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Identifier
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Eng
Catalog_2013-2014.pdf
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Title
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Eng
Course Catalog, 2013-2014
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Date
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2013
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Creator
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Eng
The Evergreen State College
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extracted text
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2013-2
evergreen
state
college ,
olympia, Washington
admissions.evergreen.edu
A distinctive liberal arts and s
• in the Pacific North-
Our Mission Statement
Adopted by the Evergreen faculty 4/28/11
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.
m
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.
9
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 2013-2014
Table of Contents
ACADEMIC PLANNING
ENROLLMENT SERVICES
Fall
2013
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
INFORMATION
102 Public Service at Evergreen
103 Diversity and Community
Winter
2014
Spring
2014
Summer 2014
First Session | Second Session
Orientation
September 21 - 29*
Tuition
Deadline
October 4
January 10
April 4
June 27
June 27
Quarter
Begins
September 30
January 6
March 31
June 23
July 28
Evaluations
December 16 - 21
March 17-22
June 9-14
Quarter Ends
December 21
March 22
June 14
Vacations
Thanksgiving Break
Nov. 25 - Dec. 1
Winter Break
Dec. 23 - Jan. 5
Spring Break
March 24 - 30
July 28 - Aug. 2 September 2 - 6
104 Services and Resources
ACADEMIC PROGRAMS
032
How to Read a Program Description
106 Evergreen's Social Contract
108 Campus Regulations
033 Program Descriptions
109 Index
088 Graduate Study at Evergreen
112 Campus Map
August 2
September 6
No classes Martin Luther King Day, Presidents'
Day, Independence Day, Memorial Day,
Labor Day and Veterans Day holidays.
* Subject to change
097 Faculty, Trustees and Administration
Commencement: June 13, 2014
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.
"There are precious few pu
irtstitutions where^ the faculty
feels as close-to the students
or values therff as highly."
wB98CT
^^^^^HL
- • : " : • " "•'.
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.
REASONABLE ACCOMMODATION
The Evergreen State College is committed
to providing reasonable accommodations,
including core services, to qualified students
with disabilities. The purpose of this policy
is to identify the rights and responsibilities
of students under Section 504 of the
Rehabilitation Act of 1973, the 1990 Americans
with Disabilities Act, and chapter 28B.10 RCW,
and to establish clear guidelines for seeking
and receiving reasonable accommodations.
To qualify for and receive reasonable
accommodations in an appropriate and
timely manner, students are responsible for
requesting accommodation and documenting
the nature and extent of their disability in a
timely manner. The policy establishing the
scope of and the procedures for requesting
those accommodations in available at
www.evergreen.edu/policies/policy/
studentswithdisabilities
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.
©2012 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/2013-14.
Loren Pope, author^pf Colleges That Change Li
Photo by Shauna Bittle '98.
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 ernphasize 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)
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.
WHAT IS A PROGRAM?
A program presents a unique opportunity to work with a team of faculty and to study a range of topics organized around a
central theme or question. In this way, students can delve unto the relationships between subjects over the course of one, two or
three quarters. While immersed in a program, students will study areas of particular interest to them, while also exploring new and
challenging subjects and ideas.
Most full-time students take one 16 credit program per quarter, while part-time students often take one 8-12 credit program or one
or more courses. Most programs are offered in our daytime curriculum, with some also offered in the evenings and on weekends. Our
curriculum is supplemented with discrete courses, usually 4-6 credits, focused on a single topic.
HOW TO SELECT A PROGRAM
•
Scan this catalog. It contains the full-time interdisciplinary program offerings for the 2013-14 academic year.
•
Consult Web listings at www.evergreen.edu/catalog/2013-14. 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.
•
See an advisor! Academic Advising, First Peoples' Advising, KEY Student Services and Access Services are all available
to assist in academic planning. Go to www.evergreen.edu/advising for more information. Academic advisors know the
Curricular ins and outs at Evergreen and are trained to help students find the best program to meet their academic goals.
•
Since planning your education is your responsibility, the more information you have, the better. Students new to Evergreen
are required to attend an Academic Planning Workshop in order to gather comprehensive information on the academic
planning process and the resources and tools available to them.
SPECIAL FEATURES OF THE CURRICULUM
Prior Learning from Experience Evergreen recognizes that adult students returning to college have acquired knowledge from their
fe and work experiences. If students want to document this knowledge and receive academic credit for it, Prior Learning from Experience
(RLE) provides an appropriate pathway. For more information, call (360) 867-6164, or visit www.evergreen edu/priorlearning
Study Abroad International studies may include study abroad
in a full-time academic program, a consortium program, or an
individual contract or internship. Academic programs offer
students the opportunity to study culture, language, architecture,
art, political science, the environment, science and more in
countries around the globe. These programs typically include
preparation time on the Evergreen campus, with several weeks
or a quarter abroad as a culmination to program studies.
PROGRAMS WITH A STRONG TRAVEL COMPONENT
pg quarter
Andean Roots: Language & Cultural Landscape
Animal Behavior and Zoology
37
33
The Business of Art: Earning a Living as an Artist
Dark Romantics
40
4$
Ireland in History and Memory
53
F WS
W S
F W
F W S
FWS
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.
REMEMBER...
• 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.
* Read the "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.
• 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.
* Many programs are offered over two or three quarters.
To maximize your learning experience, you should
plan to stay with a program for its entire duration.
• Some programs require a faculty signature for entry,
have prerequisites or extra expenses involved. See
"How to Read a Program Description" on page 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.
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. Visit'
www.evergreen.edu/catalog/2013-14/research for more
information.
Graduate Programs Evergreen offers Master's degrees in
Environmental Studies, Teaching, and Public Administration.
For contact and general information, please turn to page 88.
Condensed Curriculum 2013-2014 I 7
6 I Condensed Curriculum 2013-2014
Condensed Curriculum
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 Sustainabilrty and Justice. Thematic planning groups include Native
American and World Indigenous People Studies (NAWIPS).
These pages feature the programs planned for the 2013-14 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. Mall quarter W~whiter quarter S-spring quarter
Programs for Freshmen
Freshmen may enroll in Core, Lower-division, All-level and some
programs designed for sophomores and above.
•
•
•
•
Photo by Riley Shiery, (opposite) by Hannah Pietrick '10.
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.
Core: Designed for
freshmen
pg quarter
Consuming Cultures
45
FWS
Latin American Women Writers
60
S
Madness & Creativity: The Psychological Link
60
FW
Narrative Objects
67
FW
The Nature and Evolution of Human Psychology 67
FW
The Science Behind the Headlines:
What's the Truth?
75
F W
Self-Determination in Latin America
76
FW
Skin
76
Who's Got What? Political Economy Through
Food, Culture and Social Movements
87
F WS
Lower-division: (50% freshmen/50% sophomore)
The Business of Art: Earning a Living as an Artist
Cataclysms in the Pacific Northwest
China: A Success Story?
Creating Dangerously:
Experiments in Feminist and Diaspora Art
Exploring Learning and Development
Fiction Laboratory
From the Fire: The Art and Science of Ceramics
Green Materials: Science/Craft/Construction
Introduction to Environmental Studies
Moving Towards Health
Music Intensive
Northwest Developments:
Land Use, Economics and the Politics of Growth
Olympia to the Olympics:
The Place and Its People
Passages: American Comings-of-Age
Reading Landscapes: Earth Science & Literature
That's Classic(s)!
Explorations in the Ancient and Modern World
40
42
43
F W
FWS
46
50
M"
54
FW S
FWS
S
S
F
57
65
66
FW
FW
FWS
69
FW
69
7.P.
73
FWS
FW
S
83
FWS
50
All-level: (freshmen - seniors)
The Adaptive Meaning of the Musical Mind
Algebra to Algorithms
American Families: Historical and Sociological
Perspectives on Close Relationships
American Frontiers, Homelands and Empire
Andean Roots: Language & Cultural Landscape
Anthrozoology
Botany: Plants and People
Can Science Help Me?...To Be Better?
The Challenges of Aging
China: Business, Economy, Society, Sustainability
Community-Based Research:
Social and Environmental Justice
Computer Science Foundations
Education for Life
The Empty Space:
Movement, Dance and Theatre
Field Plant Taxonomy
Individual Study: Humanities & Social Sciences
Inside Language
Introduction to Natural Science
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language
Language Counts
The Mathematical Order of Nature
Models of Motion, Matter and Interactions
Orissi Dance and Music of India
Our Environment, Our Future
The Physical World of Animals and Plants
Power/Play: Balancing Control and Autonomy
in the Social World
So You Want to be a Psychologist
Stalin and Stalinism
Taking Things Apart:
A Scientific and Artistic Exploration
Theatre of Fantasy: Performing Chinese
Drama on the Western Stage
pg quarter
33
S
35
S
36
36
37
38
40
41
42
43
S
FWS
FWS
WS
FW
F
S
WS
44
45
48
WS
WS
W
49
51
55
57
58
S
S
S
WS
WS
59
59
62
64
70
70
71
FW
F
F
WS
S
FW
F
72
77
78
FWS
S
F
82
WS
84
WS
Condensed Curriculum 2013-2014 I 9
8 I Condensed Curriculum 2013-2014
Consciousness Studies
You will learn concrete things, facts, ideas, relationships. You will learn how to work with
groups of people, which is how most of your work in life will be done, adjusting to new
groups, helping each solve the problem it has tackled. You will, if we have done all our work
well, learn how to learn: how to get data, how to deal with it, having gained confidence in
your ability to handle situations where you either learn or remain helpless.
—Charles McCann, Evergreen's First President, 1968-1977
Consciousness is that out of which what we can know arises.
And, what else?
In the spirit of Evergreen's foundation, we approach the study of consciousness and experience in open inquiry. We admit that
current bodies of knowledge don't have all the answers. We're interested in questions, especially those 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.
CONSCIOUSNESS STUDIES
AFFILIATED FACULTY
Core: Designed for freshmen
pg quarter
The Nature and Evolution of Human Psychology 67
FW
William Ray Arney
All-level: (freshmen - seniors)
American Families: Historical and Sociological
Perspectives on Cl
Relationships
Anthrozoology
Can Science Help N
To Be Better?
