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Identifier
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Catalog_2012-2013.pdf
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Title
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Eng
Course Catalog, 2012-2013
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Date
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2012
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Creator
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Eng
The Evergreen State College
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extracted text
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M
Adopted by the Evergreen faculty 4/28/1J
As an innovative public liberal arts college, Evergreen emphasizes collaborative, interdisciplinary learning across significant differences.
Our academic community engages students in defining and thinking critically about their learning. Evergreen supports and benefits from
local and global commitment to social justice, diversity, environmental stewardship and service in the public interest.
Expectations of an Evergreen Graduate
THE CURRICULUM IS DESIGNED TO SUPPORT STUDENTS' CONTINUING GROWTH IN THE FOLLOWING AREAS:
*
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.
Academic Calendar I 3
Academic Calendar 2012-2013
Table of Contents
ACADEMIC PLANNING
ENROLLMENT SERVICES
Fall
2012
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
025 Matching Evergreen's Programs to
Your Field of Interest
ACADEMIC PROGRAMS
032
How to Read a Program Description
INFORMATION
102 Public Service at Evergreen
103 Diversity and Community
Summer 2013
Winter
2013
Spring
2013
First Session
Second Session
Orientation
September
15-23*
Tuition
Deadline
September 28
January 1 1
April 5
June 28
June 28
Quarter
Begins
September 24
January 7
April 1
June 24
July 29
Evaluations
December
10-15
March 18-23
June 10-15
July 29August 3
September 3-7
Quarter Ends
December 15
March 23
June 15
August 3
September 7
Vacations
Thanksgiving
Break
November
19-24
Winter
Break
December 17 January 5
Spring
Break
March
25-30
104 Services and Resources
106 Evergreen's Social Contract
108 Campus Regulations
033 Program Descriptions
109 Index
088 Graduate Study at Evergreen
112 Campus Map
097 Faculty, Trustees and Administration
* Subject to change
Commencement June 14, 2013
No classes Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
EQUAL OPPORTUNITY
The Evergreen State College expressly
prohibits discrimination against any person
on the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabled or Vietnam-era veteran.
NON-DISCRIMINATION STATEMENT
Responsibility for protecting our
commitment to equal opportunity and
non-discrimination extends to students,
faculty, administration, staff, contractors and
those who develop or participate in college
programs at all levels and in all segments of
the college. It is the responsibility of every
member of the college community to ensure
that this policy is a functional part of the
daily activities of the college. Evergreen's
social contract, the Affirmative Action and
Equal Employment Opportunity policy and
the Sexual Harassment policy are available
at www.evergreen.edu/policies. Persons
who believe they have been discriminated
against at Evergreen are urged to contact
the Human Resource Services Office,
(360) 867-5361 or TTY: (360) 867-6834.
ACCREDITATION
The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE,
Redmond, WA 98052.
DISCLAIMER
Academic calendars are subject to change
without notice. The Evergreen State
College reserves the right to revise or
change rules, charges, fees, schedules,
courses, programs, degree requirements
and any other regulations affecting
students whenever considered necessary or
desirable. The college reserves the right to
cancel any offering because of insufficient
enrollment or funding, and to phase out any
program. Registration by students signifies
their agreement to comply with all current
and future regulations of the college.
Changes become effective when Evergreen
so determines and apply to prospective
students as well as those currently enrolled.
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
for accommodation
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2011 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/2012-13.
Photo by Paul Reynolds '09
4 I Planning and Curricular Options
Planning and Curricular Options I 5
Planning and Curricular 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.
I ONLY CHOOSE ONE?
Many students ask, "Do I really only take one class at Evergreen?"
The answer is "yes." We call them programs. Instead of taking several classes at once, at Evergreen you select an academic program
where you will learn how to explore a central idea or theme that's interesting to you.
Faculty members from different subject areas teach in teams, each drawing on several disciplines to help you develop critical tools
to navigate the real-world issues that we face today—issues like health care in the United States, the search for oil worldwide, or artistic
expression across cultures. Programs include lectures, labs, readings, seminars, field study, or research projects, and may last one, two
or even three quarters, building on themes developed in previous quarters.
SPECIAL FEATURES OF THE CURRICULUM
Prior Learning from Experience Evergreen recognizes that adult students returning to college have acquired knowledge from their
life and work experiences. If students want to document this knowledge and receive academic credit for it, Prior Learning from Experience
(PLE) provides an appropriate pathway. For more information, call (360) 867-6164, or visit www.evergreen.edu/priorlearning.
HOW TO SELECT A PROGRAM
•
Scan this catalog. It contains the full-time interdisciplinary program offerings for the 2012-13 academic year.
•
Consult Web listings at www.evergreen.edu/catalog/2012-13. The Web catalogs contain the most current updates to
curriculum offerings.
•
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.
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.
•
See an advisor! Academic Advising, First Peoples' Advising, KEY Student Services and Access Services are all available
to assist in academic planning. Go to www.evergreen.edu/advising for more information. Academic advisors know the
Curricular ins and outs at Evergreen and are trained to help students find the best program to meet their academic goals.
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.
•
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.
Individual Learning Contracts and Internships are
typically reserved for junior- and senior-level students. These are
student-generated projects where the student works with a faculty
sponsor to complete advanced academic work. An internship,
which is a way to gain specialized knowledge and real-world
experiences, requires a field supervisor as well. Assistance with
both types of study, and more information, is available at
www.evergreen.edu/individualstudy/home.
Additional undergraduate research opportunities also
exist for students. Individual faculty members have research
interests and projects that students can help with, thus gaining
valuable research experience. Contact members of the faculty,
especially in Environmental Studies and Scientific Inquiry. Find
more information at www.evergreen.edu/individualstudy/home.
Graduate Programs Evergreen offers Master's degrees in
Environmental Studies, Teaching, and Public Administration.
For contact and general information, please turn to page 88.
PROGRAMS WITH A STRONG TRAVEL COMPONENT
pg quarter
America Abroad
36
FW S
Arts in New York
38
S
Biodiversity Studies in Argentina
40
FW
Earth & Life
46 • F W S
Environmental Analysis
49
FWS
Greece & Italy: An Artistic & Literary Odyssey
55 F W S
Ornithology
69 F
SOS: Function & Feeling in Sustainable Building 81
WS
The Spanish-Speaking World: Cultural Crossings 79
FWS
Condensed Curriculum 2012-2013 I 7
6 I Condensed Curriculum 2012-2013
Condensed Curriculu
Evergreen's faculty organize themselves into Planning Units and thematic planning groups to develop our interdisciplinary
curriculum. The Planning Units are Consciousness Studies; Culture, Text and Language; Environmental Studies; Expressive Arts;
Scientific Inquiry; Society, Politics, Behavior and Change; and Sustainability and Justice. Thematic planning groups include Native
American and World Indigenous People Studies (NAWIPS).
These pages feature the programs planned for the 2012-13 academic year. Core programs are entry-level studies designed for
freshmen. Lower-Division programs include freshmen and sophomores. Ail-level programs include a mix of freshmen, sophomores,
juniors and seniors. Intermediate programs are geared for sophomores and above. Advanced programs are geared toward juniors and
seniors. Programs designated as "no restriction" are similar to All-level but have no reserved seats.
You may decide to work for a number of quarters within one planning area, or you may move from area to area to broaden your
education. Either choice may be appropriate, depending on your academic goals. Some programs will be listed in more than one
planning area.
Key: F-fall quarter W-winter quarter S-spring quarter
PROGRAMS FOR FRESHMEN
Programs for Freshmen
Freshmen may enroll in Core, Lower-division, All-level and some
programs designed for sophomores and above.
•
•
•
•
Photo by Karissa Carlson.
Core programs introduce you to Evergreen's interdisciplinary studies.
Faculty members from different disciplines teach together to help you
to explore a central theme, topic or issue as a whole rather than as a
collection of unrelated fragments (courses). You will learn how to write
more effectively, read critically, analyze arguments, reason quantitatively,
work cooperatively in small groups and use campus resources such
as the library. These programs combine several activities: seminars,
individual conferences with faculty members, lectures, group work and,
usually, field trips and laboratories. The small student-faculty ratio in Core
programs (23:1) ensures close interaction between you, your faculty and
other students.
Lower-division programs are entry-level offerings that include a mix of
freshmen and sophomores. Sophomores in these programs often act as
informal peer advisors to freshmen, which helps freshmen orient to the
place, the system and the world outside the classroom. These programs
offer more choices (and reserved seats) for sophomores who have the
last registration opportunity.
All-level programs enroll freshmen, sophomores, juniors and seniors,
with a typical mix of 25 percent freshmen seats reserved. Most students
in these interdisciplinary programs will have had some years of college
experience, so students should expect less emphasis on basic skills
development. Faculty expectations will be higher than those in Lowerdivision programs, and students in these programs are quite diverse in
terms of age, experience and stages of learning. Talk with Academic
Advising regarding the necessary background for particular programs.
Sophomore and above programs occasionally admit a particularly wellqualified freshman. Review these programs in the Planning Unit listing
in this catalog and consult the faculty and Academic Advising if one of
these programs interests you.
pg quarter
Core: Designed for freshmen
A History of "Race" in the U.S.:
S
From British Colonialism to 2013
56
Awakening the Dreamer, Pursuing the Dream
39
F WS
SOS: Independent Projects in Literature, Philosophy,
Myth/Religion and Writing for Freshmen
81
F W
Writing Nature, Writing "Race"
87
Lower-division: (50% freshmen/50% sophomore,)
Afraid to Laugh:
The Psychology and Media of Fear and Humor
Ancient Words and Works
Art/Work
Biology of Ecotones and Extreme Environments:
Living on the Edge
Bridges: Poetry and Prints
Earth and Life
Psychology, Learning and Becoming
Transmutation: The Alchemy of Scientific Thought
Turning Eastward:
Explorations in East-West Psychology
What is Ecology?
All-level: (freshmen - seniors)
Agriculture & Conservation in the Pacific NW
Arts in New York
Astronomy and Cosmologies
Botany: Plants and People
Computer Science Foundations
Consciousness
Creating Dance
Dance: Body, Culture and Behavior
Dancing Molecules
Drawing from the Sea
Ecology of Grazing and Grasslands
in the Pacific Northwest
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
34
74
37
FW
FW
FWS
40
41
46
74
83
F
83
86
FW
FW
35
38
38
41
43
44
44
45
45
46
FW
W
FW
W
F
WS
F
WS
47
S
47
FWS
S
FWS
S
S
S
S
pg quarter
Energy, Economics and Entrepreneurship
48
Entrepreneurship and Economic Development
48
Ethnographic Research: Eyes in a Troubled World 50
Food, Health and Sustainability
51
Freedom: Dialogue and Mysticism
52
Freedom: Education
52
Freedom: Power
52
Gender and Power in Cross-Cultural Context
54
Gender Performances
54
General Chemistry
54
Iconoclasms
57
Illustrations of Character:
Literary and Philosophical Studies
57
Individual Study: Individual Music Instruction
59
Introduction to Natural Science:
Navigating Observation and Theory
61
Mind-Body Medicine
65
Mount Rainier: The Place and its People
66
Music, Math and Cybernetics:
Things + Relations = Systems
67
Orissi Dance and Music of India
68
Ornithology
69
Picturing Plants
69
Popular Uprisings: 1968, 2011 & the Road Foward 71
Public Health and Economic Development
in Sub-Saharan Africa
74
Reality Check: Indian Images & [Misrepresentations 75
Russia & Eurasia: Empires & Enduring Legacies
77
Self and Culture: Studies in Japanese
and American Literature and Cinema
78
So You Want to be a Psychologist
78
Times and Works of Soseki, Mishima, and Murakami:
Studies in Literature, History and Cinema
82
Trajectories in Animation, Mathematics, & Physics 82
Trajectories in Electromagnetism & Calculus
83
FWS
FW
F
FWS
F
W
S
S
W
S
FW
S
FWS
FWS
F W
F W
F W
W
F
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s
FW
W
FWS
W
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S
FW
S
Condensed Curriculum 2012-2013 I 9
8 I Condensed Curriculum 2012-2013
Consciousness Studies
I
Vou 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 for which 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.
AFFILIATED FACULTY
CONSCIOUSNESS STUDIES
Core: Designed for freshmen
Awakening the Dreamer, Pursuing the Dream
pg
39
quarter
F WS
William Ray Arney
Eddy Brown Writing and Humanities
William Bruner Economics, Management
All-level: (freshmen - seniors)
Arts in New York
Consciousness
Creating Dance
Freedom: Dialogue and Mysticism
Freedom: Education
Freedom: Power
Sophomores or above: (intermediate level)
Individual Study: East-West Psychology
SOS: Consciousness Studies
Lower-division: (50% freshmen/50% sophomore)
Turning Eastward:
Explorations in East-West Psychology
W
Stephanie Coontz European and
American History, Family Studies
Rob Esposito Modern Dance
Lara Evans Art History
W
Ariel Goldberger Scenic Design
Sara Huntington Writing, Research
and Information Systems
Ryo Imamura East/West Psychology
58
80
Heesoon Jun Psychology
Cynthia Kennedy Leadership
Stephanie Kozick Human Development
Donald V. Middendorf Physics
83
F W
Charles N. Pailthorp Philosophy
Sarah Pederson Literature, Maritime Studies
Junior or senior: (advanced level)
Memories, Dreams and Beliefs
64
FWS
David Rutledge Psychology
Terry Setter Music
Jules Unsel United States History
Bret Weinstein Evolution, Biology
Sarah Williams Feminist Theory, Somatic Studies
Photos by Hannah Pietrick '10.
Condensed Curriculum 2012-2013 I 11
10 I Condensed Curriculum 2012-2013
Culture, Text and Language
Culture, Text, and Language (CTL) coordinates virtually all the humanities and some
social science programs at Evergreen. Our disciplines include literature, history, women's
studies, philosophy, critical theory, religious studies, classical studies, art history, postcolonial studies, linguistics, cultural anthropology, cultural studies, gender studies, race
and ethnic studies, communications, folklore, and creative and critical writing.
Culture, Text, and Language invites 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 learn the means
of communication used by different societies and nation states.
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 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, Spanish, Latin, and Greek.
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, study 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 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, seniors have the opportunity to pursue advanced study while producing an original
thesis or project in their area of interest. To prepare for this 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 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."
AFFILIATED FACULTY
CULTURE, TEXT, AND LANGUAGE
Core: Designed for
freshmen
A History of "Race"; in the U.S.:
From Colonial Era to 2013
Awakening the Dreamer, Pursuing the Dream
Writing Nature, Writing "Race"
pg quarter
Kristina Ackley Native American Studies
Marianne Bailey French Literature
56
39
87
S
FWS
FW
Frederica Bowcutt Botany, Environmental History
Stacey Davis European History
Diego de Acosta Spanish Literature and Language
All-level: (freshmen - seniors)
Arts in New York
38
Botany: Plants and People
41
Consciousness
44
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
47
Ethnographic Research: Eyes in a Troubled World 50
Freedom: Dialogue and Mysticism
52
Freedom: Education
52
Freedom: Power
52
Gender and Power in Cross-Cultural Context
54
Gender Performances
54
Iconoclasms
57
Illustrations of Character:
Literary and Philosophical Studies
57
Orissi Dance and Music of India
68
Picturing Plants
69
Popular Uprisings: 1968, 2011 & the Road Foward 71
Reality Check: Indian Images & [Misrepresentations 75
Russia & Eurasia: Empires & Enduring Legacies
77
Self and Culture: Studies in Japanese
and American Literature and Cinema
78
Times and Works of Soseki, Mishima, and Murakami:
Studies in Literature, History and Cinema
82
Lower-division: (50% freshmen/50% sophomore)
Ancient Words and Works
74
Art / Work
37
Bridges: Poetry and Prints
41
Transmutation: The Alchemy of Scientific Thought 83
Turning Eastward:
Explorations in East-West Psychology
83
What is Ecology?
86
Kathleen Eamon Philosophy
Susan Fiksdal Linguistics and French
W
W
Steven Hendricks Creative Writing and Book Arts
Chauncey Herbison African American Studies
FWS
F
F
W
S
S
W
F W
Grace Huerta Teacher Education, Language
Acquisition Theory, Cultural Studies
Nancy Koppelman American Studies
Patricia Krafcik Russian Language, Literature and Culture
Ulrike Krotscheck Classical Studies, Archeology
David Marr American Studies
Harumi Moruzzi Cultural Studies, Literature, Film Studies
Greg Mullins Literature and Queer Studies
Alice A. Nelson Latin American Literature, Spanish
S
W
S
S
Steven Niva International Politics, Political Philosophy
Toska Olson Sociology
Rita Pougiales Anthropology
Frances Rains Multicultural Education
W
FW S
Bill Ransom Writing
Andrew Reece Classical Studies
W
Samuel A. Schrager Ethnography, American Studies
Leonard Schwartz Poetics
Matthew E. Smith Political Science, Community Studies
Robert W. Smurr Russian History
Trevor Speller British Literature
F W
FW S
S
S
Eric Stein Cultural Anthropology
Joseph Tougas Philosophy
Elizabeth Williamson English Literature
Tom Womeldorff Economics
F W
FW
Sophomores or above: (intermediate level)
The 1960s Turn 50
33
FW
America Abroad
36
FW S
Chinese Stories: Modern Fiction and Film
42
S
Gothic Constructions: Architecture and Literature 55
FW
Greece and Italy: An Artistic and Literary Odyssey 55
FWS
Individual Study: East-West Psychology
58
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72 F
Queer Pleasure and Politics
75
S
The Spanish-Speaking World: Cultural Crossings 79
FWS
Junior or senior: (advanced level)
Afrofuturism
Human Rights and the Tragedies of History
The Postcolonial Novel
Sound and Fury Since Shakespeare
Stop Making Sense
Working Artists: The Business of Creativity & Art
* \: (inset) by Paul Reynolds '09, (above) by Hannah Pietrick '10.
pg
35
56
71
79
80
87
quarter
S
F W
S
F
F W S
Condensed Curriculum 2012-2013 I 13
12 I Condensed Curriculum 2012-2013
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. 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, and political economy.
•
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. 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 offers a Master of Environmental Studies (MES) degree that integrates the study of the biological,
physical, and social sciences. Faculty who teach MES electives, which are taught in the evenings, may allow advanced undergraduates
to enroll with permission. For information on admissions requirements and procedures, please visit www.evergreen.edu/mes.
Photos: (inset) by Katherine B. Turner '09, (opposite) by Carlos Javier Sanchez '97.
ENVIRONMENTAL STUDIES
Core: Designed for freshmen
Writing Nature, Writing "Race"
All-level: (freshmen - seniors)
Agriculture & Conservation in the Pacific NW
Astronomy and Cosmologies
Botany: Plants and People
Dance: Body, Culture and Behavior
Drawing from the Sea
Ecology of Grazing and Grasslands
in the Pacific Northwest
Food, Health and Sustainability
Introduction to Natural Science:
Navigating Observation and Theory
Mount Rainier: The Place and its People
Ornithology
Picturing Plants
AFFILIATED FACULTY
pg quarter
87
FW
Jeff Antonelis-Lapp Environmental Education
Gerardo Chin-Leo Marine Science, Plankton Ecology
Amy Cook Ecology, Vertebrate Biology
35
38
41
45
46
Dylan Fischer Forest and Plant Ecology
F W
_JL
w
Martha Henderson Geography, Environmental History
W S
W S
Lee Lyttle Env/ronmenta/ Policy, Research Methods
Heather Heying Zoology, Behavioral Ecology, Evolution
Ralph Murphy Environmental Economics,
Environmental Policy
Paul Przybylowicz Ecology, Biology,
Agriculture, Sustainability
61
FWS
66
FW
69
69
F
Linda Moon Stumpff Natural Resource Policy, Forestry
Alison Styring Ornithology, Tropical Ecology
Ken Tabbutt Geology, Hydrogeology, Geochemistry
S
Erik V. Thuesen Marine Science, Zoology, Ecophysiology
Lower-division: (50% freshmen/50% sophomore)
Biology of Ecotones and Extreme Environments:
Living on the Edge
40
Earth and Life
46
What is Ecology?
86
Sophomores or above: (intermediate level)
Environmental Analysis
Individual Study: Environmental Studies
Practice of Sustainable Agriculture: Spring
Science Seminar: The Universe and Beyond
Student-Originated Studies:
Function and Feeling in Sustainable Building
49
58
73
77
FWS
S
S
W
81
W S
Junior or senior: (advanced level)
Advanced Research in Environmental Studies
Biodiversity Studies in Argentina
Field Ecology: Forests
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Vertebrate Evolution
pg quarter
33
FW S
40
FW
50
S
70
85
FW
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Condensed Curriculum 2012-2013 I 15
14 I Condensed Curriculum 2012-2013
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:
EXPRESSIVE ARTS
All-level: (freshmen - seniors)
Arts in New York
Creating Dance
Dance: Body, Culture and Behavior
Dancing Molecules
Drawing from the Sea
Iconoclasms
Individual Study: Individual Music Instruction
Music, Math and Cybernetics:
Things + Relations = Systems
Orissi Dance and Music of India
Picturing Plants
Trajectories in Animation, Mathematics, & Physics
AFFILIATED FACULTY
pg
38
44
45
45
46
57
59
67
68
69
82
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.
Lower-division: (50% freshmen/50% sophomore)
Afraid to Laugh:
The Psychology and Media of Fear and Humor 34
Art / Work
37
Bridges: Poetry and Prints
41
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.
Sophomores or above: (intermediate level)
Chinese Stories: Modern Fiction and Film
Fiber Arts
Gothic Constructions: Architecture and Literature
Greece and Italy: An Artistic and Literary Odyssey
Individual Study: Fiber Arts, Installation Art,
Native American Studies, Creative Writing,
Poetry, and Multicultural American Literature
Musical Theatre in Cultural Context
Student-Originated Studies:
Function and Feeling in Sustainable Building
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: (inset) by Karissa Carlson, (opposite) by Hannah Pietrick '10.
42
50
55
55
58
67
81
quarter
S
F
WS
F
WS
FW
FW S
Susan Aurand Visual Art
Andrew Buchman Music
Arun Chandra Music Performance,
Composition, Computer Music
Joe Feddersen Visual Art
Walter Eugene Grodzik Theater
Bob Haft Photography, Art History
Lucia Harrison Visual Art
FW
W
Ruth Hayes Animation, Media Studies
Rose Jang Theater
F W
Robert Leverich Visual Art, Architecture
Naima Lowe Experimental Media
Jean Mandeberg Visual Art
F W
F WS
S
S
F W
FW
FWS
F W
W S
Kabby Mitchell lit Dance, African American
Studies, Theater
Ratna Roy Dance, African American
Studies, South Asian Studies
Lisa Sweet Visual Art
Gail Tremblay Visual Art, Creative Writing
Sean Williams Ethnomusico/ogy
Julia Zay Video/Media Studies
Junior or senior: (advanced level)
Afrofuturism
Media Artist's Studio
Media Internships
Music Intensive
pg
35
63
63
66
76
ie Metalwork
•eativity and Art 87
quarter
S
FWS
FWS
F W
FWS
S
Condensed Curriculum 2012-2013 I 17
16 I Condensed Curriculum 2012-2013
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/nativeprograrns.
The Reservation-Based Community-Determined program is "reservation-based" with
classes held within the community and "community-determined" by placing value on
existing community knowledge, utilizing community members as guest instructors, and
instituting participatory research methods.
We believe students are best served by a well-defined, consistent program that balances
personal authority, indigenous knowledge and academics.
II
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.
For information on the MPA track in Tribal Governance, visit www.evergreen.edu/mpa/tribal or the Graduate Studies page 83.
•
Personal authority challenges students to be personally accountable for their attendance, engagement and learning, and to
declare the nature of their own work.
•
Indigenous knowledge honors the founding principles of the program and its commitment to involving our community's keepers
of cultural and traditional knowledge as teachers and valuable human resources.
•
Academics give breadth within the liberal arts through reading, writing, research and other scholarly pursuits that complement
personal authority and community knowledge.
Our interdisciplinary curriculum is developed in collaboration with Native leaders to include the areas of community and economic
development, leadership, tribal administration, sustainable environments, intergovernmental relations, indigenous knowledge, and tribal
law. Students who want to develop a more specialized course of study may do so with faculty approval. Students gain a solid foundation
needed to enter most areas of public service and tribal government as well graduate school and other professions.
Who Should Apply
This upper-division program serves students with 90 or more
college credits with strong connections to their tribal communities.
In addition to Evergreen's application, an intake packet must be
completed by all prospective RBCD students. To obtain the packet,
contact Michelle Aguilar-Wells, Director (aguilarm@evergreen.edu) .
•
Students attend class two nights per week at Muckleshoot, Nisqually,
Peninsula, Port Gamble, Quinault, or Tulalip. (Makah, Lower Elwha, 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.
NATIVE AMERICAN & WORLD INDIGENOUS PEOPLES
All-level: (freshmen - seniors)
Astronomy and Cosmologies
Reality Check:
Indian Images and [Misrepresentations
pg
38
quarter
S
75
W
Junior or senior: (advanced level)
The Reservation Based Community Determined Program Foundations for Sustainable Tribal Nations
76
FWS
Photos by Carlos Javier Sanchez '97.
AFFILIATED FACULTY
RBCD PROGRAM
Sophomores or above: (intermediate level)
American Indian Sovereignty:
Competing Contexts
SOS: Consciousness Studies
RBCD - Foundations for Sustainable Tribal Nations 76
36
80
FW
F WS
FW S
Michelle Aguilar-Wells, Soboba/Luiseno, Director
Condensed Curriculum 2012-2013 I 19
18 I Condensed Curriculum 2012-2013
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 offer significant content in each of the main scientific disciplines. Programs with an asterisk are not currently planned
for the 2012-2013 academic year, but are usually offered at least every other year. Check the on-line catalog for previous versions of these
programs and for updates about programs offered in 2012-2013.
Biology
Chemistry
Food, Health, and Sustainability
Earth and Life
Environmental Analysis
Foundations of Health Science*
Human Biology
Introduction to Natural Science
Molecule to Organism (see below)
Molecule, Genes, and Health
Geology
Earth and Life
Environmental Analysis
Atoms, Molecules, and Reactions*
The Chemistry of Living Systems
Environmental Analysis
General Chemistry
Foundations of Health Science*
Introduction to Natural Science
Molecule to Organism (see below)
Computer Science
Algebra to Algorithms*
Computer Science Foundations
Computability and Language Theory
Data and Information*
Computing Theory and Practice
Student Originated Software*
Mathematics
Algebra to Algorithms*
Computer Science Foundations
Data and Information*
Elections, Education, and Empowerment
Introduction to Natural Science
Mathematical Systems*
Methods of Mathematical Physics
Trajectories in Animation, Mathematics, & Physics
Trajectories in Electromagnetism & Calculus
Physics
Atoms, Molecules, and Reactions*
Astronomy and Cosmologies
Energy Systems*
Methods of Mathematical Physics
Trajectories in Animation,
Mathematics, & Physics
Trajectories in Electromagnetism
& Calculus
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.
Note on Molecule to Organism: This program will be offered as the combination of The Chemistry of Living Systems (Fall, Winter)
and Molecule, Genes, and Health (Spring).
Photos: (inset) by Carlos Javier Sanchez '97, (opposite) by Katherine B. Turner '09.
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All-level: (freshmen - seniors)
Agriculture & Conservation in the Pacific NW
Astronomy and Cosmologies
Computer Science Foundations
Dancing Molecules
Ecology of Grazing and Grasslands
in the Pacific Northwest
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Food, Health and Sustainability
General Chemistry
Introduction to Natural Science:
Navigating Observation and Theory
Music, Math and Cybernetics:
Things + Relations = Systems
Ornithology
Trajectories in Animation, Mathematics, & Physics
Trajectories in Electromagnetism and Calculus
pg
35
38
43
45
quarter
FW
S
FW
F
47
S
47
51
54
FWS
FWS
S
61
FWS
Clyde Barlow Chemistry
Abir Biswas Geology
Dharshi Bopegedera Chemistry
Andrew Brabban Biology
Krishna Chowdary Physics
Judy Bayard Gushing Computer Science
Clarissa Dirks Molecular and Cellular Biology
Kevin Francis History of Science and Technology
Rachel Hastings Mathematics and Linguistics
David McAvlty Mathematics and Physics
Lydia McKinstry Organic Chemistry
Donald Morisato Biology
67
69
82
83
FW
F
FW
Nancy Murray Biology
James Neitzel Biochemistry
S
Neal Nelson Computer Science
Michael Paros Veterinary Medicine
Lower-division: (50% freshmen/50% sophomore)
Earth and Life
46
Transmutation: The Alchemy of Scientific Thought 83
FW S
S
Paula Schofield Chemistry
Sheryl Shulman Computer Science
Benjamin Simon Microfaio/ogy
Sophomores or above: (intermediate level)
Computability and Language Theory
Computing Practice and Theory
Environmental Analysis
Methods of Mathematical Physics
Science Seminar: The Universe and Beyond
Undergraduate Research in Scientific Inquiry
Rebecca Sunderman Chemistry
43
43
49
64
77
84
FW
S
FWS
FWS
W
FW S
Brian Walter Mathematics
E. J. Zita Physics
Junior or senior: (advanced level)
The Chemistry of Living Systems
Molecules, Genes and Health
Vertebrate Evolution
pg
42
65
85
quarter
FW
WS
20 i Condensed Curriculum 2012-2013
Condensed Curriculum 2012-2013 I 23
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—Some of our programs consider how societies and governments are organized. Our study of politics includes attention
to 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.
•
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 venture, may be structured and financed in the Pacific Northwest and at
the national and international level. Our business programs often emphasize economics and the role of private sector economic
development in job creation.
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: economics, accounting, history, public policy, public administration,
labor studies, business, management science, political science, law, entrepreneurship, international affairs, tribal governance, health
sciences, psychology, and education.
Several of the faculty members in this area teach regularly in the Master in Teaching program or the Master of Public Administration
program. All of our faculty work collaboratively to develop our undergraduate curriculum.
Students who graduate from Evergreen after studying in social science programs go on to start their own businesses and social
SUSTAINABILITY AND JUSTICE
AFFILIATED FACULTY
Core: Designed for freshmen
A History of "Race" in the U.S.:
From Colonial Era to 2013
pg
quarter
56
S
Writing Nature, Writing "Race"
87
All-level: (freshmen - seniors)
Agriculture & Conservation in the Pacific NW
Peter G. Bohmer Political Economy
Savvina Chowdhury Feminist Economics
FW
Robert Cole Systems Science, Sustainabi/ity
Peter Dorman Economics, Political Economy
Anne Fischel Film/Video
FW
Karen Gaul Anthropology
47
FW S
Jennifer Gerend Land Use Planning,
Geographic Information Systems
51
FWS
Jeanne E. Hahn Political Economy, Contemporary India
Popular Uprisings:
1968,2011 and the Road Foward
71
S
Public Health and Economic Development
in Sub-Saharan Africa
74
ventures, and they frequently attend graduate school in fields such as business, education, law, psychology, political science and public
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
administration.
Food, Health and Sustainability
35
FW
Cher) Lucas-Jennings Environmental
Health, Law and Policy
Robert H. Knapp, Jr. Physics
Paul McMillin (nformati'on Studies, Historical Sociology
Sophomores or above: (intermediate level)
Cultures of Solidarity
Laurie Meeker Film/Video
44
The Formation of the North American State
52
Gateways:
Popular Education and U.S. Political Economy
53
Lawrence J. Mosqueda Political Economy
Dave Muehleisen Sustainable Agriculture
FWS
Lin Nelson Environmenta/ Health and Policy
Local Knowledge: Creating Inclusive Communities 61
F W
Liza Rognas American History, Research Methods
Making Effective Change:
Social Movement Organizing and Activism
62
FWS
Nonfiction Media: Sustainability and Justice
68
FWS
Therese Saliba international Feminism,
Middle East Studies, Literature
Political Economy and Social Movements:
Race, Class, and Gender
70
F W
Practice of Sustainable Agriculture: Spring
73
Martha Rosemeyer Ecological Agriculture, Food Systems
Steve Scheuerell Ecological Agriculture, Sustainability
Student-Originated Studies: Function and Feeling
in Sustainable Building
81
WS
Anthony Tindill Sustainable Design
Michael Vavrus Social Foundations of
Education, Political Economy
Ted Whitesell Geography, Political Ecology, Conservation
Junior or senior: (advanced level)
The Making of Global Capitalism, 1500-1914
Photo by Karissa Carlson
Tony Zaragoza American Studies, Political Economy
62
W
Political Ecology of Land:
Planning, Property Rights and Land Stewardship 70
FW
Power Play(ers): Actions and Their Consequences 72
FWS
out
Matching Evergreen's Programs to Your Field of Interest I 25
24 I Condensed Curriculum 2012-2013
Tacoma Program
The Tacoma program is committed to providing its students with an interdisciplinary,
reality-based, community-responsive liberal arts education. The program operates from a
social justice frame of reference that values family, community, collaboration, inclusiveness,
hospitality, reciprocity and academic excellence. Recognizing the importance of personal
and professional growth, research and scholarship, as well as commitment to community
and public service, the Tacoma program seeks to provide a catalytic climate for intellectual,
cultural and social growth.
Evergreen's educational approach provides a unique opportunity for students to go into
local communities and engage in research, education and problem-solving projects that are
as beneficial to those communities as they are to our students. The Tacoma program seeks to be a nexus for activities directed toward
responding to community needs. We see ourselves as a resource not only for students, but also for the broader community. Within this
context, we seek to promote service learning by linking students, faculty, staff and community members in community development,
sustainability and well-being efforts.
•
Our emphases—interdisciplinary understanding and analysis, collaborative learning, cross-cultural communication, problem-solving,
seeing the connections between global issues and personal or community action—provide our students with community-building tools
that are needed and appreciated outside our campus.
Features and Benefits
Situated in an inner-city environment
•
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
Matching Evergreen's Programs
to Your Field of Interest
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/2012-13.
AESTHETICS
Art / Work
Arts in New York
Awakening the Dreamer, Pursuing the Dream
Creating Dance
Drawing from the Sea
Gothic Constructions: Architecture and Literature
Iconoclasms
Music, Math and Cybernetics:
Things + Relations = Systems
Rites of Passage: Ceramics and Fine Metalwork
SOS: Consciousness Studies
AFRICAN AMERICAN STUDIES
The 1960s Turn 50
A History of "Race" in the U.S.:
From Colonial Era to 2013
Afrofuturism
Popular Uprisings: 1968, 2011 & the Road Foward
pg
37
quarter
FWS
38
S
39
F WS
44 ..'f.
46
W S
55
57
F W
F W
76
F W
F W S
80
FWS
33
FW
67
56
35
71
S
S
S
33
35
FWS
FW
47
51
73
S
FWS
S
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.
TACOMA PROGRAM
AFFILIATED FACULTY
Junior or senior: (advanced level)
pg quarter
Power Play(ers): Actions and Their Consequences 72 F W S
Paul McCreary Mathematics
Mingxia LI (Zhang Er) Biology, Poetry, Chinese Studies
Gilda Sheppard Sociology, Media
Tyrus Smith Environmental Studies, Education
Artee Young Law
Executive Director:
Dr. Artee F. Young
AGRICULTURE
Advanced Research in Environmental Studies
Agriculture & Conservation in the Pacific NW
Ecology of Grazing and Grasslands
in the Pacific Northwest
Food, Health and Sustainability
Practice of Sustainable Agriculture: Spring
AMERICAN STUDIES
The 1960s Turn 50
Afraid to Laugh: The Psychology and Media
of Fear and Humor
America Abroad
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Illustrations of Character:
Literary and Philosophical Studies
Making Effective Change:
Social Movement Organizing and Activism
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
Popular Uprisings: 1968, 2011 & the Road Foward
SOS: Consciousness Studies
Writing Nature, Writing "Race"
33
FW
34
36
FW
FWS
47
FWS
57
S
62
FWS
70
FW
70
71
80
87
FW
S
FW S
FW
pg quarter
ANTHROPOLOGY
America Abroad
Ethnographic Research: Eyes in a Troubled World
Gender and Power in Cross-Cultural Context
Individual Study: East-West Psychology
The Making of Global Capitalism, 1500-1914
36
50
54
58
62
FWS
F
S
S
W
ARCHITECTURE
Arts in New York
38
Gothic Constructions: Architecture and Literature 55
SOS: Function & Feeling in Sustainable Building 81
S
FW
WS
ART HISTORY
Ancient Words and Works
Art / Work
Creating Dance
Drawing from the Sea
Greece and Italy: An Artistic & Literary Odyssey
Iconoclasms
Individual Study: Fiber Arts, Installation Art,
Native American Studies, Creative Writing,
Poetry, and Multicultural American Literature
Rites of Passage: Ceramics and Fine Metalwork
74
37
44
46
55
57
FW
FWS
F
WS
FWS
FW
58
76
S
FW S
ASTRONOMY
Astronomy and Cosmologies
Science Seminar: The Universe and Beyond
38
77
W
BIOCHEMISTRY
The Chemistry of Living Systems
Food, Health and Sustainability
General Chemistry
Molecules, Genes and Health
Undergraduate Research in Scientific Inquiry
42
51
54
65
84
FW
FWS
S
S
FWS
S
26 I Matching Evergreen's Programs to Your Field of Interest
BIOLOGY
Biology of Ecotones and
erne Environments:
Living on the Edge
navior
Dance: Body, Culture and Behavior
Drawing from the Sea
Earth and Life
ilands
Ecology of Grazing and Grasslands
in the Pacific Northwest
Environmental Analysis
Field Ecology: Forests
ty
Food, Health and Sustainability
tal Studies
Individual Study: Environmental
Studies
pg
quarter
40
45
46
46
F
47
49
S
F W S
50
S
F WS
S
51
58
Introduction to Natural Science:
Navigating Observation and Theory
61
Molecules, Genes and Health
Practice of Sustainable Agriculture: Spring
Undergraduate Research in Scientific Inquiry
65
73
84
Vertebrate Evolution
85
W S
WS
F WS
F WS
S
33
Biodiversity Studies in Argentina
Botany: Plants and People
40
41
Field Ecology: Forests
Food, Health and Sustainability
50
51
Picturing Plants
Practice of Sustainable Agriculture: Spring
69
73
FW S
FW
Individual Study: East-West Psychology
Local Knowledge: Creating Inclusive Communities
Making Effective Change:
Social Movement Organizing and Activism
Nonfiction Media: Sustainability and Justice
Power Play(ers): Actions and Their Consequences
58
61
FW
62
68
72
FWS
FWS
FW S
SOS: Consciousness Studies
80
FW S
Turning Eastward:
Explorations in East-West Psychology
83
FW
S
COMMUNITY STUDIES
FW S
F W S
W S
America Abroad
Awakening the Dreamer, Pursuing the Dream
36
39
FW S
FWS
Cultures of Solidarity
44
Ethnographic Research: Eyes in a Troubled World 50
S
F
FW
48
48
54
61
Molecules, Genes and Health
65
Transmutation: The Alchemy of Scientific Thought 83
Undergraduate Research in Scientific Inquiry
84
57
pg quarter
35
36
S
FWS
36
37
38
50
54
54
FW
FWS
S
F
S
W
Gothic Constructions: Architecture and Literature 55
Individual Study: East-West Psychology
58
Individual Study: Fiber Arts, Installation Art, Native
American Studies, Creative Writing, Poetry, and
Multicultural American Literature
58
Music Intensive
66
Nonfiction Media: Sustainability and Justice
Orissi Dance and Music of India
Political Economy and Social Movements:
Race, Class, and Gender
Popular Uprisings: 1968, 2011 & the Road Foward
The Postcolonial Novel
68
68
70
71
71
S
F W S
S
S
Political Ecology of Land:
Planning, Property Rights and Land Stewardship 70
FW
Power Play(ers): Actions and Their Consequences 72
SOS: Consciousness Studies
80
FW S
FW S
RBCD - Foundations for Sustainable Tribal Nations76
Reality Check: Indian Images & [Misrepresentations 75
Self and Culture: Studies in Japanese and American
Literature and Cinema
78
The Spanish-Speaking World: Cultural Crossings 79
Turning Eastward:
Explorations in East-West Psychology
83
Writing Nature, Writing "Race"
87
W
F W S
F W
S
s
FW
F
FWS
F WS
S
F W S
S
s
F W S
CLASSICS
74
55
Afrofuturism
America Abroad
American Indian Sovereignty:
Competing Contexts
Art / Work
Astronomy and Cosmologies
Ethnographic Research: Eyes in a Troubled World
Gender and Power in Cross-Cultural Context
Gender Performances
Local Knowledge: Creating Inclusive Communities 61
Making Effective Change:
Social Movement Organizing and Activism
62
FWS
Computability and Language Theory
Computer Science Foundations
Computing Practice and Theory
43
43
43
FW
FW
Music, Math and Cybernetics:
Things + Relations = Systems
Undergraduate Research in Scientific Inquiry
67
84
FW
FW S
S
CONSCIOUSNESS STUDIES
42
45
46
49
CULTURAL STUDIES
F W S
F W
W
CHEMISTRY
Ancient Words and Works
Greece and Italy: An Artistic & Literary Odyssey
Illustrations of Character:
Literary and Philosophical Studies
47
48
33
IS/lnternships: Business, Management, Non-Profits,
Seaport & Maritime Studies, International Trade 59
Working Artists: The Business of Creativity & Art 87
Dancing Molecules
Earth and Life
Environmental Analysis
General Chemistry
Introduction to Natural Science:
Navigating Observation and Theory
pg quarter
COMPUTER SCIENCE
Boom or Bust: The U.S. Economy, 2013 & Beyond 41
The Chemistry of Living Systems
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Entrepreneurship and Economic Development
Advanced Research in Environmental Studies
BUSINESS AND MANAGEMENT
Energy, Economics and Entrepreneurship
Entrepreneurship and Economic Development
COMMUNICATIONS
s
BOTANY
Advanced Research in Environmental Studies
Matching Evergreen's Programs to Your Field of Interest I 27
FW
FW S
Awakening the Dreamer, Pursuing the Dream
Computer Science Foundations
39
43
FWS
FW
Consciousness
Individual Study: East-West Psychology
Memories, Dreams and Beliefs
Mind-Body Medicine
Psychology, Learning and Becoming
SOS: Consciousness Studies
44
58
64
65
74
80
W
S
FWS
FW
S
FW S
Turning Eastward:
Explorations in East-West Psychology
83
FW
FW
S
S
Boom or Bust: The U.S. Economy, 2013 & Beyond
Entrepreneurship and Economic Development
Gateways: Popular Education
and U.S. Political Economy
53
IS/lnternships: Business, Management, Non-Profits,
Seaport & Maritime Studies, International Trade 59
The Making of Global Capitalism, 1500-1914
62
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
Popular Uprisings: 1968, 2011 & the Road Foward
Public Health and Economic Development
in Sub-Saharan Africa
Working Artists: The Business of Creativity & Art
FW
FWS
W
FW
S
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72
F
Power Play(ers): Actions and Their Consequences 72
FWS
FWS
W
quarter
W
FW
F WS
W
70
F W
70
71
F W
74
F W
87
EDUCATION
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Gateways: Popular Education
and U.S. Political Economy
Individual Study: East-West Psychology
Local Knowledge: Creating Inclusive Communities
Power Play(ers): Actions and Their Consequences
Psychology, Learning and Becoming
47
FWS
53
58
61
72
74
FWS
S
FW
FW S
S
80
FW S
Advanced Research in Environmental Studies
Agriculture & Conservation in the Pacific NW
33
35
FWS
FW
Botany: Plants and People
Drawing from the Sea
Environmental Analysis
Individual Study: East-West Psychology
Individual Study: Environmental Studies
Ornithology
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Science Seminar: The Universe and Beyond
SOS: Consciousness Studies
SOS: Function and Feeling in Sustainable Building
What is Ecology?
