog with anthropomorphized versions of
animals without recognizing the full extent of our own narcissism.
During both quarters, students will participate in lectures,
seminars, labs and writing workshops. They will learn how to analyze
several types of media, including books and films, and will be
expected to develop and improve their writing through a variety of
assignments. This program will also encourage students to reflect
on their own assumptions and attitudes about other species. During
fall quarter, art workshops will emphasize the development of basic
skills in drawing and animation. During winter quarter, students will
continue developing these skills and will also explore their own
scientific and/or creative approaches to representing animals.
Credits: 16
Enrollment: 50
Planning Units: Scientific Inquiry
Accepts Winter Enrollment with signature. Admission will be
based upon at least one quarter each of college-level biology and
life drawing.
Credits: 16
Enrollment: 69
Required Fees: $90 per quarter for drawing supplies and entrance
fees.
Planning Units: Consciousness Studies; Environmental Studies;
and Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Faculty signature: Email the instructor during winter quarter
with your name and a brief description of your previous study in
economics, political economy and globalization studies or submit
this information to the instructor at the spring quarter academic fair.
Credits: 16
Enrollment: 24
Planning Units: Environmental Studies; Sustainability and Justice;
Society, Politics, Behavior and Change
This program will immerse students in studying the intense and
lively cultural life of New York City, the most active arts production
center in the United States, and perhaps the world. Sessions will
meet weekly in different cultural institutions to participate in art
events as active audience members, to develop an educated and
critical appreciation of the richness, complexity and current trends of
artistic production in New York.
We will spend two weeks on campus doing preparatory research
in areas of each student's interest in order to create the structure for
an individual project or practicum. Students may choose to create a
project by engaging in artistic work, research, or both. Students will
be responsible for making all necessary arrangements for room and
board, as well as budgeting for individual event tickets. All students
will be expected to present a final report of their experience and
project.
After the initial two weeks of research and preparation,
participants in the program will fly to New York City for six or seven
weeks, where they will engage in group and individual activities,
depending on each student practicum or project. Students will attend
some events as a group and some related to their own projects. We
will attend events in a wide range of sites, from established worldrenowned institutions to emergent art spaces.
Depending on the season, performance events may include
events in places such as PS 122, La MAMA, The Kitchen, HERE Art
Center, off-off-Broadway small theaters, the Brooklyn Academy of
Music, Broadway productions and Lincoln Center. Regular dance
events may include modern dance performances, experimental
works, festivals at the Joyce Theater, and more traditional ballet
events in venues such as the New York City Ballet. Specific visual
arts events may consist of trips to the gallery "scene" in Chelsea,
PS1, MOMA, DIA Arts Center, The Met, under the radar spaces
and other sites. We may attend poetry readings at places such as
The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks
Poetry Project, The Academy of American Poets and The New York
Public Library. The class will also endeavor to attend other culturally
relevant institutions such as the Japan Society, the Asia Society,
The Jewish Museum, The Schomburg Center, The Dwyer Cultural
Center and El Museo del Barrio to experience a wide range of
cultural diversity. Most weekly group activities will be followed by a
discussion or seminar.
We will spend the final week of the quarter back on campus in
Olympia, completing final report presentations for the whole class.
Credits: 16
Enrollment: 24
Planning Units: Consciousness Studies; Culture, Text, and
Language; Expressive Arts; and Society, Politics, Behavior and
Change
""e programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
36 I Programs
Programs I 37
Atoms, Molecules, & Reactions: Inorganic Chemistry
Atoms, Molecules, & Reactions: Thermodynamics
Fall, Winter and Spring quarters
Fall and Winter quarters
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: chemistry
Class Standing: Junior - Senior
Prerequisites: one year of general chemistry and proficiency in
differential and integral calculus.
Preparatory for studies and careers in: chemistry, physics,
physical science, health science, biological sciences, medicine,
environmental sciences, and teaching.
Faculty: Dharshi Bopegedera
Fields of Study: chemistry
Class Standing: Junior - Senior
Prerequisites: one year of general chemistry.
Preparatory for studies and careers in: mistry, physics,
physical science, health science, biological sciences, medicine,
environmental sciences, and teaching.
Faculty: Dharshi Bopegedera
Fields of Study: chemistry and physics
Class Standing: Junior - Senior
Prerequisites: one year of general chemistry and proficiency in
differential and integral calculus.
Preparatory for studies and careers in: chemistry, physics, physical
science, medicine, engineering, environmental science and
teaching.
Faculty: Dharshi Bopegedera
Students are welcome to study the advanced inorganic chemistry
component that is offered as part of the Atoms, Molecules, and
Reactions program.
In fall quarter we will explore atomic structure, simple bonding
models, molecular symmetry, group theory and its applications,
molecular orbital theory, and acid-base chemistry. In winter quarter
we will study the chemistry of coordination compounds and the solid
state.
Fields of Study: chemistry and physics
Class Standing: Junior-Senior
Prerequisites: one year of general chemistry and proficiency in
differential and integral calculus.
Preparatory for studies or careers in: chemistry, physics, physical
science, medicine, engineering, environmental science and
teaching.
Faculty: Dharshi Bopegedera
Students are welcome to study the thermodynamics component
that is offered as part of the Atoms, Molecules, and Reactions
program.
In winter quarter we will begin our study by exploring the gas
laws and the laws of thermodynamics. In spring quarter, we will apply
these laws to chemical systems and investigate heats of chemical
reactions, equilibria and kinetics.
Credits: 4, 8
Enrollment: 8
A similar program is expected to be offered in 2012-2013
Planning Units: Scientific Inquiry
Credits: 4, 8
Enrollment: 8
A similar program is expected to be offered in 2013-2014
Planning Units: Scientific Inquiry
Students are welcome to study the quantum chemistry
component that is offered in the Atoms, Molecules, and Reactions
program.
In fall quarter we will study simple quantum mechanical systems,
apply them to solve simple chemical problems, and investigate how
they can be adapted for more complex systems. In winter quarter
we will continue the study of complex systems and investigate the
use of spectroscopy to validate the quantum mechanical theories.
This will be followed by in-depth investigations of the spectrometric
methods including a detailed analysis of the high resolution infrared
spectrum of a diatomic molecule in spring quarter.
Atoms, Molecules, & Reactions
This upper division program offers advanced studies in chemistry
to prepare students for graduate studies or a career in chemistry.
Based on the theme "What do chemists do?", our classroom studies
will be connected with the applications chemists encounter in their
everyday work.
In fall quarter we will study topics in quantum mechanics and
descriptive inorganic chemistry. We will study simple quantum
mechanical systems, apply them to solve simple chemical problems,
and investigate how they can be adapted for more complex
systems. In inorganic chemistry, we will explore atomic structure,
simple bonding models, molecular symmetry, group theory and its
applications, molecular orbital theory and acid-base chemistry.
In winter quarter we will continue our studies in quantum
mechanics to include more complex systems, and investigate the
use of spectroscopy to validate the quantum mechanical theories.
Inorganic chemistry topics will include the study
of coordination compounds and the solid state. In addition, we
will begin our study of thermodynamics by exploring the laws of
thermodynamics that lay the foundation in this field of study.
Spring quarter will find us doing in-depth investigations of
the spectrometric methods, including a detailed analysis of the
high resolution infrared spectrum of a diatomic molecule. We will
continue our studies in thermodynamics with topics in chemical
equilibria and kinetics.
In the laboratory, students will work with a selection of analytical
instrumentation. This will include an exploration of the physical
principles as well as analysis of samples. Students are strongly
encouraged to work with individual chemistry faculty on research
projects during the course of the year. The results of these projects
will be presented at the annual Undergraduate Research Symposium
of the Puget Sound Section of the American Chemical Society.
Atoms, Molecules, & Reactions: Quantum Chemistry
Credits: 4
Enrollment: 8
A similar program is expected to be offered in 2013-2014.
Thematic Planning Group: Scientific Inquiry
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2013-2014
Planning Units: Scientific Inquiry
Photo by Katharine B. Turner '09
Students who register for a program but do not attend the first class meeting may be dropped.
>nie
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
38 I Programs
Programs I 39
Blood and Borders: Tradition and Transformation in
Central Europe
Fall and Winter quarters
Fields of Study: cultural studies, geography, history and
international studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: international affairs,
history, political science, geography, cultural anthropology and
international business.
Faculty: Patricia Krafcik, Robert Smurr and Zoltan Grossman
Come with us on a virtual journey from the Baltics to the Balkans.
The cobblestone streets of medieval Estonia, misty Carpathian and
Transylvanian mountains, and sunny shores of the Adriatic Sea await
our arrival as we traverse a magnificent territory stretching from the
gates of Scandinavia through the mountains, plains and forests of
Slavic, Hungarian and Romanian central Europe to the portals of the
once-great empires of Macedonia and the Ottoman Turks.
Our theme of "Blood" examines the ethnic and cultural identities
prevalent in the region and how ethno-religious and cultural
nationalisms have shaped and been shaped by constructed identities
as well as by regional conflicts and invading distant powers. Indeed,
some of the world's most reviled rulers and dictators, including
Dracula, Hitler and Stalin, left bloody and permanent marks on this
entire region.
Our theme of "Borders" explores how international and regional
boundaries have been drawn and redrawn and how central Europe
has served as a "borderland" between Christianity and Islam,
Western and Eastern Christianity, the German, Austrian, Russian
and Ottoman empires, NATO and the Soviet Union, and presentday Russia and the European Union. The revolution of 1989 and
the demise of Communism, initiating a new chapter in the region's
history, will be a significant focus of our study. We will examine why
the numerous ethnic, national, religious and political identities often
"resolved" their differences by force and violence rather than by
tolerance and acceptance.
Historical, cultural, geographical, economic and environmental
modes of analysis will enable us to examine both previous and
contemporary issues in each country in this region. Such analysis
will also permit us to offer regional angles that transcend state
boundaries, a particularly exciting aspect of investigation since so
many of the current nation-state borders have been drawn recently
and, in many cases, artificially. Abundant literary works and films
from each of the region's relevant countries will offer additional
valuable insights.
In fall quarter, we will examine the historical background
chronologically, enhanced with a study of the geography and
demography of this varied region. Winter quarter will focus on a
variety of fascinating themes connecting the present to the past and
the future. In both quarters, students will write papers and conduct
research projects that link our themes over time and on a local,
national and global scale. We will use lectures, images, readings, film
critique, art, maps and literature as tools in our exploration.
Business, Personal Finance and Statistics
Citizen Science: Ecoliteracy
Spring quarter
Fall and Winter quarters
Fields of Study: business and management, economics and
mathematics
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: social sciences,
quantitative methods, business, managment, public
administration, and entrepreneurship.
Faculty: Glenn Landram
Fields of Study: biology, botany, cultural studies, ecology,
field studies, history, natural history, outdoor leadership and
education, Sustainability studies and writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: K-12 teaching,
environmental education, horticulture, natural history and ecology.
Faculty: Frederica Bowcutt and Jeff Antonelis-Lapp
Quantitative reasoning, including an understanding of statistics,
is an important foundation for business, economics and finance. This
is a demanding program focusing on contemporary business issues,
personal finance and basic undergraduate statistics. The statistics
will also serve as a foundation for further work in a graduate program
(e.g. an MBA or MPA program) requiring statistics. It will also
provide the quantitative basics for anyone interested in improving
their understanding of business, economics and personal finance.
The program will include student-led sessions, workshops,
lectures, films and guest speakers. Readings (such as the Wall
Street Journal, The New York Times, How to Lie With Statistics,
Super Freakonomics, The Millionaire Next Door and The Visual
Display of Quantitative Information) will focus on increasing student
familiarity with and comprehension of business and financial topics
from different perspectives. We will also cover the skills necessary to
develop and present quantitative information.
Students will complete a research project that includes a
quantitative component such as inference testing, correlation or a
regression analysis. The program will culminate with the students
presenting their research. Strategies for effectively presenting
quantitative information will be emphasized.
As a learning community our central question will be: how can
ordinary citizens assist in the important work of shifting society to
more sustainable relations with the natural world? We will begin by
examining what it means to be ecoliterate.
In the fall we will focus on the natural history of the Puget Sound
region and contrast that to eastern Washington's high desert. In
October the learning community will visit the sagebrush steppe of
Sun Lakes State Park to gain field experience in linking plant and
animal distribution patterns with environmental conditions. Through
this work, students will learn how to read topographic and geologic
maps, and basic mapmaking skills. Students will gain experience in
conducting biodiversity assessments in the park and on campus,
including vascular plants, birds, mammals and insects. The learning
community will explore how ecoliterate citizens can serve as citizen
scientists, for example, by helping to monitor plant and animal
responses to climate change. To support their work in the field and
lab, students will learn how to maintain a detailed and illustrated
nature journal.
In the winter we will examine the relationship between people
and gardens through the disciplines of garden history, children's
literature, and environmental and place-based education. Special
attention will be given to urban horticulture that fosters socially just
communities and an ecoliterate citizenry. Students will learn how
to link scientific knowledge about soils, plants and animals with the
pragmatic realities of installing and maintaining educational gardens
in public settings. Lectures and labs in soil science, botany, ecology
and environmental/place-based education will support this learning.
Students will learn to develop K-12 curriculum for the teaching
gardens on campus, and pursue opportunities to lead activities in
them and the surrounding woods with local school groups. During
both quarters, a significant amount of time will be dedicated to
honing our ability to write an expository paper.
Credit may be awarded in natural history, environmental
education, expository writing, children's literature, horticulture,
garden history and botany (with a lab). This program is appropriate
not only for students with interest in the natural sciences, but also
for students who would not normally select academic programs in
the sciences.
Credits: 16
Enrollment: 48
Required Fees: $250 for entrance fees and overnight field trip in fall.
Planning Units: Environmental Studies
Credits: 16
Enrollment: 24
Planning Units: Sustainability and Justice; and Society, Politics,
Behavior and Change
Accepts Winter Enrollment with faculty signature. Admission will
be based upon student interview. Please contact faculty via email
for more information.
Credits: 16
Enrollment: 72
Planning Units: Culture, Text and Language
Photo by Katherine B. Turner '09
Students who register for a program but do not attend the first class meeting may be dropped.
3"ie
programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
40 I Programs
Programs I 41
Computer Science Foundations
Consciousness: Pathways to the Self
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: computer science and mathematics
Class Standing: Freshmen - Senior
Prerequisites: High school algebra II.
Preparatory for studies and careers in: computer science,
education and mathematics.
Faculty: Neal Nelson and Sheryl Shulman
Fields of Study: consciousness studies, philosophy of science and
psychology
Class Standing: Junior - Senior
Preparatory for studies and careers in: consciousness studies,
philosophy of modern physics, and psychology.
Faculty: Donald Middendorf and Terry Setter
The goal of this program is for students 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 the context of the liberal arts and
compatible with the model curriculum developed by the Liberal Arts
Computer Science Consortium (LACS).
In all quarters the program content will be organized around
four interwoven themes. The computat/ona/ 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. A technology and society theme explores
social, historical or philosophical topics related to science and
technology.
What is the relationship between our understanding of
consciousness and our self understanding? This year-long,
interdisciplinary program will provide an opportunity for students
who are interested in doing intensive work in the nature of
consciousness to cultivate self awareness through challenging
readings, creative work in expressive arts, and self-reflection. We
will examine our beliefs about the nature of reality as manifest in
the expressive arts and physical reality from a variety of disciplinary
viewpoints, including physics, music, psychology and philosophy.
Prospective students should have a strong interest in the experiential
study of the relationships between reality and consciousness as
well as college-level skills in reading, writing and pursuing research
topics. Effort and self-motivation will be essential for succeeding in
this program.
We will take an approach that welcomes the complexity of the
many different views of consciousness that have been proposed by
researchers, philosophers and spiritual leaders. We will use texts
that cover many contemporary scientific models of consciousness
and examine alternative areas of research, such as lucid dreaming
and paranormal phenomena. Students will keep a structured
journal of activities and practices that explores their developing
understandings of the nature of consciousness. During winter and
spring quarters, academic work and contemplative discipline will
be integrated into our study as tools to help us understand our
selves and the nature of consciousness through an in-depth study
of dreams—including keeping a dream journal and a journal of
experiences during contemplative practices. In spring, students will
have the opportunity to pursue their interests in more individualized
activities for a portion of their credits.
This is an experiential and rigorous full-time program in which
students will be expected to participate in all program activities, and
to document 48 hours of work per week that are invested in program
related activities. Students are strongly encouraged to commit to
the year-long community learning process, to not work more than 15
hours per week outside of the program, and to take no more than 16
credits per quarter. Students are expected to take exams and to buy
and bring the appropriate seminar books to each class.
Accepts Winter and Spring Enrollment with signature. Students
must have completed the equivalent of at least one quarter of
computer programming for winter enrollment, and completed
work equivalent to the previous two quarters of the program for
spring.
Credits: 16
Enrollment: 40
Planning Units: Scientific Inquiry
Defending Mother Earth: Science, Energy and
Native Peoples
Spring quarter
Fields of Study: Native American studies, chemistry, physics and
writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: chemistry, physics. Native
American studies, environmentally-related fields and science
education.
Faculty: Frances V. Rains and Rebecca Sunderman
This program brings together a variety of climate and energy
issues occurring on Native American homelands. Students will explore
the science and ethics of energy production and consumption, the
environmental impacts of energy, and topics in alternative energy. For
example, we will investigate the impacts of hydro-power on Native
communities and cultures, while learning the science associated
with this energy source. Students will also examine contemporary
Native American struggles to resist cultural and environmental
devastation to their communities, and their efforts to affirm tribal
sovereignty and Indigenous knowledge. A solid understanding of
these issues requires background in both the science of energy and
knowledge of Native American Tribal sovereignty. We will approach
our learning through a variety of modes, including hands-on labs,
lectures, workshops, field trips, group work, research papers, and
weekly seminars on a variety of related topics.
Credits: 16
Enrollment: 46
Required Fees: $80 for fall quarter field trips.
Planning Units: Native American and World Indigenous Peoples;
and Scientific Inquiry
Credits: 16
Enrollment: 50
Required Fees: $75 for fall quarter field trips.
Planning Units: Consciousness Studies
Photo by Katherine B. Turner '09
Students who register for a program but do not attend the first class meeting may be dropped.
Ofne
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
Programs I 43
42 I Programs
Democracy and Free Speech
Drawn from Life: Art for the Uninitiated
Ecological Agriculture: Crop Botany & Plant Genetics
Spring quarter
Spring quarter
Spring quarter
Fields of Study: law and government policy, law and public policy
and political science
Class Standing: Junior - Senior
Preparatory for studies and careers in: social sciences, constitutional
law, education, journalism, public policy, political theory, history
and political science.
Faculty: Jose Gomez
Fields of Study: art history and visual arts
Class Standing: Freshmen
Preparatory for studies and careers in: visual arts and the humanities.
Faculty: Bob Haft
Fields of Study: agriculture, biology, botany and sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: agriculture, biology and
plant breeding.
Faculty: Martha Rosemeyer and Donald Morisato
May racists burn crosses to express their supremacist views?
May protesters burn flags to express their opposition to government
policy? The First Amendment is most vulnerable to erosion when
we fail to protect expression that some or many find unpopular,
offensive, repugnant, indecent, subversive, unpatriotic, heretical,
blasphemous, etc. This program will be a comprehensive and critical
examination of the wide range of issues implicated by the protection
and censorship of expression.
We will use the case method to study every major free speech
opinion issued by the courts. This intensive study necessarily focuses
on the last 90 years, since it was not until well into the 20th century
that the United States Supreme Court began to protect speech
from governmental suppression. Our study of controversies will
include the new challenges presented by hate speech, governmentsubsidized art, political campaign spending, and new technologies
such as the Internet. Students will be expected to examine critically
the formalist free speech paradigms that have evolved and to
question the continuing viability of the "free marketplace of ideas"
metaphor.
Working in legal teams, students will develop appellate briefs on
real free speech cases decided recently by the U.S. Court of Appeals
and will present oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to read their peers'
appellate briefs, hear arguments and render decisions. Reading for
the course will include court opinions, Internet resources, and various
books and journal articles on our subject. Study will be rigorous; the
principal text will be a law school casebook.
This is an entry-level arts program for freshmen who are interested
in exploring what it means to make art and to be an artist. It is designed
for those to whom art is entirely foreign—but who are, nonetheless,
interested in learning what it's all about—as well as for those who
have already taken art courses and feel a strong affinity for it.
The program will have three components: studio art, art history
and literature. The studio component of the program will cover basic
drawing skills, both of still lives and the human figure. Art history will
consist of an introduction to Western art, and will have connections
with the literature that we read. Our books may include Bluebeard by
Kurt Vonnegut, My Name is Asher Lev by Chaim Potok, Concerning
the Spiritual in Art by Wassily Kandinsky, Ways of Seeing by John
Berger, Cat's Eye by Margaret Atwood, and Seeing is Forgetting the
Name of the Thing One Sees by Robert Irwin.
Credits: 16
Enrollment: 23
Required Fees: $10 for entrance fees.
Planning Units: Culture, Text, and Language; and Expressive Arts
How do seeds form? How do plants develop from seeds?
How do plants adapt to particular environmental conditions? The
modification of plant evolution by human selection has played a
major role in the history of agriculture. Ecological agriculture is based
on an understanding of plant biology, either through the grazing
of livestock or the growing of food crops. This program focuses on
the science of crop botany and genetics as a basis for propagation,
seed-saving and plant breeding.
In one strand, the basic life cycle, plant physiology and
reproductive botany of crop members of the plant families most
important for agriculture will be explored. This systematic survey will
make connections to their center of diversity and origin. In a second
strand, the principles of plant breeding will be presented through
an introduction to Mendelian and quantitative genetics. Some of
the agricultural methods of plant reproduction, by both sexual and
vegetative propagation, will be considered. Readings may include
Ashworth's Seed to Seed, Deppe's Breed Your Own Vegetable
Varieties, and Nabhan's Where Our Food Comes From.
The adaptation of crop plants to specific environments, especially
in this era of climate change, becomes increasingly critical for the
future of sustainable agriculture. Laboratory and field experiments,
as well as field trips to local farms and plant breeding centers, will
provide an applied context for our inquiry.
Credits: 16
Enrollment: 48
Required Fees: $180 for field trips and conference fees.
Planning Units: Environmental Studies; Scientific Inquiry; and
Sustainability and Justice
Credits: 16
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Photo by Hannah Pietrick '10
Students who register for a program but do not attend the first class meeting may be dropped.
Ecological Niche: The Interface of Human and
Animal Behavior
Fall, Winter and Spring quarters
Fields of Study: biology, community studies, cultural studies,
ecology, environmental studies, field studies, health,
mathematics, natural history, outdoor leadership and education,
psychology, writing and zoology
Class Standing: Freshmen
Preparatory for studies and careers in: psychology, behavioral
sciences and environmental science.
Faculty: Alison Styring and George Freeman
The word environment encompasses multiple meanings, from
the natural to the built, from the interiors of our minds to the spiritual.
In each case there is a constant interface of environments with one
another and with other creatures, each defining and circumscribing
our experience of the world.
Some of our essential questions revolve around how we define
the environment and how we are shaped by as well as how we shape
the environment, both natural and built. For example, does the
concept of wilderness include humans? Is the ecological niche of a
human essentially different from that of other living things? We will
explore the habitats we occupy along with other creatures in those
environments. We will explore dichotomies that foster dynamic
tensions, such as the dichotomy between concepts of "natural"
versus "human". We intend to investigate these tensions through
our study of psychology, personal biography, biology, environmental
studies, ornithology and cultural studies.
In fall quarter we will develop the foundational skills in
environmental studies and psychology needed to understand and
critique the writings and current research in community ecology,
animal behavior and conservation biology, and to examine the
conscious and unconscious, and the theories of perception and
cognition in psychology. We will examine parallels and linkages
among disciplines in terms of methods, assumptions and prevailing
theories. In winter we'll continue building on this foundation and
move ourselves from theory to practice through an emphasis on
methodologies, analyses, and their underlying assumptions. In spring
quarter we'll implement the skills and knowledge we've developed
through specific student-directed projects and our optional field trip.
The faculty will foster creativity, experimentation and imaginative
processes as means of discovering and bringing a new awareness to
our extraordinary world. The students will respond to the themes of
the program through individual and collaborative projects.
To build our learning community we will use experiential
collaboration activities such as Challenge and Experiential Education as
a means to develop a sense of commitment and group citizenship. We
will use multicultural discussion opportunities such as Critical Moments
to explore the politics of identity and meaning. We will develop our
observational skills via field workshops and field trips. We will have
writing and quantitative reasoning workshops to further develop
students' current skills and to develop advanced skills in these areas.
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 stewardship of our personal lives, our
immediate environment and global communities.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 46
Required Fees: $65 per quarter for entrance and other fees in fall/
winter; $650 for a field trip in spring.
Planning Units: Environmental Studies; Society, Politics, Behavior
and Change
orne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
Programs I 45
44 i Programs
The Empty Space: Movement, Dance, and Theatre
Fall and Winter quarters
Fields of Study: aesthetics, consciousness studies, cultural
studies, dance, education, media arts, queer studies, somatic
studies and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: teaching, theatre,
expressive arts, dance and movement theory.
Faculty: Walter Grodzik and Cynthia Kennedy
This program will explore the interior spaces where performances
begin and the exterior spaces where performances are realized.
Students will begin with movement and theatre exercises that center
and focus the mind and body in order to open oneself to creative
possibilities and performance. Students will also study movement/
dance and theatre as a means of physical and psychological focus
and flexibility that enables them to more fully utilize their bodies and
emotional selves in creating theatrical performance.
Through the understanding and embodiment of somatic
concepts such as awareness, intention, centering, authenticity, and
the interplay of mind and body, students will have the opportunity to
explore creative imagination as it expresses itself from their own life
processes, rather than from externally imposed images, standards
and expectations. How does imagination respond to the emotional
self, the physiology of the body, and the psychology of the mind?
How can we become more expressive and responsive to our inner
selves? Students will be invited to explore and enjoy the dance
already going on inside their bodies, to learn to perceive, interpret
and trust the natural intelligence of intrinsic bodily sensations. The
class will use experiential techniques derived from several traditions
of somatic philosophy.
In seminar, students will read a broad variety of texts about
creativity, movement and dance history, and performance,
performance history, and Western theatre history and dramatic
literature. In particular, students will read Greek tragedy and
comedy, the playwrights of the Elizabethan theater, such as Marlowe
and Shakespeare, and the feminist comedies of the Restoration. The
realism of the Nineteenth century will be seen through the plays
of Ibsen and Chekhov and other realists, and students will study,
discuss and perform the multicultural theatre of the Twentieth and
Twenty-First century, including theatre, drama and performance
art as found in the work of Thornton Wilder, David Mamet, Tony
Kushner, Caryl Churchill, Henry David Hwang and Anna Devere
Smith. The discussion of dramatic literature will be framed from
many viewpoints, including structuralist, feminist, Marxist, post
colonial and queer.
The program will include weekly seminars, workshops in
movement/dance and theatre, and film screenings of various dance
and theatre productions. This is an all-level program that welcomes
students of all abilities that bring their excitement, commitment,
discipline and creativity to the performing arts.
Regular on-time attendance is fundamental to students'
development and continuance in the program.
Credits: 16
Enrollment: 48
Planning Units: Consciousness Studies; Culture, Text, and
Language; and Expressive Arts
Energy Systems and Climate Change
Fall and Winter quarters
Fields of Study: agriculture, environmental studies, physics and
sustainability studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: energy, physics,
environment, climate, sustainability, teaching, farming,
engineering and natural science.