The Challenges of AgingJ
Education for Life
The Empty Space:
Movement, Dance and Theatre
Sophomores or above: (intermediate level)
Student-Originated Studies: CCBLA
Student-Originated Studies: Seeds, Beads,
Bees and other Biodynamical Processes
Turning Eastward:
Explorations in East-West Psychology
36
38
41
42
48
S
W S
Eddy Brown Writing and Humanities
William Bruner Economics, Management
Stephanie Coontz European and American History,
Family Studies
Rob Esposito Modern Dance
Lara Evans Art History
F
S
W
49
79
FWS
80
FWS
84
FW
Ariel Goldberger Scenic Design
Sara Huntington Writing, Research
and Information Systems
Ryo Imamura East/West Psychology
Heesoon Jun Psychology
Cynthia Kennedy Leadership
Stephanie Kozick Human Development
Donald V. Middendorf Physics
Sarah Pederson Literature, Maritime Studies
Terry Setter Music
Photos by Shauna Bittle '98, (inset) by Hannah Pietrick '10.
Jules Unsel United States History
Lower-division: (50% freshmen/50% sophomore)
The Business of Art: Earning a Living as an Artist 40
Exploring Learning and Development
50
Moving Towards Health
65
FW
FWS
FW
Junior or senior: (advanced level)
Music and Consciousness
FW
66
Bret Weinstein Evolution, Biology
Sarah Williams Feminist Theory, Somatic Studies
10 I Condensed Curriculum 2013-2014
Condensed Curriculum 2013-2014 I 11
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."
CULTURE, TEXT, AND LANGUAGE
Core: Designed for freshmen
Consuming Cultures
Latin American Women Writers
Madness and Creativity: The Psychological Link
Narrative Objects
Self-Determination in Latin America
Skin
AFFILIATED FACULTY
pg quarter
45
FWS
60
S
60
FW
67
FW
76
FW
76
S
Kristina Ackley Native American Studies
Marianne Bailey French Literature
Frederica Bowcutt Botany, Environmental History
Stacey Davis European History
Diego de Acosta Spanish Literature and Language
Kathleen Eamon Philosophy
Susan Fiksdal Linguistics and French
All-level: (freshmen - seniors)
American Frontiers, Homelands and Empire
Andean Roots: Language & Cultural Landscape
Can Science Help Me?...To Be Better?
China: Business, Economy, Society, Sustainability
Education for Life
The Empty Space:
Movement, Dance and Theatre
Inside Language
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language
Language Counts
Orissi Dance and Music of India
Power/Play: Balancing Control and Autonomy
in the Social World
Stalin and Stalinism
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
Lower-division: (50% freshmen/50% sophomore)
China: A Success Story?
Creating Dangerously:
Experiments in Feminist and Diaspora Art
Fiction Laboratory
Passages: American Comings-of-Age
Reading Landscapes: Earth Science & Literature
That's Classic(s)!
Explorations in the Ancient and Modern World
Steven Hendricks Creative Writing and Book Arts
36
37
41
43
48
FW S
FWS
F
WS
W
49
57
S
WS
Chauncey Herbison African American Studies
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
Julie Levin Russo Communications, Journalism
David Marr American Studies
59
59
70
F W
F
72
78
FWS
F
84
W S
Miranda Mellis Creative Writing
S
Harumi Moruzzi Cultural Studies, Literature, Film Studies
Greg Mullins Literature and Queer Studies
Alice A. Nelson Latin American Literature, Spanish
Steven Niva International Politics, Political Philosophy
Toska Olson Sociology
Rita Pougiales Anthropology
Bill Ransom Writing
Andrew Reece Classical Studies
43
Samuel A. Schrager Ethnography, American Studies
46
50
70
73
IZI's]
83
FWS
FWS
S
F W
Leonard Schwartz Poetics
Matthew E. Smith Political Science, Community Studies
Robert W. Smurr Russian History
Trevor Speller British Literature
Eric Stein Cultural Anthropology
Joseph Tougas Philosophy
Sophomores or above: (intermediate level)
Alternatives to Capitalist Globalization
Dark Romantics
Individual Study: Japanese Culture, Literature,
Film, Society and Study Abroad
Sound and Fury Since Shakespeare
Student-Originated Studies: Poetics
Student Originated Studies:
Writing for Publication
•fcfev
Photos: (inset) by Paul Reynolds '09, (above) by Shauna Bittle '98.
Elizabeth Williamson English Literature
35
46
FW
FWS
56
77
79
80
Junior or senior: (advanced level)
Advancing Your Senior Thesis:
Humanities/Cultural Studies
34
Animal Behavior and Zoology
38
Education, Theory and Empowerment—Understanding
Critical Race Theories and Qualitative Research 48
Human Rights & Wrongs: Literature, Film, Theory 55
Ireland in History and Memory
58
Modernity and its Discontents
64
Undergraduate Research in the Humanities
86
Writing is a Social Act
87
S
WS
FWS
FW
FWS
FW
FWS
FW
Tom Womeldorff Economics
Condensed Curriculum 2013-2014 I 13
12 I Condensed Curriculum 2013-2014
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
ENVIRONMENTAL STUDIES
Core: Designed for freshmen
The Science Behind the Headlines:
What's the Truth?
Skin
AFFILIATED FACULTY
pg quarter
75
Gerardo Chin-Leo Marine Science, Plankton Ecology
FW
76
S
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
Amy Cook Ecology, Vertebrate Biology
Dylan Fischer Forest and Plant Ecology
All-level: (freshmen - seniors]
Andean Roots: Language & Cultural Landscape
Anthrozoology
Botany: Plants and People
China: Business, Economy, Society, Sustainability
Community-Based Research:
Social and Environmental Justice
Field Plant Taxonomy
37
38
FW S
ws
40
FW
Martha Henderson Geography, Environmental History
Heather Keying Zoology, Behavioral Ecology, Evolution
Lee Lyttle Environmental Policy, Research Methods
43
WS
44
W S
51
S
Ralph Murphy Environmental Economics,
Environmental Policy
Paul Przybylowicz Ecology, Biology, Agriculture
Linda Moon Stumpff Natural Resource Policy, Forestry
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.
Jeff Antonelis-Lapp Environmental Education
Lower-division: (50% freshmen/50% sophomore)
Green Materials: Science/Craft/Construction
Introduction to Environmental Studies
Olympia to the Olympics:
The Place and Its People
Reading Landscapes: Earth Science & Literature
Alison Styring Ornithology, Tropical Ecology
54
57
F
FW
69
FW S
73
S
Ken Tabbutt Geology, Hydrogeology, Geochemistry
Erik V. Thuesen Marine Science, Zoology, Ecophysiology
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 Katharine B. Turner '09, (opposite) by Hannah Pietrick '10.
Sophomores or above: (intermediate level)
Ecological Agriculture:
Meeting the Expectations of the Land
Energy Systems and Climate Change
Fire and Water: The Sun, Oceans and
Atmosphere in Climate Change
Practice of Sustainable Agriculture
Science Seminar in Energy Systems
and Climate Change
Student-Originated Studies: CCBLA
47
49
FWS
WS
52
73
F
75
79
S
WS
FWS
Junior or senior: (advanced level)
Advanced Research in Environmental Studies
Animal Behavior and Zoology
Field Ecology
Genes and Evolution
Marine Life:
Marine Organisms and Their Environments
SOS: Advanced Natural History
Temperate Rainforests:
Ecology, Chemistry and Management
pg quarter
34
FW S
38
WS
51
S
54 III.
61
79
F
83
FW
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14 I Condensed Curriculum 2013-2014
Condensed Curriculum 2013-2014 I 15
Expressive Arts
The Performing, Visual and Media Arts have a strong presence on campus. Performances,
exhibitions and screenings are a regular part of campus life and learning. Expressive Arts
programs and classes include intellectual and artistic exploration as well as technical
development, providing disciplinary depth and interdisciplinary breadth. Entry-level work
takes place in interdisciplinary programs while advanced students may focus on more
sophisticated projects in arts-specific programs and individual contracts.
Media Arts emphasizes experimental, documentary and hybrid modes of production.
We study the practice, history, and theory of film, video, animation, installation, sound design,
and studio production. We focus on critical engagement with media in cultural and political
context, through screenings, reading, writing and discussion as well as production. Students develop collaborative skills necessary to real-world
production in an environment where multiple forms of expression are supported. They engage deeply with questions like: How do images
shape our understanding of the world? How have image-makers resisted commercial models? How can we develop our own ways of seeing?
Beginning Media Arts programs vary each year, are interdisciplinary and generally open to everyone. Mediaworks, or Nonfiction
Media, is offered every year to sophomores, juniors and seniors who seek intensive learning in production, history and theory. Student
Originated Studies in Media, or Media Artist's Studio, is for more advanced students with a strong foundation of coursework in media
who have demonstrated their ability to work independently and collaboratively.
The Performing Arts consist of three areas: Theater, Dance and Music. In Theater, Evergreen students study and explore traditional
theatrical performance practices, avant-garde experiments in theater, and Chinese Opera. Under the guidance of faculty, upperdivision students working in groups have written, directed and mounted their own works, as well as works from the traditional and
avant-garde repertory.
Dance at Evergreen ranges from contemporary experiments in Dance to classes in Ballet, to performances of Orissi dances from India.
Our faculty have been and continue to be active as professional dancers and choreographers, and bring their experiences to bear on
directing and coaching student soloists and ensembles.
The Music faculty range in expertise from Ethnomusicology to World Music, to contemporary composition and performance, to the
recording sciences, to working with digital and analog sound synthesis. Students have gone on to graduate work in Ethnomusicology, and into
professional work in recording studios and sound design. Our faculty are active as composers, scholars, performers and recording engineers.
Faculty in the Visual Arts emphasize the linkages between art making and cultural contexts and have an integrated presence in the
liberal arts curriculum. Students studying visual art are provided with the tools and instruction necessary to produce artwork in a variety
of media, and the critical language and writing ability to critique and discuss it. We believe that visual literacy, the ability to incorporate
multiple disciplines to perceive and interpret visual images, is central to the process by which students become informed image-makers.