Writing Nature, Writing "Race"
41
46
49
58
58
69
W
WS
FWS
S
S
F
70
77
80
81
86
87
FW
W
FWS
WS
FW
FW
Biodiversity Studies in Argentina
Environmental Analysis
Field Ecology: Forests
Gender Performances
Individual Study: East-West Psychology
Ornithology
40
49
50
54
58
69
FW
FWS
S
W
S
F
Picturing Plants
Practice of Sustainable Agriculture: Spring
69
73
S
S
SOS: Consciousness Studies
ENVIRONMENTAL STUDIES
W
FW S
FW
FW
DANCE
Arts in New York
Creating Dance
38
44
F
Dance: Body, Culture and Behavior
Dancing Molecules
45
45
F
Orissi Dance and Music of India
68
W
S
33
35
40
FW S
FW
FW
40
46
F
47
49
50
51
58
69
73
S
FWS
S
FW S
S
F
S
WS
ECOLOGY
Advanced Research in Environmental Studies
Agriculture & Conservation in the Pacific NW
Biodiversity Studies in Argentina
Biology of Ecotones and Extreme Environments:
Living on the Edge
Drawing from the Sea
Ecology of Grazing and Grasslands
in the Pacific Northwest
Environmental Analysis
Field Ecology: Forests
Food, Health and Sustainability
Individual Study: Environmental Studies
Ornithology
Practice of Sustainable Agriculture: Spring
ECONOMICS
FIELD STUDIES
WS
28 i Matching Evergreen's Programs to Your Field of Interest
GENDER AND WOMEN'S STUDIES
Art / Work
Gateways: Popular Education
and U.S. Political Economy
Gender and Power in Cross-Cultural Context
Gender Performances
Orissi Dance and Music of India
Political Economy and Social Movements:
Race, Class, and Gender
Popular Uprisings: 1968, 2011 & the Road Foward
Queer Pleasure and Politics
pg quarter
pg quarter
37
FWS
53
54
54
68
FW S
S
W
W
70
71
75
FW
S
S
GEOGRAPHY
Advanced Research in Environmental Studies
Agriculture & Conservation in the Pacific NW
Cultures of Solidarity
Making Effective Change:
Social Movement Organizing and Activism
The Making of Global Capitalism, 1500-1914
Matching Evergreen's Programs to Your Field of Interest I 29
33
35
44
F WS
F W
S
62
62
FWS
W
Music Intensive
66
Political Economy and Social Movements:
Race, Class, and Gender
70
Popular Uprisings: 1968, 2011 & the Road Foward 71
Queer Pleasure and Politics
75
Reality Check: Indian Images & [Misrepresentations 75
Russia & Eurasia: Empires & Enduring Legacies
77
The Spanish-Speaking World: Cultural Crossings 79
Times and Works of Soseki, Mishima, and Murakami:
Studies in Literature, History and Cinema
82
Transmutation: The Alchemy of Scientific Thought 83
What is Ecology?
86
Writing Nature, Writing "Race"
87
FW
FW
S
S
W
FW S
FWS
S
S
FW
FW
HYDROLOGY
Advanced Research in Environmental Studies
Environmental Analysis
33
49
FW S
FW S
36
50
52
56
58
FWS
F
F
FW
S
74
77
FW
FWS
Ancient Words and Works
74
Biodiversity Studies in Argentina
40
Russia & Eurasia: Empires & Enduring Legacies
77
The Spanish-Speaking World: Cultural Crossings 79
FW
FW
FWS
FWS
INTERNATIONAL STUDIES
GEOLOGY
Advanced Research in Environmental Studies
Earth and Life
Environmental Analysis
33
46
49
FWS
F WS
F WS
49
S
GOVERNMENT
Equality and the Constitution
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
RBCD - Foundations for Sustainable Tribal Nations
70
FW
70
76
FW
FWS
33
45
51
58
59
65
65
FW S
WS
FWS
S
S
FW
S
74
FW
83
FW
LANGUAGE STUDIES
HEALTH
Advanced Research in Environmental Studies
Dance: Body, Culture and Behavior
Food, Health and Sustainability
Individual Study: East-West Psychology
IS: Psychology & Integrative Health
Mind-Body Medicine
Molecules, Genes and Health
Public Health and Economic Development
in Sub-Saharan Africa
Turning Eastward:
Explorations in East-West Psychology
America Abroad
Ethnographic Research: Eyes in a Troubled World
The Formation of the North American State
Human Rights and the Tragedies of History
Individual Study: East-West Psychology
Public Health and Economic Development
in Sub-Saharan Africa
Russia & Eurasia: Empires & Enduring Legacies
FW
Advanced Research in Environmental Studies
33
American Indian Sovereignty:
Competing Contexts
36
Equality and the Constitution
49
Making Effective Change:
Social Movement Organizing and Activism
62
Political Ecology of Land:
Planning, Property Rights and Land Stewardship 70
Power Play(ers): Actions and Their Consequences 72
RBCD - Foundations for Sustainable Tribal Nations76
FWS
FW
S
FWS
FW
FW S
FW S
LAW AND PUBLIC POLICY
S
FW S
FW
S
F
FW
FW
S
S
FW S
W
Boom or Bust: The U.S. Economy, 2013 & Beyond
Equality and the Constitution
Making Effective Change:
Social Movement Organizing and Activism
Power Play(ers): Actions and Their Consequences
41
49
pg quarter
MEDIA ARTS
44
F
47
54
FW S
W
Arts in New York
Cultures of Solidarity
Local Knowledge: Creating Inclusive Communities
Media Artist's Studio
Media Internships
Nonfiction Media: Sustainability and Justice
Picturing Plants
Power Play(ers): Actions and Their Consequences
Trajectories in Animation, Mathematics, & Physics
LITERATURE
The 1960s Turn 50
33
FW
Afrofuturism
35
S
America Abroad
36
FWS
Ancient Words and Works
74
FW
Bridges: Poetry and Prints
41
S
Chinese Stories: Modern Fiction and Film
42
S
Gothic Constructions: Architecture and Literature 55
FW
Human Rights and the Tragedies of History
56
FW
Illustrations of Character:
Literary and Philosophical Studies
57
S
Inexpressibility and its Discontents
60
FW
The Postcolonial Novel
71
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72 F
RBCD - Foundations for Sustainable Tribal Nations 76
FW S
Russia & Eurasia: Empires & Enduring Legacies
77
FW S
Self and Culture: Studies in Japanese
and American Literature and Cinema
78
W
Sound and Fury Since Shakespeare
79 F
The Spanish-Speaking World: Cultural Crossings 79
FW S
Stop Making Sense
80
FWS
SOS: Consciousness Studies
80
FW S
SOS: Independent Projects in Literature, Philosophy,
Myth/Religion and Writing for Freshmen
81
S
Times and Works of Soseki, Mishima, and Murakami:
Studies in Literature, History and Cinema
82
S
Writing Nature, Writing "Race"
87
FW
62
72
62
72
76
80
S
FWS
FWS
FW
FW
FW
FW
Advanced Research in Environmental Studies
33
Biodiversity Studies in Argentina
40
Biology of Ecotones and Extreme Environments:
Living on the Edge
40
Drawing from the Sea
46
Individual Study: Environmental Studies
58
FW S
FW
quarter
38
44
61
63
63
68
69
72
82
S
S
FW
FWS
FW S
FWS
S
FW S
FW
34
37
42
FW
FWS
S
47
FW S
62
63
63
68
75
FWS
FWS
FW S
FWS
W
MEDIA STUDIES
Afraid to Laugh: The Psychology and Media
of Fear and Humor
Art / Work
Chinese Stories: Modern Fiction and Film
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Making Effective Change:
Social Movement Organizing and Activism
Media Artist's Studio
Media Internships
Nonfiction Media: Sustainability and Justice
Reality Check: Indian Images & [Misrepresentations
MOVING IMAGE
Media Artist's Studio
63
FWS
Media Internships
63
FW S
Nonfiction Media: Sustainability and Justice
68
FWS
Picturing Plants
69
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72 F
Self and Culture: Studies in Japanese and American
Literature and Cinema
78
W
Times and Works of Soseki, Mishima, and Murakami:
Studies in Literature, History and Cinema
82
S
Trajectories in Animation, Mathematics, & Physics 82
FW
MUSIC
F
WS
S
MARITIME STUDIES
Drawing from the Sea
46
IS/lnternships: Business, Management, Non-Profits,
Seaport & Maritime Studies, International Trade 59
pg
WS
S
Afrofuturism
Arts in New York
Individual Study: East-West Psychology
Individual Study: Individual Music Instruction
Music Intensive
Music, Math and Cybernetics:
Things + Relations = Systems
Musical Theatre in Cultural Context
Orissi Dance and Music of India
35
38
58
59
66
S
S
S
FWS
FW
67
67
68
FW
FW
W
MATHEMATICS
W
LEADERSHIP STUDIES
Making Effective Change:
Social Movement Organizing and Activism
Power Play(ers): Actions and Their Consequences
RBCD - Foundations for Sustainable Tribal Nations
SOS: Consciousness Studies
Creating Dance
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Gender Performances
MARINE SCIENCE
LAW AND GOVERNMENT POLICY
HISTORY
The 1960s Turn 50
33
A History of "Race" in the U.S.:
From Colonial Era to 2013
56
America Abroad
36
Ancient Words and Works
74
Astronomy and Cosmologies
38
The Formation of the North American State
52
Gothic Constructions: Architecture and Literature 55
Human Rights and the Tragedies of History
56
Illustrations of Character:
Literary and Philosophical Studies
57
Individual Study: East-West Psychology
58
Making Effective Change:
Social Movement Organizing and Activism
62
The Making of Global Capitalism, 1500-1914
62
LINGUISTICS
S
S
S
S
Astronomy and Cosmologies
Computability and Language Theory
Computer Science Foundations
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Introduction to Natural Science:
Navigating Observation and Theory
Methods of Mathematical Physics
Music, Math and Cybernetics:
Things + Relations = Systems
Trajectories in Animation, Mathematics, & Physics
Trajectories in Electromagnetism and Calculus
Undergraduate Research in Scientific Inquiry
38
43
43
FW
FW
S
47
FWS
61
64
FW S
FWS
67
82
83
84
FW
FW
S
FW S
NATIVE AMERICAN STUDIES
American Indian Sovereignty:
Competing Contexts
36
Individual Study: Fiber Arts, Installation Art, Native
American Studies, Creative Writing, Poetry,
and Multicultural American Literature
58
RBCD - Foundations for Sustainable Tribal Nations 76
Reality Check: Indian Images & [Misrepresentations 75
SOS: Consciousness Studies
80
FW
S
FWS
W
FWS
Matching Evergreen's Programs to Your Field of Interest I 31
30 I Matching Evergreen's Programs to Your Field of Interest
NATURAL HISTORY
Biodiversity Studies in Argentina
Botany: Plants and People
Drawing from the Sea
•ople
Mount Rainier: The Place and its People
Ornithology
Picturing Plants
Science Seminar: The Universe and Beyond
pg quarter
40
41
46
66
69
69
77
FW
W
W S
F W
F
S
W
OUTDOOR LEADERSHIP AND EDUCATION
Mount Rainier: The Place and its People
66
FW
PHILOSOPHY
Agriculture & Conservation in the Pacific NW
35
FW
Art / Work
37
FWS
Astronomy and Cosmologies
38
S
Human Rights and the Tragedies of History
56 F W
Illustrations of Character:
Literary and Philosophical Studies
57
S
Individual Study: East-West Psychology
58
S
Popular Uprisings: 1968, 2011 & the Road Foward 71
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72 F
Sound and Fury Since Shakespeare
79 F
SOS: Consciousness Studies
80
FW S
SOS: Independent Projects in Literature, Philosophy,
Myth/Religion and Writing for Freshmen
81
S
Turning Eastward:
Explorations in East-West Psychology
83
FW
PHILOSOPHY OF SCIENCE
Music, Math and Cybernetics:
Things + Relations = Systems
Science Seminar: The Universe and Beyond
Transmutation: The Alchemy of Scientific Thought
Vertebrate Evolution
67
77
83
85
FW
W
S
WS
PHYSICS
Astronomy and Cosmologies
Methods of Mathematical Physics
Science Seminar: The Universe and Beyond
Trajectories in Animation, Mathematics, & Physics
Trajectories in Electromagnetism and Calculus
Undergraduate Research in Scientific Inquiry
38
64
77
82
83
84
S
FW S
W
FW
S
FW S
PHYSIOLOGY
Dance: Body, Culture and Behavior
Inexpressibility and its Discontents
45
60
WS
FW
POLITICAL ECONOMY
Gateways: Popular Education
and U.S. Political Economy
The Making of Global Capitalism, 1500-1914
53
62
FWS
W
POLITICAL SCIENCE
pg quarter
A History of "Race" in the U.S.:
From Colonial Era to 2013
56
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
47
Equality and the Constitution
49
Ethnographic Research: Eyes in a Troubled World 50
52
The Formation of the North American State
Gateways: Popular Education
53
and U.S. Political Economy
Making Effective Change:
62
Social Movement Organizing and Activism
Political Economy and Social Movements:
70
Race, Class, and Gender
Popular Uprisings: 1968, 2011 & the Road Foward 71
RBCD - Foundations for Sustainable Tribal Nations 76
Reality Check: Indian Images & [Misrepresentations 75
S
F WS
S
F
F
F WS
F WS
FW
S
FW S
W
Consciousness
Creating Dance
Individual Study: East-West Psychology
34
FW
42
44
58
59
64
65
74
78
80
80
FWS
W
S
S
FW S
FW
S
S
FWS
FW S
83
FW
QUEER STUDIES
Queer Pleasure and Politics
pg quarter
Awakening the Dreamer, Pursuing the Dream
39
F W S
Cultures of Solidarity
44
S
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
47
FW S
Gender and Power in Cross-Cultural Context
54
S
Gender Performances
54
W
Individual Study: East-West Psychology
S
58
Making Effective Change:
Social Movement Organizing and Activism
62
FWS
The Making of Global Capitalism, 1500-1914
62
W
Political Economy and Social Movements:
Race, Class, and Gender
70
FW
Popular Uprisings: 1968, 2011 & the Road Foward 71
S
Postmodernity & Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72 F
Stop Making Sense
80
FW S
SOMATIC STUDIES
PSYCHOLOGY
Afraid to Laugh: The Psychology and Media
of Fear and Humor
Clinical Psychology:
The Scientist-Practitioner Model
Consciousness
Individual Study: East-West Psychology
IS: Psychology & Integrative Health
Memories, Dreams and Beliefs
Mind-Body Medicine
Psychology, Learning and Becoming
So You Want to be a Psychologist
Stop Making Sense
SOS: Consciousness Studies
Turning Eastward:
Explorations in East-West Psychology
SOCIOLOGY
75
S
RELIGIOUS STUDIES
Consciousness
44
Individual Study: East-West Psychology
58
SOS: Consciousness Studies
80
SOS: Independent Projects in Literature, Philosophy,
Myth/Religion and Writing for Freshmen
81
Turning Eastward:
Explorations in East-West Psychology
83
W
S
F W S
W
36
40
58
79
F WS
F W
S
F WS
47
48
51
58
FWS
FW S
FWS
S
62
68
FWS
FWS
70
73
76
77
80
81
FW
S
FWS
W
FWS
WS
38
44
60
67
76
S
F
F W
F W
FWS
SUSTAINABILITY STUDIES
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Energy, Economics and Entrepreneurship
Food, Health and Sustainability
Individual Study: East-West Psychology
Making Effective Change:
Social Movement Organizing and Activism
Nonfiction Media: Sustainability and Justice
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Practice of Sustainable Agriculture: Spring
RBCD - Foundations for Sustainable Tribal Nations
Science Seminar: The Universe and Beyond
SOS: Consciousness Studies
SOS: Function and Feeling in Sustainable Building
pg quarter
Art / Work
37
Arts in New York
38
Bridges: Poetry and Prints
41
Creating Dance
44
Drawing from the Sea
46
Fiber Arts
50
Greece and Italy: An Artistic & Literary Odyssey 55
Iconoclasms
57
Individual Study: Fiber Arts, Installation Art, Native
American Studies, Creative Writing, Poetry, and
Multicultural American Literature
58
Mount Rainier: The Place and its People
66
Picturing Plants
69
Rites of Passage: Ceramics and Fine Metalwork
76
Trajectories in Animation, Mathematics, & Physics 82
Working Artists: The Business of Creativity & Art 87
FWS
S
S
F
WS
FW
FWS
FW
S
FW
S
FWS
FW
S
WRITING
44
44
58
STUDY ABROAD
America Abroad
Biodiversity Studies in Argentina
Individual Study: East-West Psychology
The Spanish-Speaking World: Cultural Crossings
VISUAL ARTS
F W
Afrofuturism
35
America Abroad
36
Art / Work
37
Awakening the Dreamer, Pursuing the Dream
39
Bridges: Poetry and Prints
41
Equality and the Constitution
49
Field Ecology: Forests
50
Gender and Power in Cross-Cultural Context
54
Gothic Constructions: Architecture and Literature 55
Human Rights and the Tragedies of History
56
Illustrations of Character:
Literary and Philosophical Studies
57
Individual Study: Fiber Arts, Installation Art,
Native American Studies, Creative Writing, Poetry,
and Multicultural American Literature
58
Inexpressibility and its Discontents
60
Mount Rainier: The Place and its People
66
The Postcolonial Novel
71
Rites of Passage: Ceramics and Fine Metalwork 76
The Spanish-Speaking World: Cultural Crossings 79
Stop Making Sense
80
SOS: Consciousness Studies
80
SOS: Independent Projects in Literature, Philosophy,
Myth/Religion and Writing for Freshmen
81
Trajectories in Animation, Mathematics, & Physics 82
What is Ecology?
86
Writing Nature, Writing "Race"
87
S
FWS
FWS
FWS
S
S
S
S
FW
FW
S
S
FW
FW
S
FWS
FWS
FWS
FWS
S
FW
FW
FW
THEATER
Arts in New York
Creating Dance
Inexpressibility and its Discontents
Musical Theatre in Cultural Context
RBCD - Foundations for Sustainable Tribal Nations
ZOOLOGY
Advanced Research in Environmental Studies
Biodiversity Studies in Argentina
Field Ecology: Forests
Individual Study: Environmental Studies
Ornithology
Vertebrate Evolution
33
40
50
58
69
85
FWS
FW
S
S
F
WS
32 I How to Read a Program Description
Programs I 33
.
How to Read a
Program Description
Program
Descriptions
Because Evergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Below is a sample
of a typical program description. The annotations will help you interpret all the information packed into the listings that follow.
Trajectories in Animation, Mathematics &
Physics
FIELDS OF STUDY —
Indicates subject areas that
correspond to traditional
disciplines and subjects.
Fall and Winter quarters
PROGRAM IS PREPARATORY...
Indicates subject areas that correspond
to traditional disciplines and subjects
and might be a particularly useful step
for future studies or careers.
FACULTY
Lists members of the faculty team
scheduled to teach the program.
See faculty bios page 97.
Fields of Study: mathematics, media arts, moving
image, physics, visual arts and writing
Class Standing: Freshman - Senior
Prerequisites: High school Algebra 2 or equivalent
intermediate algebra course.
Preparatory for studies or careers in: animation, art,
media, mathematics, physics and education.
Faculty: Ruth Hayes and Krishna Chowdary
CLASS STANDING States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
PREREQUISITES
Lists conditions for eligibility for the
program, such as studies you should
have completed or a faculty review
of a portfolio.
Animation follows the rules of physics — unless it is '
funnier otherwise. - Art Babbitt, animator
What are the 'rules' of physics, and where do they
come from? How do animators follow these rules? How
do they know when to break them?
This challenging program will introduce you to the
mathematical models that help describe and explain
motion in the natural world. You will learn how to combine
observation, reason and imagination to produce such
models, explore the creative uses that can be made of
them, and consider the new meanings that result. We
hope to highlight similarities and differences between
how artists and scientists make sense of, and intervene
in, the world.
We do not expect prior experience in drawing,
animation or physics; the program is designed to
accommodate new learners in these areas. We do expect
that you can read and write at the college level and have
completed math through intermediate algebra. You
will all engage in common work in drawing, animation,
mathematics and physics, for 14 credits. You will also
be asked to choose one of two more focused tracks for
the remaining two credits, either in (1) drawing or (2)
mathematics....
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.
-< Faculty Signature: Contact...
This program does not accept new enrollment in
winter.
- Credits: 16
-1 Enrollment: 46
Required Fees: $75 per quarter for art and science
supplies.
Internship Possibilities: none
A similar program is expected to be offered in...
Thematic Planning Groups: Expressive Arts and
Scientific Inquiry
r
PLANNING UNITS —
The planning unit or thematic planning
group relevant to the program.
>—
PROGRAM DESCRIPTION
How participants will approach
the theme or question at the
heart of the program. For more
information, make an appointment
with the faculty, ask for a copy of the
syllabus, go to the Academic Fair or
visit Academic Advising.
ACCEPTS WINTER/SPRING
ENROLLMENT
Indicates whether faculty approval
must be obtained before registering
for the second or third quarter of
a continuing program, and other
requirements for new students.
SPECIAL EXPENSES FEES?
Lists expenses in addition to regular
tuition and fees.
INTERNSHIP POSSIBILITIES
States whether an internship is
optional or required.
SIMILAR PROGRAMS OFFEREE
Gives the next opportunity to join a
similar program.
The 1960s Turn 50
Advanced Research in Environmental Studies
Fall and Winter quarters
Fall, Winter and Spring quarters
Fields of Study: African American studies, American studies,
history and literature
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: history, literature, and
fields related to social and cultural analysis such as education,
human services, government, policy, etc.
Faculty: Greg Mullins, TBD
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 and careers in: botany, ecology,
education, entomology, environmental studies, environmental
health, geology, land use planning, marine science, urban
agriculture, taxonomy and zoology.
Faculty: Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen,
Alison Styring, Martha Henderson and Gerardo Chin-Leo
On August 28, 1963, labor and civil rights groups commemorated
the centennial of the Emancipation Proclamation with the historic
March on Washington for Jobs and Freedom. The upcoming fiftieth
anniversary of the march invites us to study the 1960s and question
how events of those years shaped the world we inhabit today.
Images of the march, and especially of Dr. King at the Lincoln
Memorial, have become iconic. We will study how and why such
images become icons, and how icons function in culture and in
politics. We will approach the march as a performance, and study
how spectacle advances political aims. We will, for example, question
whether images of the march have been deployed to decouple the
organizers' demands for both jobs and freedom. Fall quarter will
include an optional field trip to Washington, D.C., where we will
study the urban geographies of place and power that are enabled
and constrained by the National Mall's monuments and memorials.
Most of our work will be textual. For example, we will read
novels, essays, memoirs and plays that engage and reflect upon this
period. Authors may include James Baldwin, Amiri Baraka, Malcolm
X, Dr. Martin Luther King, Jr., Alice Walker, Charles Johnson and Toni
Morrison.
In order to understand the events of August 28, 1963 we will
study the prior 100 years of segregation and especially social change
in the 1950s. We will unfold the contexts of the civil rights movement
by studying the literature, history and politics of the 1960s broadly.
By way of appreciating the legacy of the march, we will study how
public memory of it has been created, and for which purposes, over
the past fifty years. In short, the march itself will be a focal point to
which we repeatedly return, but our areas of study will range broadly
across relevant decades and topics.
Our fall quarter work will include study of Jim Crow at the end of
the 19th century, labor organizing in the 1930s, and counter culture in
the 1950s. Analysis of the gender politics of civil rights organizations
will open into a broader inquiry about feminism, the women's
movement, and LGBTQ movements.
During winter quarter, we will continue these areas of study and
focus on the legacies of the 1960s. Fifty years later, which promises
have been delivered, and which are still outstanding? Individual
or group projects will enable students to pursue areas of specific
interest.
Credits: 16
Enrollment: 50
Required Fees: $1000 (optional) for a trip to Washington, D.C. in
fall; $25 for entrance fees in winter.
Thematic Planning Groups: Culture, Text and Language
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.
Abir Biswas (geology, earth science) studies in nutrient and
toxic trace metal cycles in terrestrial and coastal ecosystems.
Potential projects could include studies of mineral weathering,
wildfires and mercury cycling in ecosystems. Students could
pursue these interests at the laboratory-scale or through fieldscale biogeochemistry studies taking advantage of the Evergreen
Ecological Observation Network (EEON), a long-term ecological
study area. Students with backgrounds in a combination of geology,
biology, or chemistry could gain skills in soil, vegetation, and water
collection and learn methods of sample preparation and analysis for
major and trace elements.
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,
Check the entry in the online catalog for associated fees and special expenses,
amount of required online learning, and other details about these programs.
Some programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2012-13.
Programs I 35
34 I Programs
and changing resource bases will be examined. Archival and field
research is encouraged.
Lin Nelson studies and is involved with advocacy efforts on the
linkages between environment, health, community and social justice.
Students can become involved in researching environmental health
in Northwest communities and Washington policy on phasing out
persistent, bio-accumulative toxins. One major project students can
work on is the impact of the Asarco smelter in Tacoma, examining
public policy and regional health.
Alison Styring studies birds. She will sponsor research on
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 environmental stress and climate change. 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.
Accepts winter and spring enrollment. Contact faculty in area of
interest for specific information.
Faculty Signature: Contact faculty in area of interest for specific
information.
Credits: Variable credit options available.
Thematic Planning Groups: Environmental Studies
Afraid to Laugh:
The Psychology and Media of Fear and Humor
Afrofuturism
Fall and Winter quarters
Fields of Study: African American studies, cultural studies,
literature, music and writing
Class Standing: Junior - Senior
Preparatory for studies and careers in: the humanities or the
arts, especially creative writing and music.
Faculty: Andrew Buchman, Chico Herbison and Joye Hardiman
Fields of Study: American studies, media studies and psychology
Class Standing: Freshman - Sophomore
Preparatory for studies or careers in: psychology, education
and media studies.
Faculty: Carrie Margolin, TBD
From Frankenstein to Freddy. From Groucho to Leno. For over
100 years, audiences have screamed in terror or roared with laughter
at what Hollywood has presented.
This program will look at the changes in what scares us, and what
makes us laugh, over the course of American cultural history from
the inception of filmmaking to present day. We will examine the
psychology of fear, the psychology of humor, and the language and
craft of filmmaking and other media used to convey these human
emotions.
We will focus on fear during fall quarter. Audiences in 1910
were terrified by Frankenstein. Phantom of the Opera was a
heart-pounder in 1925. Mass panic ensued in 1938 from the radio
production of War of the Worlds. What were the cultural and
historical factors that made these so fear-inducing? Today, we need
much more than monsters or aliens to give us goosebumps. It takes
twisted psychological demons and graphic violence to startle and
thrill. How has society changed in its response to what is considered
scary?
In winter quarter, we will switch to humor studies. As early as
1914, comedians such as Charlie Chaplin and the Keystone Kops
provided merriment. Slapstick reigned supreme from the 1920s
through the 1960s with the antics of The Three Stooges. Comedy
branched out with the "Borscht Belt" stand-up comedians during
that same era. Comedy continues into present day, from sit-coms to
Saturday Night Live, with the acceptance of increasingly "off-color"
and "dark" humor.
The program format may include lectures, workshops, films,
seminars, guest presentations and group and individual projects.
We will focus on clarity in oral and written communication, critical
thinking skills, and the ability to work across significant differences.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Expressive Arts, and Society,
Politics, Behavior and Change
Spring quarter
Afrofuturism is an emergent literary and cultural aesthetic
embraced by artists who have imagined alternative futures, while
often grappling with aspects of race, gender and ethnicity. Rone
Shavers and Charles Joseph offered a critical working definition
of the genre, first named by Mark Dery around 1995, as follows:
"Afro-Futurism...combines elements of science fiction, historical
fiction, fantasy and magic realism with non-Occidental (nonWestern) cosmologies in order to critique not only the present-day
dilemmas of people of color, but also to revise, interrogate, and reexamine the historical events of the past." Artists often listed in an
emerging Afrofuturist pantheon include authors Samuel R. Delany
and Octavia Butler; visual artists Jean-Michel Basquiat and Rene
Cox; and musicians Parliament-Funkadelic (including George Clinton
and Bootsy Collins), Sun Ra, DJ Spooky (Paul D. Miller), and Janelle
Monae.
After laying the groundwork for explorations of the work of these
and other artists, we will ask students to help us address these and
other avenues for explorations of Afrofuturism, including race and
digital culture; the role of technology in cultural formations; notions
of Utopia, Dystopia, and the "post-historical" in Afrofuturistic
literature; non-Occidental (non-Western) cosmologies and their uses
in Afrofuturistic texts; trauma theory and its role in Afrofuturistic
literary and cultural production; Afrofuturism's relationship to digital
and/or urban music (i.e., drum and bass, garage, hip-hop, house,
jungle, neo-soul, funk, dub, techno, trip hop, etc.); Black identity
in Western literature, in light of Afrofuturism's general interrogation
of identity and identity politics; Afrofuturism and its relation to
previous race-based art movements and aesthetics (e.g., the Harlem
Renaissance, Black Arts Movement, the New Black Aesthetic, etc.);
Black Music as a source of Afrofuturistic discourse and/or liberation;
the black superhero as Afrofuturistic rebel, and the black comic book
as a "paraliterary" source of contemporary folklore; Afrofuturism
from the perspective of film studies and/or video culture; and/or the
social and cultural implications of a theory of Afrofuturism.
Because the artworks we will be dealing with will be both
exciting, provocative and fine, we think that students will find this
hard intellectual work deeply rewarding, sometimes in unexpected
ways. We expect to learn from students, and to share an intellectual
adventure in an emerging, engrossing artistic terrain.
Credits: 16
Enrollment: 75
Thematic Planning Groups: Culture, Text, and Language, and
Expressive Arts
Agriculture and Conservation
in the Pacific Northwest
Fall and Winter quarters
Fields of Study: agriculture, ecology, environmental studies,
geography and philosophy
Class Standing: Freshman - Senior
Preparatory for studies or careers in: agriculture, conservation,
science, philosophy and policy.
Faculty: Michael Paros, Steven Scheuerell
"The quest/on of all questions for humanity, the problem which
lies behind all others and is more interesting than any of them, is
that of the determination of man's place in nature and his relation
to the cosmos." - T.H. Huxley
Crop agriculture and animal production dominate humanmanaged ecosystems. Both provide forms of human sustenance
yet simultaneously disrupt natural ecological functions. Tensions
often exist between nature conservationists and agricultural
communities. How do we balance biodiversity conservation and
modern agricultural production? Is it possible to have both? Should
public policy emphasize agricultural intensification to spare land for
wildlife areas and keep conservation areas separate from human
production activities? Can our planet afford to preserve culturally and
biologically diverse agricultural systems? Are traditional agricultural
practices vital to our sustainable future?
Faculty and students will challenge and develop their own
personal ethical framework in an attempt to address the many
questions that arise when we alter natural systems through
agriculture. This will be accomplished through experiential field trips,
reading, writing, scientific analysis and open discussion. Students
will visit a variety of Washington and Oregon farming operations and
conservation areas that illustrate the agricultural and environmental
ethical dilemmas that society currently faces. Multiple perspectives
from land stakeholders will be presented. Fall quarter will focus
on the fundamental principles of conservation biology and ethical
theory, while familiarizing students with basic agronomic practices.
In winter quarter, students will develop a personal land ethic while
analyzing tensions between agriculture and conservation specific to
a particular locale.
This program will interest students who are open-minded and
want to think critically about the agricultural sciences, conservation
biology, and ethics.
Accepts winter enrollment with faculty signature. Enrollment
in winter quarter is suitable for students who have a background
in agriculture, conservation biology, and ethics, and have a
willingness to review significant material covered during fall
quarter. Students should email faculty prior to the start of winter
quarter to arrange a meeting to discuss fall quarter material and
their qualifications to join the program in winter.
Credits: 16
Enrollment: 48
Required Fees: $250 for overnight field trips in fall.
Thematic Planning Groups: Environmental Studies, Scientific
Inquiry, Sustainability and Justice, Society, Politics, Behavior and
Change
Photo by Karissa Carlson
Students who register for a program but do not attend the first class meeting may be dropped.
Some programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2012-13.
36 I Programs
Programs I 37
America Abroad
Fall, Winter and Spring quarters
Fields of Study: American studies, anthropology, community
studies, cultural studies, history, international studies, literature,
study abroad and writing
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: the humanities and social
sciences, community service, international relations, writing, law,
media and teaching.
Faculty: Stacey Davis, Samuel Schrager and Eric Stein
Democracy...is the rock upon which we toil, and we thrive or
wane in the communication of those symbols and processes set in
motion in its name. -Ralph Ellison
To educated Europeans around 1800 the new republic called The
United States of America was founded on an incredible idea drawn
from 18th century Enlightenment discourse: that human beings could
govern themselves. The fraught implications of this democratic ideal
have played out ever since. They loom large in the promise of a new
start that drew 35,000,000 immigrants between the 1840s and the
close of unrestricted immigration in the 1920s, and millions more who
have continued to come; in the institutions that supported 19th century
slavery, 20th century Jim Crow segregation, and subsequent Civil
Rights movements; in the aspirations, past and present, of women
and other lower-status groups. The meanings of American democracy,
contested at home, have also been much scrutinized abroad. While
American power has often been feared or resisted, other peoples
often invoke or adapt democratic ideals to serve their own needs.
This program will explore these complex relationships between
the world-in-America and America-in-the-world. How, we will ask, are
our identities as Americans shaped by ethnic, religious, gendered,
class and place-based experiences—for example, by the cultural
hybridizations and the real (and imagined) ties to home cultures
endemic in American society? How do diverse Americans wrestle with
democratic values in their ordinary lives? We will also consider some
of the contemporary manifestations of American presence and power
in various locations abroad. Using an anthropological lens, we will
reflect on people's often ambivalent readings of tourists and soldiers,
American aid organizations and NGOs, Hollywood mediascapes, and
American commodities. How, we will ask, ought we to understand
American representations of foreign "others" in travel writing,
cinema, or museum display, and how have Americans themselves
been represented as "others" in relationship to the larger world?
Our program will provide strong contexts for students to study
and work closely with faculty in the fields of history, anthropology,
folklore, literature and creative non-fiction. In the fall and the
first half of winter we will focus on in-depth readings of texts and
training in the crafts of ethnography, writing and academic research
in preparation for major independent research and senior theses.
Students will undertake these projects on a topic of their choice,
from mid-winter to mid-spring, either in the U.S. or abroad, in
ongoing dialogue with peers and faculty. In the last half of spring the
program will reconvene to review students' written work in light of
the leading issues of our inquiry.
Projects in foreign countries will be community-based, combining
service learning with research on an aspect of American culture or on
values and practices in another society. Faculty will assist students in
identifying service opportunities, which include health, education,
youth, agriculture, community development, women's empowerment
and human rights. Thailand will be a featured destination for study,
research and service work, with faculty providing language training
and in-country instruction and support. Projects in the U.S. (locally
or elsewhere) can be field research-based, with optional internships;
or text-based, on a historical or literary topic.
Credits: 16
Enrollment: 75
Required Fees: Approximately $125 for a field trip in fall.
Approximately $1,800 to $4,000 for study abroad to Thailand or
location of student interest, approximately 10 weeks, mid-winter
to mid-spring.
Thematic Planning Groups: Culture, Text and Language
American Indian Sovereignty: Competing Contexts
Fall and Winter quarters
Fields of Study: Native American studies, cultural studies and law
and government policy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: Native American studies,
law, public policy, and tribal government and policy.
Faculty: Kristina Ackley and Jose Gomez
American Indians have a relationship with the federal government
unlike that of any other ethnic or political group in the United States.
They have consistently organized at all levels to renew and defend
their rights to self-governance and nationhood. In this two-quarter
program, we will consider the various ways in which sovereignty has
been understood and contested, taking as our broad starting points
the competing contexts of Indigenous knowledge systems and the
U.S. Constitution.
Recognizing that sovereignty must be placed within local,
historical, cultural and global contexts, our theoretical readings
and discussion will move from nation building in America to Native
forms of nationalism, and emphasize the politics of indigeneity in an
international context. We will examine the historical background and
basic doctrines of federal Indian law, including the history of federal
Indian policy, the foundations of tribal sovereignty, and federal roles
in Indian affairs. Students will learn about Indigenous governments
and the areas in which they exercise authority. We will examine the
sources and limitations of federal power over indigenous peoples
and tribes, state and federal constraints on tribal authority, and
definitions of citizenship. We will also consider how contemporary
Indigenous nations and communities capitalize on economic,
political and intellectual resources.
In the fall, students will gain an understanding of the legal nature
of the relationship between American Indians and the United States.
Beginning with the American Constitution and the era of the early
republic, the federal-Indian relationship will be discussed in terms of
settler colonialism. Students will examine the ways that Indigenous
communities have persisted and revitalized, developing intellectual
traditions and structures based on their relationships to one another
and to the land. Moving beyond the United States, we will consider
the politics of indigeneity in Canada, New Zealand and Australia.
Winter will focus on topical issues that have emerged in the 20th
and 21st centuries, including attempts to appeal to international
law, treaty rights and co-management, sustainable landscapes and
communities, Indigenous cultural representation, and the media. In
major projects in the fall and winter quarters, students will work on
a contemporary issue within Washington state that is of particular
interest to local Indigenous nations. Working in legal teams, students
will develop appellate briefs on real Indian law cases decided
recently by the federal courts and will present oral arguments before
a mock court. Students will also rotate as justices to read their peers'
appellate briefs, hear arguments and render decisions.
Accepts winter enrollment with faculty signature. New students
must complete a reading from the fall. Contact Kristina Ackley
(ackleyk@evergreen.edu) for the reading and to obtain a signature.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Native American and World
Indigenous Peoples, and Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Ancient Words and Works
Art/Work
Fall and Winter quarters
Fall, Winter and Spring quarters
Fields of Study: art history, classics, history, language studies
and literature
Class Standing: Freshman - Sophomore
Preparatory for studies or careers in: classical studies,
archaeology, literature, history and mythology.
Faculty: Andrew Reece and Ulrike Krotscheck
Fields of Study: aesthetics, art history, cultural studies, gender and
women's studies, media studies, philosophy, visual arts, writing
Class Standing: Freshman - Sophomore
Preparatory for studies and careers in: humanities, visual
studies, gender studies, cultural studies, education and
communications.
Faculty: Julia Zay, Shaw Osha Flores and Kathleen Eamon
The origins of western politics, philosophy, science, art, and
history are deeply rooted in Greco-Roman Antiquity. This program
introduces students to the foundations of these disciplines through
the study of ancient Greece and Rome, their literature, society, art,
architecture, language and culture.
We will study the texts and monuments of Greco-Roman
antiquity, seeking to understand the works of its foremost thinkers
and artists from the Bronze Age to the height of Roman imperial
domination in the Mediterranean. Our inquiry will help us establish a
strong foundation in the literary and artistic artifacts that have long
shaped the European cultural legacy, and it will broaden our historical
perspective on this vibrant, ever-changing, often violent part of the
world. Through the disciplines of archaeology, art history, literary
analysis, history and language study, we will survey ancient Greece
and Italy in a comprehensive manner. At the same time, and at least
as importantly, we will encounter the accomplishments of Homer,
Sophocles, Thucydides, Virgil, Tacitus, Praxiteles, the architects of
the Parthenon and the Pantheon, and others, not merely as relics
to be appreciated but as vital, continually compelling invitations to
think and feel our way into new points of view on the modern, as well
as the ancient, world.
Students will interpret the textual and visual material in
discussion and writing. As interpretive composition is crucial to our
approach to this curriculum, we will provide many opportunities for
writing and revising, with frequent faculty and peer review. Students
will learn to draw on both material and textual evidence in their
arguments. Recognizing the importance of language learning for
cultural studies, we will offer elementary Greek or Latin to students
in the program (which language depends on demand).