Faculty: EJ Zita
How is energy created and harvested, stored and transformed,
used or abused? This program is a two-quarter study of ways energy
is produced and changed, by nature and humans. This is a good
program for students interested in environmental science, physics
and sustainability, both mathematical and applied. We start with
skill building and background study, and finish with major research
projects related to energy, climate and sustainability.
We will study issues of energy generation and use in society
and in the natural world. One goal is for students to gain a deeper
understanding of issues involved in achieving a sustainable
energy society. A primary goal is illustrate the power and beauty
of physics and mathematics. We will examine climate change and
global warming; energy science, technology, and policy; farming,
environmental studies, and sustainability; and related topics.
We will study alternative energy sources such as solar, wind,
geothermal and biofuels, as well as conventional sources of energy
such as hydro, nuclear, gas and coal. Fundamentals of energy
generation will focus on the underlying physics. In seminar, we
further explore social, political and/or economic aspects of energy
production and use, such as environmental and food production
concerns and policies, effects of the Sun on the Earth, energy needs
of developing countries, etc. We will have a strong emphasis on
sustainability studies.
While calculus is not a prerequisite, students who already know
calculus can deepen their math skills by applying them to coursework
or research projects. Students who do high quality calculus-based
work may earn upper-division credit.
Student research projects are a major part of this program.
Students choose a research question that interests them, then
design and carry out their research investigations, usually in small
teams. Research projects involve quantitative analysis as well as
hands-on investigations. For example, research might include field
work, energy analysis of an existing system (natural or constructed),
and/or design of a new small-scale energy system, possibly with
community applications. Past projects have included solar systems,
energy generation from waste products, water purification for boats
or farm composters, efficiency of campus buildings, analysis of wind
and water systems, and more. Students may apply for grants for
practical projects on campus.
Students in this program will participate in shared seminars
with students enrolled in The Practice of Sustainable Agriculture.
Students interested in continuing good research projects into spring
should discuss options with the faculty.
Credits: 16
Enrollment: 25
Internship Possibilities: Students who do good work in fall and
winter may be sponsored in spring internships, especially when
related to their research projects.
A similar program is expected to be offered in 2013
Planning Units: Environmental Studies; Scientific Inquiry; and
Sustainability and Justice
Students who register for a program but do not attend the first class meeting may be dropped.
Equatorial Studies: Sound, Science and the
Western Imagination
Fall and Winter quarters
Fields of Study: anthropology, cultural studies, environmental studies,
geography, international studies, music and natural history
Class Standing: Freshmen
Preparatory for studies and careers in: anthropology, science and
ethnomusicology.
Faculty: Sean Williams, Heather Heying and Eric Stein
In addition to the landscape of the map, there are also
landscapes of the mind. How humans conceptualize where and how
they (and others) live is an elemental process that has started wars,
led to new forms of cross-cultural communication, and given rise
to hybridization of both populations and ideas. Our focus in this
two-quarter program is to take a particular area of the world—the
equator—and explore how various groups of people (local and
foreign) have come to understand it over time. Through our work in
science, the performing arts and anthropology, we will collectively
engage the ways in which people connect to the natural world, the
arts, and each other.
Each quarter divides into sections in which we highlight a
particular lens through which to view our work, or focus on ways
in which our lenses overlap. For example, we will examine how
anthropology and medicine have grappled with "The Tropics" as a
space believed to be essentially different from "The West," raising
questions about the construction of race, the body, and the category
of the "primitive." We will also work with sound: playing and creating
musical instruments, singing and listening to music. In an attempt to
understand the relationship between humans and the world around
them, we will investigate evolutionary processes that apply to plants
and animals near the equator. While our studies are contextualized in
regions such as Brazil and Indonesia and other equatorial locations,
we will also work briefly with a few regions outside the equator by
way of comparison.
Weekly activities feature lectures, films and seminars. Other
planned activities include field trips, workshops, collaborative
presentations and guest lectures. Students are expected to focus
on enhancing their college-level writing skills throughout the
program; each quarter's major writing assignments will require
students to revise their work and understand the process of revision.
In fall quarter students will be introduced to important concepts
about how to approach this material: issues of race, class and
gender in a colonial context are important factors in deepening our
understanding. As we move into winter quarter, students will have
more chances to develop individual projects focusing on a particular
area of interest.
Credits: 16
Enrollment: 69
Required Fees: $125 for fall Sun Lakes field trip and zoo
admission.
Planning Units: Culture, Text, and Language; Expressive Arts; and
Environmental Studies
'°me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
46 I Programs
Programs I 47
Field and Laboratory Biology in Southwestern
Ecosystems
Field Studies in Northwest Environments: Rocks,
Plants and Forests
Forbidden Metaphors: Rewriting the Real in 20th
Century France
Spring quarter
Fall quarter
Fall, Winter and Spring quarters
Fields of Study: biology, botany, ecology, field studies and zoology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: ecology, biology, botany,
zoology, microbial ecology and environmental science.
Faculty: Dylan Fischer, Clarissa Dirks and John Longino
Fields of Study: botany, ecology, environmental studies, field studies,
geography, natural history and outdoor leadership and education
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: environmental studies,
ecology, geology, forestry and botany.
Faculty: Dylan Fischer and Paul Butler
Fields of Study: aesthetics, art history, cultural studies, history,
language studies, literature, philosophy, study abroad and writing
Class Standing: Freshmen - Senior
Prerequisites: experience with French language.
Preparatory for studies and careers in: humanities, advanced
French studies, diplomacy and international relations.
Faculty: Marianne Bailey, Stacey Davis and Steven Hendricks
The southwestern U.S. is unique in the diversity of habitats that
can occur along dramatic elevation gradients over short distances.
Major advances in ecology have been made in these environments
using elevation gradients, and important work in global change
biology is currently being conducted in these systems. This program
will use field sites along elevation gradients in the Desert Southwest
as living laboratories for investigating patterns in ecology, biology,
microbiology and co-evolution. Students will learn about arid
environments, plant ecology, field biology, and gain specialized
training in either microbiology or entomology. Students will codesign field projects exploring ecological and co-evolutionary
relationships in plants, insects and microbial communities.
Early in the program, students will be divided based on a
disciplinary focus on either microbiology or entomology. All students
will participate in a two-week field ecology module where they will
learn to identify plant species of the Southwest, keep detailed field
journals, and conduct student-originated research projects related
to ecological changes along elevation gradients. Students will spend
another two weeks afield doing in-depth field work in entomology
or environmental microbiology. Along the way, we will visit
environmental and culturally significant sites in the Southwest, from
cactus forests to canyons and mountain peaks. Finally, at the end
of the quarter all students will reconvene for a program conference
where students will present their research over the quarter.
Our reading list will include major natural history texts related
to the Southwest and evolutionary relationships for the organisms
we find there. We will emphasize active participation in the scientific
process and communication skills. Because of the field component
of this program, students should be prepared for extensive time
living and working in the field, and should be committed to working
through conflicts in group dynamics.
The Pacific Northwest provides a diversity of terrestrial habitats
that are ideally suited for direct student-originated field studies.
From deserts to prairies, forested ecosystems and beaches, each
ecosystem reflects unique patterns of influences from geologic
and biological factors. Field studies in these habitats can deepen
understanding of landscape patterns, and this program will
emphasize direct, student-originated field studies in four distinct
locations. Students should expect to get their hands dirty working
outdoors on geology and ecology projects uncovering landscape
patterns in each unique habitat we visit.
We will travel to sagebrush steppe, lowland prairies, managed
and unmanaged forests, and coastal environments. In each location
we will study geography, environmental history, ecology, biodiversity
and geology. We will visit culturally significant sites, learn about
native plants, and the processes that shape the physical landscape.
Students will then develop a series of studies examining ecological,
environmental and geological patterns. Following our study of each
location, students will present the results of their field investigations
in a series of mini-symposia.
Students can expect to participate in seminars, lectures, field
trips and research. We will learn common techniques for collecting
data in forestry, plant ecology, and physical geography, plus develop
methods for effective communication of the results. We will take two
extended field trips (overnight to the east side of the Cascades and
to the Pacific Coast) and multiple one-day field trips (to local prairies
and forests). Field work will also make use of the Evergreen campus.
... man is struck dumb...or he will speak only in forbidden metaphors...
-Friedrich Nietzsche, "On Truth and Lies in a Nonmoral Sense"
Nietzsche's critique of traditional Western values—dismantling
absolutes of God, Truth, Self and Language—opened up an abyss.
"Only as an aesthetic phenomenon," Nietzsche argued, would
"human life and existence be eternally justified." Meaning and Self
would be individually crafted, as the artist crafts a work, in the space
of a human existence. Life, as Rimbaud wrote, must be remade.
Inspired by this notion of remaking life along aesthetic lines, we will
study literature and creative writing, critical theory and philosophy, art
history and music as well as French language. Students will participate
in lectures, films and workshops, and choose between seminar
groups in literature and critical theory or history. Each will develop
a substantive individual (or group) project, and will be able to study
French language at the Beginning, Intermediate or Advanced level.
To better understand Modernist and Postmodernist avantgarde, we will focus on outsider works of art and ideas in 20th
century France and the post-colonial world. Like the Decadents and
Symbolists, modernist artists go in quest of a pure artistic language
"in which mute things speak to me," as Hofmannsthal wrote, beyond
concepts and representation, privileging passion over reason. This
quest is influenced by worldviews and works from the broader
French-speaking world, which refocuses art on its ritual origins, and
on its magical potential. "Art", in the words of Martinican poet and
playwright Cesaire, "is a miraculous weapon."
In fall and winter, we will study aesthetic theories and works from
Primitivism and Surrealism to Absurdist Drama, Haitian Marvelous
and Oulipo; and writers such as Mallarme, Jabes, Artaud, Beckett,
Blancnot, Derrida, Sartre, Irigaray and Foucault. We will look at
historical and cultural change from WWI through the student riots of
1968 and the multi-cultural French-speaking world of today.
Key themes will include: memory and the way in which it
shapes, and is shaped by, identity; concepts of time and place; and
the challenges and opportunities for French identity brought by
immigration. We will focus on French social, cultural and intellectual
history from the 1930's to the present, exploring the myths and
realities of French Resistance and the Vichy Regime during World
War II; the legacy of revolutionary concepts of "universal" liberty,
equality and fraternity as France re-envisioned its role in Europe and
the world from the 1950s to the present, including uprisings from
1968 through today; and the impact of the Franco-Algerian war on
contemporary France and the post-colonial Francophone world.
In spring, students have two options. They can travel to France,
where they will participate in intensive language study, perform
cultural and art historical fieldwork, and pursue personal research
on a "quest" of their own. Alternatively, students may remain on
campus to undertake a major personal project, springing from ideas,
writers and artists in prior quarters. This is an excellent opportunity
to complete a substantive body of creative or research oriented
work, with guidance from faculty and peer critique.
Credits: 16
Enrollment: 46
Required Fees: $300 for field trips.
Planning Units: Environmental Studies
Credits: 16
Enrollment: 72
Required Fees: $600 for a four-week field trip in the Southwest.
Planning Units: Environmental Studies and Scientific Inquiry
Credits: 16
Enrollment: 72
Required Fees: Approximately $7,900 for nine-week study abroad
in France in the spring.
Planning Units: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
me
Photo by Hannah Pietrick '10
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
48 I Programs
Programs 1 49
Foundations of Health Science
Fall, Winter and Spring quarters
Fields of Study: biochemistry, biology, business and management,
chemistry, economics, health, mathematics and physiology
Class Standing: Freshmen - Senior
Prerequisites: High school algebra.
Preparatory for studies and careers in: medicine and allied health
fields, and public health administration.
Faculty: Benjamin Simon, Lydia McKinstry and Glenn Landram
This year-long, laboratory-based program will offer students
a conceptual and methodological introduction to biology and
chemistry with a focus on health and medicine. We will use organizing
themes that link the science of human health with the economic,
financial, ethical and legal issues associated with the demand and
cost of medical research and public health care.
Over the course of three quarters, we will study portions
of general chemistry, organic chemistry, biochemistry, general
biology, microbiology, anatomy and physiology, nutrition, statistics,
economics and management, and human behavior. Students
will use scientific processes, quantitative reasoning and handson experiences to develop problem-solving skills directed at
understanding these subjects in the context of human health.
This program is primarily designed for students contemplating
work in medicine and allied health fields, including nursing, physical
therapy, midwifery, athletic training, nutrition and others. This program
is also appropriate for students interested in public health or public
policy who want a solid foundation in biology and chemistry or students
who wish to study rigorous science as part of a liberal arts education.
Program activities will include lectures, laboratories, smallgroup problem-solving workshops, homework, field trips and
seminars. Our readings and discussions will be concerned with the
economic, ethical and scientific aspects of human health as they
relate to the global community as well as individuals. Students will
undertake assignments focused on interpreting and integrating the
topics covered. During spring quarter, students will participate in
small-group collaboration on a scientific investigation relevant to
the program content. Project topics will be developed under the
direction of the faculty and students will describe the results of this
research through formal writing and public presentation. All program
work will emphasize quantitative reasoning, critical thinking and
development of proficiency in scientific writing and speaking skills.
Upon completion of this program students will have gained some
of the prerequisites necessary for careers in the allied health fields
and public health administration. Students will also be prepared
for further studies in upper division science. Students who master
the biology and chemistry work in this program will be prepared to
enroll in the Molecule to Organism program. Students preparing for
medical school will likely need further coursework in inorganic or
general chemistry to fulfill prerequisites for medical school. Overall,
we expect students to end the program in the spring with a working
knowledge of scientific, social and economic principles relating to
human health and public health care. We also expect that they will
have gained an ability to apply these principles to solving real world
problems relating to natural science, disease and human health.
Global Agricultural Crisis: Agroecology and
Political Economy
Global Business Tools for Sustainable Ventures
Fall and Winter quarters
Fields of Study: business and management, economics, history,
international studies, political science and sustainability studies
Class Standing: Junior - Senior
Preparatory for studies and careers in: sustainability,
globalization, international business and trade, entrepreneurship,
economic development, competitive advantage of nations and
regions, business history, political economy of natural resources,
eco-tourism and sustainable agriculture.
Faculty: David Shaw, Zoe Van Schyndel and Nelson Pizarro
Fields of Study: agriculture, economics, international studies,
political science and sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: agriculture, political
economy, and social and environmental justice.
Faculty: Martha Rosemeyer and Peter Dorman
We are living through the greatest change in human livelihood
since hunter-gatherers became agriculturalists. Hundreds of millions
of small farmers are being driven off the land around the world as the
global food system is transformed according to an industrial model.
In this program we will explore the meaning of this transformation
as a sweeping social upheaval, an aspect of the crisis of poverty and
development, a fundamental alteration of agricultural methods, and
a challenge to global ecological sustainability.
We will look at the tropical agricultural systems being
abandoned as well as those replacing them and the political and
economic justifications given for policies that are driving these
changes at national and international levels. We will examine the
many alternatives emerging from sustainable agricultural and
environmental movements, as well as the rediscovery of traditional
methods and resurgence of food communities in both poorer and
wealthier countries. Program activities will include seminars on
books and papers, lectures, workshops, Excel labs, botany labs and
field trips.
Credits: 16
Enrollment: 48
Required Fees: $160 in fall for the Washington Tilth Symposium;
$500 in winter for the Eco Farm Conference in Calif.
Planning Units: Environmental Studies; Sustainability and Justice;
Society, Politics, Behavior and Change
Fall, Winter and Spring quarters
What's next? This logical question arises after realizing traditional
profit-oriented approaches to business often fail socially, ethically
and economically. Today's creative entrepreneurs may realize, far too
late, they are doing something they really don't want with their lives
and to the world, in pursuit of profit. Throughout the program
we will ask: how have these entrepreneurs innovated, challenged
and transformed their cultures and their environments as well as
themselves? Students will help answer this question for themselves
by participating in field trips, seminars, workshops, listening to guest
speakers, watching movies, lectures and conducting interviews.
This program is designed for junior and senior students who want
to build a strong foundation in sustainable business. Students in this
program will explore what it means to go beyond the traditional
profit-centered approach to business. We will look at the concept
of sustainability within an entrepreneurial process, and investigate
how this concept is applicable to any discipline of business such as
management, marketing and finance.
We will look at sustainable entrepreneurs around the world in
both the non-profit and for-profit sectors. We will learn from their
experiences about opportunities and activities connected to social
and environmental topics. This year-long program includes students
designing, completing and reporting on a very substantial research
project that will include conducting several weeks of research,
either locally off-campus or anywhere in the U.S. During fall quarter
students will build a strong foundation in research methods, finance,
entrepreneurship, marketing, sustainability and management. The
final assignment for the fall quarter will be a research proposal for
conducting off-campus research about a sustainable business during
winter quarter.
For winter quarter, students will visit a sustainable business,
organization or industry in the U.S. to conduct their research. Students
should expect to work eight weeks of the quarter off-campus at the
organization and to remain in close virtual communication with the
faculty who will be providing weekly feedback. Week 1 will be used
to make final preparations for the off campus research and week 10
for presenting preliminary research findings to the class.
In spring quarter, students will develop a complete report
and make a presentation on their research project, supported by
additional follow-up library and web research. Spring quarter will
also include additional readings, seminars and workshops related to
the program themes. The capstone experience of the program will
be a global business simulation with competing student teams.
Credits: 16
Enrollment: 75
Required Fees: $110 for fall field trip and internship costs; $10 for
winter internship costs; $150 for a spring field trip and a business
simulation.
Planning Units: Sustainability and Justice; Society, Politics,
Behavior and Change
Accepts Winter and Spring Enrollment with faculty signature.
Admission will be based upon previous experience with algebra,
college-level general biology, and college-level general and
organic chemistry.
Credits: 16
Enrollment: 72
Planning Units: Scientific Inquiry; Society, Politics, Behavior and
Change
Photo by Carlos Javier Sanchez '97.
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/2011-12.
50 I Programs
Programs ! 51
Individual Study: Interdisciplinary and
Consciousness Studies
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
In Our Image
Winter quarter
Spring quarter
Fields of Study: aesthetics, art history, community studies,
consciousness studies, cultural studies, media arts, queer studies,
somatic studies, study abroad, theater and visual arts
Class Standing: Sophomore-Senior
Preparatory for studies or careers in: humanities, arts, social
sciences, interdisciplinary fields, and consciousness studies.
Faculty: Ariel Goldberger
Fields of Study: cultural studies, history, international studies,
language studies, literature and moving image
Standing: Freshman-Senior
Preparatory for studies or careers in: Japanese studies, cultural
studies, international studies, literature and film studies.
Faculty: Harumi Moruzzi
Fields of Study: anthropology, art history, community studies,
literature, philosophy, religious studies and visual arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: medieval history, religious
studies, art history and community studies.
Faculty: Lisa Sweet, Andrew Reece and Rita Pougiales
Individual study offers students the opportunity to develop
self-direction, to learn how to manage a personal project, to
focus on unique combinations of subjects, and to pursue original
interdisciplinary projects without the constraints of an external
structure. Students interested in a self-directed project, research or
internship in the humanities, consciousness studies, or projects that
include arts, travel or interdisciplinary pursuits are invited to present
a proposal to Ariel Goldberger.
Students with a lively sense of self-direction, discipline, and
intellectual curiosity are strongly encouraged to apply.
Faculty Signature: Interested students are invited to contact
Ariel via email with a proposal containing the following sections:
name, contact information, educational goals, activities planned
or expected, deadlines, information about organizations involved
and possible destinations if traveling, and an basic itemized budget
(when applicable) showing viability. These proposals will allow us
to start a conversation about your plans and must be presented
via email to Ariel Goldberger in order to get his approval before
submitting an ILC for his signature. Student will be signed in on a
rolling basis until the program is filled, so please do not hesitate
to send in a proposal as room may still be available. Students who
are interested and have questions are welcome to contact Ariel
Goldberger via e-mail or at the Academic Fair.
Credits: 16
Enrollment: 25
Planning Units: Consciousness Studies; Culture, Text, and
Language; Expressive Arts; Society, Politics, Behavior, and Change
Fall, Winter and Spring quarters
Making meaning of our lives and the world we inhabit is the
essence of being human. Through knowledge, stories and images,
we manifest what it is we hold most sacred and essential in our
lives. Religion, through its liturgy, music and imagery, reflects what
a people hold to be essentially human. Our work will address
questions like the following: What are the fundamental mysteries
humans address through religious practice and expression? What
are the stories being told through artistic and written material? What
is the experience of the artist creating sacred images? What are the
meanings that have endured over centuries? How is it that sacred
images and texts provide direction for us?
Our inquiry into meaning-making will center on Christianity,
one religious tradition that has been a wellspring for expressions
of spiritual and moral meaning, as well as a source of insight and
understanding that has inspired magnificent artistic creations
and sacred texts. In fall and winter, we focus on the first thirteen
centuries of the tradition, from the life of Christ to the end of the
This Individual Study offers two options for students in Japan
Today to continue their Japanese studies: (1) to continue their
studies of Japanese literature, culture and society, in the form of
individual learning contract, and (2) to continue their Japanese
language and culture studies in Japan in the form of study abroad
in Japan. This Individual Study also offers opportunities for students
who are interested in creating their own courses of study and
research, including internship and study abroad. Possible areas of
study are Japanese studies, cultural studies, literature, art and film.
Faculty Signature: To enroll, students must go through the
following process: (1) e-mail a draft of an Individual Learning
Contract at least 4 weeks before the spring Academic Fair using
the online contract process to Harumi Moruzzi (moruzzih®
evergreen.edu), (2) send Harumi evaluations from at least one
Evergreen program, unless they are currently taking Japan Today,
then (3) make an appointment to meet with Harumi to discuss the
study plan at least 2 weeks prior to the Academic Fair for spring
quarter. Those interested in study abroad should consult the
faculty as soon as possible.
Credits: 16, 12
Enrollment: 26
Thematic Planning Group: Culture, Text, and Language
Medieval period, during which the story of Christ's life, death and
resurrection helped transform the Roman Empire into Europe and
"the West." During this time, Christians, like Muslims and Jews a
"people of the Book," gave the world some of its most inspired,
and inspiring, books: the New Testament, the works of Anselm and
Augustine, Dante's Divine Comedy, and others, which will form part
of our curriculum.
The role of images in religious practice will form another part of
our study. We'll consider the functions of icons, reliquaries, church
architecture and devotional images, created solely to express and
link us to the sacred. We'll consider the strategies image-makers
employed to interpret scripture and early theology, as well as the
anxieties and iconoclasms provoked by images that attempt to
depict God. Through readings, seminars and lectures, we'll explore
the history of images and objects made before the the concept of
"Art" as we understand it today was established.
In spring, the focus on the history and culture of Christianity
through the 14th century will be directed toward more focused topics
addressing meaning-making and Christianity. Students will have the
option of continuing in the program in one of the following focused,
full-time disciplines or themes: recent developments in theology and
philosophy (Andrew), communities of faith (Rita), or studio-practice
in printmaking (Lisa). Spring components of the program will be
open to both continuing and newly enrolled students.
Credits: 16
Enrollment: 72
Planning Units: Culture, Text, and Language; and Expressive Arts
Photo by Hannah Pietrick '10
Students who register for a program but do not attend the first class meeting may be dropped.
>orne
Programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
52 I Programs
Programs 1 53
In the Presence of Beauty
Spring quarter
Fields of Study: architecture, cultural studies, education, history,
music and visual arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: design, art history, cultural
studies, education, world history, architecture and visual arts.
Faculty: Robert Knapp, TBA and Helena Meyer-Knapp
This program will explore the idea and the experience of beauty.
Our thesis is that the sense of beauty has many facets, which different
cultures recognize and value differently. Individual preferences also
differ, always under the influence of powerful, shared traditions of
beauty. We will dramatize and investigate this by paying extensive
attention to three traditions in which the faculty have professional
expertise—Iran, Japan and Britain. Significant differences between
these traditions and between individual student and faculty
experiences in the American context will be a major occasion of
collaborative and individual learning.
Most class meetings will put students in the presence of beautiful
art, writing, film, architecture or music; readings and seminars in
criticism and cultural history and analytical and expressive writing
assignments will help students develop authentic ways to articulate
their descriptions and judgments. The work will lead to a major
concluding project on an individually chosen instance of beauty.
Students will acquire both a fuller understanding of the variety
of ways one can encounter beauty, and of ways to document,
appreciate and evaluate the experiences of beauty that occur.
The program has three levels of enrollment: all students will
meet one night per week and alternate Saturdays for a coordinated
program of lectures, seminars, films and workshops. 8-unit students
will have no further activities; 12-unit students will also prepare for
and take two two-day visits to cultural resources in Northwest cities;
16-unit students will do all of this, and also complete an additional
four hours of class per week to deepen understanding of the three
cultures studied and their relation to American traditions and
attitudes toward beauty.
Credits: 8, 12, 16
Enrollment: 24
Required Fees: $160 for overnight field trips for students choosing
the 12-16 credit options.
Planning Units: Culture, Text, and Language; Sustainability and
Justice; Society, Politics, Behavior and Change
Japan Today: Japanese History, Literature, Cinema,
Culture, Society and Language
Justice: A Relationship of Reciprocal Respect
Fall and Winter quarters
Fields of Study: Native American studies, computer science,
cultural studies, history, law and government policy, law and
public policy, political science, psychology, sociology and writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: education, social sciences,
multicultural studies, social work, public administration, human
services and the humanities.
Faculty: Yvonne Peterson, Raul Nakasone, Bill Arney and David
Rutledge
Fields of Study: cultural studies, history, international studies,
language studies, literature and moving image
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: Japanese literature and
culture, film studies, cultural studies and international relations.
Faculty: Harumi Moruzzi
Japan is a vital, energetic and dynamic society that is constantly
reinventing itself even while struggling to maintain a semblance of
cultural and social continuity from the long lost past. Meanwhile,
the conception and image of Japan, both in Japan and the West,
has varied widely over time mostly due to Japan's changing political
and economic situation in the world. In the late 19th century when
Japan re-emerged into Western consciousness, Lafcadio Hearn, the
Greek-Irish-American writer who later became a Japanese citizen,
thought of Japanese society and its people as quaintly charming
and adorable, whereas Americans in the 1940s viewed Japan as
frighteningly militaristic and irrational. While the French semiotician
Roland Barthes was bewitched and liberated by Japan's charmingly
mystifying otherness during his visit to Japan in 1966, when Japan
began to show its first sign of recovery from the devastation of
WWII, the Dutch journalist Karel Van Wolferen was disturbed by
the intractable and irresponsible system of Japanese power in
1989, when Japanese economic power was viewed as threatening
to existing international power relations. As is clear from these
examples of how Japan was viewed by Westerners in the past, the
idea and image of Japan is highly dependant on the point of view
that an observer assumes.
This is a full-time interdisciplinary program devoted to
understanding contemporary Japan, its culture and its people,
from a balanced point of view. This program combines the study
of Japanese history, literature, cinema, culture and society through
lectures, books, films, seminars and workshops, with a study of
Japanese language, which is embedded in the program. Three levels
of language study (1st, 2nd, and 3rd-year Japanese) will be offered
for 4 credits each during the fall and winter quarters. The language
component is offered in the evening.
In fall quarter we will study Japan up to the end of American
occupation. We will emphasize cultural legacies of the historical
past. In winter quarter, we will examine Japan after 1952. Special
emphasis will be placed on the examination of contemporary
Japanese popular culture and its influence on globalization.
Although this program ends officially at the end of winter quarter,
students who are interested in experiencing Japan in person can
take Japanese language classes in Tokyo through Harumi Moruzzi's
Individual Study: Japanese Culture, Literature, Film, Society and
Study Abroad in spring quarter.