Pathways in Visual Arts emphasize experimentation, skill development and concept building. Beginning students can take lower
division or all level interdisciplinary programs or thematic studio-based programs. Intermediate and advanced students can take upperlevel interdisciplinary programs or thematic studio-based programs. Student Originated Studies in Visual Art and Independent Learning
Contracts are offered for students ready for more independent studio work.
Evergreen has well-equipped shops and studios where students work across a range of media. These include fully equipped wood and
metal shops, ceramics studio and kiln room, fine metals studio, digital video editing lab, printmaking studio, electronic music lab, an 8-channel
digital audio studio, a new dance lab/theater, a theater (with a fully-equipped scene shop and costume shop), animation labs, photography,
digital imaging studio and darkrooms, an HD production studio for live filming, performance and/or television production. Teaching spaces
include a life drawing studio, drawing and painting studios, a 3D studio and two A/V equipped critique rooms. The Evergreen Gallery and
the annual Artist Lecture series bring artists, their works and contemporary concerns in the arts to the Evergreen community.
Photos: (inset) by Hannah Pietrick '10, (above) Carlos Javier Sanchez '97, (opposite) Shauna Bittle '98.
EXPRESSIVE ARTS
Core: Designed for freshmen
Madness and Creativity: The Psychological Link
Narrative Objects
All-level: (freshmen - seniors)
The Adaptive Meaning of the Musical Mind
The Empty Space:
Movement, Dance and Theatre
Orissi Dance and Music of India
Taking Things Apart:
A Scientific and Artistic Exploration
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
AFFILIATED FACULTY
pg quarter
60
FW
67
FW
Evan Biackwell Ceramics, Sculpture
Andrew Buchman Music
Arim Chandra Music Performance,
Composition, Computer Music
Sally Cloninger Film, Video
33
Amjad Faur Photography
49
70
S
S
82
W S
84
W S
Walter Eugene Grodzik Theater
Bob Haft Photography, Art History
Lucia Harrison Visual Art
Ruth Hayes Animation, Media Studies
Rose Jang Theater
Lower-division: (50% freshmen/50% sophomore)
The Business of Art: Earning a Living as an Artist
China: A Success Story?
Creating Dangerously:
Experiments in Feminist and Diaspora Art
From the Fire: The Art and Science of Ceramics
Green Materials: Science/Craft/Construction
Music Intensive
40
43
F W
F
Robert Leverich Visual Art, Architecture
Naima Lowe Experimental Media
Jean Mandeberg Visual Art
46
53
54
66
F WS
S
F
F WS
Kabby Mitchell III Dance, African American
Studies, Theater
46
FWS
Gail Tremblay Visual Art, Creative Writing
Ratna Roy Dance, African American
Studies, South Asian Studies
Lisa Sweet Visual Art
Sophomores or above: (intermediate level)
Dark Romantics
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
55
FWS
68
FW S
Junior or senior: (advanced level)
Ireland in History and Memory
Music and Consciousness
Ready Camera One: We're Live
58
66
74
FWS
FW
S
Sean Williams Ethnomusicology
Julia Zay Video/Media Studies
Condensed Curriculum 2013-2014 I 17
16 I Condensed Curriculum 2013-2014
Native American and World
Indigenous People Studies
Reservation-Based
Community-Determined Program
These programs study the Indigenous peoples of the Pacific Northwest, the Americas and
the world. Evergreen offers on-campus interdisciplinary programs, as well as a reservationbased program that responds to the educational goals of local tribal communities. All Native
American and World Indigenous People Studies (NAWIPS) programs can be viewed online
atwww.evergreen.edu/nativeprograms.
The Reservation-Based Community-Determined program is "reservation-based" with
classes held within the community and "community-determined" by placing value on
existing community knowledge, utilizing community members as guest instructors, and
instituting participatory research methods.
On-campus, students explore a continuum from pre-Columbian times to the contemporary era,
with particular attention to the tribes of the Pacific Northwest. These programs are grounded in
recognition of the vitality and diversity of contemporary Indigenous communities. Off campus, the Reservation-Based Community-Determined
Program is designed to serve place-bound students. For more information on the RBCD Program, visit www.evergreen.edu/tribal.
The Longhouse Education and Cultural Center represents a living link to the tribal communities of the Pacific Northwest. Its purpose
and philosophy are centered on service and hospitality to students, the college, Indigenous communities and the community at large.
It provides classroom space, houses the NAWIPS programs, serves as a center for multicultural interaction, and hosts conferences,
ceremonies, performances, exhibits and community gatherings. The primary public service work of the Longhouse is to administer the
Native Economic Development Arts Program (NEDAP) that promotes education, cultural preservation and economic development for
Native artists and tribes in the Pacific Northwest.
For information on the MPA track in Tribal Governance, visit www.evergreen.edu/mpa/tribal or the Graduate Studies page 88.
We believe students are best served by a well-defined, consistent program that balances
personal authority, indigenous knowledge and academics.
•
Personal authority challenges students to be personally accountable for their attendance, engagement and learning, and to
declare the nature of their own work.
•
Indigenous knowledge honors the founding principles of the program and its commitment to involving our community's keepers
of cultural and traditional knowledge as teachers and valuable human resources.
•
Academics give breadth within the liberal arts through reading, writing, research and other scholarly pursuits that complement
personal authority and community knowledge.
Our interdisciplinary curriculum is developed in collaboration with Native leaders to include the areas of community and economic
development, leadership, tribal administration, sustainable environments, intergovernmental relations, indigenous knowledge, and tribal
law. Students who want to develop a more specialized course of study may do so with faculty approval. Students gain a solid foundation
needed to enter most areas of public service and tribal government as well graduate school and other professions.
Who Should Apply
This upper-division program serves students with 90 or more college
credits with strong connections to their tribal communities. In addition to
Evergreen's application, an intake packet must be completed by all prospective
RBCD students. To obtain the packet, contact rbcdprog@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 credits, The Evergreen State College partners with
Grays Harbor College (Aberdeen, Wash.) and Peninsula College (Port Angeles, Wash.) to provide an
Associate of Arts direct transfer degree that is reservation based and intended to prepare students for
the RBCD Bachelor of Arts Degree program. The Colleges are able to deliver a program comprised
of a unique set of courses particularly relevant to tribal communities. For more information on the
Reservation Based programs, please visit www.evergreen.edu/tribal, the Grays Harbor College
website: www.ghc.edu/distance/reservation, or the Peninsula College website: www.pencol.edu.
RBCD PROGRAM
NATIVE AMERICAN & WORLD INDIGENOUS PEOPLE STUDIES
All-level: (freshmen - seniors)
American Frontiers, Homelands and Empire
Junior or senior: (advanced level)
Animal Behavior and Zoology
RBCD: Contemporary Indian Communities
in a Global Society
pg quarter
36
FWS
38
WS
74
FW S
Photos: (above) by Riley Shiery, (insets) by Carlos Javier Sanchez '97.
Sophomores or above: (intermediate level]
Individual Study:
Public Administration, Native American Studies
pg quarter
56
W
Junior or senior: (advanced level)
RBCD: Contemporary Indian Communities
in a Global Society
AFFILIATED FACULTY
pg quarter
74
FWS
Condensed Curriculum 2013-2014 I 19
18 I Condensed Curriculum 2013-2014
Scientific Inquiry
The faculty of the Scientific Inquiry (SI) planning unit is committed to integrating science
and mathematics into an Evergreen student's liberal arts education. We help students—
whatever their primary interests may be—understand the wonders of nature and appreciate
the power of science and math in our technological society.
Because science, math, and technology are essential in our world, citizens must be
scientifically and quantitatively literate in order to participate effectively 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 integrates with the study of the
history and philosophy of science, ethics, and public policy.
We support students learning math and science as part of their interdisciplinary liberal arts education. Whether a first-year or more
advanced student, all students can find a variety of ways to fit math and science into their academic plans. Some students may simply
want to explore the wonder and application of math or science in an interdisciplinary context, such as in programs that combine art and
science or writing and mathematics. Some may choose to follow a pathway that emphasizes a particular science - we offer programs that
provide beginning, intermediate and advanced work in all the major scientific disciplines. We help students prepare for graduate study
AFFILIATED FACULTY
SCIENTIFIC INQUIRY
and careers in math, science, medicine, allied health, and technology.
Core: Designed for freshmen
The Science Behind the Headlines:
What's the Truth?
Scientific Inquiry offerings emphasize the application of theory to practice. Students taking a science or math program generally
engage in individual or small-group project work that, depending on the discipline, might involve lab or field work. Students of
mathematics and computer science learn rigorous mathematical thinking in a variety of contexts, ranging from proofs of theorems to
application. By engaging in laboratory and group problem-solving exercises, students apply mathematical and scientific principles as they
All-level: (freshmen - seniors)
The Adaptive Meaning of the Musical Mind
learn to solve theoretical and real-world problems. Students learn to think like scientists—to develop hypotheses, design experiments,
pg quarter
75
Clyde Barlow Chemistry
Abir Biswas Geology
FW
Dharshi Bopegedera Chemistry
Andrew Brabban Biology
33
S
Krishna Chowdary Physics
collect data and see patterns, analyze findings within a theoretical framework, read scientific literature, write technical reports and papers,
Algebra to Algorithms
35
S
and to apply these skills to new situations. Our students have unique opportunities to use high-quality instruments, such as the scanning
Judy Bayard Gushing Computer Science
Andean Roots: Language & Cultural Landscape
37
FWS
electron microscope and nuclear magnetic resonance spectrometer. In addition, they can use some of the best modern software available.
Anthrozoology
38
WS
Students also have many opportunities to do scientific research on faculty research teams under the Undergraduate Research in Scientific
Can Science Help Me?...To Be Better?
41
Inquiry program. Research students routinely present their work at scientific meetings and co-author technical papers.
Computer Science Foundations
45
WS
Rachel Hastings Mathematics and Linguistics
Inside Language
57
WS
David McAvity Mathematics and Physics
Introduction to Natural Science
58
WS
Lydia McKinstry Organic Chemistry
Language Counts
The Mathematical Order of Nature
59
62
Models of Motion, Matter and Interactions
64
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.