Credits: 16
Enrollment: 46
Thematic Planning Groups: Culture, Text and Language
Our guiding principle was that design is neither an intellectual
nor a material affair, but simply an integral part of the stuff of life,
necessary for everyone in a civilized society. -Walter Gropius
Advertising is the greatest art form of the 20th century.
-Marshall McLuhan
This interdisciplinary visual studies and philosophy program
is about art and work as both practices and discourses specific to
modernity. In the spirit of the Bauhaus and its modernist art school
curriculum, we will approach the subjects of art and work by stressing
intellectual and theoretical pursuits with skills and techniques in visual
and time-based art. This program offers foundational coursework
in visual and cultural studies, art and media practice and 18th-20th
century philosophy in order to better understand our own moment
in history as the product of a continuum of ideas surrounding these
themes. We will begin our study with important texts that respond
to the gradual rise of industry as the dominant mode of production,
and we will continue our examination of two "post-industrial" eras:
post-World War Two, and our own. These eras are marked by the
emergence of two possibly contradictory tendencies, as the idea
of work becomes simultaneously "disenchanted" with the rise of
manufacturing and yet highly romanticized with the possibility of
greater egalitarianism, the idea of art emerges as both an aesthetic
cultural experience in a market economy and as a critic of that same
socio-political economy.
In fall quarter, students will gain an overview of the major theories
and influential texts of modernity with an introduction to modern
and contemporary visual and media arts concepts and practices as
they relate to program themes of work and art. We will pursue these
themes by thinking, looking and making. By reading often difficult
theoretical texts in philosophy, cultural theory and art history we will
trace specifically modern historical developments in western art and
aesthetics.
In winter quarter, one of our central aims will be to attempt our own
little Utopian reconciliations by developing "schools," each of which
will educate in a specific discipline (visual art, media or philosophy)
and will then make collaborative "work" across those disciplines.
We will read a range of challenging and important theorists, and
the variety of our objects and practices will require a lively curiosity
and imagination. Possible authors include: G. W. F. Hegel, Karl
Marx, Sigmund Freud, Michel Foucault, Pierre Bourdieu, Michel de
Certeau, Judith Butler and Linda Nochlin. Possible filmmakers include
Lizzie Borden, Chantal Akerman, Charles Burnett, Robert Bresson,
the Maysles Brothers, Fritz Lang and John Sayles. We will also read
from a variety of sources in art and media history and theory, and
social theory. Program work will include research (both primary and
secondary), writing, and the making of visual and media art.
Credits: 16
Enrollment: 69
Required Fees: $150 for an overnight program retreat in fall.
Internship Possibilities: Spring quarter, with faculty approval.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, and Society, Politics, Behavior and Change
Photo by Hannah Pietrick '10
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
38 I Programs
Programs I 39
Arts in New York
Astronomy and Cosmologies
Awakening the Dreamer, Pursuing the Dream
Spring quarter
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: aesthetics, architecture, dance, media arts,
music, theater and visual arts
Class Standing: Freshman - Senior
Preparatory for studies and careers in: arts, visual arts, media
arts, performing arts, aesthetics, photography, architecture, critical
theory, humanities, cultural studies, social sciences, museum
studies, material culture, the leisure and tourism industry.
Faculty: Ariel Goldberger
Fields of Study: astronomy, cultural studies, history,
mathematics, philosophy and physics
Class Standing: Freshman - Senior
Preparatory for studies or careers in: astronomy, natural
sciences, history and philosophy of science, and education.
Prerequisites: Facility with algebra, good reading, writing and
thinking skills. Willingness to work in teams and to use computers
for web-based assignments and information. There is no
prerequisite in physics.
Faculty: EJ Zita
Fields of Study: aesthetics, community studies, consciousness
studies, sociology and writing
Class Standing: Freshman
Preparatory for studies and careers in: the liberal arts,
expressive arts, psychology, sociology, and cultural studies.
Faculty: Terry Setter and Cynthia Kennedy
This program will study the intense and lively cultural life of
New York City, the most active arts production center in the United
States, and perhaps the world. Students and faculty will collaborate
on final touches to the program in Olympia, then fly to New York for
seven weeks (options from 4 to 10 weeks) to engage in program and
individual project-related activities.
Program activities will consist of weekly cultural events and
shows in as many art genres as possible followed by seminars on
readings in contemporary art theory. The class will explore a wide
range of sites and art forms in venues ranging from established
world-renowned institutions to emergent art spaces.
Arts events may include visits to galleries in Chelsea, MOMA, DIA
Arts Center, PS1, The Metropolitan Museum of Art, and emerging
venues. The class will attend culturally relevant institutions such as
the Japan Society, Asia Society, Jewish Museum, Harlem Studio
Museum, and El Museo del Barrio to experience cultural diversity.
Performance venues may include Galapagos Space, PS 122, La
MAMA, The Kitchen, HERE, off-off-Broadway, BAM, or emerging and
more traditional venues. Dance events may include contemporary
performances, experimental works, or festivals. The class may attend
poetry readings at different venues such as The Bowery Poetry Club,
the Nuyorican Poets Cafe, The New York Public Library, or Poets'
House.
Individual projects will be based on personal learning goals
and may include internships, work in the arts, writing or research.
Students will convene during the final week for presentations of their
individual projects to the class.
As part of the New York experience, students will be responsible
for making all necessary arrangements for their travel, room and
board, event tickets (once selected by the class) and individual
projects. Each student's expenses will depend on individual
resourcefulness.
Faculty Signature: Students interested in the program need to
fill out a relatively simple application form and project proposal
form and send it directly to professor Goldberger. The forms are
available at blogs.evergreen.edu/artsinny, and from the program
secretaries at the Seminar II Cluster Support office. Once you
fill out the application please email it to professor Goldberger
- or print it out and place it in his mailbox in the SEM II Cluster
Support office. Professor Goldberger will contact you a week
after receiving your completed forms. Students will be signedin 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
Required Fees: $350 for art event tickets.
Internship Possibilities: Students are welcome to propose
internships in New York as a component of their individual
projects.
Thematic Planning Groups: Consciousness Studies, Culture,
Text, and Language, and Expressive Arts
The only myth that is going to be worth thinking about in
the immediate future is one that is talking about the planet, not
the city, not these people, but the planet, and everybody on it.
-Joseph Campbell
We will learn beginning to intermediate astronomy through
lectures, discussions, interactive workshops and observation, using
naked eyes, binoculars and telescopes. We will learn about the
evolution and structure of our universe and celestial bodies. How
are stars born and why do they shine? What are some of the ways in
which stars can die, and what new life can they contribute to? How
do we know there is dark matter? How do we know that the universe
is expanding—and accelerating? What evidence is there for the Big
Bang?
Students may build and take home astronomical tools such as
spectrometers and position finders. Student teams will research
topics of personal interest through observations, readings and
calculations; and will share their findings with classmates and
the community. In previous programs, students have organized
observation field trips to eastern Washington or beyond, to regions
with clearer skies.
In seminars, we will discuss cosmologies: how people across
cultures and throughout history have understood, modeled, and
ordered the universe they perceive. We often study creation stories
and worldviews, from those of ancient peoples (e.g. Greeks, Arabs,
Chinese, Egyptians, Mayans...) to modern astrophysicists. Student
teams will meet for pre-seminar discussions and assignments.
Individuals will write short essays and responses to peers' essays.
Students taking this program must be willing to work in teams
and to use computers for online information and completing
assignments. There is no physics prerequisite. Students will be
learning the introductory, algebra-based physics that underlies
astronomy and astrophysics, and should have good algebra skills.
Joseph Campbell points out that our greatest challenge is how to
live a humane existence in inhuman times. Awakening the Dreamer,
Pursuing the Dream will focus on the individual's relationship to
personal and cultural values, society, leadership and the creative
process. This program is intended for students who seek to explore
and refine their core values in a context where they can act upon
them with increasing awareness and integrity.
The program faculty recognize that the social, ecological and
psychological challenges of every era have required people to live
their lives in the face of significant challenges and it is now widely
recognized that crisis often precedes positive transformation.
Therefore, this program will begin by focusing on how people in
the past have worked to create a meaningful relationship between
themselves and the world around them. We will explore movement,
stories, and images of various creative practices and spiritual
traditions from ancient to modern times to discover their relevance
in our own lives. As students gain knowledge and skills, they will
develop their own multifaceted approaches to clarifying their
identity, then prioritizing and pursuing their dreams.
Throughout the year, the program will work with multiple forms
of intelligence, somatic practices and integrative expressive arts
approaches to learning. Students will explore the practices of music,
movement (such as dance or yoga), writing, drawing and theater
in order to cultivate the senses as well as the imagination and
powers of expression. These practices will help us understand the
deeper aspects of the human experience, which are the source of
self-leadership, intentional living and positive change. Students will
also investigate the relationship between inner transformation and
social change through engagement in community service. Students
will read mythology, literature and poetry while exploring ideas
that continue to shape contemporary culture. We will also look to
indigenous cultures to deepen our appreciation of often-overlooked
wisdom and values. We will seek to develop a broader understanding
of contemporary culture as a stepping stone to thinking critically
about how today's dreams can become tomorrow's reality.
Faculty Signature: One month prior to registration, students
must email faculty (zita@evergreen.edu) with evaluation by faculty
from the most recent quarter completed at Evergreen.
Credits: 16
Enrollment: 24
Required Fees: $30 for use of a spectrometer, solar motion
demonstrator, and small telescope.
A similar program is expected to be offered in 2014
Thematic Planning Groups: Environmental Studies, Native
American and World Indigenous Peoples and Scientific Inquiry
(
Accepts winter and spring enrollment. New students must
complete readings and writing assigments to review content
from the previous quarter(s). Please contact faculty for more
information.
Credits: 16
Enrollment: 46
Required Fees: $85 per quarter for overnight retreats and art
supplies.
Thematic Planning Groups: Consciousness Studies, and Culture,
Text, and Language
Photo by Hannah Pietrick '10
Students who register for a program but do not attend the first class meeting may be dropped.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs I 41
40 I Programs
Biodiversity Studies in Argentina
Fall and Winter quarters
Fields of Study: botany, ecology, field studies, language studies,
marine science, natural history, study abroad and zoology
Class Standing: Junior - Senior
Preparatory for studies or careers in: biodiversity, conservation,
field biology, Latin American studies, natural history and Spanish
language.
Prerequisites: One year of college-level Spanish language
studies and previous academic work in natural history and/or
environmental science is required.
Faculty: Erik Thuesen
In the 19th century, well-known European scientists such as
Darwin, d'Orbigny and Bonpland traveled in Argentina and brought
their knowledge of the flora and fauna back to Europe. The marine,
desert and alpine environments of the Southern Cone harbor flora
and fauna very different from similar environments in North America.
In this two-quarter program, we carry out intensive natural history
studies of the unique organisms and ecosystems of Argentina,
focusing on those of Patagonia.
After an introductory week in Olympia at the start of fall quarter,
the study abroad portion of the program will commence with
a 4-week intensive study of Spanish language in Buenos Aires to
prepare us for our travels and studies in Argentina during fall and
winter quarters. We will begin to study the flora and fauna of the
Southern Cone through preliminary readings, lectures and class work
in Buenos Aires. We will take a short trip to the sub-tropical province
of Misiones during October, then move to the coastal and mountain
regions of Patagonia in November. We will study the natural history
of Patagonia, beginning with field studies on the Atlantic coast and
then moving to the Andean Lakes District, taking advantage of the
progressively warmer weather of the austral spring.
Students will conduct formal field exercises and keep field
notebooks detailing their work and observations. We will read
primary literature articles related to the biodiversity of Argentina
and augment our field studies with seminars.
During winter quarter (summer in the southern hemisphere),
students will reinforce their language skills with two weeks of
intensive Spanish studies in Patagonia, examine montane and steppe
habitats, then work in small groups on focused projects examining
biodiversity topics. It will be possible to conduct more focused
studies on specific ecosystems or organisms, including those in
more southern parts of Patagonia, at this time of the year. Clear
project goals, reading lists, timelines, etc., will be developed during
fall quarter in order to insure successful projects in winter quarter.
Examples of individual/small-group projects include: comparisons
of plant/animal biodiversity between coastal, desert and alpine
zones; comparative studies of the impacts of ecotourism activities
on biodiversity; or examining community composition of intertidal
habitats along a gradient from north to south, among others.
Faculty Signature: Students must complete an application survey.
The survey can be downloaded from the faculty member's web
page (academic.evergreen.edu/t/thuesene/Teach/Teach.htm).
Applications received by the spring 2012 Academic Fair will be given
priority. Qualified students will be accepted until the program fills.
This program does not accept new enrollment in winter.
Credits: 16
Enrollment: 15
Required Fees: The Student Fee for this program will be
$5100. This will cover lodging in Argentina for both fall and
winter quarters except for 4 weeks in winter while students are
conducting projects. It will cover 50% of food expenses, the
majority of in-country transportation expenses and language
training in fall and winter. The Student Fee does not cover
international airfare (approx. $1300), short distance local
transportation, and lodging/food/travel/homestay during winter
break (optional) and while students are conducting projects.
Additional costs are estimated to total approximately $3100. The
total estimated costs for this two-quarter program (including
expenses incurred over Thanksgiving and Winter breaks) for
food, lodging, transportation, Spanish Language instruction
and fieldwork activities (guides, excursions, national park fees,
museum fees, etc.) is $8200. Because of the low cost of living and
traveling in Latin America compared to the high cost of Olympia,
the costs of participating in this two-quarter program will be
roughly the same as living in Olympia. A non-refundable deposit
of $500 is due by August 10, 2012. Final payment deadline is
September 14, 2012.
Thematic Planning Groups: Environmental Studies
Biology of Ecotones and Extreme Environments:
Living on the Edge
Fall quarter
Fields of Study: biology, ecology and marine science
Class Standing: Freshman - Sophomore
Preparatory for studies or careers in: ecology, marine biology
and resource management.
Faculty: Amy Cook and Gerardo Chin-Leo
Boundaries between habitats (ecotones) and extreme
environments (temperature, pressure and salinity) often contain
diverse and productive ecosystems. This program will explore the
physics and chemistry of these environments and examine the
organism adaptations and ecological interactions that determine
their unique biodiversity and productivity. In addition, we will examine
the ecotones and extreme environments created by the expansion
of human development into natural ecosystems. An understanding
of the structure and function of ecotones and extreme environments
can contribute to conservation biology efforts such as the design of
parks and reserves and allow us to better understand how humandominated landscapes influence natural landscapes.
Through lectures, workshops and field activities, students
will learn how to identify local plants and animals and will learn
about the composition and ecology of several common habitats
in the Pacific Northwest including coniferous forest, freshwater
stream and nearshore marine. Students will examine the ecotones
between these communities by identifying the resident organisms,
and describing the physical characteristics of the ecotones and
the dynamics of biogeochemical cycles that cross community
boundaries. Taking advantage of the Evergreen campus and nearby
areas as natural laboratories, we will focus on the following ecotones:
intertidal zones, the boundary between freshwater aquatic systems
and terrestrial systems, the transition zone between marine and
freshwater (estuaries) and the ecotones associated with humandominated landscapes. In addition, we will examine the ecology of
extreme environments such as hydrothermal vents and hypersaline
lagoons and the physiological adaptations that organisms have
made to live in these environments.
The program will provide students with the opportunity to
broaden their understanding of biology and ecology, develop skills
in several of the major techniques used in field ecology and improve
their writing, quantitative and communication skills.
Boom or Bust:
The U.S. Economy, 2013 and Beyond
Winter quarter
Fields of Study: business and management, economics and law
and public policy
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: economics, public policy,
business and law.
Faculty: Bill Bruner
Over the past few years, the world economy has gone through
a gut-wrenching recession from which it may now—at least at this
writing—be recovering. Our objective in this program is to understand
the current condition of the economy—with particular emphasis on
the U.S. economy—in the context of economic cycles that have been
a part of economic history for centuries. We will develop conceptual
frameworks for explaining these cycles and apply these frameworks
to analysis of current economic conditions. We will be concerned
especially with the policy tools that might be used to smooth the ups
and downs of the economy. Our studies will include introductions to
macroeconomics, economic policy, economic indicators and economic
history. No prior study of economics is required, but it won't hurt, either.
Students who enroll in this program must be prepared to read
about current economic and business conditions on a daily basis in
several different publications, both electronic and print-based. This
might include the traditional—Wall Street Journal or The New York
Times—government publications from such agencies as the Federal
Reserve or the Department of Labor and a variety of web-based
publications. Students should expect to become well informed
about the economy and political developments. They should be
prepared to draw conclusions about economic policies and defend
those conclusions in vigorous discussions with their classmates.
The final project for the program will be an economic forecast for
the U.S. economy for 2013 and beyond.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Society, Politics, Behavior and Change
Winter quarter
Fields of Study: botany, environmental studies, natural history
Class Standing: Freshman - Senior
Preparatory for studies or careers in: plant science,
plant ecology, economic botany, agriculture, forestry and
environmental education.
Faculty: Frederica Bowcutt
This program investigates people's relationships with plants for
food, fiber, medicine and aesthetics. We will examine economic
botany including agriculture, forestry, herbology and horticulture.
We will also work through a botany textbook learning about plant
anatomy, morphology and systematics. Lectures based on the
textbook readings will be supplemented with laboratory work.
Students will explore how present form and function informs us
about the evolution of major groups of plants such as mosses, ferns,
conifers and flowering plants. Students will get hands-on experience
studying plants under microscopes and in the field. To support
their work in the field and lab, students will learn how to maintain
a detailed and illustrated nature journal. Students will write a major
research paper on a plant of their choosing. Through a series of
workshops, they will learn to search the scientific literature, manage
bibliographic data, and interpret and synthesize information,
including primary sources.
Credits: 16
Enrollment: 24
A similar program is expected to be offered in 2014-15.
Thematic Planning Groups: Culture, Text and Language, and
Environmental Studies
Bridges: Poetry and Prints
Spring quarter
Fields of Study: literature, visual arts and writing
Class Standing: Freshman - Sophomore
Prerequisites: This lower-division program welcomes freshmen
and sophomores who have had at least one visual arts and one
writing class in high school or college.
Preparatory for studies and careers in: printmaking, bookmaking,
poetry writing and editing, and publication layout and design.
Faculty: Bill Ransom and Joe Feddersen
Throughout history, images and text have collaborated as a
bridge to understanding and as a vehicle toward deeper meaning
than either provides alone. Traditionally, artists and poets have
collaborated to present this deeper meaning through books. We
will use desktop presses to create prints and will practice open- and
closed-form poetry to complement these images. Participants in this
program will create poems and images and will gather these into
handmade books. Group collaboration will be expected for some
projects, and in weekly seminars we will discuss program readings,
which will include, among others, Writing Poems by Robert Wallace
and Michelle Boisseau, How to Read a Poem by Edward Hirsch and
Book Binding for Book Artists by Keith Smith and Fred Jordan.
Other activities of the program will include instructor critique of
visual art and writing, and workshops that will focus on revision, peer
critique and new work.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Environmental Studies
Students who register for a program but do not attend the first class meeting may be dropped.
Botany: Plants and People
Photo by Carlos Javier Sanchez '97
Credits: 16
Enrollment: 50
Required Fees: $30 for printmaking and bookmaking supplies.
Thematic Planning Groups: Culture, Text and Language and
Expressive Arts
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
42 I Programs
The Chemistry of Living Systems
Fall and Winter quarters
Fields of Study: biochemistry and chemistry
Class Standing: Junior - Senior
Prerequisites: One year of college-level general chemistry.
Preparatory for studies and careers in: chemistry, biochemistry,
industrial or pharmaceutical research, medicine, dentistry,
veterinary medicine, naturopathy, optometry and pharmacy.
Faculty: Paula Schofield and Lydia McKinstry
This upper-division chemistry program will develop and
interrelate concepts in experimental (laboratory) organic chemistry
and biochemistry. It will cover the chemistry material that is usually
offered in Molecule to Organism. Throughout both quarters we
will integrate topics in both subjects to gain an understanding of
the structure-property relationship of synthetic and natural organic
compounds. We will also examine the key chemical reactions of
industrial processes as well as those reactions that are important to
the metabolic processes of living systems.
There will be a significant laboratory component—students
can expect to spend at least a full day in lab each week, maintain
laboratory notebooks, write formal laboratory reports and give
formal presentations of their work. Students will work collaboratively
on laboratory and library research projects incorporating the theories
and techniques of chemical synthesis and instrumental methods of
chemical analysis. All laboratory work and approximately one half of
the non-lecture time will be spent working in collaborative problemsolving groups. We also hope to attend a chemistry conference.
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. Each student will be expected to develop a sufficient basis
of advanced conceptual knowledge and practical skills necessary for
pursuing work in a chemistry-based discipline.
Accepts winter enrollment with faculty signature. Students will
need to have had 1 quarter of organic chemistry and 1 quarter of
biochemistry. Please contact faculty for more information.
Credits: 16
Enrollment: 50
Required Fees: $250 to attend a chemistry conference in fall.
Thematic Planning Groups: Scientific Inquiry
Chinese Stories: Modern Fiction and Film
Spring quarter
Fields of Study: literature and media studies
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: China studies, cultural
studies, literature and film.
Faculty: Rose Jang
This program will take a journey through modern Chinese history
by way of reading and viewing Chinese stories in fiction and film. The
fiction of modern China found its first and most resounding voice in
Lu Xun's short story, "The Diary of a Madman," in 1918, five years
after the first independent screenplay was filmed in Shanghai, China.
Since then, Chinese stories in the hands of many ingenious artists
have enlivened life and documented modernization. Writers such as
Ding Ling, Lao She, Mo Van, Han Shaogong and Wang Anyi traced
the joy, pain, suffering, dignity as well as everyday experiences of
modern Chinese people, whose lives spanned some of the most
turbulent and atrocious chapters of human history. Film directors
Yuan Muzhi, Fei Mu, Zhang Yimou, Tian Zhuangzhuang, Jia Zhangke
and Li Yu, leading the way for continuously emerging new-wave
film makers, retold Chinese stories through the unique lenses and
distinct aesthetics of each film generation.
We will alternate between selective works of fiction and film,
analyzing each work and genre independently as well as comparing
them in aesthetic and thematic terms. Faculty will provide related
historical and cultural information through lecture and additional
readings. Students are required to analyze literary forms and film
aesthetics and to explore their contents through reading, writing
and seminar discussions. In addition to weekly papers in response to
individual works, they will compose a final essay relating the artistic
works of modern China to their historical and cultural contexts.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
Clinical Psychology: The Scientist-Practitioner Model
Fall, Winter and Spring quarters
Fields of Study: psychology
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: psychology.
Faculty: George Freeman
In 1949, clinical psychologists defined a model of graduate
training called The Boulder Model, also known as the scientist
practitioner model. The model asks that students' training include
research and clinical skills to make more informed and evidencebased decisions regarding treatment. Using this model of the
scientist-practitioner, students will co-design a course of study
in clinical psychology. The intention of this program is to prepare
students at the levels of theory and practice for further study and
work in the field of human services.
Fall quarter, students will engage in a study of the history
and systems of psychology, quantitative and qualitative research
methods, and investigate regionally-based internships in preparation
for winter and spring quarter placements. We will use the first week
to co-design as a community meaningful and thoughtful assignments
geared to support the group as well as individual goals. Mid quarter
is comprised of independent and small group work outside the
classroom setting. We return for the last three weeks to review, revise
and present the culmination of the quarter's work. Winter quarter's
focus on personality theory and psychopathology establishes the
two foundational areas of study particular to clinical and counseling
psychology. We will examine the Three Forces of psychology:
psychodynamic theory, behaviorism, and humanistic psychology as
well as the field of transpersonal psychology. Students will also be
placed in area internships. These theories will serve to inform the
experience of the internships and anchor students' practical learning
in the latest findings and theories. Our final quarter will be dedicated
to an exploration of couples therapy, family and group therapy, and
graduate and employment opportunities. Students will continue
their 15 hour/week internships started winter quarter through spring
quarter. Each quarter will examine multicultural themes regarding
race, gender, sexual orientation, class, religious identity and ability/
disability.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in Fall 2013-2014
Thematic Planning Groups: Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
I
Programs I 43
Computability and Language Theory
Fall and Winter quarters
Fields of Study: computer science and mathematics
Class Standing: Sophomore - Senior
Prerequisites: Computer Science Foundations program or a
strong mathematical background with two quarters of computer
programming. Students with a strong mathematical background
but little programming experience will be accepted in variable
credit options.
Preparatory for studies or careers in: computability theory,
computer science, education, formal language theory, mathematical
logic, mathematics and programming language design.
Faculty: Sheryl Shulman and Neal Nelson
Computers are such an omnipresent and useful tool that it might
seem like they can do anything. Through studying topics in advanced
computer science, this program will explore what computers can
do, how we get them to do it, and what computers can't do. It is
designed for advanced computer science students and students
with an interest in both mathematics and computer science.
Topics covered will include formal computer languages,
systems of formal logic, computability theory, and programming
language design and implementation. Students will also study a
functional programming language, Haskell, learn the theoretical
basis of programming languages and do an in-depth comparison
of the properties and capabilities of languages in the four primary
programming paradigms: functional, logic, imperative and objectoriented. Program seminars will explore selected advanced topics in
logic, language theory and computability.
Topics will be organized around three interwoven themes.
The Formal Languages theme will cover the theoretical basis of
language definitions, concluding with a study of what is computable.
The Logic theme will cover traditional logic systems and their
limits, concluding with some non-traditional logic systems and their
applications to computer science. In the Programming Language
theme we will study both the theoretical basis and practical
implementation of programming language definitions by comparing
the implementations of the four programming language paradigms.
Students will have an opportunity to conclude the program with a
major project, such as a definition and implementation of a small
programming language.
Accepts winter enrollment with faculty signature. This program
has four threads of study with variable credit options. Full time
students will be accepted if they have course work or experience
equivalent to the fall quarter material.
Credits: 16
Enrollment: 17
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Scientific Inquiry
Computer Science Foundations
Fall and Winter quarters
Fields of Study: computer science, consciousness studies and
mathematics
Class Standing: Freshman - Senior
Prerequisites: High School Algebra II
Preparatory for studies and careers in: computer science
and mathematics, including computer programming, discrete
mathematics, algorithms, data structures, computer architecture,
and topics in technology and society.
Faculty: Sheryl Shulman and Neal Nelson
The goal of this program is to learn the intellectual concepts
and skills that are essential for advanced work in computer science.
Students will have the opportunity to achieve a deeper understanding
of increasingly complex computing systems by acquiring knowledge
and skills in mathematical abstraction, problem solving, and the
organization and analysis of hardware and software systems.
The program covers material such as algorithms, data structures,
computer organization and architecture, logic, discrete mathematics
and programming in a liberal arts computer science curriculum.
In both quarters the program content will be organized around
four interwoven themes. The computational organization theme
covers concepts and structures of computing systems from digital
logic to operating systems. The programming theme concentrates
on learning how to design and code programs to solve problems.
The mathematical theme helps develop mathematical reasoning,
theoretical abstractions and problem solving skills needed for computer
scientists. The technology and society theme explores social, historical
or philosophical topics related to science and technology.
Accepts winter enrollment with faculty signature. Students
must have completed the equivalent of at least one quarter of
computer programming.
Credits: 16
Enrollment: 32
A similar program is expected to be offered in 2013-14
Thematic Planning Groups: Scientific Inquiry
Computing Practice and Theory
Spring quarter
Fields of Study: computer science
Class Standing: Sophomore - Senior
Prerequisites: Computer Science Foundations (including discrete
mathematics) or equivalent experience.
Preparatory for studies or careers in: computer science.
Faculty: Richard Weiss and Judith Gushing
This project-oriented program for intermediate and advanced
computer science students will weave together theory and practice
of two domain areas (pattern analysis and modeling). For theory we
will choose three computer science topics from: algorithms and their
complexity, formal language theory, data mining, machine learning,
database theory, data visualization, and cryptography, depending on
class interests. We will meet in lecture, seminar, and workshops four
times a week, and students will share responsibility for presenting
and discussing concepts in the readings. One seminar group will
focus on applying scientific visualization, data mining and statistics to
modeling ecological data drawn from a Pacific Northwest forest. The
other will apply statistics to machine learning and network analysis.
In addition to seminar, the program will include an introduction
to the theory and practice of statistics, which students will apply
to the domain area of their choice (learning/networks or ecology).
Students will also be expected to complete a research paper or
a programming or statistics project, and present their work. To
facilitate this, we will organize small research groups that meet twice
weekly to discuss progress. Projects will begin with a proposal and
bibliography, and should be either small enough in scope to be
completed in one quarter or a self-contained part of a larger project.
This program aims to give students from Computability, Computer
Science Foundations, or Music, Math and Cybernetics opportunities
to continue work begun in those programs. Students who have taken
Computability will be expected to complete more advanced work.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Scientific Inquiry
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
44 I Programs
Programs I 45
Consciousness
Cultures of Solidarity
Winter quarter
Spring quarter
Fields of Study: consciousness studies, psychology, religious
studies and somatic studies
Class Standing: Freshman - Senior
Preparatory for studies or careers in: psychology, philosophy,
neuroscience, mindfulness studies, humanities and social sciences.
Faculty: Ariel Goldberger
Fields of Study: community studies, geography, media arts and
sociology
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: community development,
social movement organizing, education and media arts.
Faculty: Anne Fischel and John Baldridge
This class is devoted to researching and exploring the idea of
consciousness from many disciplinary vantage points.
Participants will examine the latest developments in the study
of consciousness in four thematic units focusing on the relationship
of consciusness and neuroscience, psychology, mindfulness and
spirituality. Modes of inquiry will include seminars, individual research,
response projects and presentations. As a way to express Evergreen's
collaborative focus, students will meet together on the first week of
the quarter and will create a syllabus in collaboration with the faculty.
The class will follow contemplative educational practices as a
way to develop concentration, mindfulness, and the equanimity to
address the complex themes with a clear mind.
Students will also design a four-credit independent project
based on individual interests.This project will be presented orally to
the rest of the class by the last week of the quarter, and can include
arts, presentation software, images and sound.
How do communities remain resilient in the face of oppression,
exploitation, disempowerment, and the shock of what Naomi Klein
has termed "disaster capitalism"? How do people come together—
and hold together—in challenging times? Conversely, how do
people organize to resist and transform their societies' embedded
inequities? How do groups create, nurture and develop networks
of mutual aid, cooperation and solidarity that uphold principles of
justice and sustainability?
We will consider a range of communities seeking answers to these
questions, in theory and in practice, to create and maintain cultures
of solidarity. Key themes include: alternative economic models, such
as producer and consumer cooperatives; the role of bottom-up, nonauthoritarian education models in building durable, multigenerational
lines of communication; challenges faced by indigenous, migrant,
working class and other constituencies, including language, cultural
and media literacy; and critical analysis of the concepts of sustainability,
justice, culture and solidarity. Students will engage with communities
in places as nearby as Olympia and Shelton and as far afield as
Venezuela, Argentina, and the Basque region of Spain. We aim to
learn how answers to theoretical questions can drive constructive
practices in the real world.
This program offers a full-time and a half-time option. The
central program components outlined above will be offered as part
of the Evening & Weekend Studies curriculum, for 8 credits, for all
students in the program.
Students enrolled in the full-time (16-credit option) will participate
in additional daytime sessions. They will build on the central
curriculum with projects that engage directly with local communities.
Though we anticipate that some students will join the program to
extend their work in the fall/winter program Local Knowledge, the
full-time option is open to all registrants. Opportunities will be
available to begin new projects or internships, or to join projects-inprogress from fall and winter quarters.
Credits for all students may include: political economy, labor
studies, social movement studies, community studies, geography,
sociology, ethnic studies, and education. Additional credits for fulltime students may include: media production, art as social practice,
participatory research, media analysis, or credits tailored to students'
community projects.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Consciousness Studies, Culture,
Text, and Language, and Society, Politics, Behavior and Change
Creating Dance
Fall quarter
Fields of Study: aesthetics, art history, dance, linguistics, somatic
studies, theater and visual arts
Class Standing: Freshman - Senior
Preparatory for studies and careers in: dance and theatre.
Faculty: Robert Esposito
This focused, one-quarter program involves progressive study in
modern dance composition/choreography. Prior dance experience
at the beginner/intermediate level is helpful.
Activities include regular classes in Laban-based Nikolais/
Louis technique, theory, improvisation, composition and seminar.
Technique is based in anatomy and kinesiology, using a Pilates-based
floor barre and Feldenkrais-based somatic work. Theory draws upon
a wide range of aesthetic and scientific fields, emphasizing individual
and group empowerment, artistic freedom, community and creative
play. Students learn basic principles of dance composition:the
design of space, time, shape and motion, drawing from their own life
experience and past interdisciplinary study to create original work.
Seminar draws on texts in art history, linguistics, Gestalt psychology,
poetics and current events. Seminar develops verbal and non-verbal
skills in critical analysis, situating texts, art and performance works in
their historical and sociocultural contexts.
This multidimensional approach to creative dance includes
units on diet, injury prevention, conditioning and somatic therapy.
Core mobility and stability are developed though Pilates-based
floor barre and Feldenkrais-based Somatics. Writing will focus on
the development of a journal using action language, visual art and
poetics. The program culminates with a public concert of student,
faculty and/or guest choreography.
Faculty Signature: An application is required for the 16-credit
option to ascertain previous community work or coursework in
community studies. Contact Anne Fischel (fischela@evergreen.edu)
for more information.
Credits: 8, 16
Enrollment: 25
Required Fees: $15 for entrance fees (16-credit option).
Thematic Planning Groups: Sustainability and Justice
Credits: 16
Enrollment: 25
Thematic Planning Groups: Consciousness Studies, Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Dance: Body, Culture and Behavior
Winter and Spring quarters
Fields of Study: biology, dance, health and physiology
Class Standing: Freshman - Senior
Preparatory for studies or careers in: dance, anatomy,
physiology, cultural anthropology, behavior, writing and education.
Faculty: Amy Cook and Kabby Mitchell
Dance is a complex mix of human physiology, emotion and
culture. The term "dance" has also been used by animal behaviorists
to describe movements animals do as part of courtship and other
social interactions. In this program we will explore dance from these
various perspectives. Students will develop the skills necessary to
dance and will gain a better understanding of what is behind the
movements—both in terms of anatomy and physiology and in terms
of what dance means to us as humans. We will examine and perform
dance, not simply within categories like ballet or modern, but from a
broader perspective of movement and culture.
In winter we will examine the anatomical and physiological basis
of dance and other demanding activities. Through labs, lectures
and workshops we will look at the structure of the musculoskeletal,
cardiovascular and respiratory systems and how these function both
independently and together to allow us to do anything from walking
across the street to performing the complex movements of dance.
These ideas will be reinforced in dance workshops and students
will be encouraged to learn through paying attention to what is
happening in their own bodies. Students will begin to develop an
understanding of the dance community and how it fits into a larger
social and community context.
In spring we will continue our examination of the physiology of
dance and integrate energy, metabolism, balance and coordination
with cultural studies. Students will continue to develop and hone
their movement and dance skills in workshops and work towards
a final performance in which they will be asked to show what they
have learned in the program and bring together the major program
themes. We will also look at the activities that animal behaviorists
call dance and compare them to dance in humans. What are animals
trying to communicate in their dances? Is there any evidence
of individuality or creativity in animal dance? Students will be
encouraged to think deeply about what dance is and whether it is
unique to humans.
This program is for anyone who has an interest in dance, human
biology and culture and students do not need to have a background
in either dance or science to succeed in the program. In taking an
interdisciplinary approach to dance we hope to attract both students
who have a long-term interest in dance as a career and students who
have never before thought about learning to dance but are interested
in human physiology and culture and would like to be involved in a
creative approach to learning the major concepts of these fields.
Accepts spring enrollment with faculty signature. Students
entering the program in spring will need to do assigned
background reading on the anatomy and physiology of the
musculoskeletal system, respiratory system and cardiovascular
system prior to entering the program. Interested students should
contact Amy Cook (cooka@evergreen.edu).
Credits: 16
Enrollment: 48
Thematic Planning Groups: Expressive Arts and Environmental
Studies
Dancing Molecules
Fall quarter
Fields of Study: chemistry and dance
Class Standing: Freshman - Senior
Preparatory for studies or careers in: performing arts, sciences
and education.
Faculty: Rebecca Sunderman and Kabby Mitchell
In this program we will investigate the basic languages of dance
and chemistry. We will explore the theoretical practices and dynamics
of how science and dance are connected through properties of
movement: vibrations, reactivity, heat, light and conductivity.
We envision seminar assignments, exams/quizzes, reflection
writing, technical writing (lab-related) as part of our collective work,
but no large research paper.
Students will participate in laboratory experiments and dance
workshops, along with lectures, seminars, films, field trips and guest
speakers. We want students to grasp the commonalities between
these disciplines, to develop critical thinking skills, to become in
tune with their bodies, and to realize their academic potential. No
experience in either field is required.
Credits: 16
Enrollment: 48
Required Fees: $50 for event tickets.
Thematic Planning Groups: Expressive Arts and Scientific Inquiry
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
46 I Programs
Programs I 47
Drawing from the Sea
Earth and Life
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: aesthetics, art history, biology, ecology,
environmental studies, marine science, maritime studies, natural
history and visual arts
Class Standing: Freshman - Senior
Preparatory for studies and careers in: visual arts, education,
marine science, biology and ecology.
Faculty: Gerardo Chin-Leo and Lucia Harrison
Fields of Study: biology, chemistry and geology
Class Standing: Freshman - Sophomore
Preparatory for studies or careers in: biology, geology, earth
science and environmental studies.
Faculty: Clarissa Dirks and Abir Biswas
This program will examine marine environments and life (The
Sea) from the perspectives of science and visual arts. This program is
designed for beginning students in either discipline. The Sea accounts
for a major portion of the biomass and diversity of life and plays a
major role in global cycles. The Sea also is a source of inspiration
for artists, and artwork provides insights into the relationships
of humans to this environment. Currently, The Sea faces major
crises caused by human activities such as habitat degradation and
natural resource over-exploitation. Science and art can contribute
to effective solutions to these major environmental problems by
providing an understanding of natural phenomena and insights into
how nature is perceived and valued by humans. We will examine
how both visual artists and marine scientists use close observation
to study The Sea and produce images to communicate the results of
their work. We will also study how scientific findings can provide a
foundation for expressive art and how art can effectively convey the
implications of scientific findings to how humans relate with nature.
Activities will develop concepts and skills of marine science and
visual art and examine how each discipline informs the other. Lectures
will teach concepts in marine science and aesthetics and develop a
basic scientific and visual arts vocabulary. Labs and field trips to local
Puget Sound beaches, the San Juan Islands and Olympic Peninsula
will provide opportunities to experience The Sea and to apply the
concepts/skills learned in class. Weekly workshops on drawing and
watercolor painting will provide technical skills for keeping illustrated
field journals and strategies for developing observations into
polished expressive thematic drawings. Seminars will explore how
scientific and artistic activities contribute to solving environmental
issues. For example, we will study how the understanding of human
relationships with The Sea can be combined with knowledge of the
science underlying marine phenomena to promote effective political
change (artists and scientists as activists). Other themes that explore
the interaction of science and art will include the Sea as: a source of
food, a metaphor for human experience, a place of work or medium
of transportation, and a subject of inquiry. Most assignments will
integrate science and art.
In winter quarter, we will focus on marine habitats including
estuaries such as the Nisqually River estuary, the inter-tidal zone
and the deep sea. Spring quarter will focus on the diversity
and adaptations of marine life. Both quarters will include weeklong overnight field trips. This program will include an outreach
component where students will contribute to environmental
education by developing and presenting science and art curriculum
to local schoolchildren.
Accepts spring enrollment. Students should have familiarity
with the oceanography material covered winter quarter. Please
consult Gerardo Chin-Leo (chinleog@evergreen.edu) for more
information.
Credits: 16
Enrollment: 48
Required Fees: $300 per quarter for overnight field trips.
Thematic Planning Groups: Expressive Arts and Environmental
Studies
Geologic changes throughout Earth's history have strongly
influenced the evolution and development of all life on earth.
This year-long interdisciplinary program in biology and geology
will examine the development of our planet and the cycles and
transformations of matter and energy in living and nonliving
systems. Students will gain an understanding of biological and
physical Earth processes on a variety of scales. We will study basic
concepts in earth science such as geologic time, plate tectonics,
earth materials, nutrient cycling, and climate change. Living systems
will be studied on the molecular, cellular, organismal and ecosystem
levels, emphasizing the strong connections between biological and
geological processes.
Fall quarter will introduce students to fundamental principles in
geology and biology by studying early Earth history and evolution.
In winter quarter, we will investigate systems that highlight how
earth processes support life. In spring quarter, students will use this
background to engage in projects. Field trips will be an integral part
of this program, allowing students to experience the natural world
using skills they learned. Each quarter, program activities will include:
lectures, small group problem-solving workshops, laboratories, field
trips and seminars. There will be opportunities for small groups of
students to conduct hands-on scientific investigations, particularly in
the field. Students will learn to describe their work through scientific
writing and presentations.
This program is designed for students who want to take their
first year of college science using an interdisciplinary framework.
It will be a rigorous program, requiring a serious commitment of
time and effort. Overall, we expect students to end the program
in the spring with a solid working knowledge of scientific and
mathematical concepts, and with the ability to reason critically and
solve problems. Students will also gain a strong appreciation of the
interconnectedness of biological and physical systems, and an ability
to apply this knowledge to complex problems.
Boating down the Colorado River though the Grand Canyon
while conducting field work is a great way to learn about geological
and ecological processes. All students in the program will participate
in field work though only a select few (approximately 14 students)
will be able to participate in the Grand Canyon river trip. For the river
trip, students will be selected through an application and interview
process. The expense of this trip is often prohibitive ($1,700 plus
airfare to and from Las Vegas); however, alternative less expensive
options for independent projects will be available so that all students
gain hands-on research experience in the field.