Fall, Winter and Spring quarters
This program is for learners who have a research topic with a
major focus on justice and community in mind, as well as for those
who would like to learn how to do research in a learner-centered
environment. Learners will be exposed to research methods,
ethnographic research, interviewing techniques, writing workshops,
computer literacy, library workshops, historical and cultural timelines,
educational technology, and the educational philosophy that
supports this program. The faculty team will offer a special series
of workshops to support the particular academic needs of first and
second year participants.
Individual research will pay special attention to the relationship of
reciprocal respect required in justice themes. Student researchers will
pay special attention to the value of human relationships to the land,
to work, to others and to the unknown. Research will be concentrated
in cultural studies, human resource development, and ethnographic
studies to include historical and political implications of encounters,
cross-cultural communication, and to definitive themes of justice. We
shall explore Native American perspectives and look at issues that are
particularly relevant to indigenous people of the Americas.
In this program, learners' individual projects will 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. The faculty
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.
Yvonne Peterson will facilitate a joint Theory to Praxis workshop
for with students from Laws/Policies of Indian Education and Indian
Child Welfare to allow for common conversation, presentations,
speakers, community service and outreach to Indian communities,
student presentation of academic projects, and to build a shared
academic community.
In fall quarter, participants will state research questions. In late
fall and winter, individually and in small study groups, learners and
faculty will develop the historical background for their chosen
questions and do the integrative review of the literature and data
collection. Ongoing workshops will allow participants to learn the
skills for completing their projects. Late winter and into spring
quarter, students will write conclusions, wrap up print/non-print
projects, and prepare for a public presentation. The last part of
spring will be entirely dedicated to presentations.
In keeping with Evergreen's transfer policy, credit will not be
awarded in physical education activities that are not accompanied
by an academic component.
Credits: 16
Enrollment: 78
Planning Units: Native American and World Indigenous Peoples;
Society, Politics, Behavior and Change
Accepts Winter Enrollment with faculty signature. Admission will
be based upon demonstration of familiarity with Japanese history
prior to 1952.
Credits: 12, 16
Enrollment: 22
Required Fees: $15 for museum entrance fees in fall; $35 for
theater tickets in winter.
Planning Units: Culture, Text and Language
Photo by Katherine B. Turner '09.
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/2011-12.
54 i Programs
Programs I 55
Language and the Evolution of Mind
Laws/Policies of Indian Education and Indian Child
Welfare
Light Step: Sustainable World
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: anthropology, biology, consciousness studies,
linguistics and philosophy
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: biology, cognitive science,
linguistics, philosophy and psychology.
Faculty: Kevin Francis, David Paulsen and Rachel Hastings
What does our ability to speak and understand language reveal
about the human mind? How much of our knowledge of language
can be attributed to an innate language capacity and how much
is dependent on individual experience? How are children able to
develop a detailed and abstract understanding of their native
language at a very young age? And how did human language evolve
in the first place? In this program we will study theories of cognition,
brain structure, and consciousness as they relate to the complex
phenomena of language evolution, acquisition and use.
We will explore diverse kinds of evidence that shed light on
the evolution of language, including recent work in evolutionary
biology, animal behavior, neurobiology, cognitive neuroscience, and
the evolutionary genetics of language. To understand the nature
of linguistic processing we will look at the structure of language
and ask what capacities must be present within human cognition
in order for us to produce and understand human languages. We
will study the ideas of Noam Chomsky and others who argue for a
"universal grammar" as an explanation of rapid language acquisition
and similarity among languages. We will also examine the parallels
between human language and communication in other animals.
Finally, we will reflect on the strategies adopted by scientists to
reconstruct events in the deep past.
Program activities will include seminar, lectures and workshops.
We will devote significant time to providing background material
in linguistics, evolutionary biology, and cognitive neuroscience that
pertains to the evolution of language. We will read scientific and
philosophical material that addresses fundamental questions about
consciousness, the relationship between mind and brain, and the
relation between cognition and the human capacity for language. As
part of this program, students should expect to participate actively in
seminar, write several essays, and complete a final research project.
Credits: 16
Enrollment: 72
Planning Units: Consciousness Studies; Culture, Text, and
Language; and Scientific Inquiry
Fall, Winter and Spring quarters
Fields of Study: anthropology, architecture, consciousness
studies, cultural studies, environmental studies, field studies
international studies and sustainability studies
Class Standing: Freshmen
Preparatory for studies and careers in: sustainable design,
anthropology and community development.
Faculty: Karen Gaul and Anthony Tindill
Fields of Study: Native American studies, communications,
community studies, cultural studies, education, government,
history, law and public policy, sociology and writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: social work, K-12
education, tribal administration, social sicences, multicultural
studies and human services.
Faculty: Yvonne Peterson and Gary Peterson
The lessons we need for sustainable living already exist among
many indigenous, rural and urban peoples around the world. In this
program we will explore cultural practices of past cultures in terms
of energy use, technological development and subsistence practices
to understand how people have lived relatively sustainably in various
environments. We will consider the impact of increased technological
complexity, resource extraction, production and waste streams of
the industrial revolution. We will also investigate ways contemporary
cultures around the world are responding by resuming, reclaiming
or reinventing low-tech lifeways of the past, or embracing high-tech
solutions of the future.
We will read ethnographic accounts of various cultures to
understand the sustainability implications of their practices, applying
measures of sustainability to consider their "footprint." Students will
have the opportunity to conduct their own ethnographic studies. An
introduction to ethnographic research methods and an inquiry into
critical questions in the field will help equip students to shape their
own field research (in local or distant communities).
The program will also offer theoretical perspectives, as well as
hands-on projects in sustainable design on different scales. Students
will have an opportunity to work with local communities to help meet
design needs. For example, students may have an opportunity to help
develop an energy expo center or educational center for Growing
Places, the teaching and learning farm in Lewis County. Other project
possibilities may involve sustainable solutions on campus and in the
greater South Sound community. The program may also include
experiments in sustainable living on a variety of levels.
Fall quarter will include the beginning of an anthropological
journey to study various cultural expressions of sustainable living. We
will learn ethnographic methods and begin to set up ethnographic
projects exploring examples of sustainable solutions locally and in
more distant settings. Basic approaches to sustainable design will
be introduced, and projects will be formulated. Winter quarter will
include implementation of design projects and community projects,
and launching of ethnographic research. Spring quarter will be a
period of data analysis in ethnographic projects, and completion
of design projects. Throughout the year, students will undertake
sustainable living practices, and learn about state and federal policy
that can help shape a sustainable future.
This program will prepare learners to work effectively in
institutions that have historically viewed Indians and their cultures
as deficient and tried to force them into the mainstream. Learners
will research the laws and policies of Indian Education and Indian
Child Welfare from treaty time to present and select a topic for in
depth coverage. Learners will learn techniques of "River of Culture
Moments" to apply to documentary and interactive timelines.
The learner-centered environment will provide an opportunity for
students to be exposed to research methods, ethnographic research
and interviewing techniques, writing workshops, computer literacy,
library workshops, educational technology, and to learn how to
develop inquiry-based curriculum.
Individual research projects will pay special attention to
"storymaking" by looking at Indian individuals attempting to make
a difference in times of political encounters with laws meant to
destroy Indian culture. Ethnographic studies will include historical
and political implications of encounters, and cross-cultural
communication. Learners will explore Native American perspectives
and look at issues that are particularly relevant to Indigenous people
of the United States.
Learners will meet and learn from Indian educators and social
workers, attend thematic conferences on the topic, and may travel
to several Indian reservations. They will explore personal culture and
identity through writing and recording their own cultural framework.
Spring quarter will include an option for an in-program internship.
Transferable cross-cultural and identity skills will be emphasized.
Students will examine their own identity, values and life histories as a
basis for understanding what they bring to a cross-cultural encounter
and how it affects their practice as social workers and educators.
Credits: 16
Enrollment: 42
Required Fees: $50 per quarter for conference registration
(optional).
Planning Units: Native American and World Indigenous Peoples;
Society, Politics, Behavior and Change
Credits: 16
Enrollment: 46
Required Fees: $100 per quarter for entrance fees, field trips and
supplies.
Planning Units: Consciousness Studies; Culture, Text, and
Language; Expressive Arts; Environmental Studies; and
Sustainability and Justice
Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
ne
Programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
Programs I 57
56 1 Programs
Looking at Animals
Looking Backward: America in the Twentieth
Century
Marine Life: Marine Organisms and Their
Environments
Marketing Authenticity: Craft, Commodity and
Culture
Fall, Winter and Spring quarters
Winter and Spring quarters
Spring quarter
Fields of Study: environmental studies, field studies and marine
science
Class Standing: Junior - Senior
Prerequisites: At least two quarters of college chemistry with
labs, two quarters of college biological sciences with labs, and
ability to work easily with numbers and equations.
Preparatory for studies and careers in: marine science,
environmental science and other life sciences.
Faculty: Erik Thuesen
Fields of Study: cultural studies, economics, literature and visual
arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: the arts, business, cultural
studies, economics and international studies.
Faculty: Tom Womeldorff, Alice Nelson and Jean Mandeberg
Spring quarter
Fields of Study: media arts, media studies and visual arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: visual art, animation, visual
studies, media studies and education.
Faculty: Ruth Hayes and Susan Aurand
Animal images are the oldest known artworks. From the painted
bulls in Lascaux cave to Mickey Mouse, Godzilla, the Republican
elephant and the Democratic donkey, images of animals pervade
our history and culture. Our relationship to animals as the Other/
Ourselves has been a major preoccupation throughout human
history. What do these representations of and relationships with
animals tell us about ourselves?
This program is an interdisciplinary study of how we see,
understand and represent animals. Through lectures, seminars and
common readings, we will examine our relationships to animals
as they are portrayed in art, literature and animated film. We will
attempt to deconstruct assumptions that underlay how different
people and cultures represent animals. We will consider ideas about
human nature and the human mind that emerge from the study of
animals. We will look at the portrayal of animals throughout art and
media history, and we will read texts that take different approaches
to representing animals, humans and the relationships between
them. Through studio work in drawing, painting and animation we
will explore our individual relationships to animals, both real and
imagined.
Through program workshops students will develop skills in 2D
art (drawing, painting, mixed media) and 2D animation. 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
Enrollment: 46
Required Fees: $200 for arts supplies and entrance fees.
Planning Units: Expressive Arts
Fields of Study: American studies, economics, history and literature
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: the humanities and social
sciences, law, journalism, history, economics, sociology, literature,
popular culture, cultural anthropology and teaching.
Faculty: David Hitchens
The United States began the 20th century as a second-rate
military and naval power, and a debtor country. The nation ended
the century as the last superpower with an economy and military
that sparked responses across the globe. In between, we invented
flying, created atomic weapons, sent men to the moon and began
to explore the physical underpinnings of our place in the universe.
Many observers have characterized the 20th century as "America's
Century" because, in addition to developing as the mightiest
military machine on the face of the earth, the United States also
spawned the central phenomenon of "the mass": mass culture, mass
media, mass action, massive destruction, massive fortunes—all are
significant elements of life in the United States.
Looking Backward will be a retrospective, close study of the
origins, development, expansion and elaboration of "the mass"
phenomena and will place those aspects of national life against
our heritage to determine if the political, social and economic
growth of the nation in the last century was a new thing or the
logical continuation of long-standing, familiar impulses and forces
in American life. While exploring these issues, we will use history,
economics, sociology, literature, popular culture and the tools
of statistics to help us understand the nation and its place in the
century. At the same time, students will be challenged to understand
their place in the scope of national affairs; read closely; write with
effective insight; and develop appropriate research projects to
refine their skills and contribute to the collective enrichment of the
program. There will be workshops on economic thought, weekly
student panel discussions of assigned topics and program-wide
discussion periods. Each weekly student panel will provide a means
of rounding out the term's work and provide students with valuable
experience in public speaking and presentation.
This program focuses on marine organisms, the sea as a habitat,
relationships between the organisms and the physical/chemical
properties of their environments, and their adaptations to those
environments. Students will study marine organisms, elements of
biological, chemical and physical oceanography, field sampling
methods with associated statistics and laboratory techniques.
Throughout the program, students will focus on the identification
of marine organisms and aspects of the ecology of selected species.
Physiological adaptations to diverse marine environments will be
also be emphasized. We will study physical features of marine waters,
nutrients, biological productivity and regional topics in marine
science. Concepts will be applied via faculty-designed experiments
and student-designed research projects. Data analysis will be
facilitated through the use of Excel spreadsheets and elementary
statistics. Seminars will analyze appropriate primary literature on
topics from lectures and research projects.
The faculty will facilitate identification of student research projects,
which may range from studies of trace metals in local organisms and
sediments to ecological investigations of local estuarine animals.
Students will design their research projects during winter quarter and
write a research proposal that will undergo class-wide peer review.
The research projects will then be carried out during spring quarter.
The scientific process is completed when results of the research
projects are documented in written papers and students give oral
presentations during the last week of spring quarter.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Planning Units: Environmental Studies and Scientific Inquiry
Credits: 16
Enrollment: 24
Planning Units: Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
6
A tourist travels from the United States to a folk festival in the
Andean highlands and decides to buy a tapestry from an indigenous
woman. What, exactly, is being bought and sold? From the buyer's
perspective, perhaps the object serves as a memento of the trip or
offers functionality as decor back home, or perhaps it represents
something else: a sense of connection with the "other" a way to
"help" a person in need, an "authentic" representation of a seemingly
timeless culture. From the seller's perspective, the object may well
express a craft tradition, often adapted to the demands of the tourist
market, a way to make a living or to serve some other purpose.
Whatever the case, both the buyer and the seller are enmeshed in
contexts larger than themselves as individuals: cultural belief systems
shaping their viewpoints and values (moral, political, and aesthetic),
global capitalist pressures, and the legacies of colonialism.
We will explore the intersections of cultural studies, economics,
and the arts, focusing on various cases of craft production, their
connections to systems of power, and the ways competing notions
of "authenticity" are expressed in them. We will examine the factors
shaping artistic production in each case: who or what decides the form
a given craft may take, its relationship to "tradition" and who profits
from its sales. We will look at the larger economic contexts shaping
arts and crafts globally, such as the rise of mass-produced craft
replicas and the lack of access to alternative forms of development.
We will explore the links between craft and story, including the ways
that literary and film representations raise pointed questions about
cultural expectations and intercultural exchange. During the quarter,
we will undertake two or three small projects connecting the theory
and practice of aesthetic design to marketing within specific cultural
contexts. Ultimately, we will ask: given all the challenges, how might
specific groups use art and craftsmanship to improve their own lives?
Credits: 16
Enrollment: 72
Required Fees: $200 for field trips.
Planning Units: Culture, Text, and Language; and Expressive Arts
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
58 I Programs
Programs I 59
Marxist Theory
Spring quarter
Fields of Study: history, philosophy, political science and
sociology
Class Standing: Junior - Senior
Preparatory for studies and careers in: social science and law, and
education.
Faculty: Lawrence Mosqueda
"I am not a Marxist." -Karl Marx
"The history of all hitherto existing society is the
history of class struggles." -Karl Marx
"Sit down and read. Educate yourself for the coming conflicts."
-Mary Harris (Mother) Jones
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, the dialectic, historical materialism, or
his analysis of labor or revolutionary change.
In this course 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 Lenin and
others. 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 the
further study of Marxist analysis.
i
Credits: 16
Enrollment: 25
Planning Units: Society, Politics, Behavior and Change
Mathematical Systems
Fall, Winter and Spring quarters
Fields of Study: mathematics and philosophy of science
Class Standing: Junior - Senior
Prerequisites: One year of calculus. In some cases, two quarters
of calculus may be sufficient; students with only two quarters
of calculus experience should contact the faculty at bwalter®
evergreen.edu to discuss their level of readiness for this program.
Preparatory for studies and careers in: mathematics, physics,
mathematics education, philosophy of mathematics, and history
of science.
Faculty: Brian Walter and Rachel Hastings
This program is built around intensive study of several
fundamental areas of pure mathematics. Covered topics are likely
to include Abstract Algebra, Real Analysis, Topology, Set Theory,
Combinatorics, and Probability.
The work in this advanced-level mathematics program is likely to
differ from students' previous work in mathematics, including calculus,
in a number of ways. We will emphasize the careful understanding of
the definitions of mathematical terms and the statements and proofs
of the theorems that capture the main conceptual landmarks in the
areas we study. Hence the largest portion of our work will involve
the reading and writing of rigorous proofs in axiomatic systems.
These skills are valuable not only for continued study of mathematics
but also in many areas of thought in which arguments are set forth
according to strict criteria of logical deduction. Students will gain
experience in articulating their evidence for claims and in expressing
their ideas with precise and transparent reasoning.
In addition to work in core areas of advanced mathematics,
we will devote seminar time to looking at our studies in a broader
historical and philosophical context, working toward answers to
critical questions such as: Are mathematical systems discovered
or created? Do mathematical objects actually exist? How did the
current mode of mathematical thinking come to be developed?
What is current mathematical practice? What are the connections
between mathematics and culture?
This program is designed for students who intend to pursue
graduate studies or teach in mathematics and the sciences, as well
as for those who want to know more about mathematical thinking.
Accepts Winter and Spring Enrollment with faculty signature.
Admission will be based upon evaluation of students' previous
experience with upper-division mathematics.
Credits: 16
Enrollment: 50
Required Fees: $75 for program retreat in spring.
Planning Units: Scientific Inquiry
Matter and Motion
Fall, Winter and Spring quarters
Me and the Mirror: Dance and Scenic Design
Fall, Winter and Spring quarters
Fields of Study: dance, music, theater and visual arts
Class Standing: Freshmen
Preparatory for studies and careers in: dance history, music
history, dance production, ballet, choreography, music
composition, and costume and set design.
Faculty: Gail Tremblay and Kabby Mitchell
This program is designed to give students a foundation in the
performing arts with a focus on the relationship between dance,
music, and costume and scenic design for dance productions.
Performance is a time-based art where the artist uses his or her own
body as an instrument to create work. Performers not only use the
mirror as a tool to reflect on the visual effects they wish to create,
they also use the self to hold a mirror up to nature and culture in
order to create experiences for audiences of viewers that allow them
to reflect on the human condition. The designer supports this work
by creating environments that reinforce the visions of the performers.
Fall quarter, students will study the historical origins of dance,
and its connection to music and design. The program will integrate
issues of race, culture and gender as part of this study. Students
will be able to explore the relationships between music, dance
and design in a variety of cultural contexts. They will also begin
concentrated study of the historical origins of Neo-Classical ballet,
with particular attention to the productions of Daighilev in Paris.
Winter quarter, students will learn about important 20th and 21st
Century choreographers including George Balanchine, Alvin Ailey,
Jerome Robbins, Martha Graham and Twyla Tharp. Students will
work in groups to study dance and choreography, music and music
composition, or scenic design to prepare them to create a spring
quarter production called, "Theme and Variations." Spring quarter,
students will not only work collaboratively on their own dance pieces,
music compositions or scenic design projects, they will also have
the opportunity to work with and learn from a guest choreographer.
Each quarter, students will study performances and sets
documented on film and video and will take field trips to see
performances that will support their work. Credits will depend on
the nature of each student's work and may include dance history,
music history, the history of design for dance productions, dance
with a concentration on ballet, choreography, music composition,
costume and scenic design.
Credits: 16
Enrollment: 46
Required Fees: $75 for performance tickets, a field trip, and
performance production costs in fall; $50 per quarter for
performance tickets and performance production costs in winter
and spring.
Planning Units: Expressive Arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: chemistry, engineering,
mathematics, medical fields, physics and teaching.
Faculty: David McAvity and Rebecca Sunderman
Careful observation of the natural world reveals an underlying
order, which scientists try to understand and explain through model
building and experimentation. Physical scientists seek to reveal the
fundamental nature of matter, its composition, and its interactions.
This program lays the foundation for doing this work. Students will
study a full year of general chemistry, calculus and calculus-based
physics through lectures, small group workshops, labs, seminars and
field trips. The material will be closely integrated thematically. In fall
the focus will be on motion and energetics. In winter we'll explore
the interactions of science, technology and society. Spring quarter
will further delve into topics in modern physics and mathematical
modeling.
Accepts Winter and Spring Enrollment with faculty signature.
Winter admission will be based upon one quarter of calculus,
college-level physics and general chemistry; spring admission
upon two quarters of calculus and college-level physics.
Credits: 16
Enrollment: 48
Required Fees: $75 per quarter for museum entrance fees and
project supplies in fall/winter; $65 for conference registration and
project supplies in spring.
Planning Units: Scientific Inquiry
Photo by Carlos Javier Sanchez '97.
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/2011-12.
Programs i 61
60 I Programs
Media Artists Studio
Media Internships
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: media arts, media studies and writing
Class Standing: Junior - Senior
Prerequisites: In order to be considered, students should have
successfully completed Mediaworks (entry-level media studies)
or its equivalent (i.e., approximately a year of media skill training,
media history and media theory), or another interdisciplinary
media program at Evergreen.
Preparatory for studies and careers in: media arts and digital
communications.
Faculty: Laurie Meeker
This is a program for advanced media students who want to continue
to build their skills in media arts, history, theory and production with the
support of a learning community. The focus is on the development of
each student's personal style and creative approach to working with
moving images and sound. This program is designed for students
who have already developed some expertise in media production, are
familiar with media history/theory and wish to do advanced production
work that has developed out of previous academic projects or programs.
Students who are interested in experimental film and digital video
production, documentary, sound design, writing, photography,
installation and contemporary media history/theory are invited to
join this learning community of media artists.
Experimental media work often requires a period of germination for
new ideas, approaches and impulses to emerge. During fall, students
will engage in a period of idea development and reflection, including a
2-3 day retreat for concentrated work. Each student or team of students
will do extensive pre-production planning and research for a major film
or digital project to be completed by the end of the academic year. One
or two-quarter projects are also possible, but must include research,
design, production and editing appropriate to the academic schedule.
Students will be required to develop an Independent Study Plan that
details the work they will complete each quarter.
Fall quarter will also involve opportunities for students to expand
their media skills through workshops, exercises and a collaborative
project. A cinematography workshop will be offered for students to
further explore and understand light, exposure and image quality in
the 16mm format. Audio production workshops will be offered to
expand student expertise with sound design and technology. Grantwriting workshops will result in student proposals for individual or
collaborative projects. Blog and web design workshops will help
students develop skills with new media technologies. Students will
also work in teams of 3-4 to develop experimental projects that will
enhance their collaborative skills and production experience.
Students will develop two research projects during fall quarter,
resulting in presentations for the learning community. Students
will study contemporary media artists who have made special
contributions to the development of experimental media practice
and have attempted to push the technological as well conceptual
boundaries of the moving image. Students will also conduct research
into new and old media technologies.
During winter quarter, the focus will shift from idea development
to the production phase. Students will acquire all their images and
production elements for their projects, which could involve production
work off campus for an extended period. Students are encouraged to
think creatively and broadly about their subject matter and will be
able to propose media projects that may require travel. During spring
quarter each student will complete post-production work, finalize
their artist's portfolio, explore ways to sustain their work as media
artists and participate in a public screening of their work.
Fields of Study: media arts, media studies and moving image
Class Standing: Junior-Senior
Preparatory for studies or careers in: media production,
professional studio management, and computer applications in
media art.
Faculty: Peter Randlette and Laurie Meeker
The Electronic Media internships provide opportunities for indepth learning of a variety of media skills and concepts. They require
a year-long commitment for fall, winter and spring quarters. Interns
enroll for 12-16 credits per quarter with room for a 4-credit part-time
class or other academic components. Interns work 30 to 40 hours
a week and are paid 15 to 19 hours a week, depending on credit
distribution. The intern's primary responsibilities are focused on
supporting instruction, maintenance and administration for specific
labs, facilities, and production needs under the supervision of the
staff. The interns meet weekly as a group to share skills, collaborate
on projects, and to facilitate working together on productions and
cross training between areas. All interns will be working in the new
Center for Creative and Applied Media, the rebuilt HD video and 5.1
surround audio production studios.
Faculty Signature: Contact Peter Randlette for more information
and an application at pbr@evergreen.edu or 360-867-6279.
This program does not accept new enrollment in winter or spring.
Enrollment: 8
Credits: 16
Planning Units: Expressive Arts
'
Memory Sites, Human Rights: A Digital Archive
Production
Fall and Winter quarters
Spring quarter
Fields of Study: American studies, law and public policy and
philosophy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: human rights, philosophy,
digital humanities, history, museum studies, new media studies,
web design and publication, American studies and politics.
Faculty: Greg Mullins and Kathleen Eamon
Fields of Study: American studies, law and public policy and
philosophy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: human rights, philosophy,
digital humanities, history, museum studies, new media studies,
web design andpublication, American studies and politics.
Faculty: Greg Mullins and Kathleen Eamon
Students in this program will research human rights in Washington
state for publication in the program's spring quarter continuation.
The Human Rights Digital Archive is a web-based resource that aims
to foster education, dialogue and critical debate about human rights.
To ensure sophisticated and publishable research, the program will
emphasize both the theory and practice of human rights.
Students will collaboratively design and construct this project.
To do so they will pool existing talents and skills, and will develop
skills as appropriate in web design, graphic design, digital media
(photography, video, audio), archival research, collecting oral
histories, securing permissions, writing, editing, etc.
The language of human rights evolved internationally, especially in
the twentieth century, and part of our work will focus on Washington state
as a translocal site, a kind of pivot between national and transnational
movements and discourses and the very local level at which humans live
and work. Human rights concerns in Washington state history include
voting rights, civil rights, labor rights, freedom from discrimination, and
many others. Our guiding questions will include: what are the origins of
"rights" frameworks? How do they work as law? How do they work as
politics? How do they work both internationally and locally?
In order to build an intellectual foundation capable of supporting
our research, we will read widely in philosophy and theory. Our concern
will be not only liberalism and the political philosophy of rights, but
also the philosophy of history, memory and communication. Why and
how does the state sponsor historical markers, museums and memory
sites? Why and how do non-state actors produce memorial practices
and memory sites? How have the Internet and digital technologies
changed memorial practices, and memory itself? How do new webbased aesthetic demands shape narratives and images of history and
of human rights? How can the study of aesthetics and the philosophy
of art advance our critical understanding of our own Digital Archive
project? Each of these theoretical questions demands serious
attention in its own right, and we will devote a significant portion of
our time to serious (and often difficult) texts.
Each quarter, these threads will grow progressively interlaced.
Fall quarter we will study both theory and philosophy and pursue
an intensive research program to gather sources, evidence, images,
etc. in a specific area of human rights concern. Winter quarter we will
sharpen the theoretical principles that support our digital memory
project, and students will write, edit, revise, scan, Photoshop, and
otherwise work on material for the project. This prepares students
for a linked spring quarter program that will focus on production.
This program requires enthusiasm for collaborating in groups,
the ability to offer and receive critique, a willingness to turn one's
research over to others for rewriting, editing and transformation, the
flexibility to promote debate about human rights (rather than to grind
ideological axes), and devotion to the principle that scholarship can
provide public service of enduring value. The theoretical strands of
inquiry will likewise require serious dedication. We seek a dedicated
cohort who will commit to this project for the academic year.
Our work will be a continuation of the efforts begun in the
program Human Rights, Memory Sites: A Digital Archive Project; we
will move our collaborative research into final production. The result
will be a human rights resource published on the world wide web.
We aim to create a resource that not only provides information, but
also stimulates public education, engagement and debate about both
human rights violations and human rights remedies. Previous study of
philosophy, the philosophy of art, and the aesthetic conventions and
demands of web publishing should stimulate a design and product
that is sophisticated, challenging and adequate to the complex task of
understanding human rights in Washington state.
Our production team will be drawn primiarly from students who
enrolled in Human Rights, Memory Sites during fall and winter; new
students with select technical production skills may also be accepted
into spring quarter.