We usually offer recurring programs with significant content in each of the main scientific disciplines annually or in alternate years and
we also create new offerings on a regular basis, as shown below. Many Scientific Inquiry programs also have components that can fulfill
math and science endorsement requirements for Evergreen's Master's in Teaching program. Refer to the individual program descriptions
for more details about these and other programs.
Geology
Environmental Analysis 2
Olympia to the Olympics
Reading Landscapes
Biology
Introduction to Natural Science"
Molecule to Organism0
Environmental Analysis2
Food, Health, and Sustainability2
Anthrozoology
Applied Biology and Chemistry
Can Science Help Me?..To Be Better?
Fire and Water
Genes and Evolution
Taking Things Apart
The Physical World of Animals and Plants
The Science Behind the Headlines
Chemistry
Introduction to Natural Science0
Molecule to Organism0
Atoms, Molecules, and Reactions'
Environmental Analysis2
Applied Biology and Chemistry
Cataclysms in the Pacific Northwest
From the Fire
Our Environment, Our Future
The Science Behind the Headlines
Mathematics
Algebra to Algorithms0
Computer Science Foundations0
Models of Motion, Matter, & Interactions0
Mathematical Systems1
Student Originated Software1
Computability and Language Theory2
Methods of Mathematical Physics2
Language Counts
The Mathematical Order of Nature
The Physical World of Animals and Plants
Computer Science
Algebra to Algorithms0
Computer Science Foundations0
Models of Motion, Matter, & Interactions0
Student Originated Software1
Computability and Language Theory2
Language Counts
The Mathematical Order of Nature
Models of Motion, Matter, & Interactions0
Energy Systems1
Science Seminar1
Astronomy and Cosmologies2
Methods of Mathematical Physics2
Atoms, Molecules, and Reactions'
Fire and Water
The Mathematical Order of Nature
The Physical World of Animals and Plants
Donald Morisato Biology
WS
Nancy Murray Biology
70
FW
James Neitzel Biochemistry
71
F
Neal Nelson Computer Science
Taking Things Apart:
A Scientific and Artistic Exploration
82
Michael Paros Veterinary Medicine
WS
42
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From the Fire: The Art and Science of Ceramics
53
LJL
Olympia to the Olympics:
The Place and Its People
69
Reading Landscapes: Earth Science & Literature
73
FWS
S
Energy Systems and Climate Change
39
39"
49
S
FWS
WS
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
52
62"
65
F
FWS
FWS
49
78
85
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FWS
FWS
Molecule to Organism
Science Seminar in Energy Systems
and Climate Change
Student Orginated Software
Undergraduate Research in Scientific Inquiry
Paula Schof ield Chemistry
Sheryl Shulman Computer Science
Lower-division: (50% freshmen/50% sophomore)
Cataclysms in the Pacific Northwest
Mathematical Systems
1
F
F
Our Environment, Our Future
Atoms, Molecules and Reactions
0 A version of this program is usually offered every year
1 A version of this program is usually offered every other year, and is planned for 2013-2014
2 Aversion of this program is usually offered every other year, and will likely be offered in 2014-2015
Kevin Francis History of Science and Technology
F
The Physical World of Animals and Plants
Sophomores or above: (intermediate level)
Applied Biology and Chemistry
Physics
Clarissa Dirks Molecular and Cellular Biology
Benjamin Simon Microbiology
Rebecca Sunderman Chemistry
Brian Waiter Mathematics
E. J. Zrta Physics
Genes and Evolution
pg quarter
38
WS
54
F
Marine Life: Marine Organisms
and Their Environments
61
Junior or senior: (advanced level)
Animal Behavior and Zoology
W S
Photos by Hannah Pietrick '10.
Condensed Curriculum 2013-2014 I 21
20 I Condensed Curriculum 2013-2014
Society, Politics,
Behavior and Change
The Society, Politics, Behavior and Change (SPEC) 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.
SOCIETY, POLITICS, BEHAVIOR, & CHANGE
AFFILIATED FACULTY
• 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.
Core: Designed for freshmen
Madness and Creativity: The Psychological Link
Self-Determination in Latin America
Sara Sunshine Campbell Mathematics Teacher Education
• 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
ventures, and they frequently attend graduate school in fields such as business, education, law, psychology, political science and public
administration.
All-level: (freshmen - seniors)
American Families: Historical and Sociological
Perspectives on Close Relationships
American Frontiers, Homelands and Empire
The Challenges of Aging
China: Business, Economy, Society, Sustainability
Community-Based Research:
Social and Environmental Justice
Social and Environmental Justice
Education for Life
So You Want to be a Psychologist
pg quarter
60 F W
76
FW
Scott Coleman Education, Psychology
Jon Davies Education
John Robert Filmer Maritime Studies,
Business Management
36
36
42
43
44
44
48
77
Lower-division: (50% freshmen/50% sophomore)
The Business of Art: Earning a Living as an Artist 40
China: A Success Story?
43
Exploring Learning and Development
50
Moving Towards Health
65
Northwest Developments:
Land Use, Economics and the Politics of Growth 69
Sophomores or above: (intermediate level)
Alternatives to Capitalist Globalization
35
Clinical Psychology:
The Scientist-Practitioner Model
44
Gateways: Popular Education
53
Individual Study: Psychology & Integrative Health 56
Individual Study: Public Administration,
Native American Studies
56
Political Economy of Public Education:
Contemporary Historical Realities
72
Student-Originated Studies: CCBLA
79
Turning Eastward:
Explorations in East-West Psychology
84
Photos: by Shauna Bittle '98, (inset) by Riley Shiery.
Laura Citrin Social Psychology
Junior or senior: (advanced level)
Animal Behavior and Zoology
38
Education, Theory & Empowerment—Understanding
Critical Race Theories and Qualitative Research 48
The Formation of the North American State
52
Modernity and its Discontents
64
Small World: Poverty and Development
on a Shrinking Planet
76
Terry Ford Education, Multicultural Studies
George Freeman, Jr. Clinical Psychology
John Gates Public Administration, Native Studies
WS
WS
W
S
Laurance R. Geri Public Non-profit
Management, International Affairs
Jose Gomez Law and Politics
Amy Gould Public Administration, Political
Science, Women's Studies, Queer Studies
Zoltan Grossman Native American Studies
FW
F
FW S
FW
FW
FW
Mukti Khanna Psychology, Expressive
Arts Therapy, Integrative Health
Cheryl Simrell King Public and Non Profit
Administration, Community/Urban Studies
Glenn Landram Business, Management Science, Statistics
Anita Lenges Mathematics Education,
Teacher Education, Equity Pedagogies
Carrie M. Margolin Cognitive Psychology
Gary Peterson Social Work
FWS
FWS
S
W
F
FWS
FW
WS
F. W. S
F
FW
FWS
Yvonne Peterson Education, Native American Studies
David Shaw Entrepreneurship,
Asian and Global Business, Enology
Zoe Van Schyndel Finance
Sherry L. Walton Education, Literacy
Sonja Wiedenhaupt Psychology, Education
22 I Condensed Curriculum 2013-2014
Condensed Curriculum 2013-2014 I 23
Sustainability and Justice
Many programs offered at Evergreen are designed to address real-world issues, and
include analyses and action toward just communities, healthy environments and a more
sustainable future. These Sustainability and Justice program and course offerings address
such issues as climate change, food systems, cultural survival, meaningful and equitable
work, racial and economic justice, applied ecology, green business and more. We examine
the historical conditions that have given rise to particular constructions of social systems
and structures, and the long trajectory of capitalism. We are interested in the sites and
intersections of inequality through various understandings of race, class, gender, and
sexuality. We explore possibilities for reinventing social, economic and physical structures,
and reinvigorating the natural world that supports us all.
Our campus is often a laboratory for our work. Students can work to help meet the Sustainability and justice goals of the college by
examining energy, waste, purchasing and consumption practices, for example. Student work also focuses on meeting community needs in the
broader South Sound region. The college's Center for Community Based Learning and Action (CCBLA) coordinates with academic programs
to involve students in community-based work with a wide range of service, research and governance organizations in our area (http://www.
evergreen.edu/communitybasedlearning/). In our work both on and off campus, we raise critical questions such as, Who does the work?
Which communities—human and nonhuman—suffer most from climate change? Who goes hungry? What decision-making processes are
most effective for social and environmental change? How does the veil of privilege limit what many of us can see or understand? And how
SUSTAINABILITY AND JUSTICE
AFFILIATED FACULTY
can we tap our best creative resources for reimagining a new world?
Students can expect to gain skills in the areas of critical thinking, reading, listening and writing; research and quantitative reasoning;
economic and media literacy; complexity and systems thinking. They learn hands-on skills in sustainable design, food production, creative
and performative expression, and other forms of communication. And they develop their abilities to cultivate a compassionate curiosity
Core: Designed for freshmen
Consuming Cultures
Who's Got What? Political Economy Through
Food, Culture and Social Movements
pg quarter
Peter G. Bohmer Political Economy
45
FWS
Savvina Chowdhury Feminist Economics
87
FW S
you to have conversations with faculty offering these programs to find the learning style that best meets your interests and needs.