Accepts winter enrollment. Students must have one quarter
each of college-level biology and college-level geology; college
level chemistry recommended. Contact faculty for further
information. This program does not accept new enrollment in
spring.
Credits: 16
Enrollment: 46
Required Fees: Spring has three options: $1,700 for a two-week
trip to the Grand Canyon; $450 for field research expenses in
Arizona; or students may remain in Olympia and complete field
research locally.
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Ecology of Grazing and Grasslands
in the Pacific Northwest
Spring quarter
Fields of Study: agriculture, biology and ecology
Class Standing: Freshman - Senior
Preparatory for studies and careers in: animal agriculture,
ecology, conservation, rangeland management, animal
physiology and behavior.
Faculty: Michael Paros
This academically rigorous field-based course will provide students
with the fundamental tools to manage livestock and grasslands
by exploring the ecological relationships between ruminants and
the land. We will begin the quarter learning about the physiology
of grasses and their response to grazing and fire. Practical forage
identification, morphology and production will be taught. Ruminant
nutrition, foraging behavior, and digestive physiology will be covered
as a precursor to learning about the practical aspects of establishing,
assessing and managing livestock rotational grazing operations. We
will divide our time equally between intensive grazing and extensive
rangeland systems. Classroom lectures, workshops and guest
speakers will be paired with weekly field trips to dairy, beef, sheep
and goat grazing farms. There will be an overnight trip to Eastern
Washington where students can practice their skills in rangeland
monitoring. Other special topics that will be covered in the program
include: co-evolutionary relationships between ruminants and grasses,
targeted and multi-species grazing, prairie ecology and restoration,
controversies in public land grazing, and perennial grain development.
Enrollment Condition: Students should contact the faculty by
email with a brief paragraph describing their relevant academic
background, farming experience, and why they want to take the
course. The faculty member will arrange a meeting to discuss
their qualifications.
Credits: 16
Enrollment: 24
Required Fees: $250 for field trips.
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Fall, Winter and Spring quarters
Fields of Study: American studies, communications, education,
linguistics, mathematics, media studies, political science,
sociology and sustainability studies
Class Standing: Freshman - Senior
Preparatory for studies or careers in: mathematics, statistics
and social work.
Faculty: Brian Walter, Susan Fiksdal and Sara Sunshine Campbell
What can a poll tell us about the outcome of an election? Do
test scores really indicate whether a public school is "good"? What
do gas prices have to do with social equity? Why are food labels a
social justice issue?
Quantitative literacy is a powerful tool that allows one not only
to understand complex real-world phenomena but also to effect
change. Educator and social justice advocate Eric Gutstein says that
reading the world with mathematics means "to use mathematics to
understand relations of power, resource inequities, and disparate
opportunities between different social groups and to understand
explicit discrimination based on race, class, gender, language, and
other differences."
In this program, we will "read the world with mathematics" as
we consider issues of social justice, focusing particularly on how
quantitative as well as qualitative approaches can deepen our
understanding. The program work will develop students' knowledge
of mathematics and examine issues of inequity using quantitative
tools. In addition, students will work on persuasive writing and
develop a historical understanding of current social structures. Our
goal for our students is to expand their sense of social agency, their
capacity to understand issues related to equity, and their ability to
take action and work toward social change.
In fall, we will study presidential and congressional national
elections in the United States. We'll look at quantitative approaches
to polling and the electoral process, including study of the electoral
college system, and qualitative approaches to campaign advertising
and political speeches. We'll examine the changing role of media,
such as radio, television, the Internet and social media, by studying
past presidential campaigns and how they've impacted today's
campaigns. This work will include workshops in statistics and other
quantitative approaches; workshops in discourse analysis of ads,
blogs and social media websites; writing workshops; lectures;
films and other media; book seminars; synthesis seminars; and a
final project including quantitative and qualitative analysis of some
aspect of the 2012 national elections.
In winter quarter, we will investigate common experiences
students have with mathematical work by studying the U.S.
education system and mathematics education in particular. Civil
rights activist Bob Moses has said that mathematics education in
our public schools is a civil rights issue. Economic access depends
on mathematical literacy, yet many students are marginalized by the
middle-class curriculum and teaching practices of our public schools.
Our exploration of this issue will inform our learning as we develop
our own mathematical literacy.
During spring, we will broaden our perspective to include issues
related to other social structures, such as health care, government,
politics, media and the economy. Through their own newly developed
mathematical lenses, students will take on their own projects aimed
at examining an issue of personal relevance, which will include field
work as a way to apply their learning across the three quarters of
the program.
There are no mathematics requirements for this program. It is
designed specifically to accommodate students who are uncertain
of their mathematical skills, or who have had negative experiences
with mathematics in the past. It is an introduction to collegelevel mathematics in the areas of statistics, probability, discrete
mathematics, geometry and algebra. The program will also provide
opportunities for students who wish to advance their mathematical
understanding beyond the introductory level in these areas.
Accepts winter and spring enrollment (spring requires faculty
signature). Students will need to meet with the faculty to discuss
their background and interest in the program.
Credits: 16
Enrollment: 72
Thematic Planning Groups: Culture, Text and Language,
Scientific Inquiry, Sustainability and Justice, and Society, Politics,
Behavior and Change
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
48 I Programs
Programs ! 49
Energy, Economics and Entrepreneurship
Entrepreneurship and Economic Development
Environmental Analysis
Equality and the Constitution
Fall, Winter and Spring quarters
Fall and Winter quarters
Fall, Winter and Spring quarters
Spring quarter
Fields of Study: business, management, sustainability studies
Class Standing: Freshman - Senior
Preparatory for studies and careers in: business, management,
and education or non-profit organizations.
Faculty: Zoe Van Schyndel and Glenn Landram
Fields of Study: business and management, communications and
economics
Class Standing: Freshman - Senior
Preparatory for studies or careers in: business, non-profit
management and economics.
Faculty: John Filmer
Fields of Study: biology, chemistry, ecology, environmental
studies, field studies, geology and hydrology
Class Standing: Sophomore - Senior
Prerequisites: One year college chemistry, and college algebra
required. One year college biology with a molecular emphasis
recommended.
Preparatory for studies and careers in: geology, hydrology,
chemistry, microbiology, molecular biology, biochemistry,
ecology, chemical instrumentation, environmental analysis and
environmental fieldwork.
Faculty: Andrew Brabban, Clyde Barlow and Kenneth Tabbutt
Fields of Study: government, law and government policy, law and
public policy, political science and writing
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: law, education, public
policy, political theory, history and political science.
Faculty: Jose Gomez
This three-quarter all-level program examines how energy,
economics, and entrepreneurship have influenced the growth of the
United States as a nation, and the development of global economic
enterprises. The theory and practical application of working through
ethical issues will be examined primarily through the use of case
studies. This methodology of how to examine ethical issues will
include the consideration of legal requirements, economic outcomes
and ethical principles.
In fall and winter quarters we will examine finance, accounting,
quantitative methods and macroeconomics through two in-depth
case studies that will show how American entrepreneurs think and
work. In the fall, our case study will consider the golden age of
American whaling, a mid-19th century version of global economic
enterprise. We will experience the age of sail firsthand with a cruise
in the San Juan Islands on the tall ship Zodiac. This experience will
be bolstered by a visit to the Whale Museum on San Juan Island;
these experiences are expected to serve as team building exercises
and to provide perspective on our study of the whaling industry.
In particular, the challenges and difficulties whalers faced in their
pursuit of a renewable energy source will be compared to our
present day pursuit of renewable energy. We will explore how late in
the colonial era, the United States, with a strong seafaring tradition
in New England, an advanced shipbuilding industry driven first by an
entrepreneurial business model and later by a corporate factory ship
model, became by the 1830s the pre-eminent whaling nation in the
world. The impact of the whaling industry on U.S. culture, finances
and global expansion will also be explored.
In the winter, our in-depth case study will cover energy
development in the United States in the 20th century. This will include
the benefits of inexpensive energy such as hydroelectric, coal and
oil, why these energy sources may not be so affordable when all
costs are considered, as well as the pitfalls and dependencies that
accompanied the immediate economic benefits of these energy
options.
In spring quarter we will engage in a capstone simulation project
that will challenge students to apply finance, budgeting, marketing,
quantitative methods and leadership to establish a sustainable,
successful business. Teams will manage simulated businesses
competing against each other and will have an opportunity to
demonstrate their ability to synthesize many of the fundamentals of
business in one comprehensive computer simulation.
The program format will include workshops, field trips, lectures,
films, seminars, guest presentations and group and individual
projects. This program can also serve as a preparatory course for
continuing work in any master's degree, such as an MBA, requiring
a strong quantitative foundation. Students who successfully
complete the program will gain a solid introduction to business
and management as a possible basis for more advanced study
in business, or for jobs in the private sector, government or nonprofit organizations. Students will also leave the program with an
appreciation of emerging issues regarding energy policies, business
and society.
Organizations fail or succeed according to their ability to adapt
to fluid legal, cultural, political and economic realities. Strong,
competent management leads to strong successful organizations.
This program will explore the essentials of for-profit and non-profit
business development through the study of classical economics,
economic development and basic business principles. Critical
reasoning will be taught to facilitate an understanding of economics
and its application to the business environment. You will be
introduced to the tools, skills and concepts you need to develop
strategies for navigating your organization in an ever-changing
environment.
Management is a highly interdisciplinary profession where
generalized, connected knowledge plays a critical role. Knowledge
of the liberal arts/humanities or of technological advances may be
as vital as skill development in finance, law, organizational dynamics
or the latest management theory. As an effective leader/manager
you must develop the ability to read, comprehend, contextualize
and interpret the flow of events impacting your organization.
Communication skills, critical reasoning, quantitative analysis and
the ability to research, sort out, comprehend and digest voluminous
amounts of material separate the far-thinking and effective
organizational leader/manager from the pedestrian administrator.
Fall quarter will focus on these basic skills in preparation for projects
and research during the winter.
During winter quarter, you will engage in discussions with
practitioners in businesses and various other private sector and
government organizations. You will be actively involved in research
and project work with some of these organizations and it will provide
an opportunity to investigate and design exciting internships for
spring quarter. Class work both quarters will include lectures, book
seminars, projects, case studies and field trips. Texts will include
Essent/'a/s of Entrepreneurship and Small Business Management by
Thomas Zimmerer, Basic Economics by Thomas Sowell, Asking The
Right Questions : A Guide to Critical Thinking by M. Neil Browne
and Stuart Keeley, and How to Read a Financial Report by John A.
Tracy.
Evergreen's management graduates enjoy a reputation for
integrity and for being bold and creative in their approaches to
problem solving, mindful of the public interest and attentive to
their responsibilities toward the environment and their employees,
volunteers, customers, stockholders, stakeholders and neighbors.
Expect to read a lot, study hard and be challenged to think clearly,
logically and often. Your competence as a manager is in the balance.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Society, Politics, Behavior and Change
Credits: 16
Enrollment: 48
Required Fees: $250 for a fall field trip on the Zodiac.
Thematic Planning Groups: Society, Politics, Behavior and Change
"Beauty is in the eye of the beholder." For scientists, beauty
may be at the scale of the landscape, the organism, or the atomic
level. In order to describe a system, scientists are required to
collect quantitative data. This is a rigorous program that will focus
on investigations in geology and biology supported with analytical
chemistry. Instrumental techniques and chemical analysis skills will
be developed in an advanced laboratory. The expectation is that
students will learn how to conduct accurate chemical, ecological
and hydrogeological measurements in order to define baseline
assessments of natural ecosystems and determine environmental
function and/or contamination. Quantitative analysis, quality control
procedures, research design and technical writing will be emphasized.
During fall and winter quarters, topics in physical geology,
geochemistry, microbiology, molecular biology, freshwater ecology,
genetics, biochemistry, analytical chemistry, GIS, and instrumental
methods of chemical analysis will be addressed. Students will
participate in group projects studying aqueous chemistry, hydrology,
and the roles of biological organisms in the nutrient cycling processes
of local watersheds. Analytical procedures based on EPA, USGS and
other guidelines will be utilized to measure major and trace anion and
cation concentrations. Molecular methods and biochemical assays will
complement more classical procedures in determining biodiversity
and the role of specific organisms within an ecosystem. Computers
and statistical methods will be used extensively for data analysis and
simulation and GIS will be used as a tool to assess spatial data. The
program will start with a two-week field trip to Yellowstone National
Park that will introduce students to regional geology of the Columbia
River Plateau, Snake River, Rocky Mountains and the Yellowstone
Hotspot. Issues of water quality, hydrothermal systems, extremophilic
organisms and ecosystem diversity will also be studied during the trip.
Spring quarter will be devoted to extensive project work
continuing from fall and winter. There will be a 5-day field trip to
eastern Washington. Presentation of project results in both oral and
written form will conclude the year.
Equality is an ancient ideal, yet at best the United States has
embraced it ambivalently throughout its history. Thomas Jefferson
wrote in the Declaration of Independence that "all men are created
equal," yet he owned slaves; the framers claimed to cherish equality,
yet they chose not to enshrine it in the Constitution. Even the
Fourteenth Amendment's guarantee of equal protection did not
prevent the states from passing Jim Crow laws to maintain white
supremacy or the Supreme Court from ruling that the amendment
did not mean what it said. Women were denied the right to vote until
the ratification of the Nineteenth Amendment in 1920. The struggle
to secure equal rights for all Americans continues to this very day.
We will begin by taking a critical look at the early cases in which
the Supreme Court eviscerated the ideal of equality by circumventing
the Thirteenth, Fourteenth and Fifteenth amendments. Then we will
study the many cases in the 20* and 21st centuries that have chipped
away at Jim Crow and inequality. These involve struggles for equal
rights in education, employment, public accommodations, housing,
voting and university admissions. We will also examine the modern
cases that have gone beyond race to fight discrimination based on
sex, age, disability, indigence, alienage, wealth and sexual orientation.
Working in legal teams, students will develop appellate briefs
on real equal protection cases and will present oral arguments
before the "Evergreen Supreme Court." Students will also rotate
as justices to read their peers' appellate briefs, to hear arguments,
and to render decisions. Students should expect rigorous study; the
principal text will be a law school casebook.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Society, Politics, Behavior and Change
Accepts winter and spring enrollment with faculty signature.
New students must have substantive background in analytical
chemistry, molecular biology, microbiology, biochemistry,
water analysis and geology. Contact Andrew D. Brabban Ph.D.
(brabbana@evergreen.edu) with a written petition or meet with
faculty at the Academic Fair (December 2012 for winter; March
2012 for spring). New students will need to complete some catchup work during break.
Credits: 16
Enrollment: 63
Required Fees: $470 for a fall field trip to Yellowstone National
Park and lab damage deposit; $20 in winter for lab damage
deposit; $200 for a spring field trip to eastern Washington.
A similar program is expected to be offered in 2014-2015
Thematic Planning Groups: Environmental Studies 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.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
50 I Programs
Programs I 51
Ethnographic Research: Eyes in a Troubled World
Field Ecology: Forests
Food, Health and Sustainability
Fall quarter
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: anthropology, community studies, cultural
studies, international studies and political science
Class Standing: Freshman - Senior
Preparatory for studies and careers in: anthropology, political
science, community studies, and research in the social sciences.
Faculty: Rita Pougiales and Matthew Smith
Fields of Study: biology, botany, ecology, field studies, writing
and zoology
Class Standing: Junior - Senior
Prerequisites: Students must demonstrate at least one full year
of college natural sciences including mathematics, biology,
chemistry, botany and zoology.
Preparatory for studies or careers in: ecology, biology, natural
resources, conservation and forest resources.
Faculty: Dylan Fischer and Alison Styring
Fields of Study: agriculture, biochemistry, biology, botany,
ecology, health and sustainability studies
Class Standing: Freshman - Senior
Preparatory for studies and careers in: ecological agriculture,
genetics, biochemistry, nutrition, microbiology, and agriculture
and food policy.
Faculty: Donald Morisato and Martha Rosemeyer
Ethnographic research, attuned as it is to everyday cultural
experiences and their meaning, equips us to not only inquire into
those public issues we value but to also develop a substantive
body of data that allows both deeper understanding as well as an
informed interpretation. Ethnographic research is conducted in the
midst of active cultural settings with the researcher gathering data
in the traditional roles of both a "participant" in those settings and
an "observer" of the cultural practices and meanings involved. This
program includes an examination of and application of ethnographic
research methods and methodologies, a study of varied theoretical
frameworks used by anthropologists today to interpret and find
meaning in data, and an opportunity to conduct an ethnographic
project of interest. Students will also read and explore a wide range
of ethnographies that demonstrate the application of ethnographic
study in some of our most troubled settings locally and in the world.
In particular, we will explore the interaction of ethnographic research
and human rights advocacy, and how an ethnographer must prepare
for such a project. All members of the program will develop and/or
conduct an ethnographic project.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language
Fiber Arts
Fall and Winter quarters
Fields of Study: visual arts
Class Standing: Sophomore - Senior
Prerequisites: English Composition (or equivilent college-level
writing course) is required. Courses in design, color theory, and
art are recommended.
Preparatory for studies or careers in: weaving, needlework arts,
basketry and felting, color theory, art history and criticism, visual
arts and textile design.
Faculty: Gail Tremblay
This program is designed to introduce students to movements
in contemporary fiber arts and to techniques that will allow them to
create works of art using a wide variety of materials and processes.
Over twenty weeks, students will study techniques for weaving, warp
dyeing for ikat weaving, felting, embroidery, needle arts and basketry.
Students will weave a sampler on the four-harness loom and design
and make three pieces of artwork each, as well as one collaborative
project with other students each quarter. Projects must use or
incorporate at least three different techniques we are studying. There
will be lectures and films about the history of 20*-century fiber art. All
students are expected to produce a research paper with illustrations
and footnotes each quarter as well as a 10-minute slide presentation
about the work of a contemporary fiber artist.
This program will focus on intensive group and individual field
research on current topics in ecological science. These topics
will include forest structure, ecosystem ecology, effects of forest
management, ecological restoration, riparian ecology, fire history,
bird abundance and monitoring, insect-plant interactions, and
disturbance ecology. Students will be expected to intensively use
the primary literature and student-driven field research to address
observations about ecological composition, structure and function.
Multiple independent and group research projects will form the core
of our work in local forests of the south Puget lowlands, national
forests, national parks, state forests and other relevant natural
settings. Students are expected to "hit the ground running" and
should develop research projects for the entire quarter within the
first several weeks of the program.
Through a series of short, intensive field exercises, students will
hone their skills in observation, developing testable hypotheses, and
designing ways to test those hypotheses. We will also explore field
techniques and approaches in ecology, and especially approaches
related to measuring plant and avian biodiversity. Students will have
the option to participate in field trips to sites in the Pacific Northwest
and the Southwest (U.S.). Research projects will be formally
presented by groups and individuals at the end of the quarter. Finally,
student research manuscripts will be created throughout the quarter
utilizing a series of intensive multi-day paper-writing workshops. We
will emphasize identification of original field research problems in
forest habitats, experimentation, data analyses, oral presentation of
findings, and writing in scientific journal format.
What should we eat? What is the link between diet and health?
How do we define "organic" and "local" food? How are our
agricultural practices linked to issues of sustainability?
This program will take a primarily scientific approach to food and
cooking. The topics will span a broad range of scale, from ecological
agriculture to molecular structure, including sustainable production,
the coevolution of humans and food, the connection between food
and medicine, as well as the transformation of food through the
processes of cooking and fermentation. Throughout history, food
and cooking have not only been essential for human sustenance,
but have played a central role in the economic and cultural life of
civilizations. This interdisciplinary exploration of food will take a
broad ecological systems approach as it examines the biology and
chemistry of food, while also incorporating political, historical and
anthropological perspectives.
Students will directly apply major concepts learned in lectures
to experiments in the laboratory and kitchen. Field trips will provide
opportunities for observing food production and processing in the
local community. Program themes will be reinforced in problemsolving workshop sessions and seminar discussions focused on
topics addressed by such authors as Michael Pollan, Harold McGee,
Gary Paul Nabhan, Sidney Mintz and Sandor Katz.
In fall, we will introduce the concept of food systems, and analyze
conventional and sustainable agricultural practices. We will examine
the botany of vegetables, fruits, seed grains and legumes that constitute
most of the global food supply. In parallel, we will study the genetic
principles of plant and animal breeding, and the role of evolution in the
selection of plant and animal species used as food by different human
populations. We will consider concepts in molecular biology that will
allow us to understand and assess genetically modified crops.
In winter, we shift our attention to cooking and nutrition. We
will explore the biochemistry of food, beginning with basic chemical
concepts, before moving on to the structure of proteins, carbohydrates
and fats. We will study meat, milk, eggs, vegetables and cereal
doughs, and examine what happens at a biochemical level during the
process of cooking and baking. We will explore how our bodies digest
and recover nutrients, and consider the physiological roles of vitamins
and antioxidants, as well as the complex relationship between diet,
disease and genetics. Finally, we will study the physiology of taste
and smell, critical for the appreciation of food.
In spring, we will examine the relationship between food and
microbes, from several different perspectives. We will produce
specific fermented foods, while studying the underlying biochemical
reactions. We will also consider topics in microbiology as they relate to
food safety and food preservation, and focus on specific interactions
between particular microbes and the human immune system.
Accepts winter and spring enrollment with faculty signature.
Students will need one quarter of college-level biology to
join in winter, and two quarters to join in spring. To obtain a
signature, attend the Academic Fair or e-mail Martha Rosemeyer
(rosemeym@evergreen.edu).
Credits: 16
Enrollment: 48
Required Fees: $50 per quarter for conference registration and
supplies.
Thematic Planning Groups: Environmental Studies, Scientific
Inquiry and Sustainability and Justice
Faculty Signature: Applications will be available from the faculty at
the beginning of winter quarter. Students must submit a 300-word
essay demonstrating experience with technical writing. Students
must also demonstrate at least one full year of college natural
sciences, mathematics, biology, chemistry, botany and zoology.
Credits: 16
Enrollment: 50
Required Fees: $300 for an optional field trip.
A similar program is expected to be offered in 2015
Thematic Planning Groups: Environmental Studies
Credits: 16
Enrollment: 20
Thematic Planning Groups: Expressive Arts
Photo by Karissa Carlson
Students who register for a program but do not attend the first class meeting may be dropped.
>ome programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
52 I Programs
Programs I 53
The Formation of the North American State
Freedom: Education
Fall quarter
Winter quarter
Fields of Study: history, international studies and political science
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: history, political economy,
political science, secondary education, graduate school and
informed citizenship.
Faculty: Jeanne Hahn
Class Standing: Freshman - Senior
Faculty: Bill Arney
This program will examine the movement of the North American
colonies in their separation from Britain to the emergence of the
United States through the election of 1800. It will investigate the
conflict; the social, racial and class divisions; and the distinctly
different visions of the proper social, economic and political
system that should predominate in the new nation. Much conflict
surrounded the separation of the settler colonies from Britain,
including a transatlantic revolutionary movement, development of
slave-based plantations and the birth of capitalism. Capitalism was
not a foregone conclusion. We will study this process and pay close
attention to the Articles of Confederation and the framing of the
Constitution; in addition, we will investigate the federalist and antifederalist debates surrounding the new framework, its ratification,
and the political-economic relations accompanying the move from
one governing structure to the other. This program will require close
and careful reading, engaged seminar participation, and considered,
well-grounded writing.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior and Change
What is the aim of education? Self-awareness? Self expression?
The good life? An above-average job in a congenial community?
Culture? Collaborative and responsible participation in our diverse
society? Creative disobedience? To become a life-long student?
"The creation of possessions for all time, the creation of beauty and
the discovery of significant truths, as well as the performance of
good acts"? Before you answer, remember: You're college students,
so Don't be in a hurry; carry this question about with you, but do at
any rate consider it day and night. For you are now at the parting
of the ways, and now you know where each path leads. If you take
the one, your age will receive you with open arms, you will not
find it wanting in honors and decorations: you will form units of
an enormous rank and file; and there will be as many like-minded
standing behind you as in front of you... On the other path you
will have few fellow-travelers: it is more arduous, winding and
precipitous; and those who take the first path will mock you, for
your progress is more wearisome, and they will try to lure you over
into their own ranks. (Friedrich Nietzsche)
We'll not hurry. We will take our time with good responses to our
question. The answer you decide on could change your life.
The program will include an independent study of considerable
significance, undertaken individually or in a group, and contemplative
practices.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Society, Politics, Behavior and Change
Freedom: Dialogue and Mysticism
Fall quarter
Freedom: Power
Class Standing: Freshman - Senior
Faculty: Bill Arney
Spring quarter
It's difficult to talk about an ethic based on our relationships
to others because we hardly have any relationships to others.
-Curtis White, The Spirit of Disobedience
How should we treat one another? We will look to Martin Buber
(1878-1965) for answers. Because we are free, Buber said, we have
to decide what to do in our relationships with others. But one has to
decide with one's whole being—passionately, intentionally, forcefully,
decide how to respond to the present situation, and decide without
relying on rules, historical precedence or principles. Buber went
further: not to decide on one's responsibility in this moment—to live
in a state of decisionlessness—leaves one open to being managed,
conditioned, controlled, not free.
Buber's early studies of mysticism taught him that one must
focus on the inner life, on oneself, to be able to respond well to
others. A person's aim of beginning with the self is, however, "the
intention of establishing a living mutual relation between himself and
them." The aim is "genuine dialogue," living life in and through what
Buber called "l-Thou relationships." We will learn what Buber meant
by "the life of dialogue" and trace his influences on education,
psychotherapy, ethics and international relations.
In addition to our common work and contemplative practices,
students will pursue, individually or in groups, an independent
study that matters. An excellent introductory program for people
interesting in teaching or psychotherapy.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies, Culture,
Text, and Language, and Society, Politics, Behavior and Change
Gateways: Popular Education
and U.S. Political Economy
Fall, Winter and Spring quarters
Fields of Study: economics, education, gender and women's
studies, political economy and political science
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: juvenile justice,
education, political economy, community work and social work.
Faculty: Savvina Chowdhury
This program is part of the Gateways for Incarcerated Youth
program. A fundamental principle of Gateways is that every person
has talents given to them at birth; it is our job to encourage each
other to search out and find our passions and gifts. Our work is
guided by ideas of popular education. We recognize and value
the knowledge and experience of each participant. The program
works to strengthen notions of self and community through cultural
awareness and empowerment. In connecting and building with
people from other cultures and class backgrounds, each person
becomes empowered to share their knowledge, creativity, values
and goals.
This program offers Evergreen students the opportunity to be
peer learners with incarcerated young men in a maximum-security
institution. Students will address issues of diversity, equality and
critical thinking, along with other issues that are chosen by the
young men who are incarcerated. At the same time, the Evergreen
students will deepen their understanding of the theory and practice
of popular education. Students in this program will have the
opportunity to reflect on how they themselves learn as well as how
others learn, as they gain experience in the facilitation of discussions
and workshops. Students will work on designing, implementing
and assessing the workshops. In the process of collectively shaping
the Gateways seminar, students will also learn how to organize
productive meetings and work through conflict.
Each week the Evergreen students will visit one of two
institutions for a cultural diversity and equality workshop, and a
college class book seminar. Through the workshops we will explore
various aspects of culture in order to understand ourselves and
others as an important part of analyzing contemporary society and
building egalitarian relationships. In preparation for the workshop,
each week the Evergreen students will meet to organize the
workshop's activities. We will also take time each week to reflect on
the previous workshop to assess how it worked and draw lessons
for the next one. Throughout our work we will read, share and learn
about various kinds of relative advantage ("privilege"), while also
exploring cultural diversity and continually working to foster a space
committed to equality.
In fall quarter, we will study some of the root causes of inequality
to understand better the relationship between poor and working
class people-especially poor and working class people of color-and
the prison system. In winter and spring quarters, we will continue
to deepen our understanding of political economy and popular
education. Building on our experiences, reflections and studies, each
quarter students will take increasing responsibility for designing,
implementing, and assessing the program, workshops and seminars.
This program requires that all participants be ready to fully commit
themselves to our common work and show a willingness to help
build a community of learners.
Students should expect to spend approximately 11 hours per
week in class on campus and 5 hours per week off campus (including
time at, and travel to and from, the institutions).
Faculty Signature: Students must interview with the faculty
and submit an application, available by April 14, 2012, from the
Program Secretaries' office, Sem 2 A2117. Applications received
by the Spring 2012 Academic Fair will be given priority. For more
information, contact Savvina Chowdhury, (360) 867-6594 or
chowdhus@evergreen.edu.
Accepts winter and spring enrollment with faculty signature.
Interested students should obtain an application form in
the program office in Sem 2 A2117 and leave the completed
application in the faculty member's mailbox in Sem 2 A2117.
Applications for winter should be submitted by Friday of week 3,
fall quarter 2012; for spring, by the winter 2013 Academic Fair.
Students will be considered for entry on a space available basis.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice
Class Standing: Freshman - Senior
Faculty: Bill Arney
What is power and how should one live in it? Early in his career,
Michel Foucault (1926-1984) described power's various practices of
division: the separation of the sane from the insane, the pathological
from the normal, the law-abiding citizen from the criminal. Later he
described modern structures of power, a micro-physics of power,
that induce people to become self managers: "He who is subjected
to a field of visibility, and who knows it, assumes responsibility for
the constraints of power; he makes them play spontaneously upon
himself; he inscribes in himself the power relation in which he
simultaneously plays both roles; he becomes the principle of his
own subjection." Foucault even argued that the self and the soul
are creations of power. Near the end of his life, he articulated a new
project: "seeking to give new impetus, as far and wide as possible,
to the undefined work of freedom." He re-imagined the possibility
of self-fashioning, of the care of the self, of an art of living.
We'll follow Foucault's course and see where it leads us.
Students, alone or in groups, will complete independent
work that will be more admirable than convincing. Contemplative
practices, of course.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies, Culture,
Text, and Language, and Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Photo by Hannah Pietrick '10
°"ie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs ! 55
54 I Programs
Gender and Power in Cross-Cultural Context
Spring quarter
Fields of Study: anthropology, cultural studies, gender and
women's studies, sociology and writing
Class Standing: Freshman - Senior
Preparatory for studies and careers in: humanities and social
sciences.
Faculty: Toska Olson
Around the world, people's sex, gender and bodies have been
socially constructed in ways that have had profound impacts on
power and interpersonal dynamics. This program is a sociological
and anthropological exploration of gender, masculinity, femininity
and power. We will examine questions such as: How do expectations
of masculine and feminine behavior manifest themselves worldwide
in social institutions like work, families, schools and the media? How
do social theorists explain the current state of gender stratification?
How does gender intersect with issues of race, ethnicity, sexual
orientation, and social class identity? One major component of our
inquiry will be an investigation of how people move, adorn and
utilize their bodies to shape and reflect gender and sexuality. We will
examine topics such as prostitution, body modification, standards of
beauty and reproduction.
We will study cross-cultural variation in gendered experiences
and opportunities within several different social institutions.
Lectures, sociological fieldwork exercises, and seminar readings will
provide students with common knowledge about gender theory
and gendered experiences in the United States and elsewhere.
Students' collaborative research presentations will provide the class
with information about gender in cultures other than their own.
This program involves extensive student-initiated research and
puts a heavy emphasis on public speaking and advanced group work.
Students will learn how to conduct cross-cultural library research
on gender, and will produce a research paper that represents a
culmination of their best college writing and thinking abilities.
Students are invited to register for this program if they are excited
about working closely in a small group and conducting a large-scale
independent research project. Students should be prepared to
spend at least 20 hours per week in the library conducting research
for these projects.
Credit may be awarded in areas such as sociology of sex, gender,
and bodies; cultural studies; anthropology of sex, gender, and
bodies; student-originated studies; and collaborative research and
presentation.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Culture, Text, and Language, and
Society, Politics, Behavior and Change
Gender Performances
the ways that masculinities and femininities are socially constructed
through language and other symbolic interactions within the context
of a variety of social situations. We will investigate the privileges
displayed through gendered performances and examine how
people reproduce, contest, or redefine the categories that come to
define their identities.
A major component of our studies will involve weekly fieldwork
exercises that scrutinize the social construction process occurring
around us. Using a variety of concepts and methodologies from
sociolinguistics and sociology, we will examine sources including
informal conversations, advertisements, children's toys and books,
and several forms of media. Students should be prepared to
read a variety of texts including journal articles, academic texts,
ethnographies and short fiction. In a final project, students will write
a detailed research proposal based on the work we have done.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language
General Chemistry
Spring quarter
Fields of Study: biochemistry and chemistry
Class Standing: Freshman - Senior
Prerequisites: Working knowledge of high school algebra.
Preparatory for studies or careers in: chemistry, biology,
environmental science, medicine, health and education.
Faculty: Lydia McKinstry and Paula Schofield
This one-quarter program will offer an intensive introduction
to the concepts and methods of college-level general chemistry.
We will use an organizing theme that is based on the cycles and
transformations of matter and energy at a variety of scales in both
living and nonliving systems. Use of quantitative methods will be
emphasized in all areas of the program, gaining additional insights
into these processes. Students will undertake assignments focused
on interpreting and integrating all of the topics covered. Our work
will emphasize critical thinking and quantitative reasoning, as well as
the development of proficient writing and speaking skills.
Program activities will include lectures, small-group problemsolving workshops, laboratories and field trips. Students can expect
to spend at least a full day in lab each week, maintain laboratory
notebooks, write formal laboratory reports and give formal
presentations of their work. Group work will also include reading and
discussion of topics of current or historical significance in chemistry.
It will be a rigorous program, requiring a serious commitment of time
and effort on the part of the student. Overall, we expect students to
end the program with the ability to reason critically, solve problems,
and have hands-on experience with general chemistry.
This program provides the equivalent of of a year-long course in
general chemistry and will give students the chemistry prerequisite
needed to pursue upper division work in chemistry, biochemistry
and environmental science.
Winter quarter
Fields of Study: cultural studies, field studies, gender and
women's studies, linguistics and sociology
Class Standing: Freshman - Senior
Preparatory for studies or careers in: humanities, social
sciences, education and law.
Faculty: Toska Olson and Susan Fiksdal
Credits: 16
Enrollment: 48
Thematic Planning Groups: Scientific Inquiry
What are the signals we learn and display to perform our
gender? How do different cultures create and maintain gender
differences? This program will explore these questions and others
through the lenses of sociolinguistics and sociology. We will examine
Students who register for a program but do not attend the first class meeting may be dropped.
Gothic Constructions: Architecture and Literature
Greece and Italy: An Artistic and Literary Odyssey
Fall and Winter quarters
Fall, Winter and Spring quarters
Fields of Study: aesthetics, architecture, cultural studies, history,
literature and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: literary studies and
architecture.
Faculty: Trevor Speller and Anthony Tindill
Fields of Study: art history, classics and visual arts
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: history, literature, classical
studies, the visual arts and the humanities.
Faculty: Bob Haft
In 1748, Horace Walpole purchased an estate in London. Over
the next thirty years he converted that estate into a Gothic castle
and planned "ruins." In 1765, Walpole wrote The Castle of Otranto,
a novel widely regarded as the first true work of Gothic fiction. In
an age of reason, Walpole's focus on the supernatural, feudal ruins
and high passion pulled a medieval past into the order of the day,
transforming it to meet the desires of a modern public both in print
and in stone. From its beginnings, Gothic fiction shared a common
link and a common bond with architecture.
For generations before Walpole, the architecture of the
Gothic period was the equivalent of history books and literature.
Architectural historian Jonathan Glancey writes, "The Architecture
of the great medieval Gothic cathedrals is one of the glories of
European civilization. Here was an attempt to lift everyday life up
to the heavens—to touch the face of God—using the highest stone
vaults, the highest towers, the most glorious steeples permitted by
contemporary technology...it led to some of the most inspiring and
daring buildings of all time." Though not written in actual words,
Gothic architecture is written in structural form and religious allegory.
We will ask ourselves:
• What is the relationship between literature and architecture?
• How are space and form delimited, described, and invested
with meaning?
• What roles does symbolism play in architecture?
How does this relate to symbolism found in literature?
• How does the built environment feature in writing?
• What aspects of the built environment can be represented?
What escapes representation?
• How does one 'read' Gothic architecture?
What is the structure of a Gothic novel/fiction?
We will investigate examples of Gothic literature and architecture
in Europe and the Americas from the twelfth century to the present,
as well as the history, theory and interrelationship of these artistic
modes. Students will be asked to attend lectures and seminars,
write papers, take examinations, and develop work in studio that
may include drawing, model-building and writing. In addition,
students will visit examples of Gothic architecture in concert with
their readings.
Architectural texts may include: Believing and Seeing: The
Art of Gothic Cathedrals by Roland Recht, The Construction of
Gothic Cathedrals: The Study of Medieval Vault Erection by John
Fichen, and Medieval Architecture (Oxford History of Art) by Nicola
Coldstream. Fictional texts may include texts from the medieval
period to the present, including The Castle of Otranto, The Monk,
Vathek, Frankenstein, Dracula, The Rime of the Ancient Mariner,
and stories by Edgar Allen Poe, H.P. Lovecraft, Angela Carter and
Joyce Carol Oates.
Credits: 16
Enrollment: 50
Required Fees: $100 for studio supplies (fall); $900 (optional) in
winter for a field trip to Washington, D.C.
Thematic Planning Groups: Culture.Text and Language, and
Expressive Arts
The legacy of the Greek and Italian cultures in the Western
world—from the Minoan world to that of the Italian Renaissance—
continues to hold considerable sway over contemporary cultures.
The great writings and powerful visual arts that were produced
in Greece and Italy established standards of excellence which
succeeding generations have both struggled against and paid
homage to up to the present day. In this program, we will study
the texts and monuments of two of the most dynamic and seminal
cultures in European history: Classical Greece and Renaissance Italy.
We will read and discuss writings from the periods we study (such
as Homer's Odyssey, Aeschylus' Oreste/a and Dante's Inferno), as
well as contemporary offerings (such as Mary Renault's The King
Must Die). Throughout the program we will learn about modern
rediscoveries and re-interpretations of these periods, culminating in
our own journey to Greece and Italy.
Fall quarter ("Naissance"), we will investigate the rise of the
Greek polis, or city-state, from the ashes of the Bronze Age Aegean
civilizations, as well as that of the Etruscans, in what is now Tuscany.
In addition to reading primary source materials, we will study the
architecture, sculpture and painted pottery that was produced, and
we will all learn the rudiments of drawing.
Winter quarter ("Renaissance"), our focus will be on the Roman
appropriation of Greek art and thought and the later Florentine
rediscovery and interpretation of the Classical past. We'll study how
15th-century Italians used the ideas they found in classical literature
and learning as the basis for revolutions both in artistic practices and
the conception of humanity. We will also learn the basics of black
and white photography.
During the spring ("Odyssey"), we will travel to Greece and Italy
for six weeks, visiting, studying and holding seminars in sites and
cities synonymous with the Classical world and the Renaissance.
The first three weeks will be in Greece, where we will start in Crete,
focusing our attention on the Minoan Civilization. Next, we will
travel through mainland Greece, visiting numerous sites including
Athens, Corinth, Olympia and Delphi. The last three weeks will be
spent in Italy, using Florence as our main base but making side trips
to nearby sites and cities, such as Fiesole and Siena.
Accepts winter enrollment with faculty signature. Students must
have an interview with the faculty at the Academic Fair in December
2012 in order to obtain a signature. Acceptance into the program
will depend on one's background in Greek art and literature.
Students unable to attend the Fair should call (360) 867-6474 to
schedule an interview appointment.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Required Fees: During spring quarter we will travel to Greece
and Italy for six to seven weeks. Approximate cost (excluding
airfare and most meals) is $5,100.
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Culture, Text, and Language, and
Expressive Arts
^e programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2012-13.
56 I Programs
Programs I 57
A History of "Race" in the U.S.:
From Colonial Era to 2013
Human Rights and the Tragedies of History
Iconoclasms
Fall and Winter quarters
Fall and Winter quarters
Spring quarter
Fields of Study: history, international studies, literature,
philosophy and writing
Class Standing: Junior - Senior
Prerequisites: substantial studies in the humanities and/or social
sciences.
Preparatory for studies or careers in: government, social
services, NGO development, writing, philosophy and history.
Faculty: Nancy Koppelman and Joseph Tougas
Fields of Study: aesthetics, art history and visual arts
Class Standing: Freshman - Senior
Preparatory for studies or careers in: visual arts, art history,
philosophy and aesthetics.
Faculty: Lisa Sweet and Elizabeth Williamson
Fields of Study: African American studies, history, political science
Class Standing: Freshman
Preparatory for studies and careers in: medicine/health,
education, government, law, history, political science, cultural
studies, sociology and media studies.
Faculty: Michael Vavrus
Despite claims that the U.S. is "post-racial," why does "race,"
nevertheless, continue to retain significance in our contemporary
era? And more specifically, just what is "race"?
To address these question and others, this program explores
the origins and manifestations of the contested concept of race.
We further investigate the ways in which one's racial identification
can result in differential social, economic and political treatment. To
understand this phenomena, we analyze the 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.
Central to this program is a study of historical connections
between European colonialism prior to U.S. independence as a
nation and the expansion of U.S. political and military dominance
globally since independence and into the 21st century. In this
context students are provided 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 the concept of 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, on-line media). As part of this inquiry, we
will examine the presidency 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. Visits to local cultural/ethnic museums are
tentatively planned as part of this program.
Credits: 16
Enrollment: 23
Required Fees: $25 for entrance fees to cultural museums and
reading materials.
Thematic Planning Groups: Culture, Text, and Language,
Society, Politics, Behavior and Change, Sustainability and Justice
History is unkind. This program will consider the possibilities for
human rights in light of the tragedies of history.