Credits: 16
Enrollment: 50
Planning Units: Culture, Text and Language
This program does not accept new enrollment in winter.
Credits: 16
Enrollment: 50
Required Fees: $200 per quarter for field trip costs.
Planning Units: Culture, Text and Language
Accepts Winter and Spring Enrollment with faculty signature
(requirements above).
Credits: 16
Enrollment: 13
Required Fees: $500 for cinematography supplies and fall retreat.
Planning Units: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Memory Sites, Human Rights: A Digital Archive
Project
16
Programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
Programs I 63
62 ! Programs
Molecule to Organism
Fall, Winter and Spring quarters
Fields of Study: biochemistry, biology, chemistry, health and
physiology
Class Standing: Sophomore - Senior
Prerequisites: One year of college-level general chemistry and
one year of college-level general biology (which should include
introductory cell/molecular biology) required. Students who
complete strong work in the biology and chemistry components
of Foundations of Health Science or Introduction to Natural
Science will be prepared to enroll in this program.
Preparatory for studies and careers in: biology, chemistry,
education,
medicine, pharmacy and health science.
Faculty: James Neitzel, Michael Paros and Clyde Barlow
This program develops and interrelates concepts in experimental
(laboratory) biology, organic chemistry and biochemistry, thus
providing a foundation for students who plan to continue studies in
chemistry, laboratory biology, field biology and medicine. Students
will carry out upper-division work in organic chemistry, biochemistry,
microbiology, cellular and molecular biology, physiology and genetics
in a year-long sequence. The program integrates two themes, one at
the cell and organismal level and the other at the molecule level. In
the cell theme, we start with the cell and microbiology and proceed
to the whole organism with the examination of structure/function
relationships at all levels. In the molecular theme, we will examine
organic chemistry, the nature of organic compounds and reactions,
and carry this theme into biochemistry and the fundamental
chemical reactions of living systems. As the year progresses, the two
themes continually merge through studies of cellular and molecular
processes in biological systems.
Each aspect of the program will contain a significant laboratory
component. Each week students will write papers and maintain
laboratory notebooks. All laboratory work and approximately one
half of the non-lecture time will be spent working in collaborative
problem-solving groups. Spring quarter student-designed research
projects are a culmination of all major concepts learned throughout
the year.
This is an intensive program. The subjects are complex, and
the sophisticated understanding we expect to develop will require
devoted attention and many hours of scheduled lab work each week.
This program will give students many of the prerequisites needed
for health careers in medicine, dentistry, veterinary medicine,
naturopathy, optometry and pharmacy. If you intend to pursue
3 career in an allied health field such as physical therapy, nursing
or nutrition, you do not need as many science prerequisites and
may want to consider the program Foundations of Health Science
instead.
Credits: 16
Enrollment: 75
A similar program is expected to be offered in 2012-13
Planning Units: Scientific Inquiry
i
Multicultural Counseling
Fall, Winter and Spring quarters
Fields of Study: health and psychology
Class Standing: Senior
Prerequisites: 1) at least one quarter of college study in programs
covering general principles in critical reasoning and quantitative
reasoning evidenced by faculty evaluations or transcripts, and
2) college-level writing and reading proficiency evidenced by
faculty evaluations or transcripts.
Preparatory for studies and careers in: psychology, health,
counseling, social and human services.
Faculty: Mukti Khanna
This program will engage in the study of Multicultural Counseling
from theory, practice and application. Practice of counseling, applied
cultural competency skills and evolving one's skills as a counselor
will be developed throughout the yearlong program. Learning
goals include acquiring a theoretical and applied understanding
of psychological theory and practice from developmental,
biological, cultural, emotional and social contextual perspectives.
Expressive arts therapy practice and experience will be integrated
in the program throughout the year. We will incorporate diverse
pedagogical strategies including lecture, discussion, dialogue,
seminar, films, videotaping and expressive arts therapy laboratories.
During fall quarter, students will study personality theory and
explore the relationship between personality theory and applied
counseling skills. In winter, students will explore how research is
informing evidence-based practice, as well as study the field of
abnormal psychology and its interface with diverse populations. In
spring, students will learn ethics in the helping professions. Social
justice, multicultural counseling theory, mindfulness-based practice,
integrative health and emerging therapy paradigms will be explored
throughout the yearlong inquiry.
In both winter and spring quarters, students will be required
to complete 6-credit internships in local counseling/mental health
settings, providing opportunities to integrate theory and practice.
"If it is possible to genuinely meet and discover each other
as persons, actually to empathize with and understand both the
cultural beliefs and political views of each other - then I think the
obscured future may be penetrated with some clear rays of light
that we may realistically hope for a better world." Carl Rogers
(1902-1987)
This program does not accept new enrollment in winter and
spring.
Credits: 16
Enrollment: 25
Required Fees: $80 for art supplies; $120 for a trip to an
integrative health center in spring.
Planning Units: Society, Politics, Behavior and Change
Museum or Mausoleum? The Framing of Art,
Culture and Neuroplasticity
Fall, Winter and Spring quarters
Fields of Study: Native American studies, anthropology, art
history, consciousness studies, cultural studies, field studies,
gender and women's studies, literature, media arts, media
studies, somatic studies and visual arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: art history, art, cultural studies,
writing, anthropology, feminist theory and contemplative education.
Faculty: Lara Evans and Sarah Williams
i
Do museums transform living, changing cultural objects into
fixed, preserved, inviolate collections? What stories do museums tell?
What stories do objects embody? And what stories do we, visitors,
tell ourselves? How do objects housed in museums affect our sense
of self-identity? What does it take to become aware of how stories
we tell both frame and are framed by objects? Is it possible to heal
culture and the self through the interactions of narratives and objects?
What happens to historical ideas about human consciousness when
we explore the mausoleum-like exhibitions of what this consciousness
has exhibited as other? What happens to consciousness when it is
framed by neuroscience or to the self when it encounters thinking as
an evolutionary internalization of movement?
We'll explore the power of narrative objects in a variety of
exhibition spaces: museums, galleries, shopping malls, book/web
pages. We'll identify curiosities about the relationship between
art objects and self-representation, particularly shifts in cultural
influences and identities as they relate to shifts between the
museological and mausoleum-like aspects of exhibition spaces.
A triptych is a narrative object that uses three pictorial panels to
convey movement in time, space, and states of being. A triptych, of
sorts, is the focus of our fall quarter work and the model for our winter
field studies. Consider our left panel: in the lives and other virtual
realities of William Gibson's Count Zero, the effects of narrative
objects range from creative to preservative to destructive. Equally
significant is how these effects are framed in movements between
exhibition spaces experienced as "bird-cages of the muses" and
those encountered in computer generated Joseph Cornell-like bird
boxes. In the center panel is the narrative power of an artwork in
Sheri Tepper's science fiction novel, The Fresco. Here, alien races
experience the consequences when a fresco at the heart of their
cultural identity has been violently misinterpreted for a millennium.
Now, the right panel. Here, in Catherine Malabou's texts the shifting
movement or adaptability of self is called neuroplasticity. Her
analysis of Claude Levi-Strauss' fascination with two sides—graphic
and plastic—of masks illustrates her definition of neuroplasticity.
We'll read this post-Derridean theory of self and do fieldwork with
masks available for viewing in collections in this region.
During winter quarter faculty and students will explore narrative
objects and self-representation through six weeks of fieldwork in
museums of their choice. Museums can be exhibitions of art, history
or science; even zoos and botanical gardens can be considered
museums. Students will document their research on their museum
and will return to compile a multi-media presentation of their research
project. In studios and workshops during fall and winter quarters
students can expect to learn audio recording, digital photography,
drawing with color pastels, ethnographic fieldwork, mindfulness
practices (yoga, meditation), creative non-fiction writing, blogging
and public speaking. Spring quarter will provide the opportunity for
more in depth work using the model of student originated study
within the learning community of the program. Student work will
be divided between independent study and all-program activities
including seminar, artist lecture series, writing assignments, midquarter and final critique workshops and self-assessment.
Credits: 16
Enrollment: 48
Required Fees: $100 for museum entrance fees and a field trip to
Victoria, BC in fall; $25 per quarter for museum entrance fees in
winter/spring.
Planning Units: Consciousness Studies; Culture, Text, and
Language; and Expressive Arts
Students in Molecule to Organism. Photo by Hannah Pietrick '10
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/2011-12.
64 I Programs
Programs 1 65
Myth and Idea
Native City: Histories, Policies and Images
Nature Writing, Environmental History, and Place
Nature's Prose
Fall and Winter quarters
Fall, Winter and Spring quarters
Spring quarter
Spring quarter
Fields of Study: literature, philosophy and writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: literature, writing and
publishing.
Faculty: Leonard Schwartz and Trevor Speller
Fields of Study: Native American studies, community studies,
history, literature and political science
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: the humanities, land
use planning, government, community development, law,
environmental policy, elementary and secondary education and
mass media.
Faculty: Jennifer Gerend and Kristina Ackley
Fields of Study: environmental studies, history, natural history and
political science
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: social sciences and
environmental history, literature, public policy and management.
Faculty: Matthew Smith
Fields of Study: biology, mathematics, philosophy of science,
writing and zoology
Class Standing: Freshmen
Preparatory for studies and careers in: biology, communications
and field research.
Faculty: Heather Heying
As we move into the second decade of the 21st century,
environmental issues are in the mainstream. Everything from the food
we eat to climate change, from the philosophy of nature to the nature
of our communities, from economic policy to our understanding of
earth and human history, is being rethought. It wasn't always so.
Fifty years ago one would search hard to find mention of these
issues in the daily press. Thirty years ago, environmental issues were
not understood as demanding systemic economic, philosophical,
technological and social transformation. Today that has changed.
This program examines that change by looking at nature writing,
environmental history and the concept of place.
Nature writing deals with the big popular questions such as:
what do we mean by nature? How can and should we value nature?
How should we organize ourselves in relation to preservation and
restoration of the natural world? We will investigate serious, but
popular, writers who are using essays and fictions to help shape
a broad reflection on humans' place in nature. Such authors as
David Quammen, Gary Snyder, Barbara Kingsolver, Michael Pollan,
Bill McKibben, Susan Griffin, E.O. Wilson and Wendell Berry have
worked hard over the past two decades to fashion popular scientific
and ethical arguments in support of an ecological worldview.
Environmental history has established itself as a legitimate
piece of the history profession, a significant element in the debate
over environmental policy, and a major factor in the simultaneously
growing recognition of globalism, regionalism and localism as
critical dimensions for understanding environmental phenomena. As
environmental history has become more complex, it has challenged
history based fundamentally on political units and created a map
that provides important underpinning of contemporary popular
discussions of place-based work and action, and global concern and
policy. We will explore place as a concept that brings together the
complexity of the intersection of diverse factors to produce lived
experience in human and natural communities.
The program offers opportunities for serious conversation,
focused research, and reflection on personal and collective
understandings of environmental ethics and action. Each student
should anticipate becoming the resident expert in the work of at
least one of our authors or one major issue.
The natural world exists with or without humanity's interpretation
of it. As observers and users of symbols, it is easy to mistake ourselves
for the creators and masters of what we are trying to explain. In this
program, we will learn through direct experience of nature: we will
learn to trust our own senses. Knowledge and interpretation will also
come through writing about nature, and measuring and analyzing
aspects of it. We will spend two weeks of the ten on class field trips,
and individuals will develop a sense of place by finding and revisiting
the same natural site every week throughout the quarter. We will
focus on observation as central to a careful, critical and creative
understanding of our world. We will learn the disappearing art of
unitasking, of clear undivided focus.
Readings will come from science, literature, and the philosophy
of science; evolutionary explanations for nature's complexity will
be prominent. Students will write every week, both scientific and
creative prose. If you are already a skilled writer who loves to write,
you will find an outlet here. If you do not enjoy writing, or would like
to further develop some basic skills, you will also find this useful, and
hopefully pleasant. Similarly, we will do some math in this program.
If you find numbers and their manipulation exciting, you will have
fun with this. If you are a math-phobe, we will try to reveal some
of its beauty and wisdom to you. Words and numbers are symbolic
representations of our world; if we do not understand them, they
have undue power over us. As we learn to use them as tools that
we can master, they allow us to further our own understanding,
experience and representation of the world.
This two-quarter program will examine the ways in which poetry
and music are influenced by philosophy, and the other way around.
The concentration is on a poetry devoted to the idea of myth, where
myth can transform, or impeach, or pass into hoax; indeed, the subject
of literary hoax and its relationship to fiction will be crucial. Some
of the pairings of poets and philosophers that might be included
are Fenellosa and Pound, Hobbes and Rochester, Locke and Defoe,
Coleridge and Schelling, George Eliot and Ludwig Feuerbach, Walter
Pater and Wilde and Swinburne, The Black Mountain Poets and
Jed Rasula's ideas on Ecopoetics, the Afro-Caribbean poet Kamau
Brathwaite's writing and thinking, Schopenhauer, the Symbolists and
Richard Wagner, as well as Nietzsche's The B/rth of Tragedy.
In fall quarter we will embark on a viewing/listening of Wagner's
Ring Cycle, while winter quarter will feature a study of the Russian
Futurists and their influence by, and struggle with, Marxist theory.
Theories of myth to be considered include Roland Barthes
Mythologies, Edward Said's Orientalism, Kamau Brathwaite's Roots,
and Nathaniel Mackey's Discrepant Engagement. The program will
contain both a critical and creative component, which means we will
both study texts and incorporate a poetry writing workshop into
the program for those inclined to explore the language of poetry
through constraint based writing exercises. There will be frequent
guest speakers.
Credits: 16
Enrollment: 46
How have indigenous homelands been eroded by development
and how have they endured? In what ways do Native people make
urban places their own? Our program will explore the spatial,
cultural and political linkages between American cities and Native
Americans, considering how place emerges from experiences within
power-laden fields of social relations as well as historical memory.
"This city is made of stone, of blood, of fish." So begins
Creek poet Joy Harjo's "Anchorage" (2006), a story of urban
Indian experiences grounded in deep-rooted connections to the
landscape. By writing of Native people and nations persisting and
residing in an American city, Harjo contests popular assumptions
that tribal life only happens in rural places. Yet urbanized areas
rarely developed in an inclusionary way. The eminent urban planner
and architect Daniel Burnham (1846-1912) is credited with stating,
"Make no little plans, they have no magic to stir men's blood."
While frequently attributed as an inspiration for grand city planning,
large-scale urban development certainly has a dark side in American
history as well. We will consider the perceptions and reality of urban
and reservation-based Native life through the lens of history, urban
studies, public policy and cultural studies. What roles do reservation
lands play today for tribal groups, and where do the majority of
Native persons live and work?
During the fall and winter quarters we will examine the forces
that formed the cities of Seattle, Chicago and New York - and
how Native life changed as a result. Attention will be paid to both
immediately apparent and curiously intertwined events and periods
in history, such as Native displacement, industrialization, World's
Fairs, and arts and culture. Changes in the political life of Native
groups will be addressed through a study of legislation and legal
cases, evolving revenue streams (such as gaming), land development
and conservation, labor issues, and contemporary art. We will
question how Native people are portrayed in contemporary museum
environments, case studies, texts and other media.
From mid-winter to mid-spring, the program will continue to
deepen its exploration of these issues. Students will engage in
their own qualitative work by utilizing case study methodology
to carry out a project on an urban area of their choice. Students
will challenge post-colonial theory that merely deconstructs and
move to a consideration of decolonizing practices. Students will
develop skills as writers and researchers by studying scholarly and
imaginative works and by conducting policy research and fieldwork.
We will require extensive reading and writing on these topics and
students will assist in the facilitation of weekly seminars. Guest
presenters, documentary films, museum exhibits, and other field
trips will support our analysis throughout the year.
This program does not accept new enrollment in winter and
spring.
Credits: 16
Enrollment: 48
Internship Possibilities: Winter/Spring only, with faculty approval,
as part of research project.
Planning Units: Environmental Studies; Native American and
World Indigenous Peoples; and Sustainability and Justice
Students who register for a program but do not attend the first class meeting may be dropped.
Credits: 16
Enrollment: 25
Planning Units: Culture, Text, and Language; and Environmental
Studies
Credits: 16
Enrollment: 23
Required Fees: $250 for field trip costs.
Planning Units: Consciousness Studies; Culture, Text, and
Language; Environmental Studies; and Scientific Inquiry
Plein Air
Spring quarter
Fields of Study: visual arts
Class Standing: Junior - Senior
Preparatory for studies and careers in: visual arts.
Faculty: Joe Feddersen
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
Enrollment: 22
Planning Units: Expressive Arts
^me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
Programs I 67
66 1 Programs
Political Economy and Social Movements: Local,
National and Global Transformations
Political Economy and Technology: Robots, Racism
and Revolution
Politics and The Nature of Leadership
Fall and Winter quarters
Fall quarter
Fall and Winter quarters
Spring quarter
Fields of Study: African American studies, American studies,
agriculture, community studies, cultural studies, economics,
education, gender and women's studies, geography, history,
international studies, law and government policy, law and public
policy and political science
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: education, labor,
community and global justice, social services, history,
law, nonprofit work, political economy and informed civic
participation.
Faculty: Tony Zaragoza and Jeanne Hahn
Fields of Study: African American studies, American studies,
agriculture, community studies, cultural studies, economics,
history, international studies, philosophy of science, political
science and sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: education, labor,
community and global justice, social services, history,
law, nonprofit work, political economy and informed civic
participation.
Faculty: Tony Zaragoza
Fields of Study: American studies, government, leadership studies
and political science
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: public administration,
public service, non-profit management or political office.
Faculty: Amy Gould
Fields of Study: American studies, history, political science and
sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: social sciences, law and
education.
Faculty: Lawrence Mosqueda
Harold Lasswell stated, "politics is about who gets what, when,
where, and how." Therefore, we need leaders who can access
the underpinnings of politics and the consequences of political
ideologies. In the fall, students will learn to be actively engaged
in politics by first understanding where politics come from and the
myriad of ideologies in practice globally. In the winter, students
will focus on how they can hone their own leadership style. We will
explore how engagement in politics can test our character regularly.
To this end, Bill George stated, "successful leadership takes
conscious development and requires being true to your life story."
Throughout both quarters, as members of a learning community
and society, we will endeavor to excavate the nature of leadership
and the relational space of politics via classic and contemporary
readings, guest speakers, seminar, debate, lecture, workshops
and local field trips. We will seek to understand the dynamics of
politics by applying leadership techniques for decision-making
through program analyses, policy briefs, and legislative testimony.
We will also pursue an understanding of philosophical foundations
of Western political thought, the history of the U.S. Constitution
and Constitutions of regional Tribal Nations, and concepts of
political "otherness." In this pursuit we will define multiple political
ideologies internationally and assess the nexus of leadership and
politics. Students will have the opportunity to develop leadership
skills of active listening, analytical thinking, scholarly dialog, effective
communication, and writing for public administrators.
This program focuses on the issue of power in American
society. In the analysis we 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 short papers.
The analysis will be guided by the following questions, as well as
others that may emerge from the 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 time of war and economic, social and political crisis, a
good deal of the program will focus on international relations in a
systematic and intellectual manner. This is a serious class for serious
people. Please be prepared to work hard and to challenge your and
others' previous thinking.
The world is undergoing profound change at the global, state
and local levels. This program will introduce students to the major
political-economic concepts and historical developments necessary
for a deep and usable understanding of these changes. It is intended
to provide a foundation for advanced work in political economy
and the social sciences as well as enable students to become
effective citizens and social agents. We will examine the historical
construction and interrelated nature of the U.S. political economy,
including its place in the larger world system and its operation at
the local level. We will also consider the role social movements have
played and examine possibilities for social justice, self-determination
and equality.
The nature, development and concrete workings of modern
capitalism will be a major focus. This means our study will draw on s
range of social science disciplines, including history, political science,
economic history, sociology and cultural studies to develop a
multidisciplinary, multilevel understanding of the concepts, historical
periods and social movements which will form our curriculum.
In fall, we will study the U.S. political-economic trajectory from
the early national period to the current manifestation, neoliberalism.
There will be a particular focus on key events, processes and periods
such as migrations, social movements, economic crises, privatization,
and industrialization, deindustrialization and automation. Throughout
we will attempt to include a global and local context. Our studies
of transformation will examine the relationship between building
movement (ongoing changing conditions) and movement building
(responses to these conditions) and constructions of race, class and
gender relations in the context of these transformations.
The winter will continue to focus on the interrelationships among
the globalization process, the U.S. political economy, and changes
at the local level. We will study the causes and consequences of the
deepening globalization and technologizing of capital and its effects
on daily lives. We will pay attention to the human consequences of
imperialist globalization and resistance to it. Beginning in the fall but
focused in the winter students will engage in a research project in
which they examine the political economy of their own hometowns
over the last several decades.
Films will be shown throughout the program. There will be
a substantial amount of reading in a variety of genres, which will
be discussed in seminars. Workshops and role-playing exercises in
economics, globalization, writing and organizing for social change
will be used. Students will write a series of analytical essays, and
learn about popular education, participatory research, and academic
methodologies.
We might think of political economy as the study of who has
what, why it's like that, how it came to be that way, and how to
change it. At the same time, we might consider technology to be
any tool or set of tools a person or group of people devises to solve
a particular problem as they define it. With these broad definitions
in mind, many questions emerge: Is technology neutral? Who is the
economy for? What is the relationship between technology and the
economy? What is the relationship between new productive forces
and politics? What are the impacts of new practices or ideas on
culture and society? Can these be considered technologies? This
program is designed to look at these and other related questions.
First, we will develop a working definition of technology. Over
the course of the quarter we'll focus on technological development
in both the scientific and social sense to further explore the
relationship between political economy and technology. One area
for our examination will be revolutions in productive technologies,
from the agricultural and industrial revolutions to the computer and
robotics revolution. Here we will examine early tools leading us up to
more recent innovations such as Taylorism, Fordism, mechanization
and automation. Another area, perhaps slightly less intuitive, will be
the development of ideas such as the social construction of race
and the evolution of racism as a technology used as a central tool
in the political economic evolution of capitalism. Throughout the
quarter an ongoing theme will be how people have reacted to such
basic changes in the economic landscape and used technologies to
organize to improve their situation or transform the world in which
they find themselves.
Students will be expected to write summary-responses for each
book and a final synthesis paper toward the end of the quarter. We
will also have various small projects and hands-on workshops.
Credits: 16
Enrollment: 23
Planning Units: Society, Politics, Behavior and Change
Power In American Society
Credits: 16
Enrollment: 24
Planning Units: Society, Politics, Behavior and Change
Credits: 16
Enrollment: 24
Required Fees: $100 for field trip costs.
Planning Units: Society, Politics, Behavior and Change
Credits: 16
Enrollment: 50
Required Fees: $100 per quarter for field trip costs.
Planning Units: Society, Politics, Behavior and Change
Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
ne
programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
68 I Programs
Programs I 69
The Practice of Sustainable Agriculture
Ready Camera One: We're Live
Fall, Winter and Spring quarters
Spring quarter
Fields of Study: agriculture, biology, botany, ecology, field
studies, environmental studies, sustainability studies and zoology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: farm and garden
management, state and county agricultural agencies, and
agricultural non-profit organizations.
Faculty: Steven Scheuerell and David Muehleisen
Fields of Study: communications, gender and women's studies,
media arts and media studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: media arts, humanities,
social sciences and mass communications.
Faculty: Sally Cloninger
This program integrates theoretical knowledge and practical
skills of small-scale organic farming in the Pacific Northwest. This
program requires a 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 and home-scale
food production, including techniques in plant propagation of
annuals and perennials, entomology and insect pest management,
plant pathology and disease management, weed biology and weed
management, soil quality and soil nutrient management, crop
botany, animal husbandry/physiology, polycultures, integration of
crops and livestock, orchard management, weather forecasting, and
climatology. As part of their training, students will be required to
develop and write a garden or farm management and business plan.
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 garden and farmrelated topics including greenhouse management and season
extension techniques, plant propagation, cultivation of annual and
perennial plants, care of laying hens and other livestock, farm-scale
composting and vermiculture, seed saving, irrigation systems and
water management, mushroom cultivation, record keeping, tool
use and care, farm equipment operation and maintenance, and
techniques for adding value to farm and garden products. 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. Students will do research and
develop practical skills on a personal interest such as permaculture,
certified organic market garden production, pasture and livestock
production, horticultural therapy, school gardens, homesteading,
or developing communal farms/ecovillages. After completing the
program, students will have an understanding of a holistic approach
to home-scale food production and/or managing a small-scale
sustainable farm operation in the Pacific Northwest.
Students in this program will participate in shared seminars with
students enrolled in Energy Systems and Climate Change.
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. Activities will include training in the CCAM,
a multi-camera TV studio facility, instruction in basic performance
and writing for television, and a survey of visual design principles.
In addition to a series of studio exercises, students will complete a
collaborative final project that combines media analysis, research,
performance and production about broadcast content and ideology.
Re-Interpreting Liberation: Third World
Movements and Migration
Credits: 16
Enrollment: 24
Required Fees: $50 for HD recording media and studio supplies.
Planning Units: Expressive Arts
Fall, Winter and Spring quarters
Fields of Study: cultural studies, economics, gender and women's
studies, history and literature
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: education, international
studies, community advocacy and foreign service.
Faculty: Therese Saliba, Savvina Chowdhury and Alice Nelson
For centuries, shouts of liberation have echoed through the
streets, from Kolkata, India, to Caracas, Venezuela. Today, new
movements are afoot, inviting us to re-visit the question, "What
does independence mean in the cultural, historical, political and
economic context of the global South?" Third World liberation
movements that arose in the aftermath of World War II did so not
only as organized resistance to colonial forms of oppression and
domination, but also as attempts to reconceptualize an alternative,
anti-imperial and anti-racist world view. While gaining some measure
of political independence, nations such as India, Egypt, Algeria,
Mexico and Nicaragua found that they remained enmeshed in
neo-colonial relations of exploitation vis-a-vis the former colonial
masters. Their post-colonial experience with nation-building bears
witness to the actuality that political liberation remains inseparable
from economic independence.
Through the disciplinary lenses of literature, cultural studies,
political economy and feminist theory, this program will explore how
various ideas of liberation (sometimes complementary, sometimes
contradictory) have emerged and changed overtime, in the contexts
of Latin America, the Middle East and the Indian subcontinent.
We will explore religious, national, gender, ethnic and cultural
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 each quarter. Contact the faculty for additional details.
Credits: 16
Enrollment: 48
Required Fees: $300 per quarter in fall/winter for field trips to
other NW farming regions and farm supplies; $300 in spring for
field trips to other NW farming regions and conference fees.
A similar program is expected to be offered in 2012-2013
Planning Units: Environmental Studies
Photo by Hannah Pietrick '10
Students who register for a program but do not attend the first class meeting may be dropped.
6
identities that shape narratives of liberation through the discourses
of colonialism, neocolonialism, religious traditions and other mythic
constructions of the past. We will examine how deep structural
inequalities have produced the occupation and partitioning of land,
and migrations, both forced and "chosen."
With emphasis on a variety of texts, we will examine the ways in
which authors revisit their histories of European and U.S. colonialism
and imperialism, question the ways stories have been written,
and seek to tell another story, re-interpreting liberation. In fall,
we will explore several historical models of liberation and critique
dominant representations of Third World nations. We will focus
especially on India's path to independence, the Algerian and Cuban
revolutions, Egypt/Arab Nationalism, the Chilean Road to Socialism,
and connect resistance in Chile under Pinochet to Lebanon in the
1980s. In winter, we will move forward chronologically, and our cases
will include: Iran and Nicaragua in the late 1970s and 1980s (with
emphasis on theologies of liberation and the Iran-Contra affair), the
Palestinian/Israeli conflict, the indigenous, post-nationalist resistance
movements in Chiapas and India, the state-led Bolivarian Revolution
in Venezuela, the Green Movement in Iran today, and opposition
to U.S.-led wars in Afghanistan and Iraq. We will look at feminist
involvement in each of these contexts, as well as the role of U.S.
foreign and economic policy in suppressing liberatory movements.