Peter Oortnan Economics, Political Economy
Anne Fischel Film/Video
about situations very different from their own, deepening their understanding of different life experiences and world views. We encourage
All-level: (freshmen - seniors)
Andean Roots: Language and Cultural Landscape 37
China: Business, Economy, Society, Sustainability
Community-Based Research:
Social and Environmental Justice
Lower-division: (50% freshmen/50% sophomore)
Creating Dangerously:
Experiments in Feminist and Diaspora Art
FWS
Karen Gaul Anthropology
43
WS
Jennifer Gerend land Use Planning,
Geographic Information Systems
44
WS
Jeanne E. Hahn Political Economy, Contemporary India
Cheri Lucas-Jennings Environmental Health, Law and Policy
Robert H. Knapp, Jr. Physics
46
FW S
Paul McMillin Information Studies, Historical Sociology
Green Materials: Science/Craft/Construction
54
F
Laurie Meeker Film/Video
Northwest Developments: Land Use,
Economics and the Politics of Growth
69
FW
Lawrence J. Mosqueda Political Economy
Dave Muehleisen Sustainable Agriculture
Sophomores or above: (intermediate level)
Alternatives to Capitalist Globalization
Ecological Agriculture:
Meeting the Expectations of the Land
Energy Systems and Climate Change
Individual Study: Political Economy, Political
Science, Social Sciences, Social Justice
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
Political Economy of Media
Political Economy of Public Education:
Contemporary Historical Realities
FW
47
49
FWS
56
F
68
FWS
71
W S
W S
Lin Nelson Env/ronmenta/ Health and Policy
Frances Rains Multicultural Education
Liza Rognas American History, Research Methods
„
Martha Rosemeyer Ecological Agriculture, Food System
Therese Sallba International Feminism,
Middle East Studies, Literature
Steve Scheuerell Ecological Agriculture, Sustainability
Doreen Swetkis Public Administration
Anthony Undid Sustainable Design
72
Michael Vavrus Social Foundations of
Education, Political Economy
Practice of Sustainable Agriculture
Science Seminar in
Energy Systems and Climate Change
49
WS
Student-Originated Studies: CCBLA
79
FWS
Junior or senior: (advanced level)
Animal Behavior and Zoology
Photos: by Shauna Bittle '98, (inset) by Carlos Javier Sanchez '97.
35
73
38
WS
The Formation of the North American State
52
F
Media Artists Studio
Small World: Poverty and Development
on a Shrinking Planet
63
FWS
76
FW S
Ted Whitesell Geography, Political Ecology, Conservation
Tony Zaragoza American Studies, Political Economy
24 I Condensed Curriculum 2013-2014
Matching Evergreen's Programs to Your Field of Interest I 25
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.
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/2013-14.
AESTHETICS
Dark Romantics
The Empty Space: Movement, Dance and Theatre
Modernity and its Discontents
Music Intensive
Narrative Objects
Reading Landscapes: Earth Science & Literature
pg
46
49
64
66
67'"
quarter
F WS
S
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s
73
AFRICAN AMERICAN STUDIES
Features and Benefits
Situated in an inner-city environment
A curriculum that integrates students' life experiences and goals
Faculty and student diversity
An emphasis on diverse cultural perspectives and experiences
Flexible class schedules
Opportunities to engage in dialogues across and beyond differences
Day and evening classes
Personalized academic support and evaluation processes
High graduate school placement rate
A tradition of employer satisfaction with graduates
Who Should Apply
Working adult learners who have achieved junior status (90 hours of transferable college-level courses) and who are interested
in personal and professional advancement or preparation for graduate school are invited to apply. Everyone interested in building
and sustaining a healthy community—whether in social services, educational outreach, shaping public policy or opinion, pre-law or
environmental studies—is welcome in this program. Prerequisites for success include a willingness to be open-minded, to challenge and
expand one's knowledge and to engage in difficult dialogues across and beyond differences.
For more information about the Tacoma program and to apply, call (253) 680-3000.
AFFILIATED FACULTY
TACOMA PROGRAM
Junior or senior: (advanced level)
Activism, Advocacy and Citizenship
Matching Evergreen's Programs
to Your Field of Interest
pg quarter
33
FWS
Mingxia Li (Zhang Er) Biology, Poetry, Chinese Studies
Paul McCreary Mathematics
Gilda Sheppard Sociology, Media
Tyrus Smith Environmental Studies, Education
Artec Young Law
Executive Director:
Tyrus Smith, Interim
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
FWS
AGRICULTURE
Advanced Research in Environmental Studies
34
Andean Roots: Language and Cultural Landscape 37
Ecological Agriculture:
Meeting the Expectations of the Land
47
Energy Systems and Climate Change
49
Practice of Sustainable Agriculture
73
Science Seminar in Energy Systems
and Climate Change
49
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
80
FWS
FWS
FWS
WS
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W S
FWS
AMERICAN STUDIES
American Families: Historical and Sociological
Perspectives on Close Relationships
American Frontiers, Homelands and Empire
Consuming Cultures
Individual Study: Public Administration,
Native American Studies
Passages: American Comings-of-Age
Who's Got What? Political Economy
through Food, Culture and Social Movements
36
36
^
F WS
45
FWS
56
70
W
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87
FWS
ANTHROPOLOGY
Animal Behavior and Zoologyt
Anthrozoology
Consuming Cultures
-I
Power/Play: Balancing Control
>l
and Autonomy in the Social World
Small World: Poverty and Development
^elopment
on a Shrinking Planet
that's Classic(s)!
ind Modern World
38
45
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72
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76
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83
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38
ARCHITECTURE
pg quarter
Green Materials: Science/Craft/Construction
54
F
Northwest Developments:
Land Use, Economics and the Politics of Growth 69
FW
That's Classic(s)!
Explorations in the Ancient and Modern World 83
FWS
ART HISTORY
Dark Romantics
From the Fire: The Art and Science of Ceramics
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
Madness and Creativity: The Psychological Link
Narrative Objects
That's Classic(s)!
Explorations in the Ancient and Modern World
46
53
FWS
S
55
60
67
FWS
FW
FW
83
FWS
52
F
65
FWS
75
85
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33
38
38
39
41
51
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ASTRONOMY
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
BIOCHEMISTRY
Molecule to Organism
The Science Behind the Headlines:
What's the Truth?
Undergraduate Research in Scientific Inquiry
nquiry
BIOLOGY
The Adaptive Meaning of the Musical Mind
Animal Behavior and Zoology
Anthrozoology
Applied Biology and Chemistry
Can Science Help Me?...To Be Be1
Field Ecology
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
Genes and Evolution
Introduction to Environmental Studies
Introduction to Natural Science
Molecule to Organism
The Nature and Evolution of Human Psychology
sychology
The Physical World of Animals and Plants
nts
The Science Behind the Headlines:
What's the Truth?
Skin
SOS: Advanced Natural History
Taking Things Apart:
A Scientific and Artistic Exploration
Temperate Rainforests:
Ecology, Chemistry and Management
Undergraduate Research in Scientific Inquiry
s
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52
54
57
58
65
67
71
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75
76
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82
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83
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26 I Matching Evergreen's Programs to Your Field of Interest
BOTANY
Advanced Research in Environmental Studies
Botany: Plants and People
Ecological Agriculture:
Meeting the Expectations of the Land
Field Plant Taxonomy
Practice of Sustainable Agriculture
SOS: Advanced Natural History
pg quarter
34
40
FWS
FW
47
51
73
79
FWS
S
S
F
40
43
43
FW
F
W S
69
73
FW
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CHEMISTRY
Applied Biology and Chemistry
Atoms, Molecules and Reactions
Cataclysms in the Pacific Northwest
From the Fire: The Art and Science of Ceramics
Introduction to Natural Science
Molecule to Organism
Our Environment, Our Future
The Science Behind the Headlines:
What's the Truth?
Temperate Rainforests:
Ecology, Chemistry and Management
Undergraduate Research in Scientific Inquiry
39
39
42
53
58
65
70
S
FWS
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FW S
FW
75
FW
83
85
FW
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CLASSICS
That's Classic(s)!
Explorations in the Ancient and Modern World
83
FWS
COMMUNICATIONS
Inside Language
The Nature and Evolution of Human Psychology
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
Political Economy of Media
Ready Camera One: We're Live
Writing is a Social Act
COMPUTER SCIENCE
Algebra to Algorithms
Computer Science Foundations
Language Counts
The Mathematical Order of Nature
Models of Motion, Matter and Interactions
Student Orginated Software
Undergraduate Research in Scientific Inquiry
pg quarter
35
45
59
62
64
78
85
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CONSCIOUSNESS STUDIES
BUSINESS AND MANAGEMENT
The Business of Art: Earning a Living as an Artist
China: A Success Story?
China: Business, Economy, Society, Sustainability
Northwest Developments: Land Use,
Economics and the Politics of Growth
Practice of Sustainable Agriculture
Matching Evergreen's Programs to Your Field of Interest I 27
57
67
68
71
74
87
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COMMUNITY STUDIES
Activism, Advocacy and Citizenship
33
Advanced Research in Environmental Studies
34
American Frontiers, Homelands and Empire
36
Community-Based Research:
Social and Environmental Justice
44
Consuming Cultures
45
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
Individual Study: Public Administration,
Native American Studies
56
Northwest Developments: Land Use,
Economics and the Politics of Growth
69
Political Economy of Media
71
RBCD: Contemporary Indian Communities
in a Global Society
74
Student Originated Studies: CCBLA
79
Turning Eastward:
Explorations in East-West Psychology
84
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FWS
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The Challenges of Aging
The Empty Space: Movement, Dance and Theatre
Moving Towards Health
Music and Consciousness
The Nature and Evolution of Human Psychology
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
Turning Eastward:
Explorations in East-West Psychology
42
49
65
66
67
80
84
S
S
FW
FW
FW
FWS
FW
DANCE
The Empty Space: Movement, Dance and Theatre
Moving Towards Health
Orissi Dance and Music of India
pg
49
65
70
quarter
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34
FWS
47
51
51
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52
57
73
79
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83
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40
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43
43
57
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74
76
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76
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87
FWS
ECOLOGY
Advanced Research in Environmental Studies
Ecological Agriculture:
Meeting the Expectations of the Land
Field Ecology
Field Plant Taxonomy
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
Introduction to Environmental Studies
Practice of Sustainable Agriculture
SOS: Advanced Natural History
Temperate Rainforests:
Ecology, Chemistry and Management
S
Activism, Advocacy and Citizenship
33
Advancing Your Senior Thesis:
Humanities/Cultural Studies
34
American Families: Historical and Sociological
Perspectives on Close Relationships
36
American Frontiers, Homelands and Empire
36
Andean Roots: Language and Cultural Landscape 37
China: A Success Story?