The phrase "human rights" suggests high moral principles and
political ideals. It champions the dignity of all persons who have ever
lived based solely on their humanity. It calls forth an image of a world
better than the one we are in now—a world in which ideals have
become realities and people can hold high moral principles with
complete integrity. But humanity existed long before human rights.
Historians show that in any particular historical moment, people
can think and act only with the conceptual tools they have. Structural
realities can cause people to harm one another because they do not
have the ability or desire to challenge or resist them. As a result,
violence, racism, anti-Semitism and sexism are central to our history.
For most people who have ever lived, there was no hope for their
human rights. What are we to make of these tragic features of
history?
What if Hegel is right, and "history is the slaughter-bench of
happiness"? Are suffering and injustice the costs of making progress
toward a better world? When and how does moral idealism help or
hinder aims of "social justice"? If we can find out, how might that
knowledge shape efforts to make a better world in our own time?
Before human rights, suffering was thought to be caused by
mysterious forces - divine or human. For example, when John Adams
defended British soldiers who fired into an angry mob during the
Boston Massacre of 1770, he noted that there are "state-quakes in the
moral and political world" akin to earthquakes in the physical world.
Our program will examine a range of "state-quakes," and particularly
those that shaped the lot of Native peoples, the Puritans, American
slaves and their owners, and generations of women, immigrants,
and people devoted to the life of the mind. We will learn about
the philosophical history of human rights from its precursors in the
ancient world through the Enlightenment. We will consider the rise
of the nation-state in the 19th and 20th centuries, tensions between
political liberalism and pluralism, and the emergence of 21st century
internationalism which seems to eclipse mutual obligations tethering
citizens to states. Writing will focus on employing the skills of close
analysis and developing sound arguments informed by our texts.
Students will write lengthy term papers that could serve as writing
samples in graduate school applications.
Students who have completed substantial studies in the
humanities and social sciences and who are prepared for advanced
level work are warmly invited to join this program.
Credits: 16
Enrollment: 50
Required Fees: $125 per quarter for entrance fees and overnight
field trips.
Thematic Planning Groups: Culture, Text and Language, Society,
Politics, Behavior and Change
•
Students who register for a program but do not attend the first class meeting may be dropped.
Iconoclasm is about more than just destroying or defacing an
existing image—it also creates its own symbolic content. This
program addresses iconoclasm as both a contemporary and a
historical phenomenon, asking questions such as: What perceptions
and convictions inspire people to attack, deface or destroy images?
What is achieved by burning a Quran or toppling a statue of a
government leader?
This program is designed for students with interest in aesthetic
philosophy and printmaking. Over the course of 20 weeks, we will
explore several case studies of the destruction of images—from
religious objects to 'canonized' works of art in museums, from
iconoclasm borne of religious conviction, to more familiar forms
associated with political dissent. We will also cover image-breaking
as an artistic strategy. Our collective project will be to gain clarity on
the impulses, expressions and consequences of iconoclasms.
Fall quarter will provide students with a framework for
understanding the history and thinking embedded in instances
of iconoclasm. Students will be introduced to texts and concepts
through lecture and seminar, and will begin to process ideas
addressing image destruction more intentionally through writing
and revising critical essays. Students will also learn basic intaglio
printmaking techniques, providing a hands-on context in which to
understand both the power of images and some consequences of
iconoclasm. Winter quarter will represent a deeper examination
of events in which iconoclastic impulses go by other names:
censorship, sacrilege, art history or art-making. During this second
half of the program, students will also develop culminating projects
synthesizing and advancing program concepts.
Though we will be looking at works of art in a historical
context, this is not a traditional art history class, nor does it offer a
chronological survey of Western art. About 40% of students' time
will be devoted to artistic practice and 60% to rigorous reading,
writing and discussion. Students should be prepared to articulate
the content of their artistic work, and to use creative modes of
thinking to actively engage the theoretical materials presented in
the program.
Accepts winter enrollment. Students seeking to enter the
program in winter are strongly encouraged to contact faculty.
Existing basic etching skills (preferrably in the Evergreen
printmaking studio) and selected foundational readings from fall
quarter are necessary.
Credits: 16
Enrollment: 40
Required Fees: $10.00 per quarter for use of the printmaking
studio and related equipment.
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
Illustrations of Character:
Literary and Philosophical Studies
Spring quarter
Fields of Study: American studies, classics, history, literature,
philosophy and writing
Class Standing: Freshman - Senior
Preparatory for studies or careers in: literature, classics,
philosophy, history, education, psychology, law and public
service.
Faculty: Nancy Koppelman, Andrew Reece and Charles Pailthorp
What is character but the determination of incident? What is
incident but the illustration of character?— Henry James
How do we determine what to do when faced with hard choices?
Is our own happiness uppermost in our minds, or is something
else—loyalty to a friend, say, or religious principles? How can we
live with integrity in the face of temptation or tragedy? These ethical
questions demand that we think carefully about character. Character
comprises not only our distinctive qualities, but also our disposition
to act in certain ways, for good or ill. Indeed, our word "ethical"
derives from the Greek word for character, ethos, which, like our
word, can refer to a literary figure (a character) or to an individual's
qualities and dispositions.
In this program, we study works of philosophy, history, drama and
fiction that illuminate our understanding of character. We explore
how character affects, and is affected by, desire, deliberation, action
and suffering. We read literary and historical accounts that illustrate
the character of people or a people. These accounts may portray
profound moral dilemmas or day-to-day trials woven into the fabric
of human experience. Texts in ethical philosophy will broaden our
notions of character, particularly in relation to external goods, habit,
happiness, friendship and duties. They provide powerful interpretive
tools and a refined vocabulary for grappling with questions raised
by our other texts. Authors will include Plato, Aristotle, Sophocles,
Immanuel Kant, Soren Kierkegaard, Nathaniel Hawthorne and Edith
Wharton, among others.
This program suits students who are prepared not only to think
critically, but to investigate their own beliefs and submit them to
rigorous scrutiny: that is, to practice ethical thinking as well as study
it. Writing will be central to that practice, and students will write long
and short essays submitted to peer and faculty review.
Credits: 16
Enrollment: 72
Required Fees: $100 for entrance fees and supplies.
Thematic Planning Groups: Culture, Text and Language
°nr\ programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs I 59
58 I Programs
Individual Study: Individual Music Instruction
Individual Study: East-West Psychology
Individual Study: Environmental Studies
Spring quarter
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: biology, ecology, environmental studies, marine
science and zoology
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: environmental science,
ecology and biology.
Faculty: Erik Thuesen
Fields of Study: music
Class Standing: Freshman - Senior
Preparatory for studies or careers in: many professions, as
performing on a musical instrument is helpful for mental discipline.
Faculty: Arun Chandra
Fields of Study: anthropology, communications, consciousness
studies, cultural studies, education, environmental studies, field
studies, health, history, international studies, music, philosophy,
psychology, religious studies, sociology, somatic studies, study
abroad and sustainability studies
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: personality theory,
abnormal psychology, Jungian psychology, ethics in
psychotherapy, cross-cultural counseling, gerontology, Buddhist
studies, Asian psychology, socially engaged Buddhism, Chinese
spiritual paths, social work, education, transpersonal psychology,
and studies in death and dying.
Faculty: Ryo Imamura
This is an opportunity for sophomore, junior and senior students
to create their own course of study and research, including internship,
community service, and study abroad options. Before the beginning
of spring quarter, interested students should submit an Individual
Learning or Internship Contract to Ryo Imamura, which clearly states
the work to be completed. Possible areas of study are Western
psychology, Asian psychology, Buddhism, counseling, social work,
cross-cultural studies, Asian-American studies, religious studies,
nonprofit organizations, aging, death and dying, deep ecology and
peace studies. Areas of study other than those listed above will be
considered on a case-by-case basis.
Faculty Signature: Students interested in my contract sponsorship
should email a contract draft/proposal (imamurar@evergreen.edu).
For directions, and to view a sample contract, visit www.
evergreen.edu/individualstudy/individuallearningcontracts.htm.
Credits: 16
Enrollment: 25
Internship Possibilities: Counseling, social work, social services,
gerontology, ecology, religious communities, humanitarian work
and community services.
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Society, Politics, Behavior and Change
This is an opportunity for advanced students to create their own
course of study and research in environmental studies. Prior to the
beginning of spring quarter, interested individual students or small
groups of students must consult with the faculty sponsor about their
proposed projects. The faculty sponsor will support students to carry
out studies in environmental fieldwork, ecology, zoology and marine
science. Students wishing to conduct laboratory-based projects
or carry out extensive fieldwork should have the appropriate skills
needed to complete the project.
Faculty Signature: Students should contact the faculty member
via email as early as possible by sending an outline of proposed
work. Preference will be given to those students submitting viable
study plans by week 6 in winter quarter. Visit www.evergreen.edu/
individual study/individual learningcontracts.htm for directions and
to view a sample contract.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies
Individual Study: Fiber Arts, Installation Art,
Native American Studies, Creative Writing, Poetry
and Multicultural American Literature
Spring quarter
Fields of Study: Native American studies, art history, cultural
studies, visual arts and writing
Class Standing: Sophomore - Senior
Prerequisites: College-level writing program and enough
previous academic work to merit an independent contract in the
area of student work.
Preparatory for studies and careers in: the arts, art history,
literature, creative writing, especially poetry, and the humanities.
Faculty: Gail Tremblay
This is an opportunity for intermediate and advanced students
to create their own course of study, creative practice and research,
including internships, community service and study abroad options.
Prior to the beginning of each quarter, interested individual students
or small groups of students must describe the work to be completed in
an Individual Learning or Internship Contract. The faculty sponsor will
support students wishing to do work that has 1) skills that the student
wishes to learn, 2) a question to be answered, 3) a connection with
others who have mastered a particular skill or asked a similar or related
question, and 4) an outcome that matters. Areas of study other than
those listed above will be considered on a case by case basis.
Faculty Signature: Students must develop an Individual Learning
or Internship Contract and submit their proposals to Gail Tremblay
prior to the beginning of the quarter. For more information, email
Gail Tremblay (tremblay@evergreen.edu). For directions, and to
view a sample contract, visit www.evergreen.edu/individualstudy/
individuallearningcontracts.htm.
Credits: 16
Enrollment: 25
Internship Possibilities: With faculty approval.
Thematic Planning Groups: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
This is an opportunity for individual instruction on a musical
instrument with a qualified instructor from the Olympia area. I can
help you find an appropriate instructor, assuming one is available.
Each student will be expected to bear the cost of the individual
lessons. Lessons will most likely occur off-campus, at the instructor's
discretion. The instructor will provide a 1-paragraph evaluation of
the student's work at the end of the quarter.
Each student will be expected to have one lesson a week, of a
duration to be determined by the student and the instructor. At the
end of the quarter, each student will be expected to perform one or
two pieces (demonstrating what they have learned) in a collective,
public recital on the Evergreen campus. From observing the
performance, I will add my evaluation to the instructor's evaluation.
The level of the instruction (beginner, intermediate, advanced)
is dependent on the entry level of the student. Intermediate and
advanced students will be given preference.
Faculty Signature: Students must develop an Individual Learning
Contract and submit their proposals to the faculty. For more
information, email Arun Chandra (arunc@evergreen.edu).
Accepts winter and spring enrollment with faculty signature
(requirements above).
Credits: 2
Enrollment: 12
Thematic Planning Groups: Expressive Arts
Individual Study: Psychology & Integrative Health
Spring quarter
Fields of Study: health and psychology
Class Standing: Sophomore-Senior
Preparatory for studies or careers in psychology: the health
professions, human services and education.
Faculty: Mukti Khanna
This opportunity allows students to create their own course of
study in the form of an Individual Learning Contract or Internship.
Working with the faculty sponsor, individual students or small groups
of students design projects or internships and meet regularly with
faculty to reflect on their work. Students pursuing individual studies
or internships in psychology, integrative health, mind-body medicine,
service learning, expressive arts therapy and cultural studies are invited
to submit contracts through the online learning contract system to
khannam@evergreen.edu. While this opportunity is oriented towards
sophomores-seniors, freshman contracts will be considered if they are
part of a group project or applying for an internship.
Individual Study / Internships:
Business Management Non-Profits Seaport
& Maritime Studies International Trade
Spring quarter
Fields of Study: business and management, economics and
maritime studies
Class Standing: Sophomore - Senior
Prerequisites: Basic course work in preparation for this course of
study.
Preparatory for studies or careers in: agency administration,
business, economics, leadership, management, maritime and
seaport studies, and U.S. history.
Faculty: John Filmer
This is not a course! There is no classroom!
Individual Learning Contracts require students to take full
responsibility for their learning, including a bibliography, the design
of the syllabus, and learning schedule. The faculty sponsor merely
acts as an educational manager and not as a tutor. Individual
Learning Contracts traditionally offer students an opportunity to do
advanced study in areas that are not usually possible through regular
programs or courses at Evergreen and in which they already have
established skills and/or background. Internships provide a different
opportunity to apply prior learning but in this case, with the intent
of developing applicable skills and people skills rather than focusing
solely on advanced study or research.
John welcomes the opportunity to work with students interested
in maritime studies including history, geography, sociology,
literature and navigation and the technology of sailing vessels. He
also can prove of great value to students interested in business
and non-profit development, organizational management, project
management, international business, financial analysis, international
trade, maritime commerce, economics, intermodal transportation
and seaport management. John also sponsors business and nonprofit internships, legislative internships and internships with state
and federal government agencies, port authorities, maritime and
merchant marine firms, freight forwarders and other private sector
organizations, including banks and financial houses.
Faculty Signature: Students should provide a short paragraph
of professional goals and how this will build on their basic
preparation. Call (360) 867-6159 for an appointment. Visit
www.evergreen.edu/individualstudy/individuallearningcontracts.htm
for directions and to view a sample contract.
Credits: 16
Enrollment: 25
Internship Possibilities: With faculty approval.
Thematic Planning Groups: Society, Politics, Behavior and Change
Faculty Signature: Interested students are invited to contact Mukti
Khanna (khannam@evergreen.edu) to discuss proposals. Visit
www.evergreen.edu/individualstudy/individuallearningcontracts.htm
for directions and to view a sample contract.
Credits: 16
Enrollment: 25
Internship Possibilities: With faculty approval.
Thematic Planning Groups: 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/2012-13.
Programs I 61
60 I Programs
Inexpressibility and its Discontents
Fall and Winter quarters
Fields of Study: literature, physiology, theater and writing
Class Standing: Junior - Senior
Preparatory for studies and careers in: the humanities.
Faculty: Marianne Bailey and Leonard Schwartz
In this program we will study the function of myth, the concept
of art as ritual and the critique of language and representation in
vanguard poetry, theater and opera. We are interested in the work
of the artist as creator of new, unexpected artistic languages which
attempt to communicate that which is inexpressible, that which lies
behind and beyond ordinary words. We will consider how it is that
a poet's words can say more than they mean, or that a symbol, as
philosopher Paul Ricoeur writes, points toward a meaning otherwise
inaccessible. The poets, dramatists, philosophers and theorists
whom we will study never relent in their fascination with reconceiving
their means of expression, and act with the reckless abandon of the
free spirit described by Nietzsche in his essay "On Truth and Lie in
an Extramoral Sense".
Two of the major figures under study in our work will be the
composer Richard Wagner and the poet and theoretician of the
theater, Antonin Artaud, both of whom dreamed of a work of art
that would contain word, image, music, flesh and movement in a
single medium; both realized ritualized spectacles, in opera and
in theater, capable of the transformation of their participants. We
will read extensively from Artaud's work, considering his poetry, his
essays comprising Theater and its Double, as well as his records of
personal quests to places which he considered privileged, in which
the Marvelous or the divine was written on the face of the land.
We will view and listen to both Wagner's Ring Cycle and his Tristan
and Isolde. Wagner's "Total Art" or "Gesamtkunst" realized the
19th Century artists' dream of a perfect language, in which music,
words, gestures and scenic symbols spoke as one single language.
The philosophizing of Friedrich Nietzsche, embedded in the creative
power of myth, will also be crucial for us in terms of conceptualizing
the life-giving presence of myth in creative expression and the
nature of language itself, as both problematic and world generating.
Nietzsche's Birth of Tragedy also takes us back to the Greeks, their
masterpieces of theater as communal ritual, their metaphor of the
artist as "entheos" imbued with the god, and their art as arising from
the whispering of a muse, or an Orpheus.
During fall quarter, our reading will include as well the
Dark Romantic and Symbolist poets of the later 19th Century,
their reconception of art, and their aesthetic and philosophical
groundwork for 20th Century Modernism. In addition to our work
on Artaud, Wagner and Nietzsche during both quarters, readings
will be drawn from Baudelaire, Rimbaud, Mallarme and Rilke in the
European poetic tradition. During winter quarter, we will study Aime
Cesaire, as well as Aione and Kamau Brathwaite, contemporary
Caribbean poets. We will read Robert Duncan, Barbara Guest,
Alice Notley, Fanny Howe, Nathaniel Mackey and others from the
contemporary American poetic tradition growing out of the Black
Mountain School. We will study composers Strauss and Berg in the
Modern Western operatic tradition, and daring theatrical creators
such as Peter Weiss and Peter Brooks. Other theoreticians to be
considered during both fall and winter might include Rene Girard's
Violence and The Sacred, Blanchot's The Space of Literature,
Bataille's The Absence of Myth, Sigmund Freud's Civilization and
its Discontents, and Robert Duncan's The Truth and Life of Myth.
All students will read, write and analyze poetic, philosophical
and critical texts, will discuss key theorists in aesthetics, and will
choose between weekly workshop/seminars on either creative
writing or on the key philosophical writings of Friedrich Nietzsche.
Over the two quarters of this program, students will develop and
complete a major personal project. This substantial body of work
students will develop over the first weeks of the quarter, and carry
through over two quarters; this offers serious creative writers
and dramatists, and students of theory, philosophy and literary
interpretation the opportunity to undertake a collection of poetry, a
play or performance/spectacle, an interpretive work on Nietzschean
philosophy, or a research-based project on your choice of themes
and artists in our curriculum.
This upper-division program demands a serious commitment of
time and effort; the works which we will study are demanding, and
the reading and writing will be significant.
Accepts winter enrollment with faculty signature. Students
should email the faculty two short writing samples, at least one of
them analytical, prior to the Academic Fair. Faculty will meet with
students before or at the fair, and notify students of decisions by
the end of the day Friday after the fair.
Credits: 16
Enrollment: 50
Photo by Steve Davis
Students who register for a program but do not attend the first class meeting may be dropped.
Introduction to Natural Science:
Navigating Observation and Theory
Fall, Winter and Spring quarters
Fields of Study: biology, chemistry and mathematics
Class Standing: Freshman - Senior
Prerequisites: Proficiency in intermediate algebra.
Preparatory for studies or careers in: biology, chemistry,
mathematical sciences, environmental studies, teaching and
health professions.
Faculty: Benjamin Simon, Rachel Hastings and Dharshi Bopegedera
This program is a rigorous introduction to important knowledge
and skills students need to continue in the natural sciences and
environmental sciences. We will cover key concepts in general
chemistry, general biology, and pre-calculus mathematics. Students
who have completed pre-calculus will have the option of pursuing
work in introductory calculus.
The integration of biology, chemistry and mathematics will assist
us in asking and answering questions that lie in the intersections
of these fields. Such topics include the chemical structure of DNA,
the mathematical modeling of biological population growth,
and the equations governing chemical equilibria and kinetics.
Our laboratory work in biology and chemistry will also allow us
to observe phenomena, collect data, and gain first-hand insight
into the complex relationship between mathematical models and
experimental results.
Program activities will include lectures, laboratories, workshops,
scientific writing and student presentations. Disciplines will be
integrated throughout the year so students can understand the
natural world from multiple perspectives.
During fall, we will focus on skill building in the laboratory and
acquiring the basic tools in chemistry, biology and mathematics.
By winter quarter, students will increase their ability to integrate
disciplines, moving between established models and experimental
data to ask and seek answers to their own questions.
The student presentations will require students to actively
participate in conversations on current topics in science. Students
will engage library research, writing and oral presentations to
communicate their knowledge of these topics to others. A spring
quarter component will be a library or laboratory research project
and presentation of their findings at the college's annual Science
Carnival. This opportunity will allow students to use their knowledge
of science to teach schoolchildren (in K-12) in order to improve their
own understanding of science.
This program is designed for students who want a foundation
in science using an interdisciplinary framework. It will require a
serious commitment of time and effort. Overall, we expect students
to end the program in the spring with a solid working knowledge
of scientific and mathematical concepts, and with the ability to
reason critically and solve problems. Students will also gain a strong
appreciation of the interconnectedness of biological, chemical and
mathematical systems, and an ability to apply this knowledge to
complex problems.
Upon completion of the program, students will have completed
one year of general chemistry with laboratory, general biology
with laboratory and two quarters of mathematics (precalculus and
possibly calculus for students who are prepared).
Accepts winter and spring enrollment with faculty signature.
Students will need to demonstrate competency in biology, chemistry,
and precalculus from the previous quarter(s) by exam. Contact the
faculty at the Academic Fair or by email for further information.
Credits: 16
Enrollment: 72
A similar program is expected to be offered in 2013-2014
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Local Knowledge: Creating Inclusive Communities
Fall and Winter quarters
Fields of Study: communications, community studies, education
and media arts
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: education, literacy, media,
community development, journalism, and work with non-profit
organizations.
Faculty: Anne Fischel and Grace Huerta
This program links immigration studies, literacy, language
acquisition, media, popular education and community development
to build a foundation for participation and shared learning with local
communities.
The community base of knowledge is an important foundation
for creating justice and sustainability. How communities view
themselves—their sense of place, history and identity—can influence
how they assess problems and create solutions. How can we
accompany local communities in this process? What can we learn,
what can we teach, and what resources can we offer one another
through the collaborative process?
Our region is experiencing a demographic and economic
transition. Communities that formerly relied on resource extraction
are seeking new forms of economic development. We will learn how
shifts in population, culture and work are reframing narratives of
community identity. We will construct dialogues with organizations
that focus on education, advocacy, citizen participation and
community development.
In fall we will learn about local immigration history in Shelton,
including the raids and repression of the early 1990s, and the
movement to create a dual-language school. Through reading,
observation, community dialogues and research we'll seek to
understand the diversity and richness of immigrant experiences.
We'll learn about transformations of the local economy, including the
demise of the timber industry and shifts in the laboring population.
We will learn about challenges young people face, and approaches
to literacy and language development, including dual-language and
ESL teaching models. Some classes will be held off campus to build
deeper community connections.
We will learn to analyze locally held knowledge and resources.
We will develop case studies of our region, supplemented by
research on other parts of the U.S. We will develop skills in video
production, media analysis, oral history interviewing, and historical
research. Through these studies we will build a base for collaborative
community work. We are interested in projects that link media artists
with researchers and community activists, and we encourage multidisciplinary student teams that include a media arts component.
In winter we will develop projects that put into practice the skills,
knowledge and relationships we have developed. We will continue
to build our knowledge of the region through reading, research and
site visits. Finally, we will work to articulate broad frameworks for
community sustainability and justice.
Students who wish to continue their project work should
consider registering for the spring program Cultures of Solidarity.
This program will focus on alternative economic development with a
focus on cooperatives.
Accepts winter enrollment with faculty signature. Please contact
the faculty to discuss background and interest in community
studies and the work covered in the program during fall quarter.
Credits: 16
Enrollment: 50
Required Fees: $50 per quarter for entrance fees and supplies.
Internship Possibilities: With faculty approval in winter quarter, if
consistent with the focus and goals of the program.
Thematic Planning Groups: Sustainability and Justice
>me programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2012-13.
62 I Programs
Programs I 63
Making Effective Change:
Social Movement Organizing and Activism
Fall, Winter and Spring quarters
Fields of Study: American studies, communications, community
studies, geography, history, law and government policy, law and
public policy, leadership studies, media studies, political science,
sociology and sustainability studies
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: non-governmental
organizations, advocacy, public policy, law and legal rights,
education, public health, alternative justice systems, graduate school
in social science, history, law, geography and political economy.
Faculty: Tony Zaragoza, Zoltan Grossman and Lin Nelson
Social movements don't just happen. They emerge in complex,
often subtle ways out of shifting historic conditions, at first
unnoticed or underestimated. Social movements—across the
political spectrum—push us to examine a wide array of questions
about ideas, communication and organization, and how people are
inspired and mobilized to create change. In this program, we will
explore what individuals and communities can do about whatever
issues are of most concern to them.
This program will examine methods of community organizing
that educate and draw people into social movements, and methods
of activism that can turn their interests and commitment into
effective action. Key to this will be how movements construct and
frame their strategies, using a toolkit of tactics. Our foundation will
be the contemporary U.S. scene, but we'll draw on historical roots
and lessons from the past, as well as on models from other countries.
It will be crucial for us to look at the contexts of global, national
and regional movements, and how they shape (and are shaped by)
events at the local scale.
In fall quarter we'll undertake a comparative exploration of
strategies and tactics of various social movements in the U.S. and
abroad, and critically analyze their effectiveness and applicability.
We'll explore movements based around class and economic equality
(such as labor rank-and-file, welfare rights and anti-foreclosure
groups), as well as those based around identities of race, nationality
and gender (such as civil rights, feminist, Native sovereignty, LGBTQ,
and immigrant rights groups). The program will also examine
movements that focus on life's resources, from environmental justice
to health, education and housing. Our examinations and explorations
will take us across the political spectrum, including lessons from how
populist movements effectively reach and mobilize disillusioned
people, including right-wing populist movements, such as the
Tea Party, pro-life/anti-choice and anti-gay movements, and antiimmigrant, anti-indigenous, and other white supremacist groups.
During winter quarter, we'll explore the ways that movements
emerge and grow, focusing on themes that cut across organizations,
and developing practical skills centered on these themes. Our
discussions will include how movements reflect and tell people's
stories (through interviews, theater, etc.). Central to our work will be
an examination of ways to communicate with people from different
walks of life, using accessible language and imagery (through
personal interaction, popular education, alternative media, etc.).
We'll critically examine how groups use mainstream institutions to
effect change (such as press releases, research centers, legislative
tactics, etc.). We'll examine and critique the use of the internet and
social media in networking people, and share innovative uses of
culture (film, audio, art, music, etc.). We'll assess the effectiveness
and creativity of actions at different scales (rallies, direct actions,
boycotts, etc.). Finally, we will look at relationships between social
movements with different organizing styles, and how they have built
alliances, as well as the internal dynamics within organizations.
Spring quarter will be a time for in-depth work through different
types of projects: comparative critiques of movement strategies,
critical social history of a movement, direct work with a local or
regional movement, critical exploration of movement literature,
or development of media, including such possibilities as social
media, short film pieces, photography, web pages, photovoice, and
podcasting. Throughout the program, our work will be shaped by
a range of community organizers, activists and scholars. Projects
will use community-based research and documentation, with a
view toward the sharing and presenting of work, in connection with
partners and collaborators.
Credits: 16
Enrollment: 75
Thematic Planning Groups: Sustainability and Justice
The Making of Global Capitalism, 1500-1914
Winter quarter
Fields of Study: anthropology, economics, geography, history,
political economy and sociology
Class Standing: Junior - Senior
Prerequisites: Previous work in the social sciences and political
economy.
Preparatory for studies or careers in: history, political economy,
political science, the non-quantitative social sciences, secondary
education, graduate school and informed citizenship.
Faculty: Jeanne Hahn
Working together in a seminar format, students and faculty will
establish an historical, theoretical and analytical understanding of the
birth of capitalism in the crisis of 16th century European feudalism,
its rise and consolidation in the late 18th and 19th centuries, the
development of the global political economy, and its first structural
crisis accompanied by a major burst of imperial expansion in the late 19th
century. We will find this is a topic steeped in controversy. Capitalism
has transformed the world materially, socially and ecologically. We
will consider the interrelationships among these three categories
as capitalism developed and changed through its formative period.
Major analytical categories will be imperialism, colonialism, and
globalism, the accompanying ecological transformation, and the rise
of social classes in support of and resistance to these developments.
We will study the rise of liberalism in its historical context, as well
as its counterparts, conservatism and socialism. Understanding the
trajectory, deep history and logic of historical capitalism will provide
students with the insights and tools necessary to assess the current
historical moment. The program will require close and careful
reading and discussion as well as considered and well-grounded
writing. Our work will be conducted at an upper-division level.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Media Artist's Studio
Fall, Winter and Spring quarters
Fields of Study: media arts, media studies and moving image
Class Standing: Junior - Senior
Prerequisites: In order to be considered for this advanced program,
students should have successfully completed Mediaworks (the
entry-level program in media studies at Evergreen) or its equivalent
(i.e., approximately a year of media skill training, media history
and media theory), or completed another interdisciplinary media
program at Evergreen.
Preparatory for studies or careers in: media production and
graduate studies in media production and media theory.
Faculty: Naima Lowe
This is an opportunity 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 their critical
understanding of that style in relation to contemporary and historical
media practices. 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, media/
performance hybrids 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 Individual
Study Plan that details the work they will complete each quarter.
Fall quarter will also involve opportunities for students to expand
their media practice and theory skills through workshops, writing
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. Workshops and assignments in analytical and
creative writing will push students to develop their rhetorical and
research skills. 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 and media theorists 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. During these production heavy quarters, students will also be
expected to develop significant written work in the form of artists'
statements, peer critique, and the completion of a theoretical paper
that will accompany their media project.
Faculty Signature: Acceptance determined through the submission
of a written application and portfolio. We'll be looking for
demonstrated technical ability, theoretical and historical grounding
in media, critical thinking and writing skills, creativity, originality, and
conceptual depth. Include copies of recent faculty evaluations or two
letters of recommendation (for transfer students), and a DVD which
contains two examples of their best work in film, video, installation,
visual art or audio. All prospective students must complete the
written application (available by April 2012 from Naima Lowe at
lowen@evergreen.edu). Portfolios and applications received by
the Academic Fair in May 2012 will be given priority. After the Fair,
applications will be reviewed as submitted and qualified students
will be accepted until the program fills. Students will be individually
notified by e-mail of their acceptance into this program.
Accepts winter enrollment with faculty signature
(requirements above). Portfolios and applications received by
the Academic Fair in December 2012 will be given priority. Does
not accept new enrollment in spring.
Credits: 16
Enrollment: 13
Required Fees: $500 in fall for cinematography supplies and a
retreat.
Thematic Planning Groups: Expressive Arts
Media Internships
Fall, Winter and Spring quarters
Fields of Study: media arts, media studies and moving image
Class Standing: Junior - Senior
Prerequisites: Students entering this internship program should
have experience in media production, the history and theory of
media, and/or experience with audio production and the history
and theory of audio technology and music.
Preparatory for studies or careers in: media production,
professional studio management, and computer applications in
media art.
Faculty: Naima Lowe and Peter Randlette
The Electronic Media internships provide opportunities for
in-depth 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 Center for Creative and Applied Media (CCAM),
the rebuilt HD video and 5.1 surround audio production studios.
For specific descriptions of the internships, please refer to
http://www.evergreen.edu/electronicmedia/eminternships.htm.
Faculty Signature: Students may apply to a variety of internships
in different areas of Electronic Media. Please contact Naima Lowe
at lowen@evergreen.edu for information and an application for
specific internships. The prerequisite skills and competencies will
be demonstrated through the completion of an application that
will include references, program evaluations, and a professional
resume. Students will also be expected to demonstrate capacity
to work in a professional working environment and as a member
of various collaborative and creative teams.
This program does not accept new enrollment in winter or spring.
Credits: 16
Enrollment: 8
Thematic Planning Groups: Expressive Arts
'Tie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs I 65
64 I Programs
Memories, Dreams and Beliefs
Methods of Mathematical Physics
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: consciousness studies and psychology
Class Standing: Junior - Senior
Preparatory for studies or careers in: psychology, social and
human services, cultural studies and consciousness studies.
Faculty: Heesoon Jun and Donald Middendorf
Fields of Study: mathematics and physics
Class Standing: Sophomore - Senior
Prerequisites: One year of calculus and calculus-based physics.
Students with less physics should consult the faculty to discuss
possible arrangements,
Preparatory for studies and careers in: mathematics, physics,
chemistry and education.
Faculty: David McAvity
In this interdisciplinary program, we will focus on personal
and cultural explorations of the dynamic psyche. We'll explore
consciousness by examining personal belief systems, dreams and
memories. One of our goals will be to understand the relationship
between personal and collective consciousness. Another goal will be
to collaboratively and individually integrate what we know about the
creative, spiritual and scientific elements of the psyche.
We will explore the intricate and complex dynamics of our
personal and cultural psyche by examining the following questions.
What is the psyche, what is consciousness, and what are their
properties and dynamics? What impacts do our memories, dreams
and beliefs have on our consciousness? Is our personal consciousness
influenced by cultural consciousness or vice versa? Are there
different types of consciousness? What are the relationships among
the conscious psyche, the unconscious, and personal beliefs in
constructing our sense of self? How do our beliefs structure our
experience individually and en masse?
During fall quarter, we'll build a foundation for our year-long
study by examining theoretical and historical perspectives of
identity construction, depth psychology, and belief systems and
their relationships to conscious and unconscious mental processes.
Our texts will include Jung's autobiography Memories, Dreams,
Reflections, and the journal Scientific American Mind. During winter
quarter, we'll use this base to provide a foundation for a more indepth analysis and interpretation of our personal and cultural
Memories, Dreams and Beliefs and their relationship to emotions.
These topics will be examined from a research perspective. One of
our texts will be Van de Castle's Our Dreaming Mind. We'll study
mindfulness teachings. In spring quarter, students will choose to
work extensively with one of the faculty on more in-depth studies.
Possible areas of exploration in spring quarter include psychology of
dreams, culture and construction of self, memories and psychological
disorders, beliefs and empowerment, Progoff in-depth journal work,
and meditation theory and practice.
Students are expected to attend every program activity on time
and fully prepared to participate. This is a full-time program (16
credits/quarter for three quarters) and students will be expected to
work efficiently for a minimum of 40 hours each week (including class
time). Activities will include lectures, seminar discussions, workshops,
film critiques and self-reflective learning activities. Students will also
be expected to keep a personal log of hours spent on academic
activities, participate actively in seminar discussions, work in small
groups, complete papers, take exams, and give presentations to the
class. Be prepared to explore challenging and unfamiliar ideas in a
cooperative and friendly manner.
Close observation of the natural world reveals a high degree of
underlying order. One of the ways scientists understand and explain
this order is using the language of mathematics. Indeed, the degree
to which the universe lends itself to a mathematical description is
remarkable. The goal of this advanced program is to introduce the
mathematical language and methods we use to describe and create
physical models of our world. To that end, we will examine a number
of key physical theories and systematically develop the mathematical
tools that we need to understand them.
We will begin, in fall quarter, with a detailed study of classical
mechanics—the mathematical description of the clockwork universe
envisioned by Newton and others who followed him. We will focus
initially on linear approximations for which analytical solutions are
possible. The mathematical methods we will learn for this purpose
include differential equations, vector calculus and linear algebra.
In winter quarter we will move beyond linear approximations and
study non-linear systems and chaos and the implications of these
ideas for the determinism implied by classical mechanics. We will
also extend the Newtonian synthesis to the realm of the very fast
and very massive by considering Einstein's theories of special
and general relativity. Mathematical topics associated with these
ideas include differential geometry, tensor calculus and variational
calculus. In spring quarter we will consider electrodynamics, the
theory that governs the interactions between charged particles. We
will also explore the quantum theory, which describes the physics
at the atomic scale. In support of this work we will study boundary
value problems and partial differential equations.
The work in this program will consist of lectures, tutorials, group
workshops, student presentations, computer labs and seminars on
the philosophy and history of mathematics and physics.
Accepts winter and spring enrollment. Students must have
completed one quarter of differentialequations and multivariable
calculus. For winter, students must also have completed one
quarter of advanced mechanics; for spring, one quarter of linear
algebra.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2014-1015
Thematic Planning Groups: Scientific Inquiry
Mind-Body Medicine
Molecules, Genes and Health
Fall and Winter quarters
Spring quarter
Fields of Study: consciousness studies, health and psychology
Class Standing: Freshman - Senior
Preparatory for studies and careers in: counseling, health,
health care practice, psychology, and social and human services.
Faculty: Mukti Khanna, TBD
Fields of Study: biochemistry, biology, chemistry and health
Class Standing: Junior - Senior
Prerequisites: Entering students should have two quarters of
organic chemistry, and two quarters of biochemistry or cell/
molecular biology. Students completing Chemistry of Living
Systems in fall and winter will be well prepared for this program.
Preparatory for studies or careers in: biology, chemistry, health
professions and biotechnology.
Faculty: James Neitzel, TBD
Mind-body medicine is an interdisciplinary field focusing on the
applications of sociocultural, psychosocial, somatic and behavioral
knowledge relevant to health and wellness. Fall quarter will explore
historical foundations of mind-body medicine from diverse cultural
and disciplinary perspectives. We will look at how mind-body
medicine is being integrated into health care in disease prevention,
health promotion, treatment and rehabilitation centers. Winter
quarter will focus on energy psychology, qigong, expressive arts
therapy, somatic practices, communication skills and mindfulness in
psychotherapy.
Winter quarter will allow students to implement their own
Cocreative Learning Plans with program modules and individual
project or internship studies. Program modules in seminar readings
and skills training in mind-body medicine practices will be offered
for 4 credits each within the program for students who choose to
integrate this focus in their winter program work. Students can
take up to 4-16 credits of project or internship studies through the
program in winter quarter. Student project and internship work will
be presented in a program-wide fair at the end of the quarter.
Accepts winter enrollment. Students will need to submit a
proposal (available from the program website) of a 4-16 credit
project or internship to Mukti Khanna for entry into winter
quarter. Contact Mukti Khanna (khannam@evergreen.edu) or
(360) 867-6752 for more information.
Credits: 16
Enrollment: 48
Required Fees: $205 in fall for art supplies and an overnight field
trip; in winter, $75 for art supplies and $110 (optional) for acutonics
forks for students choosing a neurodevelopmental module.
Thematic Planning Groups: Society, Politics, Behavior and Change
This program will explore the molecular events that determine
the biological activity and toxicity of selected xenobiotic molecules—
chemicals not normally produced by the body. These molecules
include natural products, drugs and chemicals released in the
environment by human activity. We will focus on specific molecules,
which might include drugs like ethanyl estrodiol (birth control pill),
natural carcinogens like aflatoxin, and other toxicants like BPA
(bisphenol A). For each molecule, we will examine in detail the
molecular mechanisms by which they act on cellular or physiological
processes. How do chemicals treat a disease or cause cancer? Are
all people (or species) equally sensitive to these therapeutic and/or
toxic effects? How are chemicals metabolized and what molecular
targets does a xenobiotic molecule alter? How are genes affected
by chemicals and how do the genes affect the way the chemicals act
or their fate in the body? Can we use molecular structures to predict
which molecules may bioaccumulate and cause cancer, while other
molecules can be easily detoxified and excreted?
To help understand the actions of these molecules, this program
will examine biochemical pathways used in the transformations
of these molecules. We will examine cellular signal pathways in
detail, as the biological actions of these molecules are often due to
perturbations of these normal signal processes. We will also use tools
from modern genetics and bioinformatics to examine how genetic
differences can influence the effects of these chemicals. This will
include current research in epigenetics that proposes mechanisms
that explain how prior environmental exposures can influence an
organism's current health.
We will emphasize data analysis and interpretation obtained
from primary literature reports or agency databases. Quantitative
reasoning will be a major component of class examples, workshop
and homework assignments. Embedded in these activities are
principles of cell biology and biochemistry, organic chemistry,
genetics, physiology and epidemiology. Students who take this
program and Chemistry of Living Systems in fall and winter will
cover all of the major subject areas usually covered in Molecule to
Organism.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Scientific Inquiry
Faculty Signature: Submit answers to questions found on our
program website (blog). Submit hard copy only. Send to Heesoon
Jun, Lab II, TESC, Olympia, WA 98505 or to Don Middendorf, Lab
I TESC, Olympia, WA 98505.
Accepts winter and spring enrollment with faculty signature.
Signature requirements are same as for fall quarter.
Credits: 16
Enrollment: 50
Required Fees: $40 per quarter in fall/winter for out of print
texts; $20 for entrance fees in spring.
Thematic Planning Groups: Consciousness Studies
Students who register for a program but do not attend the first class meeting may be dropped.
fie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
66 I Programs
Programs I 67
Mount Rainier: The Place and its People
Music Intensive
Fall and Winter quarters
Fall and Winter quarters
Fields of Study: natural history, outdoor leadership and
education, visual arts and writing
Class Standing: Freshman - Senior
Prerequisites: All students must agree to and complete the
"Agreement for the Mount Rainier Program," which can be
obtained from Iab1support@evergreen.edu. Because we wish to
preserve our long-term relationships with Mount Rainier National
Park and the Nisqually Indian Tribe, the agreement asks faculty
and students to refrain from alcohol and recreational drug use
on all program activities. The agreement must be completed and
submitted to faculty by the first day of class.
Preparatory for studies or careers in: environmental education
and related fields.
Faculty: Jeff Antonelis-Lapp, Andrew Gilbert and Lucia Harrison
Fields of Study: cultural studies, history and music
Class Standing: Junior - Senior
Preparatory for studies and careers in: performing arts and
cultural studies.
Faculty: Sean Williams and Andrea Gullickson
Mount Rainier, known locally as "the Mountain" or "Tahoma",
dominates the landscape of the Puget Sound region and commands
the attention, imagination and respect of its inhabitants. The
relationship of people to the Mountain has varied widely: prized
by Indigenous Peoples for a variety of activities; seen by EuropeanAmerican settlers as a potentially vast resource for timber and
minerals; and visited as a wilderness and recreation destination for
Puget Sound inhabitants and tourists from the world over.
We will begin week 1 with a 3-day on-campus orientation, followed
immediately by a 10-day field trip to Mount Rainier National Park.