In spring quarter, we will focus on migration as a legacy of
colonial relations, now reconstituted through neoliberal structural
adjustment, combined with heightened militarization and corporate
control. We will examine the day-to-day realities of dislocation
through the literature of various diasporas, and the quest for
community, sovereignty and economic security in the post 9-11 era.
Credits: 16
Enrollment: 75
Planning Units: Culture, Text, and Language; Sustainability and
Justice; 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/2011-12.
70 I Programs
Removing Barriers, Bridging Gaps
Fall, Winter and Spring quarters
Fields of Study: communications, community studies, cultural
studies, education, law and government policy, law and public
policy, leadership studies and media arts
Class Standing: Junior - Senior
Preparatory for studies and careers in: community development,
organizational development, law and public policy, education,
social and human services, public administration, communication
and media arts, environmental studies and public health.
Faculty: Artee Young, Lin Nelson, Paul McCreary, Tyrus Smith and
Gilda Sheppard
This year's program is designed to help students discover new
understandings of leadership and the various issues associated with
effective leadership. We will focus on individual and community
capacity building and the role that humanities, social sciences,
mathematics, science, media and technological illiteracies play
in informing our understandings of the world around us. A major
emphasis of this program will be the examination of internal and
external factors that influence one's ability to access, overcome and
excel in spite of personal and institutional barriers. The expectation
is that students will be able to demonstrate understanding, action
and leadership in their areas of interest.
This program takes a holistic approach to systemic change at the
community level. For example, one area we will address is that of
math, science and writing phobia. Communities need citizens who can
advocate for their children, parents who can navigate and understand
the law and caregivers and teachers who can assist our youth in
understanding subject matter presented to them in the classrooms.
Evergreen students who anticipate careers in education will be
provided with a solid grounding in the humanities, science and math.
This grounding will allow them to obtain endorsements for further
studies in education and prerequisites for graduate school. Students
will also have an opportunity to work with an award winning and
nationally recognized after school youth program.
During fall quarter, students will study historical notions of
leadership, leadership theories, leadership styles and contemporary
views of leaders and followers. Students will also focus on their personal
experiences and the world around them in order to understand those
inner and external factors that have limited or encouraged them to
achieve, take on leadership roles and civic engagement.
During winter quarter, based upon work done in the fall, students
will identify, develop and explore models of educational leadership
that have led to capacity building and systemic change. Students will
enhance their knowledge of contemporary leadership theory and
work actively toward the application of leadership principles through
collaborative research projects.
In spring quarter, students will bridge the gap between theory
and practice. To that end, they will utilize a variety of expansive
methods, from writing to media, in order to demonstrate and
communicate their perceptions and findings to a wider audience.
Students will present their collaborative research projects publicly.
The information presented will be directed toward benefiting
individual and community capacity as well as communicating a wider
understanding of their findings to enhance their own lives, the lives
of those in their community, and the world that we all share.
Accepts Winter and Spring Enrollment with formal admission to
the Tacoma Program.
Credits: 16
Enrollment: 200
Internship Possibilities: In spring quarter, with program
coordinator and faculty advisor approval.
A similar program is expected to be offered in 2015-16.
Planning Units: Sustainability and Justice; Society, Politics,
Behavior, and Change; and Tacoma Program
Programs I 71
Reservation-Based, Community-Determined
Program-Rebuilding Native Nations: Strategies for
Governance and Development
Fall, Winter and Spring quarters
Fields of Study: community studies, government, health and
leadership studies
Class Standing: Junior - Senior
Prerequisites: 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.
Preparatory for studies and careers in: public administration,
social sciences, human services, and tribal administration and
government.
Faculty: Michelle Aguilar-Wells
This program is an upper division (juniors/seniors) program
designed for students who have social, cultural or economic ties to
tribes. The curriculum is built around three themes that rotate one
per year. For 2011-2012 the theme is Rebuilding Native Nations:
Strategies for Governance and Development. There are five
curricular elements of the program: Core Course, Integrated Skills,
Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit within the program taught at all
sites at the same time with the same readings and assignments, but
allows for faculty/student innovation and site specification. In fall, the
focus is Tribal Administration, where students introduced to the major
trends and issues in Tribal administration will compare and contrast
different approaches to tribal management development and the
factors contributing to successful nation building. For winter quarter
the core theme is Building Healthy Communities, which will focus on
the key concepts concerning social change and cultural continuity as it
relates to health and human services in Indian communities. For spring
quarter the theme is Profiles in Leadership, which explores leadership
in both mainstream and tribal contexts, examining how political and
social forces create leaders and make history. Each core is taught from
a tribal perspective in a global community.
Integrated Skills, including critical thinking and analysis, research
and writing, public speaking, collaboration, personal authority, and
indigenous knowledge, are taught across the curriculum, integrated
into all teaching and learning at the sites and at Saturday classes.
Strands, another element, are 2-credit courses taught on four
Saturdays per quarter, which allow for breadth in the program and
make it possible to invite professionals and experts in specific fields
to offer courses that otherwise might not be available to students
in the program. The Integrated Seminar held on the same four
Saturdays as the Strands is called Battlegrounds, and is a 1-credit
workshop generally built around native case studies. The program
also includes student initiated work through independent study and
a literature requirement for graduation.
Accepts Winter and Spring Enrollment with formal admission into
the RBCD program.
Credits: 12
Enrollment: 60
Planning Units: Native American and World Indigenous Peoples
Roots of China: Culture, Art and Poetics
Fall, Winter and Spring quarters
Fields of Study: cultural studies, history, language studies,
literature, music, study abroad and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: Chinese-American joint
ventures, arts-related fields, English teaching in Asia, travel and
tourism, and cultural studies.
Faculty: Andrew Buchman, Rose Jang and Zhang Er (Li)
In this study abroad program, we'll explore Chinese culture back
to its metaphorical roots, remote in space and time, yet habitually
framed in contemporary China as derived from the common lives of
ordinary people. From these roots, it is said, have grown a collective
legacy of Chinese arts and poetics, nurtured and cherished through
many centuries. Exploring and simultaneously questioning this
vision of Chinese culture as a living, growing entity now many
centuries old will be our guiding theme, an intellectual touchstone
for explorations, inquiries, and reflection. We'll study language,
history, poetry, and visual, theatrical and musical art. From ancient to
contemporary times, Chinese civilization will be researched, studied
and compared with Western cultural frames.
Lectures, readings, seminars and films will guide our journey
through Chinese artistic and literary worlds. Workshops on
mythology, poetry, folksongs, martial arts, theatrical movement,
ritual and secular music, and calligraphy (among other modes of
expression) will provide opportunities for studying both theory and
practice within these cultural legacies. Chinese language will be
taught with the understanding, according to Martin Heidegger, that
it is from language that "we receive the soundness of our roots."
Students will be placed in two levels, beginning and intermediate,
according to their language backgrounds.
There are no prerequisites in performance, arts, Chinese language
or aesthetics. Students are expected to write weekly integrative
essays, to practice class material at home, and to conduct (with
guidance) independent and group research and creative projects.
During fall quarter, we will survey the poetry and art of pre-modern
China, from ancient texts and excavated musical instruments to
dramatic masterpieces of the Chinese imperial era. The mythological
and philosophical subtexts of these works will be introduced. We'll
focus on works that continue to be enacted and reinterpreted by
contemporary poets, performers and artists. Controversies around
competing approaches to the tradition will be examined closely in
order to understand their historical and social contexts.
Winter quarter will take us into the modern era. We will study
important writers, poets, musicians, performers, visual artists and
filmmakers from the late 19th and 20th centuries, including some
from the Chinese global diaspora who helped to create and shape a
new vision of China as a republic. We will analyze how processes of
cultural transformation and modernization within the last century are
reflected in departures, in content and form, from classical models
and traditions. Students will finish a research paper and teach the
rest of the program what they've learned through individual or
group presentations.
In spring quarter, we'll get to know some prominent contemporary
Chinese artists and literary figures, and explore the blossoming
artistic scenes in many Chinese cities. During the second half of the
quarter, interested students will have the opportunity to go to Beijing
to study Chinese language and culture first-hand. Students who
remain on the Evergreen campus will pursue independent projects
and (possibly) internships related to Chinese arts and poetics, and
will continue to study and meet in seminar together.
Accepts Winter Enrollment with faculty signature. Students should
expect to complete some makeup work. Contact faculty for more
information.
Credits: 16
Enrollment: 69
Required Fees: Approximately $3,000.00 for four week study
abroad in China in spring quarter.
Internship Possibilities: Spring internships in arts and cultural
organizations in the Pacific Northwest are possible by arrangement.
A similar program is expected to be offered in 2014-15
Planning Units: Culture, Text, and Language; Expressive Arts
""ograms may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
72 ! Programs
Programs I 73
The Science Behind the Headlines: What's the
Truth?
Self and Community
Shakespeare's America
The Shape of Things: Geology and Landforms
Fall, Winter and Spring quarters
Fall quarter
Spring quarter
Fall and Winter quarters
Fields of Study: psychology, sociology and writing
Class Standing: Junior - Senior
Prerequisites: Students should self-identify as having strong
reading and writing skills.
Preparatory for studies and careers in: psychology, sociology,
social work and human services.
Faculty: Toska Olson and Heesoon Jun
Class Standing: Junior - Senior
Prerequisites: Competence in expository writing. Strongly
recommended: College-level study of British or continental
literature before 1900 and American history before 1860.
Preparatory for studies and careers in: the humanities, law and
education.
Faculty: David Marr
Fields of Study: field studies and geology
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: earth science and natural
history.
Faculty: Kenneth Tabbutt
Fields of Study: biology, chemistry, environmental studies and
field studies
Class Standing: Freshmen
Preparatory for studies and careers in: environmental and
laboratory sciences, the liberal arts and education.
Faculty: Paula Schofield and Andrew Brabban
Are you curious about the world around you? Would you like to
really understand "buzz terms" the media uses such as sustainability,
green materials, climate change, the water crisis, the energy debate,
genetic engineering, DNA fingerprinting and cloning? How can
we believe what we are being told? What is the evidence? How is
scientific data actually collected, and what analytical methods and
instrumentation are being used? Are the correct conclusions being
drawn? As responsible citizens we should know the answers to these
questions.
In this two-quarter program we will use various themes to
demystify the hype surrounding popular myths, critically examine the
data, and use scientific reasoning and experimental design to come
to our own conclusions. In fall quarter we will study "water" and
"energy" as themes to examine our environment, considering local,
nationwide and global water issues. We will also examine current
energy use and demand, critically assessing various sources of
energy: fossil fuels, nuclear, hydropower, etc. A week-long field trip
to Eastern Washington early in fall quarter will enable us to establish
our learning community and visit Grand Coulee Dam, the largest
hydropower producer in the United States. On this trip we will also
learn key field science techniques: how to take measurements in
the field, collect samples for laboratory analysis, and identify and
precisely determine the concentrations of nutrients and pollutants.
In winter quarter we will use "natural and synthetic materials"
as a theme to study petrochemical plastics, biodegradable plastics
and other sustainable materials, biomedical polymers, as well as
key biological materials such as proteins and DNA. We will carefully
examine the properties of these materials in the laboratory and
study their role in the real world. "Forensics" will be our final theme,
learning techniques such as DNA fingerprinting, blood spatter
analysis and ballistics, as well as other modern forensic procedures.
We will gather our own data from mock crime scenes to practice
these techniques. Winter quarter will culminate in a studentoriginated and designed research project.
In this field- and lab-based program, scientific analysis—rather
than conjecture or gut-feeling—will be the foundation of our work.
Throughout our studies we will use and apply state-of-the-art
scientific instrumentation. Other class activities will include small
group problem-solving workshops, seminars and lectures.
Credits: 16
Enrollment: 46
Required Fees: $200 for fall field work and community building
trip (optional).
Planning Units: Environmental Studies; Scientific Inquiry
During fall quarter, students will study psychological and
sociological perspectives on identity, effective communication,
society, social problems and human service work. Students will
examine questions such as: where do I fit within my community?
How does my society influence me? How can I have a positive impact
on my community and society? Students will explore the reciprocal
relationship between self and community through program readings,
consciousness studies, class activities and fieldwork exercises.
Winter quarter, students will make meaningful service
contributions to an organization of their choice by participating in an
internship or volunteer work for 30 hours a week, the equivalent of
12 credits. Students serving outside the local area will communicate
electronically with the faculty to ask questions and discuss their
learning, and students serving locally will meet with faculty and
peers every other week for seminar discussions. All students will
begin to learn the fundamentals of research during their internship
participation.
Students will return to the classroom in spring quarter to reflect
on, critically examine and integrate their fall quarter theoretical
learning with their winter quarter practical experience. The major
project this quarter will be a synthesis paper that details this
integration, proposes how to more effectively prepare students for
community work and develops effective guidelines for serving the
community. In the spring, students may continue their community
work for four of the 16 credits. We strongly recommend that students
commit to remaining in the program for the entire year.
The major goal of the program is to link theory and practice.
Students will have opportunities to understand abstract theories
by applying them to projects and activities and by putting them
into practice in real-world situations. Our studies will encompass
lectures, workshops, seminar discussions, reading, writing, research,
small group collaboration and student presentations about topics
related to self and community. Students who successfully complete
this program will gain considerable experience with applied work
in the social sciences, non-profit organizations, and human services
and with independent scholarly research and writing.
Credits: 16
Enrollment: 50
Internship Possibilities: All students are required to participate
in an internship or volunteer work for 12 credits during winter
quarter. Students may continue their internship for four of the 16
credits during spring quarter.
Planning Units: Consciousness Studies; Culture, Text and
Language
To be, or not to be; that is the bare bodkin
That makes calamity of so long life;
For who would fardels bear, till Birnam Wood
do come to Dunsinane...
-Mark Twain
William Shakespeare's plays were forms of popular entertainment
in nineteenth century America. American audiences—farmers and
mechanics no less than Boston Brahmins—knew much Shakespeare
by heart. They held theatrical performances to a high standard, and
they took great delight in outrageous parodies, such as the passage
above from Adventures of Huckleberry Finn.
But to his American audiences Shakespeare's power to entertain
was inseparable from his power to dramatize vital truths of the
human condition. Their Shakespeare was, in Herman Melville's
memorable phrase, a master of the Great Art of Telling the Truth.
Shakespeare's America takes the Bard's wide (at times wild)
popularity in nineteenth century America as one of its three points
of departure, the other two being the reflections on Shakespeare by
Ralph Waldo Emerson and Herman Melville. Emerson declared that
Shakespeare "read the hearts of men and women" like no other poet
and was "inconceivably wise," whereas all other great authors were
only "conceivably" wise. To Melville, twenty-five years old when he
returned from the sea to take up writing as a vocation,
Shakespeare became a lifelong source of inspiration because his
plays craftily probe "the very axis of reality."
This will be a seminar devoted to the close, analytical reading of
Shakespeare'splays and masterpieces of American literature. We will
read Hamlet, King Lear, Richard III, The Merchant of Venice and As
You Like It, among other plays. American works will include MobyDick, essays by Emerson, Hawthorne's Tales, and Adventures of
Huck/eberry Finn. Seminar discussions will consider the interplay of
form and meaning, figurative language, illusion and truth, varieties
of interpretation, and logical uses of textual evidence. The motto of
our seminar will be Henry James' advice to young writers: "Try to be
one of the people on whom nothing is lost!"
Over the past 4.6 billion years the physical landscape and internal
structure of the Earth has changed due to natural geologic processes
that have acted over time; mountain ranges have uplifted and been
eroded away, rocks have formed and reformed. In this program,
students will be introduced to these dynamic processes as well as
the materials that make up the Earth and the depths of geologic
time. Instances where society has tried to engineer structures to
counteract these natural processes will also be examined. Students
will have the opportunity to apply their understanding both in the lab
and in the field, as well as to learn the fundamentals of Geographic
Information Systems (GIS) and use this tool to assess and display
geologic data.
There will be an opportunity for a limited number of students
to participate in a 18-day river trip through the Grand Canyon. In
order to participate in the Grand Canyon field trip, students must
complete an application form that will be available at the beginning
of winter quarter. Students that do not participate in the Grand
Canyon field trip will have the option to do project work instead.
Credits: 16
Enrollment: 25
Required Fees: $1,700 for a two-week Grand Canyon field trip
(optional).
Planning Units: Environmental Studies
Credits: 16
Enrollment: 25
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.
Programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
74 I Programs
Programs I 75
Slavic & Celtic Folklore: Heroic, Spiritual, Practical
So You Want to be a Psychologist
Spring quarter
Spring quarter
Fields of Study: anthropology, cultural studies, history, literature,
music and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: folklore, anthropology,
ethnomusicology, history and literature.
Faculty: Sean Williams and Patricia Krafcik
Fields of Study: psychology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: psychology, education and
social work.
Faculty: Carrie Margolin
This program will explore the folklore of the Slavic and Celtic
peoples from epic times to the present in a cross-cultural study of
two of Eurasia's oldest ethnic groups. Both groups are dispersed:
the Slavic regions across eastern and southeastern Europe and into
Eurasia, and the Celtic regions across the islands and peninsulas of
the West. Both are renowned for their abundant folklore traditions,
which have deep roots in a remote past and have served as a
valuable source of inspiration for writers, composers and dramatists
from the 19th century through the present. What characteristics do
both traditions share? What distinguishes the two cultural traditions?
What essential historical, linguistic and spiritual elements permeate
the hearts and minds of local people in these regions? What do their
folklore practices reveal?
We begin the quarter with regional epic narratives and explore
the histories and belief systems of the two regions. We follow this
foundational work with an exploration of folklore practices (customs,
rituals, beliefs), examine 19th-century cultural nationalist movements
in music and literature, and conclude with how it all plays out in
contemporary life, both rural and urban. This program may serve as
a springboard for further study of the Celtic and Slavic peoples, of
folklore, and of the material elements of culture.
Each week includes lectures, films, seminars, and possible
workshops, collaborative presentations, and guest performers
or presenters. Students will be expected to write short essays, as
requested, and to complete a significant essay at the end of the
quarter that examines the role, use and appropriation of folklore
materials in a particular Slavic or Celtic region.
Credits: 16
Enrollment: 48
Planning Units: Culture, Text, and Language; and Expressive Arts
Students will investigate theories and practices of psychologists
to enhance their understanding of counseling, social services and
the science of psychology. We will cover history and systems of
psychology. Students will read original source literature from the
major divisions of the field, including both classic and contemporary
journal articles and books by well-known psychologists. Students
will explore careers in psychology and the academic preparations
necessary for these career choices. We will cover the typical activities
of psychologists who work in academia, schools, counseling and
clinical settings, social work agencies and applied research settings.
Among our studies will be ethical quandaries in psychology,
including the ethics of human and animal experimentation. Library
research skills, in particular the use of Psyclnfo and Science and Social
Science Citation Indexes, will be emphasized. Students will gain
expertise in the technical writing style of the American Psychological
Association (APA). The class format will include lectures, guest
speakers, workshops, discussions, films and an optional field trip.
There's no better way to explore the range of activities and topics
that psychology offers, and to learn of cutting edge research in the
field, than to attend and participate in a convention of psychology
professionals and students. To that end, students have the option
of attending the annual convention of the Western Psychological
Association, which is the western regional arm of the APA. This year's
convention will be held in San Francisco (Burlingame), California on
April 26-29, 2012.
o
cr
Stages of Discovery: Revolutions in Science and
Literature
Credits: 16
Enrollment: 24
Required Fees: $311-$446 (depending upon the type of
accommodations students require) for WPA membership/
registration fees and four nights hotel at the convention site.
Planning Units: Society, Politics, Behavior and Change
Fall and Winter quarters
Fields of Study: art history, astronomy, history, literature,
mathematics, philosophy of science, physics, theater and writing
Class Standing: Freshmen
Preparatory for studies and careers in: literature, science,
education and theater arts.
Faculty: Elizabeth Williamson and Krishna Chowdary
Today, few of us know enough basic science to explain everyday
phenomena, and art is seen as an institution by and for the elite.
Our challenge in the 21st century (and in this program) is to learn
to use artistic and scientific tools to make sense of, and figure out
how to live better in, our technology-driven world. To accomplish
this, our full-time broadly interdisciplinary program will trace parallel
developments in literature and science during two important periods
in western history: the Renaissance and the early 20th century. Three
major questions will structure our inquiry. First, what does studying
science and literature reveal about attempts to make sense of the
nature of the world and our role in it? Second, how do literature
and science connect during these time periods? Finally, how does
literature (specifically theater) shape our understanding of scientific
discoveries and controversies? We will apply creative, qualitative,
and quantitative modes of inquiry across the arts, humanities and
sciences to answer these questions.
Our study of the Renaissance will focus on some major
revolutionaries, including Galileo and Shakespeare. Galileo's
scientific conclusions about the natural world put him in direct conflict
with church authorities, while Shakespeare's plays highlighted the
Students who register for a program but do not attend the first class meeting may be dropped.
ne
authoritative structures that governed the day-to-day lives of his
audience. Both of these figures provide models for articulating
critical social commentary even when operating under repressive
political regimes.
Our study of the early 20th century will focus on major
revolutions in physics and theater. Einstein's relativity changed our
understanding of the relationship between space and time, while
quantum mechanics required re-examination of matter, energy and
certainty. The resulting epistemological shifts challenged the idea
that natural phenomena could be studied without taking into account
the role of the observer. Alongside these scientific developments,
artists transformed the relationship of their work to the "real" world.
Brecht, among others, challenged the notion that art should hold "a
mirror up to nature," arguing that theater should prompt us to take
action rather than merely acclimating us to the way things are.
Weekly activities will include workshops designed to enhance
and foster students' communication and analytical skills. Handson laboratory exercises will introduce students to classical and
modern physics and technology. Lectures and seminars will examine
historical, literary, and scientific case studies, encouraging students
to think critically about how scientists and artists have intervened in
the world. As a culmination of their learning, students will produce
their own creative interventions dramatizing a particular scientific
controversy. This program will involve 12-14 hours of class time each
week, and students should expect to spend at least 25 hours outside
of class weekly to be successful.
Credits: 16
Enrollment: 46
Required Fees: $50 per quarter for theater tickets.
Planning Units: Culture, Text, and Language; Expressive Arts; and
Scientific Inquiry
Pr°9rams may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
76 I Programs
Programs I 77
Student Orginated Software
Student Originated Studies: Botany
Student Originated Studies: Travel-Based Projects
Fall, Winter and Spring quarters
Spring quarter
Fall quarter
Fields of Study: computer science and mathematics
Class Standing: Sophomore - Senior
Prerequisites: Students are expected to have completed Computer
Science Foundations or equivalent, including discrete mathematics,
computer architecture and one year of computer programming.
Preparatory for studies and careers in: computer science,
software engineering, and technology use and development in an
application area.
Faculty: Neal Nelson and Sheryl Shulman
Fields of Study: botany, field studies, natural history and
sustainability studies
Standing: Junior-Senior
Preparatory for studies or careers in: field botany, floristics,
environmental education and horticulture.
Faculty: Frederica Bowcutt
Fields of Study: consciousness studies, cultural studies, field studies,
gender and women's studies, geography, international studies,
language studies, queer studies, sociology, theater and writing
Class Standing: Sophomore-Senior
Preparatory for studies or careers in: the humanities, consciousness
studies, cultural studies, arts, social sciences, and the leisure and
tourism industry.
Faculty: Ariel Goldberger
The successful completion of large software systems requires
strong technical skills, good design and competent management.
Unfortunately, unlike hardware, software systems have proven to be
notoriously difficult to build on-time, in-budget, and reliable, despite
the best efforts of many very smart people over the last 50 years.
This is an upper-division program intended to help students gain the
technical knowledge required to understand, analyze, modify and
build software in application domains.
We will concentrate on learning the organization and complexity
of large software systems that we do understand, and gaining
practical experience in order to achieve a deeper understanding
of the art, science, collaboration and multi-disciplinary skills
required to develop computing solutions in real-world application
domains. The technical topics will be selected from data structures,
algorithm analysis, operating systems, database systems, object
oriented design and analysis, verification techniques and application
architectures. The program seminar will focus on various technical
topics or the history, ethics or culture of the software industry.
Students will have an opportunity to engage in a substantial
computing project through all the development phases of proposal,
requirements, specification, design and implementation.
This program is for advanced computer science students who
satisfy all the prerequisites. We also expect students to have the
intellectual maturity and self-motivation to identify their project
topics, organize project teams and resources, and complete
advanced work independently.
This program offers opportunities for well-prepared students to
create their own course of study in botany. In addition, each student
will attend weekly meetings including research group meetings,
labs, seminars, workshops and/or lectures.
Priority will be given to two types of proposals: group project to
create botanical illustrations and herbarium specimens to document
the Puget Prairie Flora project; community service work in the
Evergreen Teaching Gardens, e.g. to decommission lawns.
While this program is primarily aimed at juniors and seniors,
first-year students and sophomores may be admitted if they can
demonstrate that they are ready for the work.
Faculty Signature: Students must demonstrate preparedness
for independent work by submitting: a statement of interest, an
outline of proposed work, an explanation of how this program
will advance their academic goals, a program evaluation from
at least one natural science program, and the name 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 Botany: Plants and People or Citizen
Science: Ecoliteracy or the equivalent. Preference will be given
to proposals received before the Winter Academic Fair; however,
proposals will be considered until the program fills.
Credits: 16
Enrollment: 25
Internship Possibilities: Evergreen Teaching Gardens with faculty
approval.
Planning Units: Environmental Studies
Accepts Winter Enrollment with faculty signature. Students must
complete a questionnaire and submit examples of their work.
The questionnaire will be available from Sherri Shulman's website
(http://grace.evergreen.edu/~sherri) after spring quarter 2011.
For more information, contact Sherri Shulman (sherri@evergreen.
edu) or Neal Nelson (nealn@evergreen.edu) or meet them at
the fall quarter 2011 academic fair. Qualified students will be
admitted on a space-available basis. This program does not
accept new enrollment in spring.
Credits: 16
Enrollment: 20
Planning Units: Scientific Inquiry
Travel has been a powerful academic, experiential and research
component in the life of many scholars, artists, writers, mystics and
scientists. This program seeks self-directed students who desire to
benefit from educational travel as part of their learning at Evergreen,
and are seriously interested in study-related or research projects
involving an individually designed journey or travel.
Individual student projects should involve or prepare for some
form of travel for the purpose of learning, research, interdisciplinary
studies, writing, volunteering, learning languages, studying historical
events at their source, studying spiritual quests, understanding or
studying other cultures, learning about a culturally relevant artifact
or artistic expression at its source, developing a career in the leisure
or tourism industry, or any combination thereof.
Students will spend the first one or two weeks finishing
intensive preparatory research on their specific destinations, to
acquaint themselves with the historical and cultural context of
their destinations, to understand cultural norms, and to study any
relevant legal issues. Participants will prepare plans for emergencies
or eventualities as well, since students will be responsible for making
all necessary arrangements for their travel, room and board, as well
as budgeting for individual expenses related to their projects.
Once the initial preparation is completed, participants in the
program will embark on their travel-related practicum or project,
and report regularly to the faculty using a procedure negotiated in
advance. Participants will be required to document their experiences
effectively in order to produce a final report. They will return to
Olympia by week 10 to present the final report of their experiences
and projects to the class at the Olympia campus, unless specifically
arranged in advance with the faculty by week two.