43
Consuming Cultures
45
Creating Dangerously:
Experiments in Feminist and Diaspora Art
46
Dark Romantics
46
Education, Theory & Empowerment—Understanding
48
Critical Race Theories & Qualitative Research
The Empty Space: Movement, Dance and Theatre 49
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
55
Individual Study: Japanese Culture,
56
Literature, Film, Society and Study Abroad
Individual Study: Public Administration,
56
Native American Studies
Ireland in History and Memory
58
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language 59
Latin American Women Writers
Madness and Creativity: The Psychological Link
60
Music Intensive
66
The Nature and Evolution of Human Psychology 67
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image 68
Orissi Dance and Music of India
70
70
Passages: American Comings-of-Age
Reading Landscapes: Earth Science & Literature
RBCD: Contemporary Indian Communities
74
in a Global Society
76
Self-Determination in Latin America
76
Skin
78
Stalin and Stalinism
Student Originated Studies: CCBLA
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
80
That's Classic(s)!
Explorations in the Ancient and Modern World 83
Theatre of Fantasy: Performing Chinese Drama
84
on the Western Stage
Turning Eastward:
84
Explorations in East-West Psychology
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Botany: Plants and People
The Business of Art: Earning a Living as an Artist
China: A Success Story?
China: Business, Economy, Society, Sustainability
Introduction to Environmental Studies
Northwest Developments: Land Use,
Economics and the Politics of Growth
RBCD: Contemporary Indian Communities
in a Global Society
Self-Determination in Latin America
Small World: Poverty and Development
on a Shrinking Planet
Who's Got What? Political Economy
through Food, Culture and Social Movements
pg quarter
61
WS
69
73
73
FWS
S
S
75
FW
49
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76
79
FWS
FWS
83
FW
F
FIELD STUDIES
ECONOMICS
CULTURAL STUDIES
Marine Life:
Marine Organisms and Their Environments
Olympia to the Olympics:
The Place and Its People
Practice of Sustainable Agriculture
Reading Landscapes: Earth Science & Literature
The Science Behind the Headlines:
What's the Truth?
Science Seminar in Energy Systems
and Climate Change
Small World: Poverty and Development
on a Shrinking Planet
Student Originated Studies: CCBLA
Temperate Rainforests:
Ecology, Chemistry and Management
Botany: Plants and People
40
The Business of Art: Earning a Living as an Artist 40
Cataclysms in the Pacific Northwest
42
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
Field Ecology
51
Field Plant Taxonomy
51
Genes and Evolution
54
Marine Life:
Marine Organisms and Their Environments
61
Olympia to the Olympics:
The Place and Its People
69
Power/Play: Balancing Control and Autonomy
in the Social World
72
The Science Behind the Headlines:
What's the Truth?
75
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
80
FW
FW
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FWS
S
S
W S
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EDUCATION
Activism, Advocacy and Citizenship
33
American Frontiers, Homelands and Empire
36
Education for Life
48
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
The Empty Space: Movement, Dance and Theatre 49
Exploring Learning and Development
50
Gateways: Popular Education
53
Political Economy of Public Education:
Contemporary Historical Realities
72
Student Originated Studies: CCBLA
79
FWS
FWS
W
FWS
S
FWS
FWS
F
FWS
ENVIRONMENTAL STUDIES
Activism, Advocacy and Citizenship
Advanced Research in Environmental Studies
Andean Roots: Language and Cultural Landscape
Botany: Plants and People
Cataclysms in the Pacific Northwest
Community-Based Research:
Social and Environmental Justice
Ecological Agriculture:
Meeting the Expectations of the Land
Energy Systems and Climate Change
Field Ecology
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
Green Materials: Science/Craft/Construction
Introduction to Environmental Studies
33
34
37
40
42
FWS
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FWS
FW
FWS
44
W S
47
49
51
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W S
52
54
57
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GENDER AND WOMEN'S STUDIES
American Families: Historical and Sociological
Perspectives on Close Relationships
36
Botany: Plants and People
40
Creating Dangerously:
Experiments in Feminist and Diaspora Art
46
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
Latin American Women Writers
60
Orissi Dance and Music of India
70
Ready Camera One: We're Live
74
Self-Determination in Latin America
76
Who's Got What? Political Economy
through Food, Culture and Social Movements
87
S
FW
FWS
FWS
S
S
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F W
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GEOGRAPHY
Advanced Research in Environmental Studies
34
American Frontiers, Homelands and Empire
36
Andean Roots: Language and Cultural Landscape 37
Ecological Agriculture:
Meeting the Expectations of the Land
47
Olympia to the Olympics:
The Place and Its People
69
Small World: Poverty and Development
on a Shrinking Planet
76
FWS
FWS
FWS
FW S
FWS
FWS
Matching Evergreen's Programs to Your Field of Interest I 29
28 I Matching Evergreen's Programs to Your Field of Interest
GEOLOGY
Advanced Research in Environmental Studies
Cataclysms in the Pacific Northwest
Olympia to the Olympics:
The Place and Its People
Reading Landscapes: Earth Science & Literature
GOVERNMENT
Individual Study: Public Administration,
Native American Studies
Introduction to Environmental Studies
Northwest Developments: Land Use,
Economics and the Politics of Growth
RBCD: Contemporary Indian Communities
in a Global Society
Student Originated Studies: CCBLA
I
HEALTH
Advanced Research in Environmental Studies
The Challenges of Aging
Moving Towards Health
Small World: Poverty and Development
on a Shrinking Planet
Turning Eastward:
Explorations in East-West Psychology
pg quarter
34
FWS
42
FWS
69
73
FWS
S
56
57
W
FW
69
FW
74
79
FWS
FWS
34
42
65
FWS
S
FW
76
FWS
84
FW
pg quarter
35
FW
36
FWS
37
FWS
43
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46
46
FWS
FWS
47
52
FWS
F
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
56
Individual Study: Political Economy,
Political Science, Social Sciences, Social Justice 56
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language 59
Political Economy of Media
Small World: Poverty and Development
on a Shrinking Planet
Who's Got What? Political Economy
through Food, Culture and Social Movements
S
F
FW
71
WS
76
FW S
87
FWS
LANGUAGE STUDIES
HISTORY
American Families: Historical and Sociological
Perspectives on Close Relationships
American Frontiers, Homelands and Empire
Botany: Plants and People
Consuming Cultures
Dark Romantics
Ecological Agriculture:
Meeting the Expectations of the Land
The Formation of the North American State
Ireland in History and Memory
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language
The Mathematical Order of Nature
Political Economy of Media
Political Economy of Public Education:
Contemporary Historical Realities
Power/Play: Balancing Control and Autonomy
in the Social World
RBCD: Contemporary Indian Communities
in a Global Society
Self-Determination in Latin America
Small World: Poverty and Development
on a Shrinking Planet
Stalin and Stalinism
That's Classic(s)!
Explorations in the Ancient and Modern World
Who's Got What? Political Economy
through Food, Culture and Social Movements
INTERNATIONAL STUDIES
Alternatives to Capitalist Globalization
American Frontiers, Homelands and Empire
Andean Roots: Language and Cultural Landscape
China: Business, Economy, Society, Sustainability
Creating Dangerously:
Experiments in Feminist and Diaspora Art
Dark Romantics
Ecological Agriculture:
Meeting the Expectations of the Land
The Formation of the North American State
36
36
40
45
46
S
FWS
F W
FWS
FWS
47
52
58
FWS
F
FWS
59
62
71
F W
F
WS
Andean Roots: Language and Cultural Landscape 37
Dark Romantics
46
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
56
Inside Language
57
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language 59
FWS
FWS
FWS
S
W S
FW
LAW AND GOVERNMENT POLICY
Advanced Research in Environmental Studies
The Challenges of Aging
Political Economy of Media
RBCD: Contemporary Indian Communities
in a Global Society
34
42
71
FWS
S
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74
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LAW AND PUBLIC POLICY
F
72
FWS
74
76
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76
78
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83
FWS
87
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Activism, Advocacy and Citizenship
33
The Challenges of Aging
42
Education, Theory & Empowerment—Understanding
48
Critical Race Theories & Qualitative Research
Individual Study: Political Economy,
Political Science, Social Sciences, Social Justice
Northwest Developments: Land Use,
Economics and the Politics of Growth
Political Economy of Media
RBCD: Contemporary Indian Communities
in a Global Society
Student Originated Studies: CCBLA
FWS
S
Advanced Research in Environmental Studies
34
FWS
Activism, Advocacy and Citizenship
China: Business, Economy, Society, Sustainability
Individual Study: Public Administration,
Native American Studies
Moving Towards Health
RBCD: Contemporary Indian Communities
in a Global Society
Student Originated Studies: CCBLA
LITERATURE
China: A Success Story?
Creating Dangerously:
Experiments in Feminist and Diaspora Art
Dark Romantics
Fiction Laboratory
Human Rights and Wrongs: Literature, Film, Theory
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
Individual Study: Public Administration,
Native American Studies
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language
Latin American Women Writers
Madness and Creativity: The Psychological Link
Mathematical Systems
Modernity and its Discontents
Narrative Objects
Passages: American Comings-of-Age
Reading Landscapes: Earth Science & Literature
Self-Determination in Latin America
Skin
Sound and Fury Since Shakespeare
Student Originated Studies: Poetics
Student Originated Studies: Writing for Publication
Taking Things Apart:
A Scientific and Artistic Exploration
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
Undergraduate Research in the Humanities
Writing is a Social Act
43
46
46
50
55
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60
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MARINE SCIENCE
Advanced Research in Environmental Studies
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
Marine Life:
Marine Organisms and Their Environments
61
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35
42
45
59
62
62
64
71
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78
85
FWS
FWS
FWS
MEDIA ARTS
Creating Dangerously:
Experiments in Feminist and Diaspora Art
The Empty Space: Movement, Dance and Theatre
Media Artists Studio
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
Ready Camera One: We're Live
pg quarter
46
49
63
FWS
S
FWS
68
74
FWS
S
33
55
63
FWS
F W
FWS
68
71
74
FWS
W S
83
FWS
46
FWS
56
S
59
63
F W
FWS
68
74
FWS
S
MEDIA STUDIES
Activism, Advocacy and Citizenship
Human Rights and Wrongs: Literature, Film, Theory
Media Artists Studio
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
Political Economy of Media
Ready Camera One: We're Live
That's Classic(s)!