Students must be prepared to camp in primitive conditions and able
to undertake strenuous hikes and outdoor work. Field trip activities will
include conservation service learning, studying the area's natural history,
and creation of an illustrated field journal that provides the basis for
further research, visual art work and creative nonfiction writing.
Once back on campus, students will receive an introduction to
drawing and strategies for developing ideas visually. Each student
will create a thematic series of expressive drawings, a scientific
literature review, and a creative nonfiction essay inspired by the
fall field trip. We will place Mount Rainier in its historical context
by studying the history of the National Park system and the human
prehistory of Mount Rainier, reaching back 8,000 years.
During winter quarter, we will broaden our study to include
the park's neighbors within the Nisqually River watershed and
examine the efforts of various stakeholders to create a cooperative
management strategy that protects and sustains the watershed.
A four-day field trip will take us back to Mount Rainier and other
places in the upper Nisqually watershed. Other day-long field trips
will introduce us to organizations and the work they pursue.
Also during winter quarter, we will study environmental education
and local efforts to advocate for the Puget Sound region in general
and local watersheds in particular. We will study the natural history
of western Washington birds, learning to use them as a way to teach
environmental education. We will assist public school students with
water quality field monitoring and host 400 students at the Green
Congress in mid-March. These and other program activities will
equip students to develop a "sense of place" and continue to learn,
teach and advocate for the natural world.
Accepts winter enrollment. Students entering in winter will have
assignments over break to prepare for the quarter, and must agree
to and complete an "Agreement for Mount Rainier Program."
Contact faculty (lappj@evergreen.edu) for the reading and program
secretaries (Iab1support@evergreen.edu) for the agreement.
Credits: 16
Enrollment: 48
Required Fees: $200 for a field trip to Mount Rainier National
Park in fall; $300 for a field trip to Pack Forest in winter.
A similar program is expected to be offered in 2014-2015
Thematic Planning Groups: Environmental Studies
This program is designed to give upper division music students a
set of perspectives and musical practices that reflect and express the
concerns and values of people in particular times and places. We will
examine social changes that gave rise to shifts in the arts, focusing in
particular on eras, places or phenomena of specific artistic interest.
In addition to examining Western music forms, we will explore music
in the context of multiple world traditions (classical, popular and
vernacular) and the contexts that gave rise to them in Asia, South
America, and Africa. We expect to ask provocative questions,
including: What is the relationship between power, patronage and
the performing arts? Does the artist change the culture, or does
the culture call forth the artist? Is there a connection between ritual
origins of the performing arts and their spiritual effects? How can
we use written language to help us understand more about music?
Fall quarter begins with skill development in understanding the
fundamentals of music worldwide: we will play and sing music, read
music using multiple forms of notation, discuss what we are listening
to, observe musicians engaged in practice and performance, and
collectively develop our work in rhythm, timbre, melody, harmony
and other realms by drawing from traditions in Europe, America,
Brazil, Indonesia and West Africa. Three essays—covering different
ways of writing about music—will be required during fall quarter.
Our work through the rest of fall quarter and well into winter quarter
will focus on issues common to musics and musicians everywhere,
including race, class, gender, colonialism, liminality, physics, politics,
religion, education and social structures. The genres we study might
shift from chamber music to rock to jazz to opera; but also from
samba to kabuki, gamelan or bluegrass. In each case we treat the
entire genre of music as a whole: the instruments, voices, people
and context all serve to inform your learning.
Winter quarter we will branch out into more specific areas of
study; with faculty guidance, students will choose an issue, a place
and a genre to study and write about in a single short essay early in
the quarter. In addition, students will be expected to do independent
study as part of a fieldwork project that will take them off campus for
three weeks later in the quarter. During those three weeks, students
will explore an individual musician, group, company or genre on
their own, producing a significant essay (20 to 30 pages) and oral
presentation at the end of the quarter. This individual research
project can take place in Olympia or anywhere in the United States,
and faculty will work with students on aspects of writing up research,
revision and oral presentation in the last few weeks of the program.
Each week in both fall and winter quarter, program activities will
include reading, focused listening, workshops, guest lectures, ear
training, films, lectures and seminars. Skill development in musical
performance (and occasionally movement) is expected; students will
study a musical instrument or vocal tradition outside of class and
demonstrate improvement over the course of the two quarters. At
the end of each quarter, students will be asked to offer the results
of their individual research and collaborative project work in both
performances and presentations.
Credits: 16
Enrollment: 50
Required Fees: $200 per quarter for concert tickets and program
book costs.
Thematic Planning Groups: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Music, Math and Cybernetics:
Things + Relations = Systems
Musical Theatre in Cultural Context
Fall and Winter quarters
Fall and Winter quarters
Fields of Study: aesthetics, computer science, mathematics,
music and philosophy of science
Class Standing: Freshman - Senior
Prerequisites: A strong interest in technology, mathematical
ways of thinking, and creative thought.
Preparatory for studies or careers in: music composition, music
performance, computer science and mathematics.
Faculty: Arun Chandra and Richard Weiss
Systems are not only of things but the relations between them.
Mathematics offers an elegant language for the creation and
analysis of relations and patterns, in and out of time. In its essence
it is about order, continuity and difference.
Music (when not merely reproduction) comes into being when
a composer desires, specifies and implements sounds in a system
of relations. ("Style" being a short-hand for a particular system of
sounds and their relations.)
Thus, music realizes the offer of mathematics when an
implementation of desire involves systems of thought: what you want
is what you get—but you have to want something! and articulate it!
in a language! of things! and relations!—which is cybernetics.
"Cybernetics is a way of thinking about ways of thinking, of
which it is one." —Larry Richards.
This program interleaves the composition of computer music
with the mathematics and analysis of sound. We will explore how it
relates to scientific methodology, creative insight and contemporary
technology. We will address "things" such as music and sound,
rhythms and pulses, harmonics and resonances, the physical,
geometrical, and psycho-physical bases of sound, acoustics, and
their differing sets of relations by which they become "systems".
A composer/musician and a computer scientist/mathematician
will collaborate to offer a creative and practical, accessible and
deeply engaging introduction to these subjects for interested nonspecialists. Our math will be at a pre-calculus level, though students
may do research projects at a more advanced level if they choose.
Interdisciplinary projects could include creating music algorithmically
with computers, or analyzing sound mathematically.
Cybernetics offers both a philosophy underlying systems of
thought, as well as frameworks with which one can both analyze
and create. This program is designed for those who find their art
in numbers, their science in notes, their thoughts on the ground,
and their feet in the stars. By combining music, mathematics
and computer science, this program contributes to a liberal arts
education, and appeals to the creativity of both buttocks of the
brain.
Credits: 16
Enrollment: 48
Required Fees: $75 per quarter for performance tickets.
A similar program is expected to be offered in 2016-17
Thematic Planning Groups: Expressive Arts and Scientific Inquiry
Fields of Study: music and theater
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: theater, cultural studies,
music composition and performance and other studies and
careers demanding good written and oral communication skills.
Faculty: Rose Jang
Vocal performance and instrumental music have existed as
primary vehicles of human emotion and communication since the
dawn of history and across cultural boundaries. Whether it was the
choral ode recited to the accompaniment of the lyre in the classical
Greek age during 5th century BCE, or the ritualistic hymns sung to
the solemn tune of Zheng around the same antiquity in China, music
has since accompanied literary ingenuity and punctuated everyday
life via melody and rhythm in different parts of the world. Musical
theatre brings under its artistic umbrella the individual forms and
aesthetics of music, dance, acting, poetry, dramatic literature and
architectural environment.
Many parallels can be drawn between the musical theatres
of the East and West. For example, Chinese opera evolved from
classical roots, through the politically frenzied revolutionary opera
of the Cultural Revolution of 1966-76, and then to the current
revival and reinterpretation of traditional repertory beginning in
the 1980s. European musical theatre followed its own torturous
path; the Renaissance Italians imitated ancient Greek theatre by
creating European opera, which was then parodied by English
Ballad Operas in the early 18th century, and later adapted into satiric
cabaret musicals such as Brecht & Weill's The Threepenny Opera
two hundred years later.
In this program, we intend to study various forms of musical
theatre in specific cultural context, from both Western and Eastern
traditions, and aim to bring them alive by actively and seriously
practicing voice, singing, acting, movement and music performance.
In fall quarter, we will trace the evolution of musical theatre crossculturally. Chinese, Japanese and other Asian musical theatre styles
will be set in distinct contrast to the long trail of Western musical
ventures from the classical Greek theatre, Renaissance theatre, and
European opera to 20th and 21st century musical plays. We will try
to understand the artistic merit and intention behind each work of
musical theatre and comprehend the social, political or philosophical
themes embodied by the unique combinations of music and stylized
performance that each theatre adopts.
At the same time we are studying history and culture in lecture,
seminar, reading and writing, we will also learn to sing, to act, to
play music instruments, and to set poetic texts, which may have
been preserved without extant music scores, to creative new
compositions in workshop and projects. Students will write songs
based on Chinese texts in translation and stage fresh versions of
classical Chinese musical drama using cultural knowledge and
creative imagination.
Winter quarter will be devoted mainly to rehearsals and
production work for a major production. Students will learn to gear
all their creative and performative efforts to one complicated, fulllength musical theatre piece, possibly Jeremy Barlow's setting of
The Beggar's Opera, and stage it in a public performance at the
end of the quarter.
Credits: 16
Enrollment: 25
Required Fees: $40 for admission to plays in fall.
Thematic Planning Groups: Expressive Arts
'me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
68 I Programs
Programs I 69
Nonfiction Media: Sustainability and Justice
Fall, Winter and Spring quarters
Fields of Study: communications, cultural studies, media arts,
media studies, moving image and sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: Two quarters of an Evergreen interdisiplinary
program or the equivalent. This foundational program in media
arts assumes no prior experience in media, but does require upperdivision college-level critical thinking, reading and writing skills.
Preparatory for studies or careers in: media, visual art and
communication.
Faculty: Laurie Meeker, TBD
This is the foundational program for moving image practices at
Evergreen. This program will continue to emphasize the study of media
technology and hands-on production practices along with the study
of film/video history and theory. This year our work as filmmakers will
be placed in the service of both sustainability and justice. A number of
academic programs have begun to center their inquiry on important
issues facing us and our planet—climate change, environmental justice,
the relationship between people and the land, the sustainability of
human and natural communities—issues that are vital to our wellbeing and the health of the planet. How do we engage these issues
as filmmakers and artists? Can our work make a difference?
Engaging media history and theory will be central to developing
strategies of representation in our own work as producers of media.
We will examine the history of documentary filmmaking to explore
the strategies filmmakers have developed to represent "reality."
We will study non-fiction filmmaking practices through screenings,
readings, research projects, writing, and seminar discussions. One
thread of our inquiry will focus on media addressing sustainability
and justice—how have filmmakers placed their work in the service
of political struggle, sustainability, justice, and the environment?
Another thread of our inquiry will address critical alternatives
to mainstream media, including autobiography, the history of
experimental film and video art, and essayistic video. We will also
address the politics of representation in relation to race, class and
gender. Most people agree that media has the power to educate, as
well as influence attitudes and behavior. Can media artists contribute
to social change? As artists, how do we enter the debates around
social and political justice, around energy, the environment and
climate change? How does political media function in the discourses
surrounding these issues?
During fall and winter, students will develop media production
skills as they engage a series of design problems thematically
related to sustainability and justice, which provides a context for
our work. The "sustainability and justice" framework will be broadly
defined, and students can expect to create work that uses a variety
of representational strategies, from documentary, to essayistic,
to personal and autobiographical. We will explore a variety of
production techniques, including a focus on audio production, an
exploration of the image through cinematography, and the study
of digital media production. Collaboration, a skill learned through
practice, will be an important aspect of this learning community.
Students will be expected to commit to a number of collaborative
projects as well as working independently. The spring quarter will
be devoted to developing independent media projects through
research, proposal writing and media production.
This program will link with other academic programs studying
sustainability and justice, and we will work to develop collaborative
projects addressing issues under the sustainability and justice umbrella.
program. Transfer students should submit an unofficial transcript
and a letter of recommendation from a previous faculty member.
Applications will be available by May 1 from the Seminar I program
secretary's office. Applications received by spring 2012 Academic
Fair will be given priority. Completed applications should be
printed and submitted to Laurie Meeker's faculty mailbox in
Seminar I (see campus directory). Qualified students will be
accepted until the program fills. Students will be notified by
email that they have been accepted into the program; a signature
override will be posted so that accepted students can register.
Credits: 16
Enrollment: 44
Required Fees: $300 per quarter for media production supplies
in fall/winter.
Thematic Planning Groups: Sustainability and Justice
Orissi Dance and Music of India
Winter quarter
Fields of Study: cultural studies, dance, gender and women's
studies and music
Class Standing: Freshman - Senior
Prerequisites: Some previous training in dance or music would be
useful, but is not expected.
Preparatory for studies or careers in: performing arts,
cultural studies, Asian studies, South Asia, gender studies and
postcolonial studies.
Faculty: Andrew Buchman and Ratna Roy
In this program we will focus on the dance and music culture
of central eastern India, specifically the art-rich state of Orissa.
While some music or dance background would be useful, it is not
necessary. This is a culture and history offering, along with some
practical hands-on experience in dance and music. We will immerse
ourselves in this ancient culture of dance and music. Our readings
will include themes such as gender, colonial history and post-colonial
theory, and the current economic ferment that is transforming many
aspects of Indian society today.
The first iconographical evidence of Orissa's dance and music
culture comes from 2nd-1st century BCE, and the culture thrived
for centuries before it declined under colonial rule to be partially
revived in the 1950s and 60s. This effort still continues, and we will
be part of that effort.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
This program does not accept new enrollment in winter/spring.
Faculty Signature: Students must submit a written application
and both the Faculty Evaluation of Student Achievement and the
corresponding Student Self-evaluation from a recent Evergreen
Students who register for a program but do not attend the first class meeting may be dropped.
Fall quarter
Spring quarter
Fields of Study: ecology, environmental studies, field studies,
natural history and zoology
Class Standing: Freshman - Senior
Preparatory for studies or careers in: ornithology, zoology,
ecology, natural history and wildlife biology.
Faculty: Alison Styring
Fields of Study: botany, field studies, media arts, moving image,
natural history and visual arts
Class Standing: Freshman - Senior
Preparatory for studies or careers in: animation, art, scientific
illustration, botany and education.
Faculty: Ruth Hayes and Frederica Bowcutt
Birds are the most diverse vertebrates found on the earth. We will
explore the causes of this incredible diversity through a well-rounded
investigation of general bird biology, the evolution of flight (and its
implications), and the complex ecological interactions of birds with their
environments. This program has considerable field and lab components
and students will be expected to develop strong bird identification
skills, including Latin names, and extensive knowledge of avian
anatomy and physiology. We will learn a variety of field and analytical
techniques currently used in bird monitoring and research. We will take
several day trips to field sites in the Puget Sound region throughout the
quarter to hone our bird-watching skills and practice field-monitoring
techniques. Students will keep field journals documenting their skill
development in species identification and proficiency in a variety of
field methodologies. Learning will also be assessed through exams,
quizzes, field assignments, group work and participation.
This program offers students opportunities to learn scientific
and creative approaches to representing plants including field
plant taxonomy, botanical illustration, observational and expressive
drawing, and animation. Through lectures, lab exercises, design
problems and field trips, students will learn to recognize the
diagnostic characters of common plant families, and use dichotomous
keys and field guides for plant identification.
In lectures, readings and critiques, participants will study the
history of botanical illustration and explore aspects of how plants
have been represented by artists and in popular culture. In workshops,
students will practice skills in drawing, black and white illustration
(pen and ink and scratchboard) and color illustration (watercolor)
techniques. As living things, plants grow and change through time,
and we experience them in time, so students will also learn a variety
of analog and digital animation techniques to represent the temporal
dimensions of plants. Students will practice these skills in the execution
of a portfolio of illustrations and short animated sequences.
Several one-day field trips and one multi-day field trip are the
core of this program. Participation in the field trips is required and
will provide students access to a variety of habitats including prairie,
coniferous forest, oak woodland, riparian woodland, saltwater marsh
and freshwater marsh. During and after field trips, students will apply
their taxonomy, drawing, illustration and animation skills in exercises
and entries in field journals and sketchbooks.
Credits: 16
Enrollment: 24
Required Fees: $300 (optional) for an overnight field trip to the
Chelan Ridge Raptor Observatory early in the quarter (during the
peak of raptor migration).
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Credits: 16
Enrollment: 48
Required Fees: $500 for overnight field trip and art and
animation supplies.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts and Environmental Studies
'Ome programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
70 I Programs
Programs I 71
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
Popular Uprisings:
1968, 2011 and the Road Foward
The Postcolonial Novel
Fall and Winter quarters
Fall and Winter quarters
Spring quarter
Fields of Study: American studies, community studies,
economics, environmental studies, government, law and
government policy and sustainability studies
Class Standing: Junior - Senior
Preparatory for studies and careers in: land use and
environmental planning, policy development and fiscal analysis,
environmental and natural resource management, and community
development.
Faculty: Jennifer Gerend and Ralph Murphy
Fields of Study: American studies, cultural studies, economics,
gender & women's studies, government, history, political science
and sociology
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: political science,
economics, education, labor and community organizing, law and
international solidarity.
Faculty: Michael Vavrus and Peter Bohmer
Fields of Study: African American studies, American studies,
cultural studies, economics, gender and women's studies, history,
philosophy, political science and sociology
Class Standing: Freshman - Senior
Prerequisites: background or experience in social movements
and in political economy or cultural studies strongly suggested.
Preparatory for studies and careers in: teaching social
studies; organizing; working for an economic or social justice
organziation—locally, nationally or globally; graduate school in
social sciences or cultural studies.
Faculty: Peter Bohmer and Elizabeth Williamson
Fields of Study: cultural studies, literature and writing
Class Standing: Junior - Senior
Preparatory for studies and careers in: literary studies.
Faculty: Trevor Speller
This program will provide an interdisciplinary, in-depth focus on
how land has been viewed and treated by humans historically and in
contemporary times. We will give special attention to the political,
economic, social/cultural, environmental and justice contexts of land
use. We will also look at land ethics, concepts of land ownership,
and efforts to regulate land uses and protect lands that have been
defined as valuable by society.
To understand the context, role and purposes of land use
policy and regulation, the following topics and social science
disciplines will be used to evaluate human treatment of land
primarily in the United States: history and theory of land use
planning; economic and community development; the structure
and function of American government and federalism; public policy
formation and implementation; contemporary land use planning
and growth management; elements of environmental and land
use law; economics; fiscal analysis of state and local governments;
and selected applications of qualitative and quantitative research
methods, such as statistics and GIS. Taken together, these topics will
help us examine the diversity of ideas, theories and skills required for
developing an in-depth analysis of land issues. Our goal is to have
students leave the program with a comprehensive understanding of
the complexity of issues surrounding land use planning, restoration,
urban redevelopment, stewardship and conservation.
The program will include lectures, seminars, guest speakers,
films, research methods workshops, field trips in western Washington
and individual and group research projects and presentations. Fall
quarter will focus on developing an understanding of the political
and economic history that brought about the need for land use
regulation. This will include understanding the political, legal,
theoretical and economic context. Winter quarter will continue these
themes into contemporary applications and the professional world
of land use planning, such as the Washington Growth Management
Act, historic preservation and shoreline management. Students
will leave the program with the foundation to prepare them for
internships or potential careers in land use policy and management.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
We will examine the nature, development and concrete workings
of modern capitalism and the interrelationship of race, class and
gender in historical and contemporary contexts. Recurring themes
will be the relationship among oppression, exploitation, social
movements, reform and fundamental change, and the construction
of alternatives to capitalism, nationally and globally. We will examine
how social change has occurred in the past, present trends, and
alternatives for the future. We will also examine different theoretical
frameworks such as liberalism, Marxism, feminism, anarchism and
neoclassical economics, and their explanations of the current U.S.
and global political economy and key issues such as education,
the media and the criminal justice system. Students will learn
communication skills related to public debate and social change.
In fall, the U.S. experience will be the central focus, whereas winter
will have a global focus. We will begin with the colonization of the
U.S., and the material and ideological foundations of the U.S. political
economy from the 18th century to the present. We will explore specific
issues including the slave trade, racial, gender and economic inequality,
the labor movement and the western push to "American Empire."
We will carefully examine the linkages from the past to the present
between the economic core of capitalism, political and social structures,
and gender, race and class relations. Resistance will be a central
theme. We will study microeconomics principles from a neoclassical
and political economy perspective. Within microeconomics,we will
study topics such as the structure and failure of markets, work and
wages, poverty, and the gender and racial division of labor.
In winter, we will examine the interrelationship between the U.S.
political economy and the changing global system, and U.S. foreign
policy. We will study causes and consequences of the globalization
of capital and its effects in our daily lives, international migration, the
role of multilateral institutions and the meaning of trade agreements
and regional organizations. This program will analyze the response
of societies such as Venezuela and Bolivia and social movements such
as labor, feminist, anti-war, environmental, indigenous and youth in the
U.S. and internationally in opposing the global order. We will look at
alternatives to neoliberal capitalism including socialism, participatory
economies and community-based economies and strategies for social
change. We will study macroeconomics, including causes and solutions
to the high rates of unemployment and to economic instability. We will
introduce competing theories of international trade and finance and
examine their applicability in the global South and North. In winter
quarter, as part of the 16 credits, there will be an optional internship
for up to four credits in organizations and groups whose activities are
closely related to the themes of this program or the opportunity to
write a research paper on a relevant political economy topic.
Students will engage the material through seminars, lectures,
films, workshops, seminar response papers, synthesis papers based
on program material and concepts, and take-home economics
examinations.
Accepts winter enrollment with faculty signature. Students
who are knowledgeable about the fall quarter concepts, content
and equivalent readings should contact the faculty.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
1968 and 2011 were world historic years. In both cases, uprisings
spread within and between countries. In 1968, major resistance to
the existing order produced movements for liberation in Vietnam
(Tet offensive); France (May, 1968); Czechoslovakia (Soviet
invasion, August, 1968); Mexico, (Tlatelolco and Olympics) and the
United States—including the rebellions after Martin Luther King's
assassination, the Columbia University occupation, the protests
against the Democratic Party Convention in Chicago, and the major
growth of the women's and Black liberation movements. There were
major uprisings in many other countries. New left theory and practice
were integral to those movements. 1968 was perhaps the central
year of the 1960s—a decade where the status quo was challenged
culturally, socially and politically; a period of experimentation where
countercultures emerged and revolution was in the air.
2011 was another major year of uprisings. Social movements
against repressive governments and against social inequality spread
from Tunisia to Egypt to Yemen, Syria, Libya, Bahrain—among many
others. The nature and goals of the uprisings vary from country to
county, but all are connected by an egalitarian and democratic spirit
where youth play a major role. Inspired partially by the events in
the Middle East, Wisconsin residents and especially public sector
workers occupied the State Capital in the spring of 2011, and there
were massive demonstrations against the frontal attack on public
sector unions, and on education and social programs. These socalled "austerity measures" and the growing resistance to them
are occurring all over the United States. There is also occupation of
public spaces led by the young and independent of political parties,
demanding the end of unemployment and the maintenance of social
program in Greece, France, Spain and other countries in Europe.
In this program we will examine the political, economic, and
cultural contexts of the uprisings in both of these periods—paying
attention to local, national and global connections. We will study
these uprisings, and the socio-political forces that helped shape
them, through cultural and political economic analysis, fiction and
non-fiction literature, movies, music, and participant experiences.
Particular attention will be paid to developing research skills and
writing for a broader audience.
In addition to developing a greater awareness of the historical
impact of these uprisings, we hope to better understand the
philosophy, goals, strategy and tactics of the organizers of these
movements. We will conclude by comparing and contrasting 1968
to 2011 in order to develop lessons for the present and future.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language,
Sustainability and Justice, and Society, Politics, Behavior and Change
Spring quarter
With the break-up of the British empire following the second
World War, a new set of states emerged into the world, with
particular cultural concerns. Grounded in commonwealth literature,
this program will explore the particular aesthetic and political issues
that accompany the writing of the novel. We will read novels ranging
from the mid-nineteenth century to the late twentieth century,
written by novelists from Ireland to India. We will consider the novel
as an art form that establishes a genre, and one that breaks genre
boundaries.
Our considerations will include what makes a novel "British,"
"colonial," or "postcolonial." How did this art form come to be?
What is the relationship between politics and literature? How do
writers express nationalist sentiment in fiction? What influence does
Britain exercise on the literature of her former colonies? Are there
differences in aesthetics that come with political emancipation? Do
these novels constitute a national—or international—art form? This
intersection of colonialism, nationalism and the novel will be an
important focus of our attention, as well as conflicting contemporary
views around the rise of the novel.
The reading list will tackle texts such as The Moonstone, Heart
of Darkness, Kim, A Passage to India, Burmese Days, Things Fall
Apart, A Bend in the River, Midnight's Children or Troubles. We
will read excerpts from other works of fiction, critical views on the
postcolonial novel, and contemporary literary theory. By the end of
the program, students will have a firm foundation in postcolonial
literature, exposure to significant strands of literary theory, and
experience with upper-division literary research.
Students will be asked to read all texts, prepare a presentation,
to lead class discussions, and produce a critical paper (15+ pp.), in
addition to regular shorter assignments. Film versions of the texts
may be shown. Students are strongly encouraged to have previous
studies in literature and/or the humanities, and to have previously
written a paper of significant length (10+ pp.) on a literary or
historical topic. Lower-division students may be admitted pending
an assessment of written work. The best work in this program will be
useful for graduate school applications.
Credits: 16
Enrollment: 25
Required Fees: $50 for admission to film, museum, or other
cultural venue.
Thematic Planning Groups: Culture and Text and Language
72 I Programs
Programs I 73
Postmodernity and Postmodernism: Barth,
Baudrillard, DeLillo, Murakami, Pynchon, Said
and World Cinema
Fall quarter
Fields of Study: cultural studies, literature, moving image,
philosophy and sociology
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: literature, philosophy,
sociology, cultural studies and film studies.
Faculty: Harumi Moruzzi and Zahid Shariff
For the West and Japan, the 19th century was a heady century
that embraced the Utopian notion of perfectibility of human society
through science and technology. However, by the beginning of the
20th century this giddy sense of unremitting human progress and
spread of democracy began to be gradually challenged by various
iconoclastic ideas, such as Freudian psychoanalytic theory, Einstein's
theory of relativity and Heisenberg's uncertainty principle. A sense
of confusion, anarchy and dread expressed itself in various art works
in the first decade or so of the 20th century in strikingly similar ways
to that of our own time, which suffered perhaps a more radical
and real disillusionment regarding humanity and its future through
its experience of Nazi holocaust and the atomic bomb explosions
in Hiroshima and Nagasaki. Our contemporary experience, at the
beginning of the 21" century, is still generally and vaguely called
the postmodern time or postmodernity. But, what is postmodernity?
What is postmodernism? In this program we will explore the
complexities of the concepts of postmodernity and postmodernism
through lectures, book seminars, films and film seminars.
At the beginning of the quarter, students will be introduced
to the rudiments of film analytical terms in order to develop a
more critical attitude toward the film-viewing experience. Early
in the quarter, students will also be introduced to major literary
theories in order to familiarize themselves with varied approaches
to the interpretation of literature. Then, students will examine
postmodernity and postmodernism as manifested in the literary
works of John Barth, Don DeLillo, Haruki Murakami and Thomas
Pynchon as well as in the films directed by Godard, Lynch, and other
contemporary filmmakers, while exploring the significance and
implications of such literary and cinematic works through the various
theoretical works of Baudrillard, Foucault, Jameson, Lyotard, Said
and other influential thinkers.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Culture, Text, and Language, and
Society, Politics, Behavior and Change
Power Play(ers): Actions and Their Consequences
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 or careers in: social work, education,
law, health care, public policy, media literacy, history,
organizational management, biomedical sciences, environmental
studies, literature, community activism and foreign policy.
Faculty: Artee Young, Mingxia Li, Tyrus Smith, Gilda Sheppard
and Paul McCreary
The program will explore colonial, postcolonial and neocolonial
issues as they are unfolding on local, national and global stages.
Colonialism has resurfaced in new forms of neocolonialism that we
encounter in our daily lives and work. Emphasis is placed on how to
recognize which generations of peoples were oppressed and forced
to submit to exploitation and state and/or corporate sponsored
tyrannies. Moreover, studies will center on how peoples acquire
mental resistance to their hegemony, how to assert individual, family
and community values and identities, and how to decipher and
reframe meanings from information channeled through mass media.
How to analyze the powers at play in societal structures, how to
empower oneself and community, and how to understand the ways
in which these structures of power and control impact the quality of
life for ordinary people at home and abroad are some of the skills
you will learn from "Power Player(s)."
This upper division program will examine local, national and foreign
policy issues of the postcolonial and neocolonial world in education,
health care, social welfare and the environment through interdisciplinary
studies of law, bioethics, biomedical sciences, environmental science,
the legislative process, organizational management, mathematics
modeling, sociology, psychology, American and world history, media
literacy, world literature and cultures. Research methods in social and
natural sciences and statistics emphasized in this program will present
you with a systematic approach and analytical tools to address real life
issues in research practice throughout the activities of the program.
Information and multimedia technology and biomedical laboratory
technology will be employed in hands-on laboratory practice to
enhance your academic capacity and power.
The theme for fall quarter is identifying the problem and
clarifying the question. The first quarter of the program will be used
to lay the foundation for the rest of the year, both substantively
and in terms of the tools necessary to operate effectively in the
learning community. We will explore theories, history and practices
of colonialism. Colonialism will be analyzed from the perspectives
of both political economy and history. In seminars, we will read,
discuss and analyze texts that will add to our understanding of the
ways in which colonialism and neocolonialism have created unequal
distributions of power, wealth and access to resources.
Winter quarter's theme is researching the roots, causes, and
potential solutions. We will look at specific contemporary issues
of power viewed from a variety of institutional perspectives, most
notably in health, education, law, science, government, politics, youth,
environment, community development, women's empowerment
and human rights. Students will investigate specific issues of unequal
distributions of power with the purpose of identifying a particular
problem, defining its dimensions, determining its causes, and
establishing action plans for its remedy.
In the spring, the theme will progress to imp/ementat/on.
The program will devote the final quarter to the design and
implementation of projects to address the issues of unequal
distributions of power identified in winter quarter. Seminar groups
will combine their efforts to undertake actions to target current
imbalances of power in the community. These actions may take the
form of educational events, publications, multimedia presentations
or art installations. Academic courses will assist in the successful
implementation and evaluation of the student group activities.
r
Practice of Sustainable Agriculture
Spring quarter
Fields of Study: agriculture, biology, botany, ecology, field
studies and Sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: high school biology and chemistry, ability to
adhere to a structured work schedule, ability to follow detailed
directions in a work environment, and ability/willingness to
resolve conflicts in a group setting.
Preparatory for studies or careers in: farm and garden
management; working with non-profit organizations focusing on
food, land use and agriculture; State and County Extension; and
state and federal regulatory agencies.
Faculty: David Muehleisen and Stephen Bramwell
What does it take to start up and run a small-scale agricultural
business? Do you know how to grow organic food? Are you interested
in contributing to the success of the campus Organic Farm? Join us
on the farm for hard work and a wide-ranging examination of these
and other questions.
In this three-quarter program which begins spring quarter, we will
integrate the theoretical and practical aspects of organic small-scale
direct market farming in the Pacific Northwest by working on the
Evergreen Organic Farm through an entire growing season (spring,
summer and fall quarters). All students will work on the farm a minimum
of 20 hours per week. The program is rigorous both physically and
academically and requires a willingness to work outside in adverse
weather on a schedule determined by the needs of crops and animals.
Our exploration of critical agricultural topics will occur through
a curriculum that is intricately tied to what is happening in the fields
as the growing season progresses. The major focus of the program
will be developing the knowledge and skills needed to start up
and operate a small-scale agricultural operation based on a sound
understanding of the underlying science and business principles.
At the same time, hands-on farm work will provide the context for
developing applied biology, chemistry and math skills.
Each quarter, we will cover a variety of seasonally appropriate
topics needed to operate a sustainable farm business. In spring,
we will focus on soil science and nutrient management, annual and
perennial plant propagation, greenhouse management, crop botany,
composting, vermiculture and market planning. In summer our focus
will be on entomology and pest management, plant pathology weed
biology and management, water management and irrigation system
design, animal husbandry, maximizing market and value-added
opportunities and regulatory issues. Fall quarter's focus will be on
season extension techniques, production and business planning, the
use and management of green and animal manures, cover crops,
and crop storage techniques and physiology.
Additional topics will include record keeping for organic
production systems, alternative crop production systems, apiculture,
aquaponics, urban agriculture, small-scale grain-raising, mushroom
cultivation, and techniques for adding value to farm and garden
products. Students will learn how to use and maintain farm equipment,
ranging from hand tools to tractors and implements. Students
will have the opportunity to develop their personal agricultural
interests through research projects. Topics will be explored through
on-farm workshops, seminars, lectures, laboratory exercises, farm
management groups, guest lectures, field experimentation and field
trips to regional agricultural operations.
Books typically used in the program include Sou/ of the Soil by
Gershuny, Crop Rotation on Organic Farms by Mohler and Johnson
(eds.), The Organic Farmer's Business Handbook by Wiswall, SmallScale Livestock Farming by Ekarius, Manage insects on Your Farm:
A Guide to Ecological Strategies by Altieri, and The Winter Harvest
Handbook by Coleman.
If you are a student with a disability and would like to request
accommodations, please contact the instructor or the office of
Access Services prior to the start of the quarter. Access Services,
Library 2153. Contact Program Coordinator Steve Schmidt
(360.867.6348; TTY 360.867.6834; schmidts@evergreen.edu). If you
require accessible transportation for field trips, contact the instructor
well in advance of the field trip dates to allow time to arrange this.
Students planning to take this program who are receiving
financial aid should contact financial aid early in fall quarter 2012
to develop a financial aid plan that includes summer quarter 2013.
Faculty Signature: Interested students should apply by writing a
letter that details how they have met the specific prerequisites.
Email to Dave Muehleisen (muehleid@evergreen.edu). Applications
received by the Winter Academic Fair will receive priority. After that,
applications will be reviewed as submitted and qualified students
will be accepted until the program fills. Students will be individually
notified by e-mail of their acceptance into this program.
Credits: 16
Enrollment: 50
Required Fees: $150 per quarter for field trips.
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
••
Accepts Enrollment for all quarters 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 2017-2018
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior, and Change, and Tacoma Program
Photo by Carlos Javier Sanchez '97
Students who register for a program but do not attend the first class meeting may be dropped.
e
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs I 75
74 I Programs
Psychology, Learning and Becoming
Spring quarter
Fields of Study: consciousness studies, education, psychology
Class Standing: Freshman - Sophomore
Preparatory for studies and careers in: psychology and
education.
Faculty: Scott Coleman
This program introduces a broad spectrum of contemporary
and classical psychological theories about learning and personality.
It has the complementary intent of applying these theories to our
understanding of ourselves as a unique learners and human beings.
Our guiding questions will be both theoretical and personal,
including: How can we make sense of human personality differences?
How do people learn? Do I have a unique life calling? What is my
learning style?
Topics of study will include developmental and educational
psychology, depth psychology and personality theory. Our work
will be informed by such thinkers as Sigmund Freud, Carl Jung,
Roberto Assagioli, Daniel Siegel, Nancy Chodorow, James Hillman,
Carl Rogers, Howard Gardner, Jacob Moreno, John Welwood,
Helen Palmer, Ken Wilber, Erik Erikson, Lawrence Kohlberg, Richard
Schwartz, John Bowlby and Mary Ainsworth.
In addition to reading, writing, and engaging in weekly seminars,
our activities will include experiential workshops and individual
and group projects, as well as regular assessments to support our
growing understanding of the foundational concepts we will be
learning. Learning about and from each other will be an essential
feature of learning about the human psyche and its often surprising
similarities and differences, so an emphasis will be placed on building
a supportive learning community.
This program may be particularly useful for those with an interest
in bringing a more focused and self-informed perspective to their
future learning opportunities.
Credits: 16
Enrollment: 23
Thematic Planning Groups: Society, Politics, Behavior and Change
Public Health and Economic Development
in Sub-Saharan Africa
Queer Pleasure and Politics
Fall and Winter quarters
Fields of Study: gender and women's studies, history, queer studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: history, gender and
sexuality studies, careers in any field of education, human
services, entertainment, etc. in which it would be wise to
understand human diversity.
Faculty: Greg Mullins, TBD
Fields of Study: economics, health and international studies
Class Standing: Freshman - Senior
Preparatory for studies or careers in: public health, international
development studies, economics, public policy and political
economy.
Faculty: Tom Womeldorff and Nancy Anderson
For generations, individuals from "richer countries" have travelled
to "poorer countries" to help improve local living conditions,
not always with positive or even measurable results. How do wellintentioned outsiders know if they are helping or hindering the
progress of a community? We will critically assess the effectiveness
of outsiders—individuals, organizations and governments—with
particular focus on issues of public health and economic development
in Sub-Saharan Africa. Is there a constructive role for "richer countries"
in promoting and facilitating equitable development in the countries
of Sub-Saharan Africa or does the history of colonialism doom any
possibility of constructive interaction?
We will begin by examining the systematic underdevelopment
of Africa by European colonial powers, and analyze the continent's
historical and current place in the capitalist world-system. We will
develop an understanding of the complexities, paradoxes and
contradictions shaping the possibilities for equitable development in
post-colonial Sub-Saharan Africa. We will consider the evolution of
theories of economic development and public health perspectives
on human development. We will explore the forces that have shaped
the health and human development of Sub Saharan Africa since
World War II. How do we know that models designed to improve
human development actually forward the stated goals? Does
economic growth now followed by later income redistribution work
or must equity be incorporated into economic goals from the outset?
How do we measure success? Can governmental aid organizations,
acting in the name of the "richer countries", serve the best interests
of the "poorer countries"? How can we best work with governments
that do not promote equity or the well-being of their populations?
We will consider the role of governmental aid, multilateral
agencies, and non-governmental organizations. We will consider a
range of economic development initiatives from the World Bank to
Kiva.org. The role of the World Health Organization, the relevance
of the primary health care model, and the potential of the Health
for All campaigns will be considered in the context of ongoing
inequality and continuing indicators of poor health in several parts
of Sub-Saharan Africa.
We will use a case study format to analyze the variation in
equitable economic development and public health among several
Sub-Saharan African countries, examining the influence of foreign
aid in the achievement of these objectives. Students completing
this program will have a foundation in economic development and
public health that will help them critically assess community needs,
strengths, and deficits. They will have the skills necessary to answer
the question "Am I making a positive difference?" both at home
and abroad.
Reality Check:
Indian Images and [Misrepresentations
Spring quarter
Why is glitter queer? Why is drag glamorous? Why are Broadway
musicals gay in both senses of that word? Why, for that matter, did a
word that meant bright, showy, cheerful and carefree come to signal
homosexuality?
Entertainments, recreation, social gatherings and stage spectacles
have a long and deep relationship to sexual and gender identities,
communities, and the politics that emerge from them. In this program
we will examine the history of queer gender and sexuality in relation
to bars, parks, baths, burlesque halls, balls, theaters, musicals, music
festivals, Softball teams, films and parades. Our approach will be
primarily historical, as we consider how modern genders and sexualities
are playfully forged via social interaction in places of entertainment. Our
focus will be the United States in the 19th and 20th centuries.
Historical texts will be complemented with theoretical readings
that explore the relation between pleasure and politics. We will
be especially interested in style, costume, humor, bacchanalia,
outrageousness, spectacle, camp, play and the carnivalesque.
Students should emerge from the program with a sophisticated
understanding not only of sexual and gender identity and community,
but also of how sexual and gender politics have been advanced
through visibility, spectacle and play.
Credits: 16
Enrollment: 50
Required Fees: $25 for entrance fees to performances.
Thematic Planning Groups: Culture, Text and Language
Winter quarter
Fields of Study: Native American studies, cultural studies,
history, media studies and political science
Class Standing: Freshman - Senior
Preparatory for studies and careers in: art, cultural studies,
education, geography, history, media studies, Native studies and
political science.
Faculty: Frances V. Rains
This program will address historic and contemporary images and
misrepresentations of Indians in a variety of media. Indian images
from films, photographs, language, mascots, popular culture and
commercial interests will be deconstructed and analyzed for meaning,
significance, power, representation and issues of authenticity.
Colonialism, U.S./Indian history, geo-politics, and economics will
be decolonized through the lenses of Native resistance, Native
sovereignty and Native political and economic issues. Essential to
this exploration will be an investigation of the dynamics of "self"
and "other."
Learning will take place through readings, seminars, lectures,
films and workshops. Students will improve their research skills
through document review, observations and critical analysis.
Students will also have opportunities to improve their writing skills
through weekly written assignments. Verbal skills will be improved
through small group and whole class seminar discussions, and
through individual final project presentations. Options for the final
project will be discussed in the syllabus and in class.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Culture, Text and Language, and
Native American and World Indigenous Peoples
Credits: 16
Enrollment: 48
Thematic Planning Groups: Sustainability and Justice, 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.
>°me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
76 I Programs
Programs I 77
The Reservation Based
Community Determined Program Foundations for Sustainable Tribal Nations
Fall, Winter and Spring quarters
Fields of Study: Native American studies, cultural studies,
government, law and government policy, leadership studies,
literature, political science, sustainability studies and theater
Class Standing: Junior - Senior
Preparatory for studies and careers in: public administration,
political science, social sciences, human services, law, and tribal
administration and government.
Faculty: Michelle Aguilar-Wells
This program teaches course work from a Native based
perspective within the context of the larger global society. Students
at all reservation sites follow the same curriculum with opportunities
to focus on local tribal specific issues. The overall theme provides
students with a foundational knowledge base for tribal sustainability.