Please Note: This program is not a Study Abroad academic
offering. Students interested in Study Abroad or who have projects
that will take more than a quarter should work on an Independent
Learning Contract with Ariel Goldberger separately, or pursue
offerings listed in the corresponding section of the catalog.
Faculty Signature: Students are invited to prepare a proposal either
via email (plain text or PDF format) or using the ILC forms available
at my.evergreen.edu. Students sending their plans via email
should include current contact information and phone number.
Students opting to use the ILC forms available should identify Ariel
Goldberger as the sponsor and use the title of the program as the
name. Students may expect a reply within three days; if not, please
send an email to Ariel referencing the proposal or contact him in
person. Students will receive a signature override after negotiating
the terms of their project. Students will be signed in on a rolling
basis until the program is filled, so please do not hesitate to send in
a proposal as room may still be available!
Credits: 16
Enrollment: 25
Planning Units: Consciousness Studies; Culture, Text, and
Language; Expressive Arts; and Society, Politics, Behavior, and
Change
Studio Projects: Painting
Winter quarter
Fields of Study: aesthetics, art history and visual arts
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: painting, color theory and
design, art history, and aesthetics and criticism.
Faculty: Susan Aurand
This program will focus intensively on the development of studio
skills and methods in painting. It is designed for students who already
have a strong work ethic and self-discipline, and who are willing to
work long hours in the studio on campus in company with their
fellow students. To be successful, students entering the program
must have a solid background in representational drawing (including
perspective, shading, and preferably some prior experience in figure
drawing). Students will have the opportunity to develop technical
skills in the use of acrylics and oils and to learn about the history of
painting, with emphasis on 20 th century painting.
Students will address weekly studio projects in class designed
to improve their understanding of color, composition, thematic
research and studio methodology. Each student will create a series
of paintings on an individual theme over the course of the quarter,
and will research topics in art history related to their work in painting.
Credits: 16
Enrollment: 24
Planning Units: Expressive Arts
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/2011-12.
Programs I 79
78 I Programs
Taking Things Apart
Technical Writing in the 21st Century
Temperate Rainforests: Ecology & Biogeochemistry
Theater of Business/Business of Theater
Fall and Winter quarters
Fall quarter
Fall quarter
Spring quarter
Fields of Study: biology, literature, philosophy of science and
visual arts
Class Standing: Freshmen - Senior
Prerequisites: One year of high school biology or chemistry.
Preparatory for studies and careers in: biology, visual arts,
sciences and the humanities.
Faculty: Bob Haft and Donald Morisato
Fields of Study: environmental studies, writing and zoology
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: all careers requiring
advanced writing skills.
Faculty: Erik Thuesen
Fields of Study: biology, chemistry, ecology and geology
Class Standing: Junior - Senior
Prerequisites: Students must have at least one full year of
organismal biology and at least two quarters of chemistry.
Preparatory for studies and careers in: forest ecology, chemistry,
geology and field research.
Faculty: Kenneth Tabbutt and Nalini Nadkarni
Fields of Study: business and management and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: performing arts, theater,
business and management.
Faculty: Bill Bruner and Walter Grodzik
Both science and art take things apart. In some instances—
like the evisceration of a frog or an overly-analytical critique of a
poem —the process can result in the loss of the vital force. In the
best scenario, carefully isolating and understanding individual
parts actually reconstitutes the original object of study, bringing
appreciation for the whole that is greater than the parts. Sometimes
taking things apart results in a paradigm shift: suddenly, the ordinary
becomes extraordinary.
In one strand of this program, we will use a biologist's tool kit
to explore how living organisms function. We will learn how biology
takes apart and studies life in different ways. In fall, we will focus
on visual perception, beginning with anatomy, proceeding onto the
logic of visual processing, and concluding with an examination of the
specialized neurons and molecules involved in phototransduction.
In winter quarter, we will play with the idea of mutation, exploring
how genetics can be used to dissect complex processes, in addition
to providing an entry point for the molecular understanding of
inheritance at the level of DMA.
Another strand takes visual art as its point of departure. Here, we
will combine what we learn about the anatomy and physiology of the
eye with a study of how to use sight to apprehend and appreciate
the world around us. We will work with different tools—charcoal
pencils and camera, for example—both to take things apart, and
to construct new things. During fall quarter, we will learn the basics
of drawing. In winter, we will switch to using black-and-white
photography as a means of studying life at a more macroscopic level
than in the biology lab. Ultimately, our goal here is the same as that
of the scientist: to reconstitute and reanimate the world around us.
There are ideas for which literature provides a more sophisticated
and satisfying approach than either science or the visual arts.
Thus, in a third strand, we will examine how literature depicts and
takes apart the emotional and behavioral interactions that we call
"love." Authors that we may read include Shakespeare, Stendhal,
Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki
Murakami and Louise Gluck.
Our goal is to weave these strands together, to produce an
understanding about the world that is informed by both cognition
and intuition. Throughout our inquiry, we will be investigating the
philosophical issue of objectivity. This is a rigorous program that
will involve lectures, workshops, seminars, studio art and laboratory
science work. Student learning will be assessed by weekly seminar
writing assignments, lab reports, art portfolios and exams.
In this program, students will develop techniques for
communicating in several different genres of technical writing,
including technical abstracts, scientific research papers, technical
instructions, etc. Students from all branches of the sciences are
encouraged to take this program to improve their technical writing
skills. We will use several different on-line collaborative formats to
carry out our objectives. Work will be submitted and edited online. Each student will choose a specific topic to research and read
ten documents related to the topic. Based on these readings and
other sources, each student will also write a technical background
report. Students will receive critique from peers and the faculty
member. Students will be responsible for editing and critiquing a
specific number of papers written by other students in the program
in order to develop their editing skills. Clear deadlines for reading
and writing assignments will be established for all students at the
start of the program to make it easier to stay on track.
Credit is expected to be awarded in the specific area of research,
technical writing, and technical editing.
Temperate rainforests are poorly understood and highly valued
ecosystems of the Pacific Northwest and other coastal landscapes
around the world. This type of ecosystem supports complex
interactions among constituents of the atmosphere, the forest
and the underlying geology. By focusing on the biogeochemistry
and nutrient cycling of the forest, we will understand the interplay
between the biotic and abiotic components of these ecosystems.
We will examine the pools and fluxes of organic and inorganic
nutrients as well as the processes that link them.
After an overview of temperate rainforests worldwide, our
lectures and field labs will emphasize the temperate rainforests of
the Olympic Peninsula, with a three-day field trip at the beginning
of the quarter. Students will gain field experience with group
independent studies on campus, and will acquire expertise with
analytical instrumentation to measure concentrations of nutrients
and hydrological characteristics of the forested ecosystem.
Weekly seminars will focus on reading and understanding scientific
articles from the primary literature. Each student will carry out
an independent study project that requires the development of
research and quantitative skills. Students will also work in small
groups to address integrative aspects of this topic. In addition to
understanding the ecological values, we will also investigate some
of the economic and aesthetic values of temperate rainforests, and
learn how to disseminate information about temperate rainforests
to public audiences. Readings and guest lectures will introduce
students to temperate rainforests in other parts of the world, and we
will draw comparisons to the Olympic rainforest.
Credits: 16
Enrollment: 25
Planning Units: Environmental Studies and Scientific Inquiry
Credits: 16
Enrollment: 50
Required Fees: $300 for a three-day field trip to the Olympic
Natural Resource Center.
Planning Units: Environmental Studies
Many playwrights have produced works about business — Arthur
Miller's Death of a Salesman, Eugene O'Neill's The Iceman Cometh,
Henrik Ibsen's An Enemy of the People, and more recently Caryl
Churchill's Serious Money and Lucy Prebble's Enron, are just a few
examples. These plays tell us something about business and how
business is viewed by playwrights and probably by much of society.
At the same time, theater is business; it employs the techniques of
business management to raise revenues to support its productions.
This introductory one-quarter program is designed to creatively
integrate theater performance and arts management. We will read
and perform plays about business and business-related topics. We
will examine these plays for what they tell us about business and
how they relate to introductory business theories, concepts and
practices. The program will include lectures, seminars, reading
and analysis, viewing plays and films, writing and performance
workshops. Workshops will include the study of theatre games,
acting, directing, design, and puppet and shadow theatre.
We will also consider arts management as a means of supporting
theater performances. In lectures and workshops we will cover such
topics as writing vision and mission statements, setting goals and
objectives, organizing, legal forms of organization, governance
structures including boards of directors, and preparing budgets
for both productions and for the theater organization as a whole.
Students will prepare comprehensive management plans for theater
companies and select an entire season of plays.
Credits: 16
Enrollment: 48
Required Fees: $25 for theatre tickets.
Planning Units: Consciousness Studies; Expressive Arts; and
Society, Politics, Behavior and Change
Accepts Winter Enrollment with faculty signature. Students should
have completed at least one quarter of college biology and must
submit a writing sample. Contact faculty for details.
Credits: 16
Enrollment: 48
Required Fees: $250 in winter quarter for photography supplies.
Planning Units: Expressive Arts and Scientific Inquiry
Photo by Carlos Javier Sanchez '97.
Students who register for a program but do not attend the first class meeting may be dropped.
Sorne
programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2011-12.
80 I Programs
Programs I 81
Thinking Through Craft: Wood
Tropical Rainforests
Fall and Winter quarters
Fall and Winter quarters
Winter quarter
Fields of Study: visual arts
Class Standing: Sophomore - Senior
Prerequisites: Students need to be able to work long hours on
physically demanding work in a collaborative studio environment,
and be willing to reimagine their approach to art, craft and design.
Preparatory for studies and careers in: the arts and humanities.
Faculty: Jean Mandeberg
Fields of Study: visual arts
Class Standing: Sophomore - Senior
Prerequisites: Students need to be able to work long hours on
physically demanding work in a collaborative studio environment,
and be willing to reimagine their approach to art, craft and design.
Preparatory for studies and careers in: arts and humanities, craft
studies, woodworking and furniture design.
Faculty: Robert Leverich
Fields of Study: botany, ecology, environmental studies, field
studies, international studies, language studies, mathematics,
natural history, study abroad and zoology
Class Standing: Junior - Senior
Prerequisites: Introduction to Environmental Studies or one year
of college-level science; Spanish is highly recommended.
Preparatory for studies and careers in: environmental studies,
ecology, conservation biology, evolutionary biology and Latin
American studies.
Faculty: John Longino
Thinking Through Craft: Metal
What if we acknowledge the recent historical status of craft as
"inferior" to fine art and then seek out the potential of that unique
vantage point? What if contemporary craft is used as a subversive
strategy to question issues such as function, materiality, skill, and
the role of the amateur in our culture? The direction of this program
is based on Glenn Adamson's book of the same title, a text that
treats craft as an idea that transcends discipline. Students in this
program will be working side by side with woodworkers in the
program Thinking Through Craft: Wood. There will be collaborative
assignments and joint seminars, as well as separate lectures, studio
and design assignments.
What if fine metalworking is seen as a particularly effective
way of challenging ideas about such things as personal security,
architectural ornamentation and family identity? This program
will explore questions and skills through a studio practice in fine
metalworking and mixed media. Studio work will focus on the use of
non ferrous metals (copper, brass, bronze, sterling silver) as well as
a wide variety of mixed materials and found objects, all able to be
formed, joined, finished and re-defined using the well equipped fine
metals studio facility on campus. The tools, materials and rich history
of fine metalworking will provide a backdrop for appreciating this
studio practice and moving it forward.
Readings may include: Thinking "Through Craft, Glenn Adamson;
The Poetics of Space, Gaston Bachelard; The Shape of Time:
Remarks on the History of Things, George Kubler; NeoCraft
Modernity and the Crafts, Sandra Alfondy.
Many visual artists today are interested in the meaning of
workmanship and the physical experience of manipulating and
interacting with three-dimensional forms. This program will be an
opportunity to participate in the redefinition of craft. Eschewing
the well-worn "craft vs. art" arguments, we hope to investigate the
potential of craft as a vital subject in contemporary art and design.
Credits: 16
Enrollment: 18
Required Fees: $50 per quarter for fine metals studio supplies.
Planning Units: Expressive Arts
What if we acknowledge the recent historical status of craft as
"inferior" to fine art and then seek out the potential of that unique
vantage point? What if contemporary craft is used as a subversive
strategy to question issues such as function, materiality, skill, and
the role of the amateur in our culture? The direction of this program
is based on Glenn Adamson's book of the same title, a text that
treats craft as an idea that transcends discipline. Students in this
program will be working side by side with metal workers in the
program Thinking Through Craft: Metal. There will be collaborative
assignments and joint seminars, as well as separate lectures, studio
and design assignments.
Fine woodworking readily addresses issues of function,
structure, ornament and comfort, but might be particularly effective
at challenging ideas about such things as power and personal space,
privileged resources, the uses of discomfort, or the limits of utility.
This program will explore questions and skills through a studio
practice in fine woodworking and mixed media. Studio work will
focus on the use of wood, wood composites and substitutes, as well
as a wide variety of mixed and recycled materials and found objects,
all able to be formed, joined, finished and re-defined using the
well equipped wood studio facility on campus. The tools, materials
and rich history of woodworking will provide a backdrop for both
appreciating this studio practice and moving it forward.
Readings may include: Thinking Through Craft, Glenn Adamson;
The Poetics of Space, Gaston Bachelard; The Shape of Time:
Remarks on the History of Things, George Kubler; NeoCraft:
Modernity and the Crafts, Sandra Alfondy; The Chair: Rethinking
Body, Culture and Design, Galen Cranz.
Many visual artists today are interested in the meaning of
workmanship and the physical experience of manipulating and
interacting with three-dimensional forms. This program will be an
opportunity to participate in the redefinition of craft. Eschewing
the well-worn "craft vs. art" arguments, we hope to investigate the
potential of craft as a vital subject in contemporary art and design.
The tropics are the cradle of the world's biodiversity. This
program will focus on Costa Rica, emphasizing biological richness,
field ecology, the physical environment, statistical analysis of field
data, conservation biology and Latin American culture. The first
seven weeks of the program will be held on the Evergreen campus,
followed by a three-week field trip to Costa Rica. The on-campus
portion will include lectures and labs on global patterns of biological
diversity, quantification and analysis of ecological diversity, an
overview of major taxa of Neotropical plants, insects and vertebrates,
and discussions of the physical environment of tropical regions. This
material will be integrated with classes in introductory statistics and
conversational Spanish.
During the Costa Rica field trip, we will visit four major field
sites, including coastal habitats, tropical dry forest, cloud forest
and lowland rain forest. Students will learn about common plants
and animals in each area, dominant landforms and ecological
processes, conservation issues and current biological research
activities. Students will also learn techniques of field research by
participating in quantitative field labs, both faculty and student led.
In the evenings there will be a series of guest lectures by research
scientists. The field trip will require rigorous hiking and backpacking
in remote locations.
Credits: 16
Enrollment: 24
Required Fees: Approximately $2,500 (student fee plus airfare) for
three-week study abroad in Costa Rica.
A similar program is expected to be offered in Winter 2013-2014.
Planning Units: Environmental Studies and Scientific Inquiry
Credits: 16
Enrollment: 21
Planning Units: Expressive Arts
Photo by Carlos Javier Sanchez '97.
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/2011-12.
Programs 1 83
82 i Programs
Turning Eastward: Explorations in East/West
Psychology
Undergraduate Research in Environmental Studies
Undergraduate Research in Scientific Inquiry
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fall and Winter quarters
Fields of Study: agriculture, botany, community studies, ecology,
environmental studies, geography, geology, health, hydrology,
law and government policy, marine science and zoology
Class Standing: Junior-Senior
Preparatory for studies or careers in: botany, ecology, education,
entomology, environmental studies, environmental health,
geology, land use planning, marine science, urban agriculture,
taxonomy and zoology.
Faculty: Gerardo Chin-Leo, Dylan Fischer, Martha Henderson,
John Longino, Nalini Nadkarni, Lin Nelson, Alison Styring, Erik
Thuesen
Fields of Study: biochemistry, biology, chemistry, computer
science, mathematics and physics
Class Standing: Sophomore-Senior
Preparatory for studies or careers in: biology, chemistry, physics,
computer science, astronomy, and applied mathematics.
Faculty: Clyde Barlow, Maria Bastaki, Dharshi Bopegedera,
Andrew Brabban, Judith Cushing, Clarissa Dirks, David McAvity,
Lydia McKinstry, Donald Morisato, James Neitzel, Neal Nelson,
Paula Schofield, Benjamin Simon, Sheryl Shulman, Rebecca
Sunderman, EJ Zita
Fields of Study: consciousness studies, cultural studies,
philosophy, psychology and religious studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: psychology, counseling,
social work, education, Asian-American studies, Asian studies and
religious studies.
Faculty: Ryo Imamura
Western psychology has so far failed to provide us with a
satisfactory understanding of the full range of human experience.
It has largely overlooked the core of human understanding—our
everyday mind, our immediate awareness of being with all of its
felt complexity and sensitive attunement to the vast network of
interconnectedness with the universe around us. Instead, Western
psychology has chosen to analyze the mind as though it were an
object independent of the analyzer, consisting of hypothetical
structures and mechanisms that cannot be directly experienced.
Western psychology's neglect of the living mind—both in its everyday
dynamics and its larger possibilities—has led to a tremendous
upsurge of interest in the ancient wisdom of Asia, particularly
Buddhism, which does not divorce the study of psychology from the
concern with wisdom and human liberation.
In contrast to Western psychology, Eastern psychology shuns
any impersonal attempt to objectify human life from the viewpoint
of an external observer, instead studying consciousness as a living
reality which shapes individual and collective perception and action.
The primary tool for directly exploring the mind is meditation or
mindfulness, an experiential process in which one becomes an
attentive participant-observer in the unfolding of moment-tomoment consciousness.
Learning mainly from lectures, readings, videos, workshops,
seminar discussions, individual and group research projects, and
field trips, in fall quarter we will take a critical look at the basic
assumptions and tenets of the major currents in traditional Western
psychology, the concept of mental illness, and the distinctions drawn
between normal and abnormal thought and behavior. In winter
quarter, we will then investigate the Eastern study of mind that has
developed within spiritual traditions, particularly within the Buddhist
tradition. In doing so, we will take special care to avoid the common
pitfall of most Western interpretations of Eastern thought—the
attempt to fit Eastern ideas and practices into unexamined Western
assumptions and traditional intellectual categories. Lastly, we will
address the encounter between Eastern and Western psychology
as possibly having important ramifications for the human sciences
in the future, potentially leading to new perspectives on the whole
range of human experience and life concerns.
Credits: 16
Enrollment: 25
Planning Units: Consciousness Studies; Culture, Text, and
Language; and 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.
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.
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 non-scientists 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
Students who register for a program but do not attend the first class meeting may be dropped.
Photo by Carlos Javier Sanchez '97.
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
bird-focused 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.
Credits: Variable credit options available
Planning Units: Environmental Studies
Olfle
Rigorous quantitative and qualitative research is an important
component of academic learning in Scientific Inquiry. This
independent learning opportunity allows advanced students
to delve into real-world research with faculty who are currently
engaged in specific projects. 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. Students can develop
vital skills in research design, data acquisition and interpretation,
written and oral communication, collaboration, and critical thinking
that are valuable for pursuing a graduate degree or entering the job
market. 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.
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.
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 (biotechnology) studies microbiology and
biotechnology, focusing particularly on bacteriophages as model
organisms in molecular genetics, as major players in microbial
ecology and as therapeutically important antimicrobials. His
research (in collaboration with phage biologist Elizabeth Kutter)
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 Escherichia coli O157:H7 in the guts of
livestock and Pseudomonas aeruginosa infections of both humans
and dogs. 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 sequencing/genomics of
phages. Students who commit at least a full year to the research
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
84 I Programs
Programs ! 85
project, enrolling for 4 to 16 credits each quarter, will learn a broad
range of microbiology and molecular techniques, with opportunities
for internships at the USDA and elsewhere, and to present data at
national and international conferences.
Judith Bayard Gushing (computer science) studies how
scientists might better use information technology in their research.
She would like to work with students who have a background in
computer science or one of the sciences (e.g., ecology, biology,
chemistry or physics), and who are motivated to explore how new
computing paradigms, such as object-oriented systems and new
database technologies, can be harnessed to improve the individual
and collaborative work of scientists.
Clarissa Dirks (biology) aims to better understand the
evolutionary principles that underlie the emergence, spread and
containment of infectious disease by studying the co-evolution
of retroviruses and their primate hosts. Studying how host
characteristics and ecological changes influence virus transmission
in lemurs will enable us to address the complex spatial and temporal
factors that impact emerging diseases. Students with a background
in biology and chemistry will gain experience in molecular biology
techniques, including tissue culture and the use of viral vectors.
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 (e.g.
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 (organic, polymer, materials chemistry) is
interested in the interdisciplinary fields of biodegradable plastics and
biomedical polymers. Research in the field of biodegradable plastics
is becoming increasingly important to replace current petroleum-
derived materials, and to reduce the environmental impact of plastic
wastes. Modification of starch through copolymerization and use of
bacterial polyesters show promise in this endeavor. Specific projects
within biomedical polymers involve the synthesis of poly (lactic acid)
copolymers that have potential for use in tissue engineering. Students
with a background in chemistry and biology will gain experience in
the synthesis and characterization of these novel polymer materials.
Students will 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 DNA 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. Do solar changes affect Earth over decades (e.g. Solar
Max) to millennia (e.g. climate changes)? Why does the Sun shine a
bit more brightly when it is more magnetically active, even though
sunspots are dark? 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 solar observatories,
and with 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.
The U.S. and Puerto Rico at the Dawn of the 20th
Century
Fall quarter
Fields of Study: cultural studies, economics, history and
international studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: history, international
studies, economics and cultural studies.
Faculty: Tom Womeldorff and TBA
The end of the 19th century was a pivotal time in the history of
Puerto Rico and the United States. The modern U.S. was born with
the conquest of Indian land in the west, the economic colonization
of the south, the virtual re-enslavement of southern Blacks, and the
emergence of economic giants that would redefine capitalism. The
U.S. increasingly turned its attention abroad, building justifications for
the annexation of Caribbean islands. Puerto Rico, a Spanish colony,
struggled with its own growing pains. The emergent Creole elite
struggled with workers to secure labor in a post-slavery world. Some
called for increased autonomy from Spain, others for U.S. annexation.
In 1898, as a consequence of the Spanish American War, Spain ceded
Puerto Rico to the U.S. as war booty. Puerto Rico continues to this day
to be subjected to U.S. control; its political status an unstable form
somewhere between independence and statehood.
We will examine the relationship between the U.S. and Puerto
Rico that emerged from the Spanish American War to understand
an important moment in the history of imperialism in the Western
hemisphere. We will examine this moment through diverse cultural
perspectives between and within the U.S. and Puerto Rico, and
explore how history can be produced through an imperialist lens.
We will ask: How did race and racism factor into this relationship,
and into the rationalization of empire? In Puerto Rico, did American
rule differ from Spanish rule and in what ways? Which economic
and political classes benefited and which were decimated by this
change in regime? We will primarily examine the period from the
emancipation of the slaves (1865 in the US, 1873 in Puerto Rico)
to the granting of U.S. citizenship to Puerto Ricans in 1917. We
will approach our learning through a variety of modes, including
lectures, workshops, group work, and weekly seminars on a variety
of related topics.
Faculty Signature: Students should contact the individual faculty
member in their area of interest for details on obtaining a
signature.
Credits: Variable credit options available.
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.
Credits: 16
Enrollment: 50
Required Fees: $150 for a program retreat.
Planning Units: Culture, Text, and Language; and Society, Politics,
Behavior and Change
Venezuela: Building Economic and Social Justice
Fall, Winter and Spring quarters
Fields of Study: community studies, economics, media arts,
political science and study abroad
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: Latin American studies,
community education or organizing, non-governmental or nonprofit organization, journalism and media.
Faculty: Anne Fischel and Peter Bohmer
alternative economic structures, including worker-owned factories,
cooperatives, nationalized industries, and regional economic planning
and trade. Calling for a "multi-polar world" Venezuela is also creating
new alliances to redistribute global power and influence.
Our program will learn from and about Venezuela's political and
economic transformation. Working with perspectives from political
economy, community studies and popular education, we will study
both national policies and the experiences of ordinary people
participating in a popular movement to redistribute power and wealth.
We will develop in-depth understanding of efforts to construct a
system that meets peoples' needs for food, health, shelter, education,
employment and political participation. We will learn about struggles
for indigenous rights and racial and gender equality, and consider
advantages and contradictions of Venezuela's reliance on oil. Finally,
we will study the colonization and neo-colonization of Latin America,
and anti-colonial struggles, historically and today.
Possible texts include: Galeano's Open Veins of Latin America,
Wilpert's Changing Venezuela by Taking Power, Harnecker's
Understanding the Venezuelan Revolution, Martinez, Fox and Farrell's
Venezuela Speaks and Freire and Horton's We Make the Road
by Walking. Questions we'll address are: What are the political,
economic and environmental implications of Venezuela's model of
development? What are its strengths and weaknesses? Is it creating
popular participation, power and prosperity? Is this model applicable
to other nations?
In fall we will study Advanced Beginning or Intermediate Spanish,
political economy of Latin America (international political economy,
comparative social systems), and Venezuelan history and politics.
We will learn about popular education and collaborative approaches
to community work. We will study Venezuela's struggle for political
and economic independence, culminating in the election of Hugo
Chavez. We will also develop documentation skills using writing,
photography and audio recording.
Students will choose a research focus—Venezuelan agriculture,
education, the economy, culture, cooperatives, media, gender, youth
and health are possible areas. Students will practice photography
and audio skills by documenting a local organization; this work will
be shared with our Venezuelan partners.
In winter most of us will go to Venezuela for 8-9 weeks. We'll
travel to the states of Lara or Merida to visit organizations and
communities, work with cooperatives, community centers and
schools, and live with families. There may be opportunities for
language exchange or Spanish instruction. Students who don't
travel to Venezuela can rejoin the program in spring. In spring we
will return to Evergreen to continue our studies of Venezuela and
Spanish and develop educational presentations for the community.
Admission to the winter travel component requires successful
completion of all fall quarter work. Students who travel to Venezuela
are expected to remain in the program in spring and participate in
our collective project of educating our local community.
This program does not accept new enrollment in winter and spring.
Credits: 16
Enrollment: 50
Special Expenses: Approximately $3,600.00 for nine-week study
abroad in Venezuela in winter quarter.
Required Fees: $50 for project publication in spring.
Planning Units: Expressive Arts; Sustainability and Justice; and
Society, Politics, Behavior and Change
Venezuela is spearheading a movement to create alternatives to
the neo-liberal model of development and representative democracy
championed by the U.S. Venezuela's president, Hugo Chavez, has
called for "socialism for the 21st century." This process affects every
aspect of Venezuelan life, including health care, education, housing,
governance, land ownership and agriculture. Venezuela is exploring
Ome
Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
86 i Programs
Programs I 87
Water, Microbes and Energy: Sustainable Solutions
Wisdom of the Body
Writing American Cultures
Fall and Winter quarters
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: biology, environmental studies, physics, sociology
and sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: biology, health, civil
engineering, mechanical engineering, community service,
development studies, and organizational sociology.
Faculty: Robert Knapp and Clarissa Dirks
Fields of Study: business and management, consciousness
studies, dance, psychology and somatic studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: leadership positions,
education, movement and expressive arts.
Faculty: Cynthia Kennedy
Fields of Study: American studies, anthropology, community
studies, cultural studies, history, literature, sociology and writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: the humanities and social
sciences, community service, journalism, law, media and education.