Explorations in the Ancient and Modern World
s'
MOVING IMAGE
Creating Dangerously:
Experiments in Feminist and Diaspora Artt
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
id
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society & Language
iguage
Media Artists Studio
Nonfiction Media: Animation, Documentary
ry and
and
Experimental Approaches to the Moving Image
Ready Camera One: We're Live
MUSIC
The Adaptive Meaning of the Musical Mind
id
The Business of Art: Earning a Living as ani Artist
Artist
Music and Consciousness
Music Intensive
Orissi Dance and Music of India
33
40
66
66
70
S
F W
F W
FWS
S
MATHEMATICS
FWS
56
F
69
71
F W
WS
74
79
F WS
FWS
LEADERSHIP STUDIES
HYDROLOGY
LINGUISTICS
pg quarter
Andean Roots: Language and Cultural Landscape 37
FWS
Inside Language
57
WS
Language Counts
59
F
33
43
FWS
WS
56
65
W
74
79
FWS
FWS
Algebra to Algorithms
Cataclysms in the Pacific Northwest
Computer Science Foundations
Language Counts
The Mathematical Order of Nature
Mathematical Systems
Models of Motion, Matter and Interactions
The Physical World of Animals and Plants
Small World: Poverty and Development
on a Shrinking Planet
Student Orginated Software
Undergraduate Research in Scientific Inquiry
Photo by Shauna Bittle '98.
Matching Evergreen's Programs to Your Field of Interest I 31
30 I Matching Evergreen's Programs to Your Field of Interest
NATIVE AMERICAN STUDIES
American Frontiers, Homelands and Empire
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
Individual Study: Public Administration,
Native American Studies
Olympia to the Olympics:
The Place and Its People
RBCD: Contemporary Indian Communities
in a Global Society
pg
36
55
quarter
F W S
F WS
W
69
FW S
74
FW S
NATURAL HISTORY
38
Botany: Plants and People
40
Field Ecology
Field Plant Taxonomy
W S
F W
s
5l""
LJL
51
Olympia to the Olympics:
The Place and Its People
Reading Landscapes: Earth Science & Literature
69
73
FWS
SOS: Advanced Natural History
79
F
s
35
China: Business, Economy, Society, Sustainability
43
The Formation of the North American State
52
56
57
Modernity and its Discontents
64
Political Economy of Media
71
FW
WS
F
FW
WS
72
F
Self-Determination in Latin America
76
FW
76
79
FWS
FWS
Who's Got What? Political Economy
through Food, Culture and Social Movements
87
FWS
POLITICAL SCIENCE
The Formation of the North American State
52
FW
F
Individual Study: Public Administration,
Native American Studies
56
W
FW
Olympia to the Olympics:
The Place and Its People
69
FW S
Modernity and its Discontents
64
Student Originated Studies: CCBLA
79
FW S
Political Economy of Media
RBCD: Contemporary Indian Communities
in a Global Society
71
WS
74
FW S
PHILOSOPHY
Can Science Help Me?...To Be Better?
41
F
Dark Romantics
46
FW S
Small World: Poverty and Development
on a Shrinking Planet
7 6 F W S
Mathematical Systems
62
FW S
Stalin and Stalinism
78
F
That's Classic(s)!
Explorations in the Ancient and Modern World
83
FWS
Undergraduate Research in the Humanities
86
FWS
Modernity and its Discontents
64
FW
Sound and Fury Since Shakespeare
77
F
Student Originated Studies: Poetics
79
Turning Eastward:
Explorations in East-West Psychology
84
Undergraduate Research in the Humanities
86
S
FW
PSYCHOLOGY
FWS
PHILOSOPHY OF SCIENCE
Algebra to Algorithms
S
35
Anthrozoology
Can Science Help Me?...To Be Better?
38
41
WS
F
The Challenges of Aging
42
Clinical Psychology: The Scientist-Practitioner Model 44
S
FWS
Animal Behavior and Zoology
38
WS
Exploring Learning and Development
50
FWS
Anthrozoology
Can Science Help Me?...To Be Better?
38
41
WS
Madness and Creativity: The Psychological Link
60
FW
Moving Towards Health
65
FW
The Nature and Evolution of Human Psychology
67
FW
So You Want to be a Psychologist
77
Mathematical Systems
62
Models of Motion, Matter and Interactions
64
The Physical World of Animals and Plants
71
Taking Things Apart:
A Scientific and Artistic Exploration
82
WS
Turning Eastward:
Explorations in East-West Psychology
84
FW
QUEER STUDIES
Energy Systems and Climate Change
49
WS
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
52
F
The Mathematical Order of Nature
62
F
Models of Motion, Matter and Interactions
64
The Physical World of Animals and Plants
71
F
Science Seminar in Energy Systems
and Climate Change
Undergraduate Research in Scientific Inquiry
49
85
WS
FWS
Anthrozoology
Can Science Help Me?...To Be Better?
38
41
W S
Skin
76
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
The Empty Space: Movement, Dance and Theatre
49
Individual Study: Public Administration,
Native American Studies
56
FWS
S
W
WS
RELIGIOUS STUDIES
PHYSIOLOGY
F
S
The Challenges of Aging
42
Turning Eastward:
Explorations in East-West Psychology
84
S
FW
Small World: Poverty and Development
on a Shrinking Planet
That's Classic(s)!
Explorations in the Ancient and Modern World
pg quarter
The Empty Space: Movement, Dance and Theatre
Moving Towards Health
WRITING
pg quarter
Botany: Plants and People
36
41
S
F
43
72
76
83
WS
FWS
49
65
Dark Romantics
Fiction Laboratory
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
FW
FW S
46
FWS
50
s'
Narrative Objects
55
67
FW
FWS
Passages: American Comings-of-Age
70
FW
FWS
Political Economy of Public Education:
Contemporary Historical Realities
72
Reading Landscapes: Earth Science & Literature
Skin
.7.6
Student Originated Studies: Poetics
79
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
80
S
FW
STUDY ABROAD
Andean Roots: Language and Cultural Landscape 37
Animal Behavior and Zoology
38
FWS
WS
Dark Romantics
46
FWS
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
56
S
Ireland in History and Memory
58
FW S
Study Abroad Consortium Partnerships
80
FWS
SUSTAINABILITY STUDIES
Andean Roots: Language and Cultural Landscape 37
Cataclysms in the Pacific Northwest
40
42
FWS
China: Business, Economy, Society, Sustainability
Community-Based Research:
Social and Environmental Justice
Consuming Cultures
43
WS
44
45
WS
FWS
Ecological Agriculture:
Meeting the Expectations of the Land
Energy Systems and Climate Change
47
49
FWS
W S
Green Materials: Science/Craft/Construction
54
F
69
FW
Northwest Developments: Land Use,
Economics and the Politics of Growth
Science Seminar in Energy Systems
and Climate Change
49
WS
Student Originated Studies: CCBLA
79
FWS
Student Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
80
FWS
FWS
73
Student Originated Studies: Writing for Publication 80
Writing is a Social Act
87
FWS
S
FW
ZOOLOGY
Advanced Research in Environmental Studies
34
Animal Behavior and Zoology
38
WS
Anthrozoology
WS
Genes and Evolution
38
51
54
"F
SOS: Advanced Natural History
79
F
Field Ecology
FWS
S
THEATER
S
WS
PHYSICS
American Families: Historical and Sociological
Perspectives on Close Relationships
Can Science Help Me?...To Be Better?
SOMATIC STUDIES
Small World: Poverty and Development
on a Shrinking Planet
Student Originated Studies: CCBLA
35
SOCIOLOGY
China: Business, Economy, Society, Sustainability
Power/Play: Balancing Control and Autonomy
in the Social World
F
FW
Political Economy of Public Education:
Contemporary Historical Realities
Alternatives to Capitalist Globalization
OUTDOOR LEADERSHIP AND EDUCATION
pg quarter
Alternatives to Capitalist Globalization
Individual Study: Political Economy,
Political Science, Social Sciences, Social Justice
Introduction to Environmental Studies
56
Animal Behavior and Zoology
POLITICAL ECONOMY
The Business of Art: Earning a Living as an Artist
40
FW
China: A Success Story?
43
F
The Empty Space: Movement, Dance and Theatre
Ready Camera One: We're Live
49
74
S
S
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
84
WS
VISUAL ARTS
The Business of Art: Earning a Living as an Artist
40
FW
Dark Romantics
46
FWS
From the Fire: The Art and Science of Ceramics
Green Materials: Science/Craft/Construction
53
54
F
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
55
FWS
Individual Study: Public Administration,
Native American Studies
Narrative Objects
Taking Things Apart:
A Scientific and Artistic Exploration
S
56
W
67
FW
82
WS
Photo by Hannah Pietrick '10.
Programs I 33
32 i How to Read a Program Description
Program Descriptions
How to Read a
Program Description
Because Evergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Below is a sample of a typical
program description. The annotations will help you interpret all the information packed into the listings that follow.
American Frontiers, Homelands and Empire
FIELDS OF STUDY —
Indicates subject areas that
correspond to traditional
disciplines and subjects.
CLASS STANDING States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
PREREQUISITES
Lists conditions for eligibility for the
program, such as studies you should
have completed or a faculty review
of a portfolio.
FACULTY SIGNATURE
Indicates if faculty approval must
be obtained before registering, and
how to obtain it.
CREDITS
Number of quarter hours that could
be credited at successful completion
of the program each quarter. Fewer
than 16 credits allow for other options,
e.g., an internship or language course.
ENROLLMENT
Number of students who may enroll.
Core programs typically allow 23
students per faculty; all-level allow 24;
intermediate and advanced, 25.
PLANNING UNITS —
The planning unit or thematic planning
group relevant to the program.
Fall, Winter and Spring quarters
Fields of Study: American studies, Native American
studies, community studies, cultural studies, education,
geography, history and international studies
Class Standing: Freshmen - Senior
Prerequisites: none
Preparatory for studies and careers in: Native
American studies, American studies, immigration
studies, geography, elementary and secondary
education, law and humanities.