In the broadest sense it includes: social, cultural, political, economic
and environmental sustainability. At the end of the year, they will
have a framework from which to explore restorative solutions and
development for sustainability at the local, national and international
levels. The theme for 2012-2013 is Foundations for Sustainable
Tribal Nations.
In fall, students will review federal Indian law through study
of historical and contemporary materials and case law. They
will develop a foundation for understanding treaties, the trust
relationship, legal precedents, sovereignty, threats to sovereignty,
and Indian activism. Study of basic conflicts over jurisdiction, land
rights, domestic relations, environmental protection and other areas
will provide students with insight into court systems and the political
will of governments.
During winter, students will study the identity formation and
politics of several US presidents and world leaders through the lens
of race, class, gender, nationality, education and other differences
that advance or inhibit an individual's pathway to a place of privilege
and power. Forms of theater will be used to study human behavior
and political communication. Students will critically analyze multiple
perspectives of colonization and oppression through review of
American democracy and other world governmental structures.
Spring quarter, students will examine the intersection of social,
environmental and economic practices on the sustainability of the
planet's biological systems, atmosphere and resources using a variety
of methods, materials and approaches to explore contemporary
sustainability issues in tribal communities, the U.S. and abroad.
Students will study social/cultural and environmental justice issues.
Over the program year, students from all sites meet thirteen
Saturdays on campus at the Longhouse. Through case study and
other methods the curriculum is enhanced and supported. Students
participate in workshop-type strands and an integrated seminar
that increases writing skills and broadens their exposure to the arts,
social sciences, political science and natural science, and other more
narrowly defined areas of study.
Accepts enrollment for all quarters with faculty signature. The
RBCD program was developed for students who live or work on
a reservation or have social or cultural ties to tribal communities.
Please ask for an intake form from Admissions. Students will be
asked to submit an essay, verify technology skills, and participate
in an interview.
Credits: 12
Enrollment: 80
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Native American and World
Indigenous Peoples
Rites of Passage: Ceramics and Fine Metalwork
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: aesthetics, art history, visual arts and writing
Class Standing: Junior - Senior
Preparatory for studies or careers in: arts and humanities.
Faculty: Jean Mandeberg and Evan Blackwell
Fields of Study: history, international studies, language studies
and literature
Class Standing: Freshman - Senior
Preparatory for studies and careers in: education, diplomatic
and security services, film, music, art, writing, international
business, and graduate studies in international affairs and in
Russian and Slavic literary, historical, political and area studies.
Faculty: Patricia Krafcik and Robert Smurr
Our long lives are marked by celebrations, ceremonies and often
age-related events that we remember years later through associated
objects and images. Artists are the ones who make the plaques,
gravestones, amulets, awards, medals, lockets, etc. that pass
through the memories of generations, and these objects are often
made using ceramics or precious metals. Clay and metal are the
materials we will focus on in this studio art program as we explore
materials and technical processes that express our understanding of
rites of passage. Which rites are public and which are private across
cultures? How have these commemorations changed over time and
been influenced by travel and technology?
This will be a rigorous studio-based program where students will
spend one quarter focusing on ceramics and one quarter focusing
on fine metalworking while continually experimenting with mixing
media. There will be particular emphasis on the relationship between
these two studios and the way surfaces such as glazes and enamels
are fired over dimensional forms, and ways the process of casting
can be used in either metal or ceramics. We will consider political
aspects of the collection and processing of our materials, as well
as the meaning associated with them in particular commemorative
forms.
Art historical examples such as memento mori ("Remember
your mortality") or milagros and ex votos will be closely examined
through weekly writing, extensive readings and lively seminar
discussion. Students should be prepared to constantly juxtapose
theory and practice as they address both individual and collaborative
assignments during fall and winter quarters.
During spring quarter each student will either pursue a themebased project or an internship with a practicing artist or regional arts
organization. It will be the student's responsibility to write a detailed
proposal for an individual project and faculty will assist students
in locating and developing internships. Both paths of study in the
spring will build on the conceptual framework, technical skills and
studio work ethic established during fall and winter. We hope spring
quarter will be a time for students to connect their visual work to the
social and political realities of these ideas outside the studio.
Accepts winter and spring enrollment with faculty signature.
Students should contact faculty via email or at the Academic Fair
to arrange a portfolio review and submission of proposal.
Credits: 16
Enrollment: 40
Required Fees: $100 per quarter for materials and supplies in the
fine metals and ceramics studios. Students will take projects and
unused supplies with them at the end of the program.
Internship Possibilities: Students may choose an internship with
a practicing artist or regional arts organization in spring.
Thematic Planning Groups: Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Accepts winter and spring enrollment. Students should contact
faculty for more information if they plan to join the program.
Credits: 16
Enrollment: 48
Required Fees: $75 per quarter for overnight travel and special
workshop expenses.
A similar program is expected to be offered in 2014-2015
Thematic Planning Groups: Culture, Text and Language
Science Seminar: The Universe and Beyond
Winter quarter
Join us on an extraordinary virtual journey as we explore the diverse
peoples, cultures and histories of the region that was once demarcated
by the borders of the Russian and Soviet empires. We will take a
multicultural approach in our examination of Russians and numerous
other indigenous peoples who from ancient times have populated the
vast expanses of Eurasian and Siberian steppe and forests.
In fall quarter we investigate Slavic, Scandinavian, Persian,
Mongol and Turkic contributions to early Russian society and
examine both the region's pre-Christian pagan animistic cultures
and the rich Byzantine cultural legacy of Orthodox Christianity with
its associated art and architectural forms, literature and music. Our
fall journey takes us from the vibrant culture of Kievan Rus', through
the development of the Muscovite state, imperial expansion and
westernization during the reigns of Peter the Great and Catherine
the Great, and on to the start of the 19th century with Russia's
emergence as a major world power. Medieval epics and chronicles
as well as diverse films and readings enhance our study of this early
turbulent history. Special geography workshops in both fall and
winter terms help students identify fluently the location of cities and
landmarks throughout the Russian and Soviet empires, as well as
understand more profoundly the relationship between the various
peoples of the empire and their environment.
Winter quarter concentrates on some of the world's greatest
literature from Russia's 19th-century Golden Age, all read in tandem
with vibrant historical accounts of the era. Works by Pushkin,
Lermontov, Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov and
others enable us to explore Russia's provocative social, religious and
revolutionary ideologies. We examine the rise of the Russian Empire's
radical intelligentsia who rebelled against autocratic tsarist policies
and the institution of serfdom, and also emphasize the diverse ways
in which these activities led to the world-changing revolutions of the
early 20th century.
Spring quarter focuses on the tumultuous events of the 20th
century, from the revolutions of 1905 and 1917 through the postSoviet period. We investigate the legacy of Lenin and the Bolsheviks,
including the horrific Stalin era with its purges, Gulag prison camps,
brutal industrialization policies and devastating environmental
practices. We place special emphasis on how writers, artists and
filmmakers interpreted, influenced and survived the Soviet regime.
Included in this emphasis is a detailed examination of the enormous
sacrifices that the Soviet people experienced at the hands of their
own communist dictatorship, as well as under Nazi occupation
during the Second World War. This term ends with a review of events
resulting in the collapse of the U.S.S.R. and the emergence of the
fifteen independent states that arose from its ashes.
Students will write short papers in fall and winter quarters and
have the opportunity to explore in depth a topic of their choice for
a final research paper in spring. They will also create professionally
produced posters based on their research and participate in a series
of term-end exhibits of their posters as a way to share their research
with their faculty and peers. Those who opt not to participate in the
Beginning Russian Language portion within our program will have
the option of completing additional research and writing projects
within their respective seminars for full credit.
Fields of Study: astronomy, environmental studies, natural
history, philosophy of science, physics and sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: Good reading, writing, and thinking skills. Willingness
to work in teams and use computers for web-based assignments
and information. There is no prerequisite in physics or math.
Preparatory for studies or careers in: science, teaching,
philosophy of science, politics and law.
Faculty: EJ Zita
We are interested in symmetries in nature and the universe,
and in human understanding and interaction with nature. We
will read books and articles on astrophysics, cosmology and/or
the environment to explore topics such as these. Physicists have
discovered new puzzles which your generation will solve. Why is the
expansion of the universe accelerating? What are dark matter and
dark energy? Why is there matter, space, and time? Why do these
take the forms that we observe?
We will read about and discuss the beauty and importance of
quantitative study of nature and our place in the natural world.
Students will gain a deeper physical understanding of the universe,
with little or no math.
We will share our insights, ideas, and questions about the
readings and our wonder about the universe. Students will write
weekly short essays and many responses to peers' essays. Students
will meet with their team (of 3 peers) at least one day before each
class to complete pre-seminar assignments.
Learning goals include deeper qualitative understanding
of physics, related sciences and the scientific method; more
sophisticated capabilities as science-literate citizens; and improved
skills in writing, critical thinking, teamwork and communication.
Enrollment condition: Students must have recently completed at
least one quarter at Evergreen.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
'°me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
78 I Programs
Programs I 79
Self and Culture: Studies in Japanese and American
Literature and Cinema
Winter quarter
Fields of Study: cultural studies, literature and moving image
Class Standing: Freshman - Senior
Preparatory for studies or careers in: humanities, cultural
studies and film studies.
Faculty: Harumi Moruzzi
This program is designed for students interested in cross-cultural
exploration of the concept of self.
Modernity in the West established the concept of a human being as
a thinking subject through Descartes' seminal discourse in Meditations
on First Philosophy. Since then, the concept of an autonomous, thinking
and perceiving subject as the center of reality, as the source of truth,
has been the dominant ideology in the West, particularly in the United
States. With globalized communication and cultural exchanges,
we have begun to question many ideas that have been taken for
granted. The concept of self is one of these questioned ideas.
It is often said that American and Japanese culture represent
mirror images of human values. For instance, while American
culture emphasizes the importance of self-reliance and selfautonomy, Japanese culture dictates group cohesion and harmony.
Certainly, the reality is not as simple as these stereotypes indicate;
nevertheless, this dichotomized comparative cultural frame presents
an interesting context in which we can explore the concept of self.
Thus, we explore the concept of self through the critical examination
of American and Japanese literature, cinema and popular media.
At the beginning of the quarter, students will be introduced to
the rudiments of film technical terms in order to develop a more
analytical and critical attitude toward film-viewing experience. Early
in the quarter students will also be introduced to major literary
theories in order to familiarize themselves with varied approaches
to the interpretation of literature. Then, students will examine
representations of individual selves and cultures in American and
Japanese literature through seminars and critical writings. Weekly
film viewing and film seminar will accompany the study of literature
in order to facilitate a deeper exploration of the topics and issues
presented in the literary works.
So You Want to be a Psychologist
Sound and Fury Since Shakespeare
Spring quarter
Fall quarter
Fields of Study: psychology
Class Standing: Freshman - Senior
Preparatory for studies and careers in: psychology, education
and social work.
Faculty: Carrie Margolin
Fields of Study: literature and philosophy
Class Standing: Junior - Senior
Preparatory for studies and careers in: any field requiring
competence in the use of language, textual evidence and
interpretation, especially literature, philosophy, history, law,
publishing, theatre arts and public service.
Faculty: David Marr
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 Psyc/nfo 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 Reno, Nevada on April 25-28, 2013.
Credits: 16
Enrollment: 24
Required Fees: S233-S311 (depending upon the type of
accommodations students require) for WPA membership/
registration fees and four nights hotel at the convention site.
Thematic Planning Groups: Society, Politics, Behavior and Change
Credits: 16
Enrollment: 24
Thematic Planning Groups: Culture and Text and Language
Out, out, brief candle!
Life's but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more.
It is a tale
Told by an idiot, full of sound and fury,
Signifying nothing. —Macbeth
For centuries, thinkers have argued over the purpose of life.
Some hold that the purpose is pleasure, and others to worship God
and glorify him forever. Still others believe the aim is to alleviate
human suffering, or to live free, or even to learn to die well. Along
comes Shakespeare's Macbeth whose bleak vision says no to all such
notions. We are born, we have our hour on the stage, we die: That's
the human story. Could he be right?
In this program, we will keep this disturbing question open, as
we read Shakespeare's plays alongside masterpieces of prose fiction.
Our method of inquiry will be close textual analysis of how the plays
and novels are put together. To this end, the program will be a
seminar on the patterns made of words, the aesthetic forms, writers
use when they breathe life into their tales of human existence.
We will read nine plays of Shakespeare and the following novels:
Melville, Moby-Dick; Dostoevsky, The Brothers Karamazov; Mann,
The Magic Mountain; Faulkner, The Sound and the Fury; and
Camus, The Plague. The workload will be heavy.
This program is for the intellectually curious, diligent student
eager to practice the craft of close reading. There will be weekly
exams, seminar reports on the authors' lives and times, one essay on
an assigned topic, and a comprehensive final exam.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, Text and Language
The Spanish-Speaking World: Cultural Crossings
Fall, Winter and Spring quarters
Fields of Study: cultural studies, history, language studies,
literature, study abroad and writing
Class Standing: Sophomore - Senior
Preparatory for studies or careers in: Latin American and
international studies, literary and cultural studies, language,
politics, history, education, film studies, writing, and human and
social services.
Faculty: Diego de Acosta and Alice Nelson
Spain and Latin America share not only the Spanish language but
also an intertwined history of complex cultural crossings. The cultures
of both arose from dynamic and sometimes violent encounters, and
continue to be shaped by uneven power relationships as well as
vibrant forms of resistance. In this program, students will engage in
an intensive study of the Spanish language and explore the literature
remembered, imagined and recorded by Spaniards and Latin
Americans in historical context. Every week will include seminars on
readings in English, Spanish language classes, a lecture or workshop
conducted in Spanish, and a Spanish-language film. There will be
regular written seminar responses, synthesis essays and a winter
quarter research project. Please note that Spanish language classes
are integrated into the program, so students do not have to register
for them separately. We welcome students with any level of Spanish,
from true beginner to advanced. No previous study of Spanish is
required to enter in fall.
Fall quarter, we will explore cultural crossings in Spain and Latin
America prior to the 20thcentury through literary and historical texts. In
medieval Spain, Jews, Christians and Muslims once lived side-by-side
during a period of relative religious tolerance and cultural flourishing
known as the conv/Vencia. Military campaigns and the notorious
tribunals of the Spanish Inquisition eventually suppressed Jewish
and Muslim communities, but their cultural legacies have persisted.
In the late 15th century, Spain began a process of imperial expansion
marked by violence against indigenous peoples and Africans forced
into slave labor; these early clashes are strikingly documented in
contemporary accounts. Subsequent colonial institutions, including
imposed governmental structures, encomienda, religious missions
and slavery were contested by diverse resistance movements. These
dynamics culminated in Latin America's independence in the 19th
century and they continue to be reexamined and reimagined within
Latin American cultural production today.
Winter quarter, we will turn to literature from the 20th and 21st
centuries. During this time, Spain and several countries of Latin
America experienced oppressive dictatorships as well as the resulting
emergence of social movements that enabled democratization. The
questions of language, regional identity and difference have also
defined several nations' experiences, from Catalonia and the Basque
region in Spain, to various indigenous communities throughout Latin
America. More recently, the context of economic globalization has
given rise to unprecedented levels of international migration, with
flows from Latin America to Spain and the US. All of these cultural
crossings have involved challenges and conflict as well as rich and
vibrant exchanges expressed in literature, art and cinema.
Spring quarter offers two options for study abroad, and an option
for doing internships with local Latino organizations for those who
stay on campus. The Santo Tomas, Nicaragua program is coordinated
with the Thurston-Santo Tomas Sister County Association and its
counterpart in Nicaragua, and is open to 4-8 intermediate/advanced
language students; the Quito, Ecuador program is co-coordinated
with CIMAS, an Ecuadorian non-profit research organization, and is
open to 15 or more students of all language levels. For students
staying in Olympia, the program will have two components: an oncampus core of Spanish classes and seminars focused on Latino/a
communities in the US; and the opportunity for student-originated
studies through internships and project work. All classes during
spring quarter, whether in Olympia or abroad, will be conducted
entirely in Spanish.
Accepts winter and spring enrollment with faculty signature.
Admission will be based upon a Spanish language assessment.
Please contact faculty via email (nelsona@evergreen.edu,
deacostd@evergreen.edu) for more information.
Credits: 16
Enrollment: 50
Required Fees: $75 per quarter in fall and winter for overnight
field trips. Optional 10 weeks travel to Ecuador or Nicaragua
in spring - approximately $5,600 for Ecuador or approximately
$3,200 for Nicaragua. A deposit of $250 is due by Feb 1, 2013.
Internship Possibilities: Students remaining on campus in spring
quarter may intern with organizations serving local Latino/a
communities.
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Culture and Text and Language
Photo by Hannah Pietrick '10
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/2012-13.
Programs I 81
80 I Programs
Stop Making Sense
Student-Originated Studies: Consciousness Studies
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: literature, psychology, sociology and writing
Class Standing: Junior - Senior
Preparatory for studies or careers in: literature, psychology,
sociology, writing, the humanities and social sciences.
Faculty: Steven Hendricks and Laura Citrin
Fields of Study: American studies, Native American studies,
aesthetics, communications, community studies, consciousness
studies, education, environmental studies, leadership studies,
literature, philosophy, psychology, religious studies, sustainability
studies and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: education, social
sciences, the arts, multicultural studies, social work, human
services and the humanities.
Faculty: David Rutledge
Through the lenses of social psychology, literature and literary
theory, we will inquire into the process of constructing external and
internal realities. How does our conception of self, other and society
depend up learned social routines, metaphors and narratives? How
do the ritual discourses and behaviors of everyday life become part
of who we are and what we are capable of doing and thinking? What
myths allow us to go about our days as if they made any sense?
In fall quarter, we'll equip ourselves with the psychological
and theoretical models for understanding reality, culture and
self as constructions. In winter quarter, we'll take a critical look at
processes of conformity and assimilation, attempting to understand
the mechanisms by which ways of thinking, feeling and acting
become naturalized. In spring quarter, we'll study key examples
of transformations in our constructions of reality, emphasizing the
imaginative and disruptive endeavors that challenge the true and
the natural.
Our study of literature will range over 20'h century novels, stories
and essays, predominantly from Europe and the U.S.—works that
challenge familiar literary forms and that relate strongly to themes
and questions within our study of psychology. Creative writing
work will give students another venue for understanding inquiries
in literature and psychology. Our goal is not, however, to produce
realistic psychological narratives; on the contrary, we'll look at how
the conventions of psychological portraiture in novels frequently
fail to take actual psychological insight into account, insights that
challenge us more profoundly than the goal of realism. Our study
of literary theory will focus on theorists whose work deals closely
with the nature of literary meaning and the process of constructing
the world through language. Over the year, we'll take in a sweep
of 20* century theory, emphasizing the work of Roland Barthes as a
thinker capable of making rich connections between the everyday
mythologies of culture, the complexity of internal life, and the
richness of literature.
Our study of psychology will enable us to examine how individuals
construct their sense of self via observation of and interaction with
others in social context. Possible social psychological themes to be
explored include identity formation, social norms, social hierarchy,
power, conformity, transgressions, obedience, prejudice, stigma,
marginalization, groupthink, persuasion and moralization.
The program material will be taught via lectures, workshops,
seminars, films and substantial reading of literature, theory and
research studies. Writing- and research-intensive projects, as
well as the reading of dense theoretical material, will make this a
demanding program, designed for upper-level students prepared
for more advanced work in the humanities and/or social sciences.
Student-Originated Studies:
Function and Feeling in Sustainable Building
Winter and Spring quarters
Fields of Study: architecture, environmental studies and
sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: Critical reading and thinking and analytical
writing adequate to support proposed research; experience in
collaborative team project work; additional skills as required for
proposed research.
Preparatory for studies and careers in: architectural design and
construction, sustainability consulting and policy, and city and
regional planning.
Faculty: Robert Knapp
This program uses a Native American approach to pedagogy:
it's a student-centered program. The philosophical center of the
program is the work on educational liberation by Paulo Freire,
especially Pedagogy of the Oppressed and Education for Critical
Consciousness. The traditional center of the program is the historical
contributions of the on campus Native American Studies program.
This program is for learners who have a research topic in mind,
as well as for those who would like to learn how to do research
in a student-centered environment. We ask participants to take
a personal stake in their educational development. Within the
program's spirituality and community theme and subjects, learners
will pay special attention to what individual and group work they
plan on doing, how they plan to learn, how they will know they
learned it, and what difference the work will make in their lives and
within their communities. Learners will be encouraged to assume
responsibility for their choices. Faculty and learners together will
work to develop habits of worthwhile community interaction in
the context of the education process and liberation. We will be
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.
This SOS confronts the question, What forms of building are
both sustainable in environmental and societal terms, and lifeenhancing in the experience of those who live and work in them?
Sustainability is a pressing issue in this era of transition away from
an industrial growth society. Established patterns of design and
construction in the industrial world are energy-hungry, impact
laden, often unhealthy, and merely adequate, not life-enhancing in
experiential terms. As householders, businesspeople, designers and
builders have begun to recognize these hard facts, experiments and
initiatives of many kinds have sprung up to explore alternatives. New
materials, like straw bales or bamboo; new construction methods,
like the German Passiv Haus approach; renewed appreciation of
traditional and indigenous modes of building; reworked design
methods, using computer simulation, the Anglo-American pattern
language approach, or other tools—all these and more are being
actively pursued at sites all over the United States. Which ones have
real potential for both sustainable function and enhancement of life?
This program is for research on this theme.
The faculty will select 3-4 person student teams through a
proposal process (see information on signature requirement).
Research can include literature reviews, case studies, simulations
and prototypes, and theoretical work; the emphasis will be on
projects which can be finished in a single quarter; all research must
lead to documentation which can be widely shared. Each team will
meet weekly with faculty for review and support, and all teams will
join in a required weekly seminar on the topic of function and feeling
in buildings.
To provide greater access to the range of exploratory work spread
across the United States, the program will be based in a different city
each quarter—Berkeley (winter), and New York (spring). Students will
be responsible for their own travel and accommodation. Registration
will be by individual contract on a quarter-by-quarter basis.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies and Native
American and World Indigenous Peoples
Accepts winter and spring enrollment with faculty signature.
Students will submit a proposal for team research, on a form
available after May 1, 2012 by e-mail from the faculty (knappr®
evergreen.edu); first selection for winter will occur one week
after the winter quarter Academic Fair in December 2012, and
continuously after that as space is available; first selection for
spring will occur one week after the spring quarter Academic Fair
in March 2013, and continuously after that as space is available.
Workshops to support team formation will be held during Fall
Quarter 2012; contact Rob Knapp after September 15, 2012 for
further information.
Credits: 16
Enrollment: 12
Internship Possibilities: Internship are allowed, if compatible
with team research proposal and required seminar meeting.
Thematic Planning Groups: Expressive Arts, Environmental
Studies and Sustainability and Justice
Accepts winter enrollment and spring enrollment with faculty
signature. Students must submit an application to be considered
for spring enrollment.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Culture, Text and Language, Society,
Politics, Behavior and Change
Student-Originated Studies: Independent Projects
in Literature Philosophy, Myth/Religion, and
Writing for Freshmen
Spring quarter
Fields of Study: literature, philosophy, religious studies, writing
Class Standing: Freshman
Preparatory for studies or careers in: the humanities.
Faculty: Marianne Bailey
In this SOS, first year students will learn how to conceive, plan,
structure and successfully carry through a major independent
learning project. More importantly, they will have the pleasure and
fulfillment of realizing their first major college level independent
body of work. Students have an exciting array of humanities and
artistic areas to work in. For example, I can foresee projects as
different from one another as a well edited collection of stories or
free form poetry, perhaps illustrated and bound in a beautiful book,
or a research project in religious symbolism and ritual in Celtic or
Haitian worldviews, or in archetypal characters such as the Trickster,
the Underworld mediators, or the artist/Orpheus and his quest. A
student could write and compile an innovative collection of essays
and images dealing with a philosopher such as Nietzsche or Foucault;
or with a philosophical topic, such as the human/nature relationship,
or the power and nature of artistic language. Students could also
plan and research a transformational, pilgrimage journey, keep a
rich travel journal, make art quality photographs and present the
pilgrimage experiences at the quarter's end to your colleagues in
the class. Students could plan a multimedia spectacle or a short film
based on artistic work as a small group in the style of the Surrealists.
In other words, if it is a challenging academic or artistic body
of work which you find deeply fascinating and which will keep you
going enthusiastically for a quarter, we can shape this idea and make
it possible for you to carry it through. We will do this step-by-step,
in close collaboration between professor and individual student, and
with the support of a small group of other program students working
in similar veins of inquiry or creation, who will serve as a critique and
support group. At Evergreen this mode of intellectual and creative
work is a hallmark of our belief in fostering self-direction, intellectual
discipline and stamina, and in pursuing academic projects about
which we are passionate. It is no easy feat, however, to master the
fine art of writing and proposing, let alone bringing to fruition, a
top quality independent learning project. The purpose of this SOS is
first, to coach you through the conception stage, then, to help you
to choose your readings and activities and make your schedule, and
finally, to guide and support you along the path to completion of the
best work of which you are capable.
During the first eight weeks of spring quarter, students will meet
every week with their professor as an individual, and as a member of
a small work and critique group. We will n t as a large group, as
well. Students will report in writing and c • / an their progress every
week. In the final weeks of the quarte', ?A'- students will present their
completed work to the group.
Students enrolling should have a first proposal of a project which
they want strongly to undertake, including, at least, the kind of
work you plan to do, for example: writing poetry, studying the work
of a given writer or philosopher, and/or studying a particular kind
of religious or mythic symbolism. This should be carefully written,
typed and ready on the first day of class. The rest we will do during
the first two weeks of the program. You may enroll in this program
for 12 or 16 credits.
Credits: 16
Enrollment: 23
Photo by Karissa Carlson
Students who register for a program but do not attend the first class meeting may be dropped.
3°me
programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2012-13.
82 i Programs
Programs I 83
reflection on the nature of knowledge, and how ideas about
knowledge have changed historically. This program does not require
any previous science or philosophy experience.
Times & Works of Soseki, Mishima & Murakami:
Studies in Literature, History & Cinema
Trajectories in Animation, Mathematics & Physics
Trajectories in Electromagnetism & Calculus
Fall and Winter quarters
Spring quarter
Spring quarter
Fields of Study: mathematics, media arts, moving image, physics,
visual arts and writing
Class Standing: Freshman - Senior
Prerequisites: High school Algebra 2 or equivalent intermediate
algebra course.
Preparatory for studies or careers in: animation, art, media,
mathematics, physics and education.
Faculty: Ruth Hayes and Krishna Chowdary
Fields of Study: mathematics and physics
Class Standing: Freshman - Senior
Prerequisites: Successful completion of one quarter each of
differential calculus, integral calculus, and classical mechanics; the
fall/winter program Trajectories in Animation, Mathematics, and
Physics meets these prerequisites.
Preparatory for studies or careers in: mathematics, physics,
engineering and education.
Faculty: Krishna Chowdary
Credits: 16
Enrollment: 46
Required Fees: $35 for presentation posters.
Thematic Planning Groups: Culture, Text and Language and
Scientific Inquiry
The unification of electricity and magnetism and the
development of calculus are among the most beautiful and elegant
intellectual achievements in human history. Electromagnetism, one
of the fundamental forces of nature, is vital for an understanding
of phenomena ranging from life on earth to the light from stars.
Calculus allows us to create accurate mathematical models that
explain the world and predict the future.
This challenging program integrates mathematics and physics;
students can choose to study mathematics, physics, or both. In our
study of mathematics, students with previous background in calculus
will study some topics typically covered at the end of a year-long
calculus sequence (such as sequences and series, multivariable
calculus or vector calculus). Students may also choose to study
mathematical proofs and the history of mathematics. In our study of
physics, students will learn about electric forces, fields, and energy,
circuits, magnetic forces, fields, and induction, and electromagnetic
waves. Students may also choose to work on an independent project
focusing on some electromagnetic phenomenon or device.
We will use lectures, on-line resources, seminars, workshops
and labs to learn this material. Students will be evaluated through
problem sets, papers, presentations, quizzes and exams. The work
will be intensive in math and physics, and you should plan to spend
on average up to 50 hours per week (including class time).
Fall and Winter quarters
Fields of Study: history, literature and moving image
Class Standing: Freshman - Senior
Preparatory for studies or careers in: humanities, Japanese
studies, history and film studies.
Faculty: Harumi Moruzzi
This program is designed for students who are interested in
the literary works of Soseki Natsume, Yukio Mishima and Haruki
Murakami as well as modern Japanese history.
Nobody lives in a vacuum. Every person is a product of that
person's time and place, even when he/she rebels against such
a background. Most people in society conform to the current
ideology of society in order to succeed and perhaps merely to get
by, even when their society is moving toward spiritual bankruptcy. It
is often believed that the artists and the intellectuals are the seers
and prophets of the society that can shed light on the social and
cultural problems, thus inspiring new directions for regeneration.
Such may be a romantic view of artists and intellectuals. However,
this premise often yields an advantageous framework through which
we can examine the society and culture that produced these artists
and intellectuals.
The highly esteemed Japanese writers, Soseki Natsume, Yukio
Mishima and Haruki Murakami, are examples of such artists and
intellectuals.
They represent turbulent and paradigm-shifting
periods in Japanese history: Meiji modernization, Post World War II
devastation, and the advent of a rabid consumer society.
In this program, we study the literary works of these three writers
in the context of their times, with respective culture and socioeconomic structure, through lectures, films, seminars and individual
and/or group projects/research.
At the beginning of the quarter, students will be introduced to
the rudiments of film analytical terms in order to develop a more
analytical and critical attitude toward film-viewing experience.
Students will also be introduced to major literary theories in order to
familiarize themselves with varied approaches to the interpretation
of literature. Then, students will examine the selected works of
Soseki Natsume, Yukio Mishima and Haruki Murakami through
seminars and critical writings. Weekly film viewing and film seminar
will accompany the study of literature and history in order to
facilitate a deeper exploration of the topics and issues presented in
their literary works.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Culture, Text and Language
Animation follows the rules of physics — unless it is funnier
otherwise. - Art Babbitt, animator
What are the 'rules' of physics, and where do they come from?
How do animators follow these rules? How do they know when to
break them?
This challenging program will introduce you to the mathematical
models that help describe and explain motion in the natural world.
You will learn how to combine observation, reason and imagination
to produce such models, explore the creative uses that can be made
of them, and consider the new meanings that result. We hope to
highlight similarities and differences between how artists and
scientists make sense of, and intervene in, the world.
We do not expect prior experience in drawing, animation or
physics; the program is designed to accommodate new learners in
these areas. We do expect that you can read and write at the college
level and have completed math through intermediate algebra. You
will all engage in common work in drawing, animation, mathematics
and physics, for 14 credits. You will also be asked to choose one
of two more focused tracks for the remaining two credits, either in
(1) drawing or (2) mathematics. Students who choose to focus on
drawing will gain two quarters experience of college-level drawing.
Students who choose to focus on mathematics will cover two
quarters of calculus in this program. Which ever you choose, the
work will be intensive in both art and science, and you should plan
to spend on average up to 50 hours per week (including class time).
Through workshops, labs, seminars and lectures, you will learn
basic principles of drawing, animation, mathematics and physics,
while improving reading and writing skills. You will integrate these
areas to represent and interpret the natural and human-created
worlds, and to solve scientific and design problems in those worlds.
For example, in physics labs and animation workshops you might
record high-speed video to analyze motion or construct animation
toys that play with the boundaries between motion and illusions of
motion.
In fall we will introduce you to basic principles and practices
of drawing, 2D analog animation and video production, as well
as the fundamentals of physics, including kinematics, forces and
conservation principles. To support this work, you will also study
mathematics, including ratios and proportional reasoning, geometry,
graphing, functions, and concepts of calculus. In winter, you will
learn 2D digital animation techniques, focus in physics on special
relativity (modern models of space, time and motion), and continue
to learn concepts of calculus. The program will culminate in creative
projects that integrate your new technical skills with your learning in
art and science.
This program does not accept new enrollment in winter.
Credits: 16
Enrollment: 46
Required Fees: $75 per quarter for art and science supplies.
Thematic Planning Groups: Expressive Arts and Scientific Inquiry
.
Students who register for a program but do not attend the first class meeting may be dropped.
Credits: 16
Enrollment: 24
Required Fees: $75 for physics supplies.
Thematic Planning Groups: Scientific Inquiry
Transmutation: The Alchemy of Scientific Thought
Spring quarter
Fields of Study: chemistry, history and philosophy of science
Class Standing: Freshman - Sophomore
Preparatory for studies and careers in: science and education.
Faculty: Joseph Tougas and Rebecca Sunderman
We have inherited a scientific worldview that provides
explanations for many phenomena that were great mysteries to
earlier generations. It's easy to overlook how amazing it is that
we can explain visible effects in terms of invisible objects such as
molecules, atoms and electrons. How did this scientific worldview
come to be? This program will follow the historical development
of scientific thought from the teachings and practices of alchemy
to modern chemistry. We will pay special attention to the meaning
of scientific beliefs about the basic structure of material reality in
different historical periods, as this structure can be discovered by
observing the changes and transformations of visible substances.
We will work hands-on in the laboratory with some of the "magical"
transformation that so intrigued early scientific researchers. We will
explore how the modern scientific method evolved and how it can
be applied to everyday problems and puzzles, as we learn about
concepts of chemistry—the periodic table of elements, chemical
properties, and energy. This will give us material for philosophical
Turning Eastward:
Explorations in East-West Psychology
Fields of Study: communications, consciousness studies, cultural
studies, health, philosophy, psychology and religious studies
Class Standing: Freshman - Sophomore
Preparatory for studies or careers in: personality theory, abnormal
psychology, Jungian psychology, cross-cultural counseling, ethics in
psychotherapy, gerontology, Buddhist studies, Asian psychology,
socially engaged Buddhism, Chinese spiritual paths, social work,
education, transpersonal psychology, and studies in death and dying.
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 the East, particularly Buddhism, which does not divorce the study
of psychology from the concern with wisdom and human liberation.
In direct contrast, Eastern psychology shuns any impersonal
attempt to objectify human life from the viewpoint of an external
observer, instead studying consciousness as a living reality which
shapes individual and collective perception and action. The primary
tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which one becomes an attentive participantobserver in the unfolding of moment-to-moment consciousness.
Learning mainly from lectures, readings, videos, workshops,
seminar discussions, individual and group research projects, and field
trips, we will take a critical look at the basic assumptions and tenets
of the major currents in traditional Western psychology, the concept
of mental illness, and the distinctions drawn between normal and
abnormal thought and behavior. We will then investigate the Eastern
study of mind that has developed within spiritual traditions, particularly
within the Buddhist tradition. In doing so, we will take special care
to avoid the common pitfall of most Western interpretations of
Eastern thought—the attempt to fit Eastern ideas and practices
into unexamined Western assumptions and traditional intellectual
categories. Lastly, we will address the encounter between Eastern and
Western psychology as possibly having important ramifications for the
human sciences in the future, potentially leading to new perspectives
on the whole range of human experience and life concerns.
Accepts winter enrollment. Students should bring a basic knowledge
of personality theory and abnormal psychology. Interested students
should contact Ryo Imamura (imamura@evergreen.edu or
(360) 867-6482) or meet with him at the Academic Fair.
Credits: 16
Enrollment: 23
Thematic Planning Groups: Consciousness Studies, Culture,
Text, and Language, and Society, Politics, Behavior and Change
°me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13.
Programs I 85
84 I Programs
Undergraduate Research in Scientific Inquiry
Fall, Winter and Spring quarters
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: Kevin Francis, Abir Biswas, Michael Paros, Clyde Barlow,
David McAvity, Benjamin Simon, Judith Cushing, Dharshi
Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato,
Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson, Lydia
McKinstry, Paula Schofield and Andrew Brabban
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 (biology) studies the toxicity of chemical mixtures
as representative of multiple exposures to environmental pollutants.
Research projects focus on toxicological interactions among
endocrine disrupters, specifically on estrogen pathways, and involve
laboratory toxicology methods using in vitro cell cultures.
Abir Biswas (geology, earth science) studies nutrient and toxic
trace metal cycles in terrestrial and coastal ecosystems. Potential
projects could include studies of mineral weathering, wildfires and
mercury cycling in ecosystems. Students could pursue these interests
at the laboratory-scale or through field-scale biogeochemistry studies
taking advantage of the Evergreen Ecological Observation Network
(EEON), a long-term ecological study area. Students with backgrounds
in a combination of geology, biology or chemistry could gain skills in
soil, vegetation and water collection and learn methods of sample
preparation and analysis for major and trace elements.
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
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 Cushing (computer science and ecology
informatics) studies how scientists might better use information
technology and visualization in their research, particularly in ecology
and environmental studies. 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 can be harnessed to
improve the individual and collaborative work of scientists. Such
technologies include visualizations, plugins,
object-oriented
systems, new database technologies, and "newer" languages that
scientists themselves use such as python or R.
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.
Mike Paros (biology, veterinary medicine) is interested in animal
health and diseases that affect the animal agriculture industry. Currently
funded research includes the development of bacteriophage therapy
for dairy cattle uterine infections, calf salmonellosis, and mastitis. A
number of hands-on laboratory projects are available to students
interested in pursuing careers in science.
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 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.
Vertebrate Evolution
Winter and Spring quarters
Fields of Study: biology, philosophy of science and zoology
Class Standing: Junior - Senior
Prerequisites: At least one quarter each of college-level biology
and college-level writing.
Preparatory for studies or careers in: biology, veterinary
medicine, health-related fields and evolutionary biology.
Faculty: Heather Heying
Evolution provides an explanation for the extraordinary
biological diversity on this planet. In this program, we will focus on
macroevolutionary processes, specifically speciation and the evidence
it leaves behind. In doing so, we will address several philosophical
questions, including: How do we make claims of knowledge in an
historical science such as evolution? We will investigate questions
that may seem simple at first—What is a species?—but turn out to
have myriad, conflicting answers. This complexity, and our attempts
to discern the pattern in that complexity, will be our focus.
We will use the vertebrates as our model with which to study
evolution, reviewing both the history and diversity of this clade.
Innovations have marked the history of vertebrates, including the
origins of cartilage, bone, brains, endothermy, and the amniotic egg,
which allowed for the invasion of terrestrial habitats. The transformation
of existing structures to take on new functions has been another notable
feature of vertebrate evolution: from swim bladder into lungs, hands
into wings, and scales into both feathers and hair.
Classroom work will include workshops and lectures in which active
participation by all students will improve the learning community for
all. In the wet lab, we will study the comparative anatomy of vertebrate
skulls and skeletons, and dissect cats and sharks. In the computer
lab, we will use software designed for systematic character analysis,
and students will generate and analyze morphological datasets.
There will be two multi-day field trips. Students will present short
lectures on topics in anatomy or physiology (e.g. circulatory system,
musclephysiology). Students will also conduct extensive research on a
current unresolved topic in vertebrate evolution, and will present that
research in both a paper and a talk.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Required Fees: $150 per quarter for entrance fees and overnight
field trips.
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Faculty Signature: Students should contact the faculty member
in their area of interest for details on obtaining a signature.
This program accepts new enrollment in winter and spring
with faculty signature.
Credits: Variable credit options available.
A similar program is expected to be offered in 2013-14
Thematic Planning Groups: Scientific Inquiry
*!•
Photo by Hannah Pietrick '10
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/2012-13.
86 I Programs
Programs I 87
Washington State Legislative Internships
What is Ecology?
Working Artists: The Business of Creativity and Art
Writing Nature, Writing "Race"
Winter and Spring quarters
Fall and Winter quarters
Spring quarter
Fall and Winter quarters
Fields of Study: government, law and public policy
Class Standing: Junior - Senior
Prerequisites: One year of interdisciplinary study at Evergreen.
Preparatory for studies or careers in: community studies,
government, law, political science, public interest advocacy,
public policy, social issues and sociology.
Faculty: Cheri Lucas-Jennings
Class Standing: Freshman - Sophomore
Prerequisites: High-school algebra, trigonometry and calculus;
high-school chemistry and biology.
Fields of Study: environmental studies, history, writing
Faculty: Dylan Fischer, Matthew Smith and Bill Ransom
Fields of Study: business and management, economics, visual arts
Class Standing: Junior - Senior
Preparatory for studies or careers in: arts administration,
business, visual art, political economy and economics.
Faculty: Tom Womeldorff and Lisa Sweet
What does the word "ecology" mean to you? Ecology is
understood differently in different fields of study. For example, in
the sciences, ecology is a broad field of study which draws together
information from evolution, biology, zoology, botany, chemistry,
geology and atmospheric science. In this context, ecology means
the "study of the house", or the study of organisms and their
interactions with each other and the abiotic world. Popular use of
the word ecology does not imply this context, and in fact most of our
experiences with the natural world are far more personal.
In this program we will explore, human interactions with ecology
and the natural world from the point of view of the scientist, the
historian, and the creative writer. In this two-quarter experience we
will explore what it means to interact with, and modify, the natural
world, and what that means for ecology. We will provide introductions
to the fields of ecology, creative writing, and environmental history
over two quarters. Our introduction to ecology will include textbook
readings, quizzes, lectures and field trips designed to introduce
basic physical, biological, ecological and chemical processes that
govern ecosystems. These processes are intimately tied to patterns
in biodiversity, evolution, population cycles and symbioses. In
local field trips we will learn about human history and adaptations
in plant and animal species occurring in prairies and forests of the
Northwest. In seminars we will explore books that deal explicitly with
human-ecology interactions, controversies and misunderstandings.
And through writing workshops, students will engage in refining
their own writing about the natural world through scientific, historic
and creative lenses. Finally, in seminar we will discuss both fiction
and non-fiction books covering ecological controversies to explore
how human activities are affecting ecosystems.
At the end of this program students should emerge well versed
in what the field of ecology is all about, and how human interactions
and interpretations of ecology can change both ecosystems and
people.