Faculty: Samuel Schrager, Chauncey Herbison and Nancy Koppelman
The body, a vital component in teaching and learning, has
often been neglected in higher education. A possible reason for
this neglect lies in the enduring influence of the writings of Rene
Descartes who, in the 17th century, wrote "I think therefore I am." He
stated that each of us has a mental realm within us that is separate
from the sensual nature of the body. This separate realm of the mind
was seen as "higher" than the faculties of the body.
This way of thinking influences much of education today,
as the intellect is seen as the location of rational thought, and
therefore, more reliable than the body and its emotions. There is
much evidence, however, that Descartes was wrong. This program
is devoted to exploring the marriage between the mind and body
with an emphasis on the body. We will investigate the central role of
the body in many aspects of our lives including decision-making and
leadership, creativity, emotional intelligence, health and self-image.
Our guiding question will be, "What is the role the body plays in our
development as whole human beings?"
The approach to answering this question is enjoyable! Students
will have an opportunity to learn in many ways using many modalities
and multiple intelligences. We will integrate somatic (body-based)
learning practices into our study including weekly yoga and dance
workshops (no prior experience necessary). Our inquiry will ask us
all to attune ourselves to the wisdom that is available and present in
our own body awareness. We will participate in community readings,
rigorous writing assignments, and critical study of important texts. In
addition to the core work for everyone in the program, students will
also design their own learning experiences. These can include field
studies, research papers, or exploration of body-based practices.
Here the most agonizing mystery sponsored by the democratic
ideal is that of our unity-in-diversity, our oneness-in-manyness.
More than two billion people in the world lack access to clean
water and sanitation, but each person in the United States uses an
average of 80 gallons of clean water daily. Scientific innovations have
led to the development of vaccines, yet in developing countries the
lack of good refrigeration makes it difficult to deliver heat-intolerant
vaccines to many of the people who need them. Clean water
and electricity for refrigeration are only two examples of how our
societal infrastructure provides U.S. citizens with services that are
not available in many other places.
This program will examine the scientific, technical, and political
issues behind these problems and explore potential avenues toward
a healthier and more sustainable world. To explore these broader
themes, we will focus on everyday issues such as drinking water,
waste water, infectious disease and household energy. We will
investigate the definition of needs, the development of techniques,
and the building of effective organizations for spreading information
and solutions for topics such as bioremediation, rainwater catchment,
vaccine delivery and efficient stoves.
In the fall we will examine several case studies relevant both
to western Washington and to other regions of the world, such as
sustainable treatment of human waste at a personal level and as a
problem of community infrastructure, climate impacts of household
energy use for cooking, or equitable mechanisms for distributing
vaccines or other measures against infectious disease. We will study
techniques and behaviors that work at the individual level, and we
will investigate ways that social networks, markets, and private and
public organizations allow scaling up from demonstrations to widely
effective programs. Students will learn concepts from molecular
biology, microbiology, ecology, mechanical and civil engineering,
and organizational theory, as well exploring key questions of ethics
and values. In the winter, students will continue to build their
background knowledge and apply their learning to develop wellresearched project plans which can be executed, at least as a proof
of principle, within the constraints of our program.
Students will read books and articles, write short papers that
reflect on the case studies and academic topics we investigate, take
active part in workshops, laboratory sessions and field trips, and
acquire presentation skills. Students can expect both individual and
collaborative work, including the possibility of significant interaction
with local sustainability workers. The winter project will lead up to a
presentation to the entire class at the end of the program.
Credits: 16
Enrollment: 24
Required Fees: $95 for field trips and art supplies.
Planning Units: Consciousness Studies
Credits: 16
Enrollment: 48
Required Fees: $60 for winter site visits to examples of
sustainable solutions.
Planning Units: Scientific Inquiry; and Sustainability and Justice
These words of Ralph Ellison's are the starting point for our
inquiry. This program will explore diversity and unity in the United
States through outstanding narratives by artists and scholars who,
like Ellison, capture distinctive characteristics of the hybridity
endemic to American experience. Students will use these studies
to take their own fresh looks at American life and to become adept
practitioners of the writer's craft.
The program involves close reading of literary, historical, and
anthropological-sociological texts, and attention to traditions of
story, music, film and humor. We will consider a range of group
experiences-African American, Asian American, Jewish, workingclass, place-based, queer, female, youth, differently-abled, and
others. We will focus on understanding dynamics between historical
pressures and legacies, and present realities and aspirations. How,
we will ask, have race relations, immigrant experiences, and family
life both expressed and extended democratic ideals, and both
embodied and challenged a wide range of power hierarchies? What
are the most compelling stories that this unpredictable culture has
produced, and how have they nourished and articulated community?
What will be the impact of emergent technologies on the increasingly
permeable boundaries between human and machine, "real" and
virtual, self and other, particularly for the making of democracy?
Fall and the first half of winter will feature intensive practice of
writing in non-fiction, imaginative and essay forms. Research methods
will also be emphasized: ethnographic fieldwork (ways of listening,
looking, and documenting evidence to make truthful stories), and
library-based scholarship in history, social science and the arts. From
mid-winter to mid-spring, students will undertake a full-time writing
and research project on a cultural topic or group in a genre of their
choice, locally or elsewhere. These projects are akin to the kinds
that students pursue with Individual Learning Contracts; students in
Writing American Cultures will undertake them in community, with
strong faculty support. The project is an excellent context for senior
theses. In the final weeks of spring, students will polish and present
their writing in a professional format. Throughout the program,
dialogue about our common and individual work will be prized.
Among the fiction writers we may read are William Faulkner,
Maxine Hong Kingston, Herman Melville, Toni Morrison and Ishmael
Reed; essayists Gerald Early, Ralph Waldo Emerson, Albert Murray,
Cynthia Ozick and Mark Twain; ethnographers Joan Didion, Zora
Neale Hurston, Joseph Mitchell and Ronald Takaki; historians John
Hope Franklin, Oscar Handlin and C. Vann Woodward. Films may
include Chinatown, Do the Right Thing, Duck Soup, Gran Torino,
Lone Star, Ride with the Devil and Vertigo. Music we'll hear may
be by Louis Armstrong, John Coltrane, Bob Dylan, Jimi Hendrix,
Billie Holiday, Janis Joplin, and Tupac Shakur. Humor/comedy will be
provided by Lenny Bruce, Margaret Cho, Richard Pryor, and others.
Students who are serious about becoming capable writers are
warmly invited to be part of this program. Those who give their time
and energies generously will be rewarded by increasing their mastery
as writers, critics and students of American culture and society.
Enrollment: 72
Required Fees: $140 for a four-day field trip in fall.
Planning Units: Culture, Text and Language
Zinn and the Art of Protest
Fall and Winter quarters
Fields of Study: history, law and government policy, law and
public policy, political science and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: law, education, public
policy, political theory, history, and political science.
Faculty: Jose Gomez and Michael Vavrus
Howard Zinn (1922-2010), arguably more ably and
comprehensively than any other historian, documented injustice and
dissent as defining features of the United States from its founding
to the present. His steadfast commitment to democratic values,
justice and equality, along with his assurance that "small acts, when
multiplied by millions of people, can quietly become a power no
government can suppress," have also inspired countless Americans
to protest unjust laws, policies and practices.
In this program, we will use Zinn's life and works as a framework
to study the centrality of dissent to American democracy and the
impact it has had on weaving the nation's social, political and cultural
fabric. We will study how ordinary people, from pre-revolutionary
America to the present, have stood up to power in order to
redeem the Bill of Rights' guarantee of protecting people from the
government rather than protecting government from the people.
Along with our study of discrimination based on race, ethnicity,
religion, gender, class, age, disability and sexual orientation that
continues to defy the constitutional promise of equality, we will
examine how political dissent, so essential to correcting these
inequalities, has been suppressed and criminalized from the 18th
century's odious Sedition Act to the 21st century's reactionary U.S.A.
Patriot Act. While there will be no clear demarcation of themes
between quarters, events of the 18th and 19th centuries will receive
our greatest attention in the fall quarter, and events of the 20th and
21st centuries will receive our closest scrutiny in the winter quarter.
Program activities will include lectures, workshops, films,
seminars, guest presentations, and group and individual projects.
Credits: 16
Enrollment: 50
Planning Units: Society, Politics, Behavior and Change
Accepts Winter Enrollment with faculty signature. Students must
interview with faculty, giving evidence of readiness to undertake
major writing and a research project. This program does not
accept new enrollment in spring.
Credits: 16
Students who register for a program but do not attend the first class meeting may be dropped.
°ifle programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2011-12.
88 I Graduate Studies
Admissions I 89
Admissions
Graduate Studies
Martha Henderson, Director
MASTER OF ENVIRONMENTAL STUDIES (MES)
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 with public policy. Its core curriculum explores the interactions among
environmental problems, policy responses, and environmental sciences. The program produces graduates who combine an interdisciplinary
understanding of environmental sciences with the skills and wisdom to intelligently address environmental problems, providing quality professional
preparation for people employed in the public, private, and non-profit sectors or for continuing graduate study in related fields.
For complete information on admissions requirements and procedures, please consult the current catalogue of the Graduate Program
on the Environment or visit www.evergreen.edu/mes.
Gail Wooten, Assistant Director (360) 867-6225 or wootang@evergreen.edu
Lee Lyttle, Director
MASTER OF PUBLIC ADMINISTRATION (MPA)
The Masters Program in Public Administration provides high-quality professional education to students pursuing careers within government
agencies, nonprofits, tribal governments, and research and advocacy organizations. Hundreds of program graduates work in responsible
positions throughout Washington state, the Northwest, and beyond. Through the program, students gain important knowledge and skills
and learn how to be effective advocates for change. Evergreen's MPA program is unique, due to our emphasis on social change and
democratic governance, and the College's innovative approach to education.
For more information about the MPA program, please consult the current Master of Public Administration catalog or visit
www.evergreen.edu/mpa. The Tribal Governance concentration focuses on structures, processes and issues specific to tribal governments.
For information about the MPA track in Tribal Governance, visit www.evergreen.edu/mpa/tribal.
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.
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 application-such 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:
Randee Gibbons, Assistant Director, Public/Nonprofit Administration and Public Policy Concentratons
(360) 867-6554 or gibbonsr@evergreen.edu
JOINT MES/MPA DEGREE
The Master in Environmental Studies and Master in Public Administration programs also offer a combined MES/MPA
degree. This joint program is designed both for environmental professionals who wish to improve their administrative skills
and for public administrators who want to gain expertise in the analysis of environmental issues. Students must complete a
total of 96 credits in both programs to obtain the degree. For more information, contact the assistant MES director.
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
Sherry Walton, Director
TEACHER EDUCATION PROGRAMS (MiT and M.Ed.)
Your application file should have all of the required documents by the latter priority date for timely admission consideration.
MASTER IN TEACHING (MiT)
Evergreen's Master in Teaching (MiT) Program is a nationally
recognized teacher preparation program leading to Residency
Teacher Certification in Washington state and a Master's degree.
The program aspires to develop teachers who can put principles of
effective and meaningful classroom teaching into practice, and who
can create classrooms that are culturally responsive and inclusive,
democratic and learner-centered, developmentally appropriate and
active. Graduates are knowledgeable, competent professionals
who assume leadership roles in curriculum development,
assessment, child advocacy and anti-bias work.
For complete information on endorsements, admissions
requirements and procedures, please consult the current Master in
Teaching catalog or visit www-evergreen.edu/mit.
Maggie Foran, Admissions and Advising
(360) 867-6559 or foranm@evergreen.edu
MASTER OF EDUCATION (M.Ed.)
Mathematics Education and English Language Learners
The M.Ed. Program is a 40-credit, seven-quarter program
intended to allow current K-12 teachers to advance in their abilities
and professions by providing a graduate-level theoretical and practical
framework to increase their positive impact on student learning.
All candidates will engage in a core coordinated studies curriculum
encompassing the needs of diverse learners in multicultural settings,
the latest research on how the brain, culture and language
development influence learners, and the integration of research and
data analysis into teaching practices. Included in the core will be
topics such as curriculum theory, best practices, developmentally
appropriate curriculum, critical pedagogy, and cultural competence.
Current and prospective district-level curriculum supervisors, as
well as others involved in education, may also be interested in this
advanced degree because of the program's focus on effective,
research-based classroom practices.
Along with the completion of the core program of study, candidates
will have the opportunity to prepare for an endorsement in the area of
English Language Learners and middle-level or secondary Mathematics.
For complete information on admissions requirements and
procedures, please visit www.evergreen.edu/med.
Lynne Adair, Program Coordinator
(360) 867-6639 or adairl@evergreen.edu
1_
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 will be credited toward your first
quarter's tuition. Admission and deposit do not guarantee your enrollment in a particular program, contract or course.
Admissions I 91
90 I Admissions
ADDITIONAL INFORMATION FOR FRESHMAN APPLICANTS
ADDITIONAL INFORMATION FOR TRANSFER APPLICANTS
ACCEPTABLE COLLEGE PREPARATORY COURSE WORK
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.
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 non-English-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. The second 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 science-related 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.
Students who have already earned a B.A. or B.S. only need to submit the final official transcript from the institution that
awarded the degree, as long as the degree confirmation is indicated on the transcript.
TRANSFER OF CREDIT
Evergreen has a generous policy of accepting credit from other accredited institutions. The maximum amount of credit
that can be transferred is 135 quarter hours (90 semester hours). A maximum of 90 quarter hours (60 semester hours) of lower
division (100-200 level) course work will transfer.
Policy varies depending on the kind of institution from which you transfer and the kinds of course work involved. In general,
courses are acceptable if a minimum 2.0 grade point average or grade of C was received (work completed with a C-minus
does not transfer). Courses in physical education, remedial work, military science and religion are not transferable. Some
vocational and personal development courses are transferable; others are not. Evergreen abides by the policies outlined in
Washington's Policy on Intercollegiate Transfer and Articulation. See the Transfer Student section on the Admissions Web site
at www.evergreen.edu/admissions/transfer.htm for detailed information.
The evaluation of your official transcripts that results in a Transfer Credit Award is conducted after you have been admitted and
paid the $50 nonrefundable tuition deposit. This evaluation is based upon the transcripts submitted for your admission application.
OTHER SOURCES OF TRANSFER CREDIT
Evergreen accepts credits earned through CLEP, AP and 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.
CLEP general and subject examination may also generate credit. Minimum test scores vary by subject area.
In addition, students should choose eiectives 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.
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.
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.
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.
Nontraditional high schools must provide transcripts that indicate course content and level of achievement.
SUMMER QUARTER
Summer quarter enrollment is handled through the Office of Registration and Records and does not require formal admission.
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.
Students who wish to continue their studies into fall quarter may do so by registering again as a special student or by being
admitted to the college through the formal application process.
More information for freshman applicants can be found at www.evergreen.edu/admissions/freshman.htm
More information for transfer applicants can be found at www.evergreen.edu/admissions/transfer.htm
92 ! Tuition and Fees
Tuition and Fees I 93
Tuition and Fees
ESTIMATED EXPENSES
These estimates are for a single undergraduate student who lives on or off campus and attends full time during the
2010-11 nine-month academic year.
|
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.
NON-RESIDENT
$6,108
$17,235
Books and supplies
972
972
Housing and meals
8,460
8,460
Personal needs
2,040
2,040
1,176
1,176
$18,756
$29,883
Transportation
Total
Note: Full-time undergraduate tuition figures do not include the quarterly health, transit, CAB, and clean energy fees, which are mandatory
for students attending the Olympia campus.
ESTIMATED TUITION AND FEES
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to change
without notice. The rates below are for the 2010-11 academic year. Visit www.evergreen.edu/tuition or call Student
Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS
QUARTER CREDIT HOURS
RESIDENT TUITION*
NONRESIDENT TUITION*
Full-time
Undergraduate
10-18
19
20
$2,036 per quarter
$2,215
$2,394
$5,745 per quarter
$6,281
$6,817
Part-time
Undergraduate
9 or fewer
$203.60 per credit;
2 credit minimum
$574.50 per credit;
2 credit minimum
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.
Full-time Graduate
8 MPA & MES
16 MIT
$1,924 per quarter
$2,405 per quarter
$5,341.60 per quarter
$6,677.00 per 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 MasterCard, Discover or American Express ($2.75
convenience fee will be charged), or E-Check (at no cost). 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.
Part-time Graduate
9 or fewer**
$240.50 per credit;
2 credit minimum
$667.70 per credit;
2 credit minimum
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.
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.
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:
'Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
** For financial aid purposes, 8 MPA and MES quarter credit hours are considered full-time, 7 or fewer, part-time.
MISCELLANEOUS FEES
Admissions Application Fee (nonrefundable)
$50
Mandatory Health Fee (quarterly)
$66
Mandatory Bus Pass (quarterly)
$1.10 per credit
up to $13.20
ID Card Replacement
CAB Renovation Fee
50 percent to the 30th day
No refund after the 30th calendar day
If your tuition is paid by financial aid, any refund will be made to the financial aid program, not to you. Appeals of
tuition and fees must be made to the Office of Registration and Records. Appeals of other charges must be made to the
office assessing the charge.
Late Registration Fee
2nd week of the quarter
$50
3rd week of the quarter
$100
with meal plan
$5
$25
$5.75 per credit
Graduation Fee
$25
Clean Energy Fee
$1 per credit
Undergraduate Tuition Deposit (nonrefundable)
$50
Late Night Transit Fee (quarterly)
$3
Returned Check
$15
Late Payment Fee (per quarter)
100 percent to Friday of the first week of the quarter
I
RESIDENT
Tuition and Fees
-
Graduate Tuition Deposit (nonrefundable)
$100
Transcript, per copy
$10
$50
Housing / Administrative Fee: Rental Contract or Unit Lease
$45 each
These fees are current at time of publication. Please check to verify amounts or additional fees.
PARKING FEES
Automobiles / Motorcycles
Automobiles / Motorcycles
Daily
$2.00
Academic year
$115 / $60
Quarterly
$40 / $25
Full year
$120/$65
94 i Registration and Academic Regulations
Registration and
Academic Regulations
NEW AND CONTINUING STUDENT REGISTRATION PROCESS
Each quarter, prior to the Academic Fair, registration information for the upcoming quarter is available on the
Web at my.evergreen.edu. You are responsible for looking up your time ticket to register, researching the curriculum
information and registering. New students will be asked to participate in an academic advising session. Registration
priority is based on class standing. Early registration may increase your chances of getting into the program of your choice.
Late registration begins the first week of the quarter and requires a faculty signature. 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.
COLLEGE EMAIL POLICY
All students, including both admitted and "special" (non-admitted) students, will be given an Evergreen email account
upon admission (or registration for "special" students.) This email account will be a primary mechanism for official college
communications to students, including registration and student account information, announcements of official college
policies and general announcements and information. As part of their responsibility to work with the college to manage
their business and enrollment issues, students are expected to check their college email on a regular basis.
CHANGES IN PERSONAL INFORMATION
It is vital to maintain current information that affects your student records with the Office of Registration and Records.
Any change(s) affecting your student record requires acceptable documentation before a change in records can be made.
Students can update address information at any time using their my.evergreen.edu account. See also Billing and Payment
Procedures, page 87.
TO ADD, CHANGE, OR DROP A PROGRAM
If you want to add, change or drop your program or courses, you should complete your change of registration by the
10th day of the quarter. During or after the second week of the quarter, you must petition to change a program, course
or individual/internship contract (as opposed to changing your credits or dropping). The petition form is available at
www.evergreen.edu/registration.
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.)
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
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 a continuing student and are not registered in a program or contract by the deadline, you
are considered to be on leave (for up to one year).
VETERAN STUDENTS
The Evergreen State College's programs of study are approved by the Washington State Higher Education
Coordinating Board's State Approving Agency (HECB/SAA) for enrollment of persons eligible to receive educational
benefits under Title 38 and Title 10 USC.
Registration and Academic Regulations I 95
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
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 16 credits must follow college policy and complete their registration by the Friday of the first
week of the quarter. Additional tuition charges may apply.
Academic programs, independent study contracts and internships will be offered for a maximum of 16 credits each
quarter. Students concurrently pursuing coursework at another college may register for a combined maximum of 20
credits. Credits earned beyond this limit will not be accepted.
Registration is prioritized by the number of credits earned, giving seniors first choice, and is organized as follows:
Freshmen
0-44 credits
Sophomores
45-89 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.
Questions concerning your rights under FERPA should be directed to the Office of Registration and Records.
96 I Registration and Academic Regulations
Faculty I 97
ACADEMIC STANDING POLICY
The academic standing of each Evergreen student is carefully monitored to ensure the full development of his or her
academic potential. Any student not making satisfactory academic progress, as defined below, is informed of her or his
standing and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and
internships. In addition, any student in danger of receiving less than full credit at mid-quarter is so notified in writing by his
or her faculty or sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be
required to take a leave of absence.
1. Academic warning.
A student who earns less than three-fourths of the number of registered credits in two successive quarters or
cumulative credit for multiple term enrollment, will receive an academic warning issued from the Office of Enrollment
Services. A student registered for six credits or more who receives no credit in any quarter will receive an academic
warning. These warnings urge the student to seek academic advice or personal counseling from a member of the faculty
or through appropriate offices in Student Affairs. A student will be removed from academic warning status upon receiving
at least three-fourths of the credit for which he or she is registered in two successive quarters.
2. Required leave of absence.
A student who has received an academic warning, and while in warning status received either an incomplete
or less than three-fourths of the credit for which she or he is registered, will be required to take a leave of
absence, normally for one full year.
A waiver of required leave can be granted only by the academic dean responsible for academic standing upon the
student's presentation of evidence of extenuating circumstances. A student returning from required leave will re-enter
on academic warning and be expected to make satisfactory progress toward a bachelor's degree. Failure to earn at least
three-fourths credit at the first evaluation period will result in dismissal from Evergreen.
Faculty
The following is a list of Evergreen's faculty as of summer 2010. 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 of Washington, 1982.
Theresa A. Aragon, Management, 1999;
Academic Dean 2006-2010, 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.
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.
Susan M. Aurand, Art, 1974; B.A., French,
Kalamazoo College, 1972; M.A., Ceramics, Ohio
State University, 1974.
Marianne Bailey, Languages and Literature, 1989;
B.A., Foreign Languages and Literature, University of
Nevada, 1972; M.A., French Language and Culture,
University of Nevada, 1974; Doctor of Letters,
Francophone Literature and Culture, Sorbonne,
University of Paris, 1985; Graduate work at University
of Washington, University of Tubingen, Germany.
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; MA, 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.
Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute of Technology, 1965; Ph.D., Economics,
University of Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry,
Wl; B.S., Chemistry, University of Peradeniya,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
ENROLLMENT STATUS
Full time
Part time
Undergraduate students
12-20 credits
11 credits or fewer
Graduate students
10-12
9 credits or fewer
credits
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)
Frederica Bowcutt, Ecology, 1996; B.A., Botany
University of California, Berkeley 198V M S
Botany, University of California, Davis, 1989; Ph.D.,
0|ogy, University of California, Davis, 1996.
Andrew Brabban, Mo/ecular Biology, 2001;
;s- Microbial Biotechnology, University of
^Pool. U.K., 1989; Ph.D., Genetics and
•robiology, University of Liverpool, U.K., 1992.
Eddy Brown, Writing, 2001; Academic Dean,
2004-2010; 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, Emeritus, 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; PhD., Communications-Film, Ohio State University, 1974.
Jon S. Davies, 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.
Clarissa Dirks, Biology, 2006; B.S., Microbiology,
Arizona State University, 1994; Ph.D., Molecular
and Cellular Biology, University of Washington, 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 of Washington, 1968;
Ph.D., Urban Planning, University of Washington,
1971.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977; Ph.D.,
Economics, University of Massachusetts, 1987.
Kathleen Eamon, Philosophy, 2006; B.A., Liberal
Arts, St. John's College, 1997; M.A., Philosophy,
Vanderbilt University, 2004, 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.
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.
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.
Joe Feddersen, Emeritus, Printmaking, 1989;
B.F.A., Printmaking, University of Washington,
1983; M.F.A., University of Wisconsin, 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.
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 Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D., Biological
Sciences, University of California, Irvine, 1998.
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.
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.
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.
I
98 I Faculty
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.
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, 2001-2007; Director of
Center for Community Development, 1983-86;
B.A., Mathematics, University of California, Santa
Barbara, 1966; M., Urban Planning, University of
Washington, 1971.
Kevin J. Francis, Philosophy of Science,
2004; B.A., Biology, Reed College, 1993; Ph.D.,
History of Science and Technology, University of
Minnesota, 2002.
George Freeman, Jr., Clinical Psychology, 1991;
B.A., Liberal Arts, Secondary Education, Adams
State College, 1977; M.A., Clinical Psychology,
Southern Illinois University, 1984; Ph.D., Clinical
Psychology, Southern Illinois University, 1990.
Karen Gaul, Sustainability Studies, 2006; B.A.,
Theology and Philosophy, Carroll College, 1984;
M J.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.
Laurance R. Geri, Master of Public
Administration, 1997; B.A., Economics, University
of Washington, 1980; M.P.A., Policy Analysis and
Evaluation, George Washington University, 1982;
D.P.A., University of Southern California, 1996.
Ariel Goldberger, Theatrical Design, 1996;
B.Arch., Temple University, 1987; M.F.A.,
Brandeis University, 1993.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean, 1988-90; Associate
Academic Dean, 1990-96; B.A., Spanish, Journalism,
Education, University of Wyoming, 1965; Fulbright
Scholar, Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School, 1981.
Faculty I 99
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, 1995; Director
of Graduate Program in Environmental Studies,
2009-present; B.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.
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.
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.
Walter Eugene Grodzik, Theater, 2002; B.A.,
Research and Theater Studies, Hiram College, 1977;
M.A., Speech/Theater, Kent State University,
1983; M.F.A., Directing, Wayne State University,
1984; Fulbright Scholar, 1984-86; Ph.D., Drama,
University of Washington, 2006.
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.
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.
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.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
Sara Huntington, Librarians/lip, 1987; B.A., The
Evergreen State College, 1978; M.A., Literature,
University of Puget Sound, 1982; M.L.S.,
University of Washington, 1984.
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.
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.
Cheryl Simrell King, Public Administration,
2000; Director of Graduate Program in Public
Administration 2006-2010, 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 (20091
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; Director
of Graduate Program in Public Administration,
2010-present; 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.
David McAvity, Mathematics, 2000; B.S.,
Mathematical Physics, Simon Eraser University,
1988; Distinction in Part III of the Mathematical
Trypos, Cambridge University, 1989; Ph.D.,
Mathematics, Cambridge University, 1993.
Paul McCreary, Mathematics, 2006; B.S., Political
Science, Massachusetts Institute of Technology,
1970; M.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.
Lydia McKinstry, Organic Chemistry, 2004;
B.S., Cellular and Molecular Biology, Fort
Lewis College, 1989; Ph.D., Organic Chemistry,
Montana State University, 1994.
Kabby Mitchell III, Dance, 2000; A.A., Contra
Costa College, 1979; M.F.A., Dance, University
of Iowa, 1998.
Donald Morisato, Genetics/Molecular
Biology, 2002; B.A., Biology, 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.
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.
James Neitzel, Chemistry, 1989; B.A, Chemistry,
Biology, Macalester College, 1977; Ph.D., Chemistry,
California Institute of Technology, 1987.
Alice A. Nelson, Spanish Language and
Culture, 1992; A.B, cum laude, Spanish,
Davidson College, 1986; A.M., Spanish, Duke
University, 1989; Certification, Women's Studies,
Duke University, 1990; Certification, Latin
American Studies, Duke University, 1992; Ph.D.,
Spanish, Duke University, 1994.
Lin Nelson, Environmental Health, 1992; B.A,
Sociology, Elmira College, 1970; M.A., Sociology,
Pennsylvania State University, 1975; Ph.D.,
Sociology, Pennsylvania State University, 1981.
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.
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.
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.
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.
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.
Allen Olson, Computer Studies, 2003;
Academic Dean 2007-present, B.A, Physics,
University of Chicago, 1990; M.S., Mechanical
Engineering, University of Washington, 1992.
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.
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.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-92; B.A, Philosophy, Reed
College, 1962; Ph.D., Philosophy, University of
Pittsburgh, 1967.
Alan R. Parker, Native American Policy, 1997;
B.A. Philosophy, St. Thomas Seminary, 1965;
Commissioned 2nd Lt. Signal Corps, U.S. Army, 1966;
J.D, University of California, Los Angeles, 1972.
Nancy Parkes, Literature and Writing, 1998;
B.A, The Evergreen State College, 1978; M.F.A,
Creative Writing, Goddard College, 1996.
Michael Paros, Health Science, 2006; B.A,
Molecular Biology, University of California,
San Diego, 1989; Ph.D., Veterinary Medicine,
Washington State University, 1993.
Sarah Pedersen, English Literature and Library
Science: Interim Academic Dean, 2010-present;
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 Precise, Literature and Writing, 1998;
B.A, English, Portland State University, 1986;
M.A, English, Portland State University, 1988.
Paul Przybylowicz, Environmental Studies
Generalist, 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 Education-Elementary Education,
Indiana University, Bloomington, 1995.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; Academic Dean
2007-present, B.A, Education/Sociology,
University of Washington, 1970; M.A, English,
Utah State University.
Andrew Reece, Classical Studies, 2003; A.B,
Classical Studies, Earlham College, 1991; M.A,
Classical Studies, Indiana University, 1993; Ph.D.,
Classical Studies, Indiana University, 1998.
""
r
100 I Faculty
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.
Martha Rosemeyer, Ecological Agriculture,
2001; B.S., Plant Pathology, University of
Wisconsin, Madison, 1978; M.S., Plant SciencesHorticulture, University of Arizona, 1982; Ph.D.,
Biology-Agroecology, University of California,
Santa Cruz, 1990.
Ratna Roy, Dance and English, 1989; B.A.,
English, Ranchi University, 1962; M.A., English,
Calcutta University, 1964; Ph.D., English,
University of Oregon, 1972.
David Rutledge, Psychology, 1988; B.A.,
Philosophy and Psychology, University of
Nebraska, 1970; M.S., Human Development,
University of Nebraska, 1975; Ph.D., Counseling
Psychology, University of California, Berkeley, 1986.
Sarah F. Ryan, Labor Studies, 1999; B.A., The
Evergreen State College, 1992; M.A., Labor and
Industrial Relations, Rutgers-The State University
of New Jersey, 1999.
Therese Saliba, English, 1995; B.A., English,
University of California, Berkeley, 1983; M.F.A.,
Fiction Writing, University of Washington, 1989;
Ph.D., English, University of Washington, 1993;
Fulbright Scholar, 1995.
Steven Scheuerell, Ecological Agriculture, 2005;
B.S., Ecology, Behavior and Evolution, University
of California, San Diego, 1992; Ph.D., Botany and
Plant Pathology, Oregon State University, 2002.
Paula Schofield, Organic Chemistry, 1998;
B.S., Chemistry, Manchester Metropolitan
University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976; B.A.,
Mathematics, Western Washington University,
1978; M.S., Software Engineering, Seattle
University, 1985; M.S., Computer Science,
University of Washington, 1996.
Leonard Schwartz, Creative Writing, 2003; B.A,
Creative Writing and Literature, Bard College, 1984;
M.A., Philosophy, Columbia University, 1986.
Terry A. Setter, Music and Audio, 1983; B.A.,
Music Composition, University of California, San
Diego, 1973; M.A., Music Composition, Theory,
Technology, University of California, San Diego,
1978.
Zahid Shariff, Public Administration, 1991;
Director of Graduate Program in Public
Administration, 2001-02; M.P.A., Karachi University,
Pakistan; D.P.A., New York University, 1966.
David S. Shaw, Entrepreneurship, 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.
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., US History,
University of Kentucky, 1991; M.A., U.S. History,
University of Kentucky, 1993; Ph.D., U.S. History,
University of Wisconsin-Madison, 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.
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.
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.
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.
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.
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.
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.
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.
Alison Styring, Mammalogy and Ornithology,
2005; B.A., Biology, Indiana University, 1994;
Ph.D., Biological Sciences, Louisiana State
University, 2002.
Rebecca Sunderman, Physical Inorganic
Chemistry, 2003; B.S., Chemistry, Eastern Oregon
State College, 1996; Ph.D., Inorganic/Physical
Chemistry, Oregon State University, 2001.
Lisa Sweet, 2-D Art, 1999; B.F.A., Ceramics and
Drawing, Grand Valley State University, 1989; M.F.A.,
Printmaking, University of Wisconsin, Madison, 1997.
Kenneth D. Tabbutt, Environmental Geology,
1997; Interim Provost, 2010-2011; Academic Dean
2005-2010; 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.
Faculty I 101
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.
BOARD OF TRUSTEES
SEPTEMBER 2010
Irene Gonzales
Spokane (Co-chair)
ADMINISTRATION
Thomas L. Puree
Ed.D., Idaho State University
President
Kenneth D. Tabbutt
Anne Proffitt '76
Ph.D., Dartmouth College
Freeland (Co-chair)
Interim Provost and Academic Vice President
Keith Kessler
Hoquiam (Vice Chair)
Arthur A. Costantino
Carver Gayton
Seattle (Secretary)
Ph.D., Pennsylvania State University
Vice President for Student Affairs
D. Lee Hoemann
B.A., Montana State University
Kristin Hayden
Vice President for Advancement
Seattle
Executive Director,
The Evergreen State College Foundation
Denny Heck 73
Olympia
Paul Winters
Vancouver
John A. Hurley, Jr.
Ed.D., Seattle University
Wee President for
Finance and Administration
Nathan Brockett
Olympia (Student Trustee)
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.
Edward A. Whitesell, Geography, 1998; Director,
Graduate Program in Environmental Studies 20052008, B.A., Environmental Biology, University
of Colorado, Boulder, 1973; M.A., Geography,
University of California, Berkeley, 1988; Ph.D,
Geography, University of California, Berkeley, 1993.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D, Social/Personality
Psychology, University of California, Berkeley 2002.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University, 1982;
M.A., Anthropology, State University of New York,
Binghamton, 1985; Ph.D, History of Consciousness,
University of California, Santa Cruz, 1991.
Sean Williams, Ethnomusicology, 1991; B.A.,
Music, University of California, Berkeley,
1981; M.A., Ethnomusicology, University of
Washington, 1985; Ph.D., Ethnomusicology,
University of Washington, 1990.
Elizabeth Williamson, Renaissance Literature,
2005; B.A., English Literature, 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.
Photo by Hannah Pietrick '10
102 I Public Service Centers
Diversity and Community I 103
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 "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
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.
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
Photo by Carlos Javier Sanchez '97.
T
104 I Services and Resources
Services and Resources
Evergreen's commitment to you means sound advice, genuine support, good information and easily accessible
resources are available to you. We encourage you to take advantage of these services.
Student Affairs
Art Costantino, Vice President
LIB 3500, (360) 867-6296
www.evergreen.edu/studentaffairs
Academic Advising
LIB Second Floor, (360) 867-6312
www.evergreen.edu/advising
Access Services
for Students with Disabilities
LIB Second Floor, (360) 867-6348
TTY: 867-6834
www.evergreen.edu/access
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.
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.
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.
Services and Resources I 105
Centers for Active
Student Learning (CASL)
QuASR
LIB 2304, (360) 867-5547
www.evergreen.edu/mathcenter
Writing Center
LIB 2304, (360) 867-6420
www.evergreen.edu/writingcenter
Counseling and Health Centers
Counseling
SEM I, 4126, (360) 867-6800
Health
SEMI, 2110, (360)867-6200
www.evergreen.edu/health
Financial Aid
LIB First Floor, (360) 867-6205
Email: finaid@evergreen.edu
www.evergreen.edu/financialaid
First Peoples' Advising Services
LIB Second Floor, (360) 867-6467
www.evergreen.edu/multicultural
Residential and Dining Services
Athletics and Recreation
CRC 210, (360) 867-6770
www.evergreen.edu/athletics
CARE Network
LIB 2706, (360) 867-5291
www.evergreen.edu/care
Career Development Center
LIB Second Floor, (360)867-6193
www.evergreen.edu/career
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.
The CARE Network, staffed by volunteer faculty, staff, and students, is designed to creatively and
constructively assist community members in addressing conflict on campus. We offer 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.
Office hours can be found at our website.
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.
Housing Bldg. A,
Room 301, (360) 867-6132
www.evergreen.edu/housing
KEY Student Support Services
LIB Second Floor, (360) 867-6464
www.evergreen.edu/key
Police Services
SEM I, 2150, (360) 867-6140
www.evergreen.edu/policeservices
Student Activities
(360) 867-6220
www.evergreen.edu/activities
Student & Academic Support Services
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.
LIB Second Floor, (360) 867-6034
www.evergreen.edu/studentservices
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.
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.
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 online at www.fafsa.ed.gov. Evergreen must receive your processed FAFSA information on or
before March 15 in order for you to receive full consideration for all available campus-based financial
aid. Please stop by or contact us anytime with questions regarding your financial aid options.
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.
Campus Housing offers a variety of accommodations, including single and double studios, twoperson 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.
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.
Evergreen's state-certified officers are committed to positive interactions with students. Police
Services offers community-based, service-oriented law enforcement. Officers 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 online.
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.
The dean has oversight and is responsible for Academic Advising, Access Services for Students
with Disabilities, the Career Development Center, First Peoples' Advising Services, GEAR UP, Health/
Counseling Centers, KEY Student Services, Student Activities and Upward Bound. This office
coordinates new-student programs, such as orientation sessions. The dean provides referrals to campus
and community resources and conducts an ongoing assessment of students' needs, satisfaction and
educational outcomes.
106 I Evergreen's Social Contract
Evergreen's Social Contract I 107
Evergreen's Social Contract
When you make the decision to come to Evergreen, you are also making the decision to become closely associated with its values. A
central focus of those values is freedom—freedom to explore ideas and to discuss those ideas in both speech and print; freedom from reprisal
for voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.
As members of the Evergreen community, we acknowledge our mutual responsibility for maintaining conditions under which learning
can flourish—conditions characterized by openness, honesty, civility and fairness. These conditions carry with them certain rights and
responsibilities that apply to us both as groups and as individuals. Our rights—and our responsibilities—are expressed in Evergreen's Social
Contract, a document that has defined and guided the college's values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting others and remaining
open to others and their ideas provides a powerful framework for teaching and learning.
THE SOCIAL CONTRACT—
A GUIDE FOR CIVILITY AND INDIVIDUAL FREEDOM
Evergreen is an institution and a community that continues
to organize itself so that it can clear away obstacles to learning.
In order that both creative and routine work can be focused on
education, and so that the mutual and reciprocal roles of campus
community members can best reflect the goals and purposes of the
college, a system of governance and decision making consonant
with those goals and purposes is required.
PURPOSE
Evergreen can thrive only if members respect the rights of others
while enjoying their own rights. Students, faculty, administrators and
staff members may differ widely in their specific interests, in the degree
and kinds of experiences they bring to Evergreen, and in the functions
which they have agreed to perform. All must share alike in prizing
academic and interpersonal honesty, in responsibly obtaining and in
providing full and accurate information, and in resolving their differences
through due process and with a strong will to collaboration.
The Evergreen community should support experimentation with
new and better ways to achieve Evergreen's goals; specifically, it must
attempt to emphasize the sense of community and require members of
the campus community to play multiple, reciprocal, and reinforcing roles
in both the teaching/learning process and in the governance process.
STUDENT CONDUCT CODE — GRIEVANCE AND APPEALS PROCESS
Complementing Evergreen's Social Contract is the Student Conduct Code—Grievance and Appeals Process. This document defines
specific examples of Social Contract violations and delineates appropriate corrective action. The code also defines the role of the grievance
officer and describes the processes for informal conflict resolution, grievances and appeals procedures.
The Student Conduct Code is available at www.evergreen.edu/policies/governance.htm. 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:
INTELLECTUAL FREEDOM AND HONESTY:
The individual members of the Evergreen community are
responsible for protecting each other and visitors on campus from
physical harm, from personal threats, and from uncivil abuse. Civility
is not just a word; it must be present in all our interactions. Similarly,
the institution is obligated, both by principle and by the general law,
to protect its property from damage and unauthorized use and its
operating processes from interruption. Members of the community
must exercise the rights accorded them to voice their opinions with
respect to basic matters of policy and other issues. The Evergreen
community will support the right of its members, individually or
in groups, to express ideas, judgments, and opinions in speech or
writing. The members of the community, however, are obligated to
make statements in their own names and not as expressions on behalf
of the college. The board of trustees or the president speaks on behalf
of the college and may at times share or delegate the responsibility
to others within the college. Among the basic rights of individuals are
freedom of speech, freedom of peaceful assembly and association,
freedom of belief, and freedom from intimidation, violence and abuse.
Evergreen's 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.
Honesty is an essential condition of learning, teaching or working.
It includes the presentation of one's own work in one's own name,
the necessity to claim only those honors earned, and the recognition
of one's own biases and prejudices.
OPEN FORUM AND ACCESS TO INFORMATION:
INDIVIDUAL AND INSTITUTIONAL RIGHTS:
Each member of the community must protect: the fundamental
rights of others in the community as citizens; the rights of each
member of the community to pursue different learning objectives
within the limits defined by Evergreen's curriculum or resources
of people, materials, equipment and money; the rights and
obligations of Evergreen as an institution established by the state of
Washington; and individual rights to fair and equitable procedures
when the institution acts to protect the safety of its members.
SOCIETY AND THE COLLEGE:
Members of the Evergreen community recognize that the
college is part of the larger society as represented by the state
of Washington, which funds it, and by the community of greater
Olympia, in which it is located. Because the Evergreen community
is part of the larger society, the campus is not a sanctuary from the
general law or invulnerable to general public opinion.
All members of the Evergreen community should strive to
prevent the financial, political or other exploitation of the campus by
an individual or group.
Evergreen has the right to prohibit individuals and groups from
using its name, its financial or other resources, and its facilities for
commercial or political activities.
PROHIBITION AGAINST DISCRIMINATION:
There may be no discrimination at Evergreen with respect to race,
sex, age, handicap, sexual orientation, religious or political belief, or
national origin in considering individuals' admission, employment or
promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the
Higher Education Personnel Board. Affirmative action complaints
shall be handled in accordance with state law, as amended (e.g.,
Chapter 49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
RIGHT TO PRIVACY:
All members of the college community have the right to
organize their personal lives and conduct according to their own
values and preferences, with an appropriate respect for the rights
of others to organize their lives differently.
All members of the Evergreen community are entitled to privacy
in the college's offices, facilities devoted to educational programs
and housing. The same right of privacy extends to personal papers,
confidential records and personal effects, whether maintained by
the individual or by the institution.
Evergreen does not stand in loco parentis for its members.
Photo by Katherine B. Turner '09
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.
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.
108 I Campus Regulations
index I 109
Campus Regulations
ndex
D
Because Evergreen is a state institution, we must meet state and county responsibilities.
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.
Y
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.
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.
FIREARMS
The college discourages anyone from bringing any firearm or weapon onto campus. Weapons and firearms as defined
by state law are prohibited on campus except where authorized by state law. Campus residents with housing contracts
are required to check their firearms with Police Services for secure storage. Violations of the Campus Housing Contract
relating to firearm possession are grounds for immediate expulsion from Evergreen or criminal charges or both.
PETS
Pets are not allowed on campus unless under physical control by owners. At no time are pets allowed in buildings. Stray
animals will be turned over to Thurston County Animal Control.
SMOKING
No smoking is allowed inside main campus buildings or near building entrances.
Smoking is prohibited in Residential and Dining Services except in designated outdoor areas. Public smoking areas are
designated by staff and will be shared with the community at the beginning of the academic year.
I
104
Academic Advising
96
Academic Standing Policy
104
Access Services for Students with Disabilities
3
Accreditation
64
Ackley, Kristina
101
Administration
70
Aguilar-Wells, Michelle
American Families: Historical Perspectives on Close Relationships33
Animal Morphology Motion and Mind
34
Antonelis-Lapp, Jeff
32, 39
Applied Biology and Chemistry
34
Arney, Bill
53
Arrested Development
35
Arts In New York
35
Athletics and Recreation
104
Atoms, Molecules, & Reactions
36
Atoms, Molecules, & Reactions: Inorganic Chemistry
36
Atoms, Molecules, & Reactions: Quantum Chemistry
37
Atoms, Molecules, & Reactions: Thermodynamics
37
Aurand, Susan
56, 77
B
Bailey, Marianne
47
Barlow, Clyde
62, 83
Bastaki, Maria
83
Blood & Borders: Tradition & Transformation in Central Europe 38
Board of Trustees
101
Bohmer, Peter
85
Bopegedera, Dharshi
36, 37, 83
Bowcutt, Frederica
39, 76
Brabban, Andrew
34, 72, 83
Bruner, Bill
79
Buchman, Andrew
71
Business, Personal Finance and Statistics
38
Butler, Paul
46
Campus Regulations
Career Development Center
Center for Mediation Services
Chin-Leo, Gerardo
Chowdary, Krishna
Chowdhury, Savvina
Citizen Science: Ecoliteracy
Cloninger, Sally
Community College Degrees
Computer Science Foundations
Condensed Curriculum
Consciousness: Pathways to the Self
Consciousness Studies
Cook, Amy
Coontz, Stephanie
Counseling and Health Centers
Credit Limit
Culture, Text and Language
Cushing, Judith
108
104
104
82
75
69
39
68
91
40
6
40
10
34
33
105
95
12
83
Davis, Stacey
47
Defending Mother Earth: Science Energy & Native Peoples
41
Democracy and Free Speech
42
Dirks, Clarissa
46, 83, 86
Diversity and Community
103
Dobbs, Carolyn
32
Dorman, Peter
35, 48
Drawn from Life: Art for the Uninitiated
42
Drop or Change a Program
94
E
Eamon, Kathleen
61
Ecological Agriculture: Crop Botany & Plant Genetics
43
Ecological Niche: The Interface of Human & Animal Behavior 43
The Empty Space: Movement Dance and Theatre
44
Energy Systems and Climate Change
45
Environmental Studies
14
Equal Opportunity
3
Equatorial Studies: Sound Science & the Western Imagination 45
Er (Li), Zhang
71
Evans, Lara
63
Evergreen Center for Educational Improvement
102
Evergreen State College Labor Education & Research Center 102
Evergreen Tutoring Center
105
Expectations of an Evergreen graduate
1
Expressive Arts
16
F
Faculty
97
Feddersen, Joe
65
Field and Laboratory Biology in Southwestern Ecosystems
46
Field Studies in Northwest Environments: Rocks Plants & Forests 46
Financial Aid
105
First Peoples' Advising Services
105
Fischel, Anne
85
Fischer, Dylan
46, 82
Forbidden Metaphors: Rewriting the Real in 20th Century France 47
Foundations of Health Science
48
Francis, Kevin
34, 54
Freeman, George
43
G
Gaul, Karen
55
Gerend, Jennifer
64
Global Agricultural Crisis: Agroecology & Political Economy 48
Global Business Tools for Sustainable Ventures
49
Goldberger, Ariel
35, 50, 77
Gomez, Jose
42, 87
Gould, Amy
67
Graduate Studies
88
Graduation Requirements
96
Grodzik, Walter
44, 79
Grossman, Zoltan
38
index I 111
1101 Index
H
Haft, Bob
42,78
Hahn, Jeanne
66
Harrison, Lucia
32
Hastings, Rachel
54,58
Hayes, Ruth
34,56
Henderson, Martha
82
47
Hendricks, Steven
Herbison, Chauncey
87
Heying, Heather
45,65
A History of "Race": Colonial Era to the Obama Presidency 33
Hitchens, David
56
I
Imamura, Ryo
Individual Study: Interdisciplinary & Consciousness Studies
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
In Our Image
Internships
In the Presence of Beauty
Jang, Rose
Japan Today Japanese History, Literature,
Cinema, Culture, Society and Language
Jun, Heesoon
Justice: A Relationship of Reciprocal Respect
82
50
50
51
5
52
71
52
72
53
K
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Robert
Koppelman, Nancy
Krafcik, Patricia
44,86
105
63
52,86
87
38,74
Landram, Glenn
38,48
Language and the Evolution of Mind
54
Laws/Policies of Indian Education and Indian Child Welfare
54
Learning Resource Center
105
Leverich, Robert
80
Light Step: Sustainable World
55
Longhouse Education and Cultural Center
102
Longino, John
46,81,82
Looking at Animals
56
Looking Backward: America in the Twentieth Century
56
M
Mandeberg, Jean
Margolin, Carrie
Marine Life: Marine Organisms and Their Environments
Marketing Authenticity: Craft, Commodity and Culture
Marr, David
Marxist Theory
Master in Teaching
Master of Education in Curriculum and Instruction
Master of Environmental Studies (MES)
Master of Public Administration
Mathematical Systems
Matter and Motion
McAvity, David
McCarty, Magdalene
57, 80
74
57
57
73
58
88
88
88
88
58
58
58, 83
88
McCreary, Paul
70
McKinstry, Lydia
48, 83
Me and the Mirror: Dance and Scenic Design
59
Media Artists Studio
60
Media Internships
60
Meeker, Laurie
60
Memory Sites, Human Rights: A Digital Archive Production
61
Memory Sites, Human Rights: A Digital Archive Project
61
Meyer-Knapp, Helena
52
Middendorf, Donald
40
Mission Statement
1
Mitchell, Kabby
59
Molecule to Organism
62
Morisato, Donald
43, 78, 83
Moruzzi, Harumi
50, 52
Mosqueda, Lawrence
58, 67
Muehleisen, David
68
Mullins, Greg
61
Multicultural Counseling
63
Museum or Mausoleum?
The Framing of Art Culture and Neuroplasticity
63
Myth and Idea
64
Rains, Frances V.
Ready Camera One: We're Live
Record Keeping
Reece, Andrew
Re-Interpreting Liberation:
Third World Movements and Migration
Removing Barriers Bridging Gaps
RBCD Program-Rebuilding Native Nations:
Strategies for Governance and Development
Residency Status
Residential and Dining Services
Retention of Records
Roots of China: Culture, Art and Poetics
Rosemeyer, Martha
Rutledge, David
Saliba, Therese
Scheuerell, Steven
Schofield, Paula
Schrager, Samuel
Schwartz, Leonard
Schyndel, ZoeVan
79,82
53
7, 22
64
65
65
62, 83
57, 69
70, 82
76, 83
102
89
Paros, Michael
62
Paulsen, David
54
Peter Randlette
60
Peterson, Gary
54
Peterson, Yvonne
53, 54
Pizarro, Nelson
49
Planning and Curricular Options
4, 33
PleinAir
65
Police Services
105
Political Economy and Social Movements: Local, National and
Global Transformations
66
Political Economy & Technology: Robots, Racism, & Revolution 66
Politics and The Nature of Leadership
67
Pougiales, Rita
51
Power In American Society
67
The Practice of Sustainable Agriculture
68
Prior Learning from Experience
5
Programs for Freshmen
8
Public Service At Evergreen
102
The Science Behind the Headlines: What's the Truth?
Scientific Inquiry
Self and Community
SERVICES AND RESOURCES
i
o
Olson, Toska
105
70
92
105
89
71
43,48
53
!
69
68
34, 83
87
64
49
72
18
72
104
Setter, Terry
40
Shakespeare's America
73
The Shape of Things: Geology and Landforms
73
Shaw, David
49
Sheppard, Gilda
70
Shulman, Sheryl
40, 76, 83
Simon, Benjamin
48, 83
Slavic and Celtic Folklore: Heroic, Spiritual, Practical
74
Smith, Matthew
65
Smith, Tyrus
70
Smurr, Robert
38
Social Contract
106
Society, Politics, Behavior and Change
20
So You Want to be a Psychologist?
74
Speller, Trevor
64
Stages of Discovery: Revolutions in Science and Literature
75
Stein, Eric
45
Student Activities
105
Student Affairs
104
Student and Academic Support Services
105
Student Conduct Code
106
Student Orginated Software
76
Student Originated Studies: Botany
76
Student Originated Studies: Travel-Based Projects
77
Studio Projects: Painting
77
Study Abroad
5
Styring, Alison
43, 82
Summer Quarter
91
Sunderman, Rebecca
41, 58, 83
Sustainability and Justice
Sweet, Lisa
72
Q
Quantitative and Symbolic Reasoning Center
69
70
S
N
Nadkarni, Nalini
Nakasone, Raul
Native American and World Indigenous Peoples Studies
Native City: Histories Policies and Images
Nature's Prose
Nature Writing, Environmental History, and Place
Neitzel, James
Nelson, Alice
Nelson, Lin
Nelson, Neal
40,
Northwest Indian Applied Research Institute
Notification and Deposit
41
68
95
51
6
51
Tabbutt, Kenneth
Tacoma Program
Taking Things Apart
Technical Writing in the 21st Century
Temperate Rainforests: Ecology & Biogeochemistry
Theater of Business/Business of Theater
Thinking Through Craft: Metal
Thinking Through Craft: Wood
Thuesen, Erik "
73, 79
23
78
78
79
79
80
80
57, 78, 82
Tindill, Anthony
To Apply for Admission
Transcript Information
Transfer Applicants
Transfer of Credit
Tremblay, Gail
Tropical Rainforests
Turning Eastward: Explorations in East/West Psychology
55
89
89
91
91
59
81
82
u
Undergraduate Research in Environmental Studies
Undergraduate Research in Scientific Inquiry
The U.S. and Puerto Rico at the Dawn of the 20th Century
Vavrus, Michael
Venezuela: Building Economic and Social Justice
82
83
85
33, 87
85
w
Washington Center for Improving
the Quality of Undergraduate Education
Washington State Institute for Public Policy
Water, Microbes and Energy Sustainable Solutions
Williamson, Elizabeth
Williams, Sarah
Williams, Sean
Wisdom of the Body
Womeldorff, Tom
Writing American Cultures
Writing Center
102
102
86
75
63
45, 74
86
57, 85
105
Y
Young, Artee
70
z
Zaragoza, Tony
Zinn and the Art of Protest
Zita, EJ
66
87
45, 83
112 i Campus Map
EVERQREEN
•4-4 Highway 101, Ocean Beaches
EMERGENCY PHONE
West Olympia. Cooper Point >•>•
INFORMATION
i
FOREST AREAS
DIAL-A-RIDE
PUBLIC TRANSPORTATION
PARKING AREA
The Evergreen State College Catalog Production Team
Editing: Ann Mary Quarandillo, Bill Ransom, Katherine Sackmann, Carolyn Shea
Design: Alyssa Parker '06, cover artwork by Steve Davis
Photography: Hannah Pietrick '10 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.
In June 1972, a pioneering group of students
became the first to receive an Evergreen degree. The landscape has undergone a great
deal of transformation over the years, all in
the name of making the Evergreen experience even better. A college that started before there even was a campus,
Evergreen
embraced
innovation
40 years ago, and continues that
the
evergreen
state
college
focus today. Inspiring teachers
and learners help you develop
ideas that you'll take out into
the world. Our anniversary
celebration in 2011-12 is as
much about the next 40
years as it is about the
last.
Evergreen has
changed thousands
of lives. Now's your
chance for it to
change yours.
Rappeliing off the
Clock Tower 1985
Catalog_2011-2012.pdf