Fields of Study: American studies, cultural studies, environmental
studies, history, literature and writing
Class Standing: Freshman
Preparatory for studies and careers in: the humanities, writing,
education, and environmental studies.
Faculty: Chico Herbison
What does it mean to be a working artist? How does the need to
make money influence our artistic expression? Are artistic freedom,
authenticity and purity of expression inevitably tarnished once art
is produced in anticipation of sale? From the buyer's perspective,
what exactly is being bought? Is it the pure aesthetics of the object
or is it the name of the artist being purchased, or even an intimate
relationship with the artist herself? How do the artist, the gallery
and the buyer determine the appropriate price? What roles do
galleries and other intermediaries play in uniting the artist with the
connoisseur? These are not new questions. In fact, artists such as
Michelangelo depended on patronage; their artistic expression
was defined and constrained by those paying them to be artists.
Today this process reaches into every corner of the globe; Australian
aborigines, for example, have rescaled their art to easily fit in
suitcases of their tourist buyers.
We will explore these issues in this program, designed for
students interested in the intersection of art and business. Our focus
will be the economic, cultural and production dynamics involved
in making a living as an artist or entrepreneur in the art world.
We will critically explore the commercial relationships and market
transactions among artists, gallerists, collectors and patrons.
This program is not a preparatory course on how to make a living
as an artist, on marketing strategies, or establishing portfolios and
promotional materials.
Artists who sustain life-long artistic practice and make a living
in the process do so by undertaking daily—often uninspiring—
practices. We will similarly engage in daily practice as artists in
business, developing skills in observational drawing and personal
finance. Our regular rigorous practice will serve both as metaphors
for the daily work of artistic production, and as opportunities for
improving foundational skills necessary for the business of art.
In addition to seminar, lecture, workshops, writing and exams,
each week will include twelve hours in drawing and personal finance.
Sharpen your pencils, grab your calculators and join us, 8:23 am
sharp.
This is an opportunity to explore the broad conditions that shape
legislation. We will examine models, evidence and debates about
the sources, causal connections and impacts of evolving systems
of law, regulation, governance and a broad array of community
response. Each student will be learning through work as an intern
with a legislator and her or his staff. This will involve intensive staffapprenticeship activities, especially legislative research and draft
development, bill-tracking and constituent correspondence.
Students apply to become interns for the 2013 Washington
State Legislative session in the fall of 2012. Information sessions
will be held spring quarter and in early October. Applications
are available at www.leg.wa.gov/internships. Two copies of the
complete application, including personal essay; a letter of reference
from faculty (discussing research and writing skills), and a personal
(character, work-habits) reference are due on October 26th by 5pm
to the Office of Academic Advising, Olympia campus. Students will
interview and be informed of acceptance by late November.
Each student accepted as an intern will develop an internship
learning contract, profiling legislative responsibilities and linkages to
academic development. In regular in-capitol seminars, each student
intern will translate her or his activities in the Legislature into analytic
and reflective writing about the challenges, learning and implications
of the work; students will make presentations about their learning
and participate in various workshops. Each intern will keep a journal,
submitted to the faculty sponsor on a regular basis, and a portfolio
of all materials related to legislative work. Drawing broadly from
the social sciences, we will explore relationships between elected
officials, legislative staff, registered lobbyists, non-governmental
organizations, citizen activists and district constituents. Students
will learn through a range of approaches—responsibilities in an
8:00-5:00 work-week, guest presentations, seminars, workshops
on budget, media panels and job-shadowing regional officials and
activists of choice. Interns will participate in a final mock hearing
floor debate on current legislative issues.
The 2013 session will involve student-interns for both winter
and spring quarters. Each quarter will comprise a different 16-credit
contract. In spring quarter, students can develop an 8-credit Legislative
Internship Contract, augmented by another 8-credit project or
program involving specific post-session research and writing. Student
performance for the two-quarter internship is evaluated by the faculty
sponsor, field supervisors and legislative office staff.
Accepts winter enrollment with faculty signature. Extra work
over December break may be required.
Credits: 16
Enrollment: 69
Required Fees: $150 per quarter for overnight field trips.
Thematic Planning Groups: Culture, Text, and Language and
Environmental Studies
Faculty Signature: Applications to the Legislative Internship
program must be awarded by Capitol Senate and House of
Representatives Education Program staff. These are available
at www.leg.wa.gov/internships and are due by October 26:
to be addressed to Jean Eberhardt in the Office of Academic
Advising L2153. Students will be informed by late November of
acceptance. An information session will be held on campus each
spring and in early October. Check with Academic Advising for
date and location.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2013-2014.
Thematic Planning Groups: Society, Politics, Behavior and
Change and Sustainability and Justice
Students who register for a program but do not attend the first class meeting may be dropped.
Credits: 16
Enrollment: 40
Required Fees: $150.00 for field trips.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, and Society, Politics, Behavior and Change
"What then, is Earth to American people of color?"
— Alison H. Deming and Lauret E. Savoy, The Colors of Nature
This two quarter program explores nature writing by people of
color in the United States. Deming and Savoy provide an eloquent
and passionate starting point, as well as critical unifying themes
and issues, for our exploration: "[if nature writing] examines human
perceptions and experiences of nature, if an intimacy with and
response to the larger-than-human world define who or what we are,
if we as people are part of nature, then the experiences of all people
on this land are necessary stories, even if some voices have been
silent, silenced, or simply not recognized as nature writing."
We will begin our quest by addressing the many meanings of
"nature" and, by extension, "nature writing." Our journey's next
phase will involve an introduction to, and brief overview of, the
American nature writing tradition. Students will read selections from
some of the country's best-known nature writers, including Henry
David Thoreau, Ralph Waldo Emerson, John Muir, Mary Hunter
Austin, Wendell Berry, Rachel Carson, Barry Lopez, Annie Dillard and
Terry Tempest Williams. Fall quarter will conclude with introductory
readings on the historical and cultural relationships between people
of color and nature. Students will engage with program readings,
not only to develop a stronger appreciation of, and respect for,
nature writing, but also to strengthen their critical thinking, reading
and academic writing skills.
In winter quarter, our selection of texts will foreground major
works of nature writing by people of color, including writings by Toni
Morrison, Leslie Marmon Silko, Ruth Ozeki, Percival Everett, and
by those anthologized in Black Nature: Four Centuries of African
American Nature Poetry. Students will continue to hone their
academic writing skills; however, they will have the opportunity to
explore "the colors of nature" through a variety of other writing
forms: fiction, poetry, music lyrics, and creative nonfiction, among
others. By winter quarter's end, students will be equipped to
respond, in a variety of ways, to that question posed above: "What
then, is Earth to American people of color?" Only at that point can
we begin to address the enduring question, "What then, is Earth to
all people?"
Program activities will include lectures, workshops, seminars,
film screenings, guest presentations and field trips. Students should
be prepared to devote at least twice as many hours outside of class,
as those spent in class, to program readings, writing and other
assignments.
Credits: 16
Enrollment: 24
Required Fees: $100 per quarter for field trips.
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies and Sustainability and Justice
^Programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2012-13
Admissions I 89
88 I Graduate Studies
Graduate Studies
Admissions
Complete and updated information regarding admission criteria and standards for all applicants
is available on Evergreen's Admissions Web site: admissions.evergreen.edu.
MASTER OF ENVIRONMENTAL STUDIES (MES)
Martha Henderson, Director
Gail Wootan, Assistant Director (360) 867-6225 or wootang@evergreen.edu
Master of Environmental Studies (MES) degree 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 visit www.evergreen.edu/mes.
MASTER OF PUBLIC ADMINISTRATION (MPA)
Lee Lyttle, Director
m
j* .. 'W|
Evergreen's dynamic Master of Public Administration (MPA)
program has been noted by US News and World Report as one
of the nation's top Public Affairs Graduate Schools, in the 2012
edition of "Best Graduate Schools". Hundreds of Evergreen MPA
graduates are working throughout Washington State and the
Pacific Northwest in responsible positions within state, local, tribal
and federal governments, education, nonprofit organizations
and for-profit firms. MPA students gain important knowledge
and skills that can be put to work right away; they learn how to
be effective advocates for change, becoming graduates who
are in high demand. In the MPA program you'll explore and
implement socially just, democratic public service in a dynamic
learning community that you create with your faculty and fellow
students. Coursework covers critical elements of administration
such as budgeting, strategic planning, human resources and
information systems, public law, leadership and ethics, multicultural
competencies, political and policy analyses and research methods.
For more information about the MPA program's Tribal
Governance concentration please visit www.evergreen.edu/mpa/
tribal or contact Erin Genia, Assistant MPA Director - Tribal
Cohort, at geniae@evergreen.edu or at (360) 867-6202.
For more information about the MPA program's Public
and Non Profit Administration concentration or Public Policy
concentration, please visit www.evergreen.edu/mpa or contact
Randee Gibbons, Assistant MPA Director - General Cohort, at
gibbonsr@evergreen.edu or at (360) 867-6554.
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 admissions.evergreen.edu/special.
If Evergreen determines that an applicant's enrollment could present a physical danger to the campus community, based
on the application, the college reserves the right to deny admission.
TO APPLY FOR ADMISSION
A substantial amount of time is needed to process and evaluate each application. After you send your application and
nonrefundable application fee, request all official transcripts and/or test scores. All of these items and documents should be
sent to the Office of Admissions. The priority application dates are:
Fall Quarter accepting applications from September 1 to March 1
Winter Quarter accepting applications from April 1 to October 1
Spring Quarter accepting applications from June 1 to December 1
Your application file should have all of the required documents by the latter priority date for timely admission consideration.
Note: If you are unsure whether you meet the admission criteria as a freshman or transfer student, or if you are unsure
whether all the credits you earned will be transferable, you should submit all of the materials required for both freshman and
transfer applicants. By taking this precaution, you can avoid processing delays and increase the likelihood that your application
file will be complete and ready for review in a timely manner.
Use the online application or print the five page application from a PDF file found at admissions.evergreen.edu/apply.
GENERAL TRANSCRIPT INFORMATION
MASTER IN TEACHING (Mil)
Sherry Walton, Director
Maggie Foran, Admissions and Advising (360) 867-6559 or foranm@evergreen.edu
Evergreen's Master in Teaching (MiT) Program is a nationally recognized teacher preparation program leading to Residency Teacher
Certification in Washington state and a Master's degree. The program aspires to develop teachers who can put principles of effective and
meaningful classroom teaching into practice, and who can create classrooms that are culturally responsive and inclusive, democratic and
learner-centered, developmentally appropriate and active. Graduates are knowledgeable, competent professionals who assume leadership
roles in curriculum development, assessment, child advocacy and anti-bias work.
For complete information on endorsements, admissions requirements and procedures, please consult the current Master in Teaching
catalog or visit www.evergreen.edu/mit.
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.
90 I Admissions
Admissions I 91
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 admissions.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
I taken in the eighth grade may satisfy one year of the requirement if the second year of study is completed in high
I school. The foreign language requirement will be considered satisfied for students from non-English-speaking
:f 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.
In addition, students should choose electives that offer significant preparation for a challenging college curriculum.
Honors and advanced placement courses are strongly encouraged and a more rigorous curriculum will be taken
into account during the admissions selection process. Interdisciplinary study and courses that stress skills in writing,
research and communication are especially helpful in preparing for Evergreen's innovative programs.
Admission can be granted on the basis of at least six semesters of high school work. Applicants may be admitted
on this basis provided that they submit an official transcript showing the date of graduation and successful
completion of all subject area requirements prior to attending their first class at Evergreen. Failure to submit a final
transcript that shows satisfactory completion of subject area requirements will result in disenrollment. High school
seniors cannot complete their high school course work as matriculating students at Evergreen.
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 admissions.evergreen.edu/transfer 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.
International Baccalaureate (IB): Evergreen will award up to 45 credits of IB work, based on a minimum of three higher
level subject marks and three subsidiary level subject marks with scores of 4 or better. Students without the final IB
diploma and with scores of 4 or better on the exams may be eligible to receive partial credit.
SPECIAL STUDENTS
Students wishing to enroll on a part time basis prior to seeking admission to Evergreen may register as "special students" for
a maximum of eight credits per quarter. Admission counselors are available to assist special students with academic advising
and registration information. For an overview, refer to admissions.evergreen.edu/adultstudent.
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 admissions.evergreen.edu/freshman
More information for transfer applicants can be found at admissions.evergreen.edu/transfer
92 I 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
2011-12 nine-month academic year.
••••MMMOHBHH
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, meal plans, health clinic services, charges or late fees from other
departments (e.g. Library, Media Loan, Lab Stores, Childcare Center, Parking, etc.) 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 logging onto
their my.evergreen.edu student account.
Tuition and fees are billed quarterly if students are pre-registered. If students are not registered two-four weeks prior
to the beginning of the quarter, their billing statement will not reflect tuition charged for that quarter.
Tuition must be paid by the quarterly deadline (fifth calendar day of each quarter) or a $50 late payment fee will be
charged. Web payment is available for students wishing to pay by 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.
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:
RESIDENT
NON-RESIDENT
$6,909
$18,090
Books and supplies
972
972
Housing and meals
9,000
9,000
Personal needs
1,704
1,704
Transportation
1,224
1,224
Tuition and Fees
Total
$19,809
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 2011-12 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
$2,303 per quarter
$2,508
$2,713
$6,030 per quarter
$6,593
$7,156
Part-time
Undergraduate
9 or fewer
$230.30 per credit;
2 credit minimum
$603 per credit;
2 credit minimum
Full-time Graduate
8 MPA & MES
16 MIT
$201 8.40 per quarter
$2,523 per quarter
$5,346.40 per quarter
$6,683.00 per quarter
Part-time Graduate
9 or fewer**
$252.30 per credit;
2 credit minimum
$668.30 per credit;
2 credit minimum
'Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
** For financial aid purposes, 8 MPA and MES quarter credit hours are considered full-time, 7 or fewer, part-time.
MISCELLANEOUS FEES
Admissions Application Fee (nonrefundable)
$50
Mandatory Health Fee (quarterly)
S68
Mandatory Bus Pass (quarterly)
$1.10 per credit
up to $13.20
ID Card Replacement
CAB Renovation Fee
$5.75 per credit
Graduation Fee
Clean Energy Fee
$1 per credit
Undergraduate Tuition Deposit {nonrefundable)
$50
Late Night Transit Fee (quarterly)
$3
Graduate Tuition Deposit (nonrefundable)
$100
Returned Check
$15
Transcript, per copy
S10
Late Payment Fee (per quarter)
Late Registration Fee
2nd week of the quarter
3rd week of the quarter
with meal plan
$50
$100
S5
$25
$25
$50
Housing / Administrative Fee: Rental Contract or Unit Lease
100 percent to Friday of the first week of the quarter
$30,990
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.
$45 each
These fees are current at time of publication. Please check to verify amounts or additional fees.
50 percent to the 30th day
PARKING FEES
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.
Automobiles / Motorcycles
Automobiles / Motorcycles
Dally
$2.00
Academic year
$115/$60
Quarterly
$40 / $25
Full year
$120/$65
94 I Registration and Academic Regulations
Registration and Academic Regulations I 95
ACADEMIC CREDIT
General Policies
Registration and
Academic Regulations
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.
NEW AND CONTINUING STUDENT REGISTRATION PROCESS
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.
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 92.
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 92.)
Credit Limit
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 1.)
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:
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 92.)
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 DSC.
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.
The following is a list of Evergreen's faculty as of summer 2011. A more extensive description
of their areas of expertise can be found at www.evergreen.edu/faculty.
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 Ac/ministration,
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.
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.
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.
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.
William Ray Arney.
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,
MES and MiT programs, please contact the appropriate program. Contact information is on page 88.
For more information about academic regulations, call (360) 867-6180.
ENROLLMENT STATUS
Full time
Part time
Undergraduate students
12-20 credits
11 credits or fewer
Graduate students
10-12 credits
9 credits or fewer
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)
i
Faculty
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.
Marcella Benson-Quaziena, Psychology, 2000;
B.S., Health and Physical Education, University of
Iowa, 1977; M.A., Athletic Administration, University
of Iowa, 1980; M.S.W., Social Work, University of
Washington,1988; M.A., Organizational Development,
The Fielding Institute, 1993; Ph.D., Human and
Organizational Systems, The Fielding Institute, 1996.
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,
1991; B.S., Chemistry, University of Peradeniya,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
Frederica Bowcutt, Ecology, 1996; B.A., Botany,
University of California, Berkeley, 1981; M.S.,
Botany, University of California, Davis, 1989; Ph.D.,
Ecology, University of California, Davis, 1996.
Andrew Brabban, Molecular Biology, 2001;
B.S., Microbial Biotechnology, University of
Liverpool, U.K., 1989; Ph.D., Genetics and
Microbiology, University of Liverpool, U.K., 1992.
Eddy Brown, Writing, 2001; Academic Dean,
2004-2010; 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.
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.
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.
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.
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.
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.
Joe Feddersen, Emeritus, Printma/ting, 1989;
B.F.A, Printmaking, University of Washington,
1983; M.F.A, University of Wisconsin, 1989.
Sally J. Cloninger, Emerita, Film and Television,
1978; B.S., Syracuse University, 1969; M.A., Theater,
Ohio State University, 1971; Ph.D., CommunicationsFilm, Ohio State University, 1974.
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.
Scott Coleman, Education, 2001; Master in
Teaching Director, 2001-2006; B.S, Biology,
State University of New York, College at
Brockport, 1973; M.A, Elementary Education, San
Diego State University, 1980; Ph.D., Instructional
Systems Technology, Indiana University, 1989.
Amy Cook, Fish Biology, 2001; B.S, The
Evergreen State College, 1990; Ph.D., Biological
Sciences, University of California, Irvine, 1998.
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.
John Robert Filmer, Management and
International Business, 1972; B.S, Agriculture,
Cornell University, 1956; B.A.E, Agricultural
Engineering, Cornell University, 1957; M.S.,
Hydraulic Engineering, Colorado State
University, 1964; Ph.D., Fluid Mechanics, Colorado
State University, 1966.
Anne Fischel, Film/Video, 1989; B.A, English
and American Literature, Brandeis University,
1971; M.A, Communication, University of
Massachusetts, Amherst, 1986; Ph.D., Communication,
University of Massachusetts, Amherst, 1992.
Stephanie Coontz, History and Women's
Studies, 1974; B.A, History, University of
California, Berkeley, 1966; M.A, European
History, University of Washington, 1970.
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.
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.
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.
r
98 I Faculty
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.
John Gates, Public Administration and Native
Studies, 2010; B.A., Interdisciplinary Studies,
University of New Mexico, 1990; J.D., University
of Iowa College of Law, 1993.
Karen Gaul, Sustainability Studies, 2006; B.A.,
Theology and Philosophy, Carroll College, 1984;
M.T.S., Harvard Divinity School, 1987; M.A.,
Anthropology, University of Massachusetts,
1989; Ph.D., Anthropology, University of
Massachusetts, 1994.
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.
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.
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.
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.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
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.
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.
Faculty I 99
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.
David Hitchens, Emeritus, History, 1970;
Campus Adjudicator, 1987-89; B.A., History,
University of Wyoming, 1961; M.A, History,
University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.
Karen Hogan, Environmental Science, 2001;
B.S., Biology, Michigan State University, 1979;
M.S., Botany, University of Illinois, 1982; Ph.D.,
Plant Biology, University of Illinois, 1986.
Grace C. Huerta, Teacher Education (ESL),
2008; B.A., English, University of Southern
California, Los Angeles, 1981; M.A., English,
University of Southern California, Los Angeles,
1986; Ph.D., Educational Leadership and Policy
Studies, Arizona State University, 1994.
Sara Huntington, Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington, 1984.
Ryo Imamura, Psychology, 1988; B.A.,
Mathematics, University of California, Berkeley,
1967; M.S., Counseling, San Francisco State
University, 1981; Ed.D., Counseling/Educational
Psychology, University of San Francisco, 1986.
Ren-Hui (Rose) Jang, Theater, 1988; B.A.,
English, National Taiwan University, 1980; M.A.,
Theater, Northwestern University, 1981;
Ph.D., Theater, Northwestern University, 1989.
Heesoon Jun, Clinical/Counseling Psychology,
1997; B.S., Psychology, Washington State
University, 1971; M.A., Clinical Psychology,
Radford University, 1972; Ph.D., Educational
Psychology, University of Washington, 1982.
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 (2009),
B.A., The Evergreen State College, 1988; M.A.,
History, University of Washington, 1992; Ph.D.,
American Studies, Emory University, 1999.
Stephanie Kozick, Education, 1991; B.S.,
Education, Northern Illinois University, 1971;
M.S., Curriculum/Instruction, University of
Oregon, 1980; Ph.D., Human Development/
Family Studies, Oregon State University, 1986.
Patricia Krafcik, Russian Language and
Literature, 1989; B.A., Russian, Indiana University,
Bloomington, 1971; M.A., Russian Literature,
Columbia University, 1975; Ph.D., Russian
Literature, Columbia University, 1980.
Ulrike Krotscheck, Classical Studies, 2008; B.A.,
Art History, Mount Holyoke College, 1997; M.A.
Classical and Prehistoric Archaeology, Art History,
University of Heidelberg, 2001; Doctoral Studies,
Classics and Archaeology, Stanford University, 2008.
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.
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.
David McAvity, Mathematics, 2000; B.S.,
Mathematical Physics, Simon Fraser University,
1988; Distinction in Part III of the Mathematical
Trypos, Cambridge University, 1989; Ph.D.,
Mathematics, Cambridge University, 1993.
Paul McCreary, Mathematics, 2006; B.S., Political
Science, Massachusetts Institute of Technology,
1970; M.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.
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.
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.
Donald V. Middendorf, Physics and Biophysics,
1987; B.A., Biology, University of Missouri, 1977;
M.S., Applied Physics, Cornell University, 1980;
Ph.D., Plant Physiology, Cornell University, 1984.
Kabby Mitchell III, Dance, 2000; A.A., Contra
Costa College, 1979; M.F.A., Dance, University
of Iowa, 1998.
Donald Morisato, Genetics/Mo/ecular
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.
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.
Neal N. Nelson, Computing and Mathematics,
1998; B.A., Mathematics, Washington State
University, 1974; M.S., Computer Science,
Washington State University, 1976; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
Steven M. Niva, Middle Eastern Studies,
1999; B.A., Foreign Affairs, Middle East
Politics and Political Philosophy, University of
Virginia, 1988; Ph.D., Political Science, Columbia
University, 1999.
Allen Olson, Computer Studies, 2003;
Academic Dean 2007-present, B.A., Physics,
University of Chicago, 1990; M.S., Mechanical
Engineering, University of Washington, 1992.
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.
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.
Cynthia C. Kennedy, Management, 1999;
B.S., Business and French, The Pennsylvania
State University, 1985; M.B.A., The Pennsylvania
State University, 1988.
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.
Mukti Khanna, Developmental Psychology,
2000; B.A., Human Biology, Stanford University,
1983; Ph.D., Clinical Psychology, University of
Tennessee-Knoxville, 1989.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.
Photo by Carlos Javier Sanchez '97
100 I Faculty
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, emeritus, Philosophy,
1971; Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
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.
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,
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
2007-2012, 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.
Faculty I 101
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.
Rob Smurr, Russian History, 2007; B.A., Political
Science, University of California, Davis, 1984;
Russian Language and Regional Studies, Defense
Language Institute, 1986; M.A., International
Studies, University of Washington, 1992; Ph.D.,
History, University of Washington, 2002.
Eric Stein, Cultural Anthropology, 2007; B.A.,
Anthropology and Philosophy, University of
Wisconsin, Madison, 1995; M.A., Anthropology
and History, University of Michigan, Ann
Arbor, 2001; Ph.D., Anthropology and History,
University of Michigan, Ann Arbor, 2005.
Ann Storey, Art History, 1998; B.A., Art
History, The Pennsylvania State University, 1973;
M.A., Art History, University of Washington,
1993; Ph.D., Art History, University of
Washington, 1997.
Linda Moon Stumpff, Natural Resource
Policy, 1997; Director of Graduate Program in
Public Administration, 1999-2001; B.A., Political
Science, University of California, Berkeley; M.A.,
Public Administration and Regional Planning,
University of Southern California, 1991; Ph.D.,
Public Administration and Regional Planning,
Land Management and Public Policy, University
of Southern California, 1996.
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.
Gail Tremblay, Creative Writing, 1980; B.A.,
Drama, University of New Hampshire, 1967; M.F.A.,
English (Poetry), University of Oregon, 1969.
Jules Unsel, Librarian, 2006; B.A., U.S. History,
University of Kentucky, 1991; M.A., U.S. History,
University of Kentucky, 1993; Ph.D., U.S. History,
University of 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.
Michael Vavrus, Instructional Development and
Technology, 1995; Director, Graduate Program
in Teaching, 1°96-2001; B.A., Political Science,
Drake University, 1970; M.A., Comparative and
International Education, Michigan State University,
1975; Ph.D., Instructional Development and
Technology, Michigan State University, 1978.
Brian L. Walter, Mathematics, 2002; B.S.,
Symbolic Systems, Stanford University, 1995; M.A.,
Mathematics, University of California, Los
Angeles, 1998; C. Phil., Mathematics, University
of California, Los Angeles, 2001; Ph.D., Mathematics,
University of California, Los Angeles, 2002.
Sherry L. Walton, Education, 1987; Director,
Master in Teaching Program 2006-present, B.A.,
Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Auburn University, 1977;
Ph.D., Theories in Reading, Research and Evaluation
Methodology, University of Colorado, 1980.
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.
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.
Michael Zimmerman, Ecology, 2011; Provost
and Academic Vice President, 2011-present;
A.B., Geography, University of Chicago, 1974;
Ph.D., Ecology, Washington University, 1979.
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 2011
Paul Winters
Vancouver (Chair)
Kristin Hayden
Seattle (Co-Vice Chair)
Keith Kessler
Hoquiam (Co-Vice Chair)
Carver Gayton
Seattle (Secretary)
Irene Gonzales
Spokane
Denny Heck 73
Olympia
Wilbert Raul Pina
Olympia (Student Trustee)
Anne Proffitt 76
Freeland
ADMINISTRATION
Thomas L. Puree
Ed.D., Idaho State University
President
Michael Zimmerman
Ph.D., Washington University
Provost and Academic Vice President
Arthur A. Costantino
Ph.D., Pennsylvania State University
Vice President for Student Affairs
0. Lee Hoemann
B.A., Montana State University
Wee President for Advancement
Executive Director,
The Evergreen State College Foundation
John A. Hurley, Jr.
Ed.D., Seattle University
Vice President for
Finance and Administration
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.
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.
www.evergreen.edu/nwindian
The Washington Center for Improving the Quality of
Undergraduate Education was established in 1985 and includes
52 participating institutions—all of the state's public four-year
institutions and community colleges, 10 independent colleges and
one tribal college. The Washington Center helps higher-education
institutions use existing resources more effectively by supporting
the development of interdisciplinary "learning community"
programs and by holding workshops and conferences on effective
approaches to teaching and learning.
www.evergreen.edu/washcenter
The Washington State Institute for Public Policy, established
in 1983, has a mission to carry out practical, non-partisan
research—at legislative direction—on issues of importance to
Washington state. The institute conducts research using its own
policy analysts and economists, specialists from universities, and
consultants. Institute staff work closely with legislators, legislative
and state agency staff, and experts in the field to ensure that
studies answer relevant policy questions. Current areas of staff
expertise include: education, criminal justice, welfare, children
and adult services, health, utilities, and general government.
The institute also collaborates with faculty in public and private
universities and contracts with other experts to extend our capacity
for studies on diverse topics.
www.wsipp.wa.gov
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.
104 I Services and Resources
Services and Resources I 105
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.
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
SEM I, 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
SEM II, E2129, (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
SEM II, E2129, (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, two-person
apartments, four- and six-bedroom apartments and two-bedroom, four-person duplexes. Most units
are equipped with cable TV and Internet access. We also offer recreational activities and educational
workshops throughout the year. Staff members are available 24 hours a day to serve residents.
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/studentaffairs/studentconduct.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/policy/sexualharassment.
FREEDOM AND CIVILITY:
The individual members of the Evergreen community are responsible for protecting each other and visitors on campus from physical
harm, from personal threats, and from uncivil abuse. Civility is not just a word; it must be present in all our interactions. Similarly, the
institution is obligated, both by principle and by the general law, to protect its property from damage and unauthorized use and its
operating processes from interruption. Members of the community must exercise the rights accorded them to voice their opinions with
respect to basic matters of policy and other issues. The Evergreen community will support the right of its members, individually or in groups,
to express ideas, judgments, and opinions in speech or writing. The members of the community, however, are obligated to make statements
in their own names and not as expressions on behalf of the college. The board of trustees or the president speaks on behalf of the college
and may at times share or delegate the responsibility to others within the college. Among the basic rights of individuals are freedom of
speech, freedom of peaceful assembly and association, freedom of belief, and freedom from intimidation, violence and abuse.
INDIVIDUAL AND INSTITUTIONAL RIGHTS:
Each member of the community must protect: the fundamental rights of others in the community as citizens; the rights of each member
of the community to pursue different learning objectives within the limits defined by Evergreen's curriculum or resources of people,
materials, equipment and money; the rights and obligations of Evergreen as an institution established by the state of Washington; and
individual rights to fair and equitable procedures when the institution acts to protect the safety of its members.
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:
OPEN FORUM AND ACCESS TO INFORMATION:
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).
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.
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.
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.
INTELLECTUAL FREEDOM AND HONESTY:
Evergreen's members live under a special set of rights and
responsibilities, foremost among which is that of enjoying the freedom
to explore ideas and to discuss their explorations in both speech and
print. Both institutional and individual censorship are at variance with
this basic freedom. Research or other intellectual efforts, the results
of which must be kept secret or may be used only for the benefit of
a special interest group, violate the principle of free inquiry.
An essential condition for learning is the freedom and right on
the part of an individual or group to express minority, unpopular or
controversial points of view. Only if minority and unpopular points
of view are listened to and given opportunity for expression will
Evergreen provide bona fide opportunities for significant learning.
Honesty is an essential condition of learning, teaching or working.
It includes the presentation of one's own work in one's own name,
the necessity to claim only those honors earned, and the recognition
of one's own biases and prejudices.
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.
Index I 109
108 I Campus Regulations
Campus Regulations
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.
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.
ndex
Academic Advising
104
Academic Calendar 2012-2013
3
Academic Standing Policy
96
Access Services for Students with Disabilities
104
Accreditation
3
Ackley, Kristina
36
Acosta, Diego de
79
Administration
101
Advanced Research in Environmental Studies
33
Afraid to Laugh: The Psychology & Media of Fear & Humor
34
Afrofuturism
35
Agriculture and Conservation in the Pacific Northwest
35
Aguilar-Wells, Michelle
76
America Abroad
36
American Indian Sovereignty: Competing Contexts
36
Ancient Words and Works
37
Anderson, Nancy
74
Antonelis-Lapp, Jeff
66
Arney, Bill
52
Arts in New York
38
Art/Work
37
Astronomy and Cosmologies
38
Athletics and Recreation
104
Awakening the Dreamer, Pursuing the Dream
39
Bailey, Marianne
Baldridge, John
Barlow, Clyde
Biodiversity Studies in Argentina
Biology of Ecotones and Extreme Environments:
Living on the Edge
Biswas, Abir
Blackwell, Evan
Board of Trustees
Bohmer, Peter
Boom or Bust: The U.S. Economy, 2013 & Beyond
Bopegedera, Dharshi
Botany: Plants and People
Bowcutt, Frederics
Brabban, Andrew
Bramwell, Stephen
Bridges: Poetry and Prints
Bruner, Bill
Buchman, Andrew
60, 81
44
49, 84
40
40
33, 46, 84
76
101
71
41
61,84
41
41,69
49,84
73
41
41
35,68
Campbell, Sara Sunshine
Campus Map
Campus Regulations
Career Development Center
Center for Mediation Services
Chandra, Arun
Chemistry of Living Systems
Chinese Stories: Modern Fiction and Film
Chin-Leo, Gerardo
Chowdary, Krishna
Chowdhury, Savvina
Citrin, Laura
Clinical Psychology: The Scientist-Practitioner Model
47
112
108
104
104
59,67
42
42
33, 40,46
32, 82,83
53
80
42
74
91
Coleman, Scott
Community College Degrees
Computability and Language Theory
Computer Science Foundations
Computing Practice and Theory
Condensed Curriculum
Consciousness
Consciousness Studies
Cook, Amy
Counseling and Health Centers
Creating Dance
Credit Limit
Cultures of Solidarity
Culture, Text and Language
Cushing, Judith
44
8
40,45
105
44
95
44
10
43,84
Dance: Body, Culture, and Behavior
Dancing Molecules
Davis, Stacey
Dirks, Clarissa
Diversity and Community
Drawing from the Sea
Drop or Change a Program
45
45
36
46,84
103
46
94
43
43
43
6
Eamon, Kathleen
Earth and Life
Ecology of Grazing and Grasslands in the Pacific Northwest
Elections, Education, Empowerment:
Social Change Through Quantitative Literacy
Energy, Economics and Entrepreneurship
Entrepreneurship and Economic Development
Environmental Analysis
Environmental Studies
Equality and the Constitution
Equal Opportunity
Esposito, Robert
Ethnographic Research: Eyes in a Troubled World
Evergreen Center for Educational Improvement
Evergreen Tutoring Center
Expectations of an Evergreen Graduate
Expressive Arts
Faculty
Feddersen, Joe
Fiber Arts
Field Ecology: Forests
Fiksdal, Susan
Filmer, John
Financial Aid
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
Flores, Shaw Osha
Food, Health and Sustainability
Formation of the North American State
Francis, Kevin
Freedom: Dialogue and Mysticism
Freedom: Education
Freedom: Power
Freeman, George
37
46
47
47
48
48
49
12
49
3
44
50
102
105
1
14
97
41
50
50
47,54
48,59
105
105
44,61
33, 50, 86
37
51
52
84
52
52
52
42
Index I 111
1101 Index
Gateways: Popular Education and U.S. Political Economy
53
Gender and Power in Cross-Cultural Context
54
Gender Performances
54
General Chemistry
54
Gerend, Jennifer
70
Gilbert, Andrew
66
Goldberger, Ariel
38, 44
Gomez, Jose
36, 49
Gothic Constructions: Architecture and Literature
55
Graduate Studies
88
Graduation Requirements
96
Greece and Italy: An Artistic and Literary Odyssey
55
Grossman, Zoltan
62
Gullickson, Andrea
66
Haft, Bob
Hahn, Jeanne
Hardiman, Joye
Harrison, Lucia
Hastings, Rachel
Hayes, Ruth
Henderson, Martha
Hendricks, Steven
Herbison, Chico
Heying, Heather
A History of "Race" in the U.S.:
From British Colonialism to 2013
How to Read a Program Description
Huerta, Grace
Human Rights and the Tragedies of History
55
52,62
35
46,66
61
32, 69, 82
33
80
35,87
85
56
32
61
56
Iconoclasms
57
Illustrations of Character: Literary and Philosophical Studies 57
Imamura, Ryo
58, 83
Individual Study: East-West Psychology
58
Individual Study: Environmental Studies
58
Individual Study: Fiber Arts, Installation Art,
Native American Studies, Creative Writing,
Poetry and Multicultural American Literature
58
Individual Study: Individual Music Instruction
59
Individual Study/ Internships: Business Management,
Non-Profits, Seaport & Maritime Studies, International Trade 59
Individual Study: Psychology & Integrative Health
59
Inexpressibility and its Discontents
60
Internships
5
Introduction to Natural Science:
Navigating Observation and Theory
61
Jang, Rose
Jun, Heesoon
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Robert
Koppelman, Nancy
Krafcik, Patricia
Krotscheck, Ulrike
42,67
64
39
105
65
81
56,57
77
37
Landram, Glenn
Learning Resource Center
Li, Mingxia
Local Knowledge: Creating Inclusive Communities
Longhouse Education and Cultural Center
Lowe, Naima
Lucas-Jennings, Cheri
48
105
72
61
102
63
86
Making Effective Change:
62
Social Movement Organizing and Activism
62
The Making of Global Capitalism 1500-1914
Mandeberg, Jean
76
34, 78
Margolin, Carrie
79
Marr, David
88
Master in Teaching
88
Master of Environmental Studies (MES)
Master of Public Administration
88
Matching Evergreen's Programs to Your Field of Interest
25
64, 84
McAvity, David
McCreary, Paul
72
42, 54, 84
McKinstry, Lydia
63
Media Artist's Studio
63
Media Internships
Meeker, Laurie
68
64
Memories, Dreams and Beliefs
64
Methods of Mathematical Physics
64
Middendorf, Donald
65
Mind-Body Medicine
Mission Statement
1
Mitchell, Kabby
45
Molecules, Genes and Health
65
51,84
Morisato, Donald
Moruzzi, Harumi
72, 78, 82
Mount Rainier: The Place and its People
66
Muehleisen, David
73
Mullins, Greg
33, 75
Murphy, Ralph
70
Musical Theatre in Cultural Context
67
Music Intensive
66
Music, Math and Cybernetics: Things + Relations = Systems 67
Native American and World Indigenous Peoples Studies
Neitzel, James
Nelson, Alice
Nelson, Lin
Nelson, Neal
The 1960s Turn 50
Nonfiction Media: Sustainability and Justice
Northwest Indian Applied Research Institute
Notification and Deposit
Olson, Toska
Orissi Dance and Music of India
Ornithology
17
65,84
79
33,62
43,84
33
68
102
89
54
68
69
Pailthorp, Charles
57
Paros, Michael
35, 47, 84
Picturing Plants
69
Planning and Curricular Options
4, 33
Police Services
105
Political Ecology of Land:
Planning, Property Rights and Land Stewardship
70
Political Economy and Social Movements:
Race, Class and Gender
70
Popular Uprisings: 1968, 2011 and the Road Foward
71
The Postcolonial Novel
71
Postmodernity and Postmodernism: Barth, Baudrillard, DeLillo,
Murakami, Pynchon, Said and World Cinema
72
Pougiales, Rita
50
Power Play(ers): Actions and Their Consequences
72
Practice of Sustainable Agriculture: Spring
73
Prior Learning from Experience
5
Programs for Freshmen
6
Psychology, Learning and Becoming
74
Public Health and Economic Development
in Sub-Saharan Africa
74
Public Service At Evergreen
102
Quantitative and Symbolic Reasoning Center
Queer Pleasure and Politics
Rains, Frances V.
Randlette, Peter
Ransom, Bill
Reality Check: Indian Images and [Misrepresentations
Record Keeping
Reece, Andrew
Registration and Academic Regulations
Reservation Based Community Determined Program Foundations for Sustainable Tribal Nations
Residency Status
Residential and Dining Services
Retention of Records
Rites of Passage: Ceramics and Fine Metalwork
Rosemeyer, Martha
Roy, Ratna
Russia and Eurasia: Empires and Enduring Legacies
Rutledge, David
Scheuerell, Steven
Schofield, Paula
Schrager, Samuel
Schwartz, Leonard
Schyndel, Zoe Van
Science Seminar: The Universe and Beyond
Scientific Inquiry
Self and Culture: Studies in Japanese and American
Literature and Cinema
SERVICES AND RESOURCES
Setter, Terry
Shariff, Zahid
Sheppard, Gilda
Shulman, Sheryl
Simon, Benjamin
Smith, Matthew
Smith, Tyrus
Smurr, Robert
Social Contract
Society, Politics, Behavior and Change
Sound and Fury Since Shakespeare
105
75
75
63
41 86
75
95
37,57
94
76
92
105
89
76
51
68
77
80
35
42, 54, 84
36
60
48
77
18
78
104
39
72
72
43,84
61,84
50,86
72
77
106
20
79
So You Want to be a Psychologist
78
The Spanish-Speaking World: Cultural Crossings
79
Speller, Trevor
55, 71
Stein, Eric
36
Stop Making Sense
80
Student Activities
105
Student Affairs
104
Student and Academic Support Services
105
Student Conduct Code
106
Student-Originated Studies: Consciousness Studies
80
Student-Originated Studies:
Function and Feeling in Sustainable Building
81
Student-Originated Studies: Independent Projects in Literature,
Philosophy, Myth/Religion, and Writing for Freshmen
81
Study Abroad
5
Styring, Alison
33, 50, 69
Summer Quarter
91
Sunderman, Rebecca
45, 83, 84
Sustainability and Justice
22
Sweet, Lisa
57, 87
Tabbutt, Kenneth
49
Tacoma Program
24
Thuesen, Erik
33, 40, 58
Times & Works of Soseki, Mishima, & Murakami:
Studies in Literature, History, and Cinema
82
Tindill, Anthony
55
To Apply for Admission
89
Tougas, Joseph
56, 83
Trajectories in Animation, Mathematics & Physics
82
Trajectories in Electromagnetism & Calculus
83
Transcript Information
89
Transfer Applicants
91
Transfer of Credit
91
Transmutation: The Alchemy of Scientific Thought
83
Tremblay, Gail
50, 58
Tuition and Fees
92
Turning Eastward: Explorations in East-West Psychology
83
Undergraduate Research in Scientific Inquiry
Vavrus, Michael
Vertebrate Evolution
Walter, Brian
Washington Center for Improving the Quality
of Undergraduate Education
Washington State Institute for Public Policy
Washington State Legislative Internships
Weiss, Richard
What is Ecology?
Williamson, Elizabeth
Williams, Sean
Womeldorff, Tom
Working Artists: The Business of Creativity and Art
Writing Center
Writing Nature, Writing "Race"
Young, Artee
Zaragoza, Tony
Zay, Julia
Zita, EJ
84
56, 70
85
47
102
102
86
43, 67
86
57, 71
66
74, 87
87
105
87
72
62
37
38, 77, 84
112 I Campus Map
•4-4 Highway 101, Ocean Bea
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