Faculty: Zoltan Grossman and Kristina Ackley
Students will explore the juxtaposed themes of Frontier >
and Homeland, Empire and Periphery and the Indigenous
and Immigrant experience. We will use historical analysis
(changes in time) and geographic analysis (changes in
place) to critique these themes, and will turn toward cultural
analysis for a deeper understanding of race, nation, class
and gender. We will take as our starting point a critique
of Frederick Jackson Turner's "Frontier Thesis"—that
the frontier is "the meeting point between savagery and
civilization"—as a racist rationale for the colonization of
Native American homelands. We will consider alternative
histories of Anglo-American expansion and settlement in
North America, with interaction, change and persistence
as our unifying themes.
We will study how place and connection is nurtured, reimagined and interpreted, particularly in Indigenous and
recent immigrant communities. We will connect between
the ongoing process of "Manifest Destiny" in North
America and subsequent overseas imperial expansion
into Latin America, the Pacific and beyond. The colonial
control of domestic homelands and imperial control of
foreign homelands are both highlighted in recent patterns
of recent immigration.... (full description on pg 36).
< Accepts winter and spring enrollment with faculty
•
signature. Interested students should contact both
faculty by email or at the Academic Fair. Students should
expect to complete catch-up readings and work, and
prepare for a major research project.
' Credits: 16
' Enrollment: 48
Required Fees: $100 in fall for a trip to Quileute Nation.
Internship Possibilities...
A similar program is expected to be offered in...
-1 Thematic Planning Groups: Culture, Text and
Language, Native American and World Indigenous
Peoples, and Society, Politics, Behavior and Change
Check the entry in the online catalog for associated
fees and special expenses, amount of required online
learning, and other details about these programs.
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.
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 OFFERED
Gives the next opportunity to
join a similar program.
Activism, Advocacy and Citizenship
The Adaptive Meaning of the Musical Mind
Fall, Winter and Spring quarters
Spring quarter
Fields of Study: community studies, cultural studies, education,
environmental studies, law and public policy, leadership studies
and media studies
Class Standing: Junior - Senior
Prerequisites: Formal admission to the Tacoma Program.
Prospective students must attend an intake interview. For
information about admission and the application process, call
(253) 680-3000.
Preparatory for studies and careers in: community development,
organizational development, law and public policy, education,
social and human services, public administration, communication
and media arts, environmental studies and public health.
Faculty: Artee Young, Gilda Sheppard, Tyrus Smith, Paul McCreary
Fields of Study: biology and music
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: biology, music, science
and arts-related fields.
Faculty: Andrea Gullickson and Bret Weinstein
This year's program takes a holistic approach to systemic
change at the community level. Students will explore the roles
and responsibilities of citizens in a representative democracy. We
will focus on individual- and community-building practices based
on literacy in humanities, social sciences, mathematics, science,
media and technology. A major emphasis of this program will be
the examination of how citizens effectively advocate and engage in
activism to address pressing social, legal, economic and ecological
problems. Students will be expected to demonstrate understanding,
action and leadership in their areas of interest.
During fall quarter, students will study historical notions of
leadership and strategies employed to achieve social change
through activism and advocacy in institutional and non-institutional
settings. Students will reflect on their personal experiences and the
world around them in order to understand how they may apply the
insights, knowledge and skills to promote civic engagement and
foster change.
Winter's work will be based upon the foundations built in fall
quarter. Students will identify, develop and explore models of
advocacy and activism that have led to systemic change. They
will enhance their knowledge of contemporary social movements,
political interest groups, and scientific and legal advocacy. Students
will work actively toward the application of this knowledge by
developing collaborative action research projects.
In spring quarter, students will join theory with practice, utilizing
a variety of expansive methods, from writing to media, in order
to demonstrate and communicate their perceptions and findings
to a wider audience. They will present their collaborative research
projects to the public. The information presented will be directed
toward benefiting individual and community capacity as well as
communicating a wider understanding of their findings to enhance
their own lives, the lives of those in their community and the world
that we all share.
Humans are unique products of adaptive evolution. Our
most remarkable evolutionary features are associated with our
overwhelmingly cultural brains, far more flexible and dynamic than
the brains of any other creature on earth. But this level of uniqueness
creates a problem in the quest to understand ourselves. How are we
to comprehend human characteristics that have no parallel, and little
precedent, elsewhere in the biota?
C>f all the unique cultural attributes of humans, music is uniquely
perplexing. It exists in every culture, is a significant feature of nearly
every human life. Music is produced by both males and females. It
can be made with tools as elaborate as a piano, or as sparingly as with
a single human voice. It is both collaborative and solitary. It can be
enjoyed as a participant or spectator. And music is powerful—reaching
into our deepest emotional core where it has the capacity to trigger
profound responses, often with zero associated narrative content.
This program will confront this deepest evolutionary mystery full
force, and on its own terms. We will cultivate an appreciation and
comprehension of the structure, meaning and effect of music as we
address the evolutionary mechanisms that must have produced it.
We will strive as a learning community to experience music's full glory
and mystery, while we grapple rigorously with it as an evolutionary
phenomenon. Weekly program activities will include reading,
focused listening, workshops, lectures and seminars. Together we
will approach program content in a manner that is accessible to
students with little background in these areas, while still challenging
those with prior experience.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Expressive Arts, and Scientific Inquiry
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 2016-17
Thematic Planning Groups: Tacoma Program
Photo by Riley Shiery.
otne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
34 I Programs
Programs I 35
Advanced Research in Environmental Studies
Fall, Winter and Spring quarters
Fields of Study: agriculture, botany, community studies, ecology,
environmental studies, geography, geology, health, hydrology,
law and government policy, marine science and zoology
Class Standing: Junior - Senior
Preparatory for studies 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, Gerardo Chin-Leo
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 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 laboratoryscale 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.
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 EEON project
(academic.evergreen.edu/projects/EEON). See more about his lab's
work at: academic.evergreen.edu/f/fischerd/E3.htm.
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. Current activity in her lab includes
avian bioacoustics, natural history collections and bird research in the
EEON. Bioacoustic research includes editing and identifying avian
songs and calls from an extensive collection of sounds from Bornean
rainforests. Work with the natural history collections includes bird
specimen preparation and specimen-based research, including
specimens from Evergreen's Natural History Collections and other
collections in the region. Work with EEON includes observational
and acoustic surveys of permanent ecological monitoring plots in
The Evergreen State College campus forest.
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.
This program accepts winter and spring enrollment. Contact
faculty in area of interest for specific information.
Thematic Planning Groups: Environmental Studies
Advancing Your Senior Thesis:
Humanities/Cultural Studies
Spring quarter
Fields of Study: cultural studies
Prerequisites: At a minimum, 32 quarter credits of sophomore
level or above college study of humanities or related social science
or arts disciplines that include substantial academic writing. In
other words, you should be well on your way toward creating the
equivalent of a "major" in an area of text-based studies.
Preparatory for studies and careers in: specific areas of the
humanities and cultural studies depending on student projects.
Faculty: Greg Mullins
Many students wish to pursue a senior project involving
substantive independent research and writing. This program is
designed for students whose achievements have propelled them
to intermediate or advanced levels of inquiry in the humanities
or in cultural studies, and who are in their junior year or the very
beginning of their senior year. By completing this program in spring
quarter, students will position themselves to pursue an advanced
research/writing project in the following year. Over the ten weeks
of spring quarter we will read a sequence of texts in common; we
will analyze them not only for content but also for methodology. We
will study what kinds of sources, evidence, interpretive paradigms
and arguments are demanded by humanities fields such as history,
literature and philosophy, and by interdisciplinary fields such as queer
studies, American studies, women's studies and cultural studies.
By better understanding what makes research publishable,
students will gain a keen appreciation for the methods and rhetorical
strategies that they will need to master in order to pursue their own
independent studies. Students will research and write about a topic
of their choice, with the goal of laying a solid foundation for a senior
thesis or project. Writing assignments include: an abstract, a work
plan, two response papers, an annotated bibliography, a review of
a scholarly journal, description of research methods and a research
prospectus.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
Algebra to Algorithms
Alternatives to Capitalist Globalization
Spring quarter
Fall and Winter quarters
Fields of Study: computer science, mathematics and philosophy
of science
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: college algebra,
introductory computer science, programming, and problem solving.
Faculty: Sheryl Shulman, Judith Gushing, Richard Weiss
Fields of Study: international studies, political economy and
political science
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: education, labor,
community and global justice, social services, history, law,
nonprofit work, political economy and informed civic participation.
Faculty: Steven Niva and Peter Bohmer
Computers are a driving force of our modern world and
increasingly influence our lives. Mathematics and mathematical
models lay at the foundation of modern computers; furthermore, we
increasingly rely on mathematics as a language for understanding the
natural world, such as complex climate models that predict major
changes in weather patterns world wide over the next 50 years.
Mathematics and computational thinking enable people as citizens
to make good decisions on a wide range of issues from interpreting
the evidence for climate change to understanding the potential
impacts of technology; as such, they are an integral part of a liberal
arts education. In this program, we will explore connections between
mathematics, computer science, the natural sciences and graphic arts.
We will develop mathematical abstractions and the skills to
express, analyze and solve simple problems in the sciences and
the arts and explore how to program interesting visual shapes
using simple geometry. Class sessions include seminars, lectures,
problem-solving workshops, programming labs, problem sets and
seminars with writing assignments. The emphasis will be on fluency
in mathematical and statistical thinking and expression along with
reflections on mathematics and society. Topics will include concepts
of algebra, algorithms, programming and problem solving, with
seminar readings about the role of mathematics in education, the
sciences and society.
This program is for students who want to gain a fundamental
understanding of mathematics and computing before leaving
college or before pursuing further work in the sciences or the arts.
Credits: 16
Enrollment: 23
Thematic Planning Groups: Scientific Inquiry
It is easier to criticize contemporary capitalism for its failures
than to develop feasible alternatives and a strategy to get there.
We will explore and critically analyze diverse social movements and
visions that seek to create more just global and national societies.
International institutions such as the WTO, IMF and World Bank
promote "free market" and "free trade" capitalist globalization which
open up countries to multinational corporations and impose Western
development models. In the past few decades, many alternative
visions have developed within the global justice movement and have
been renewed through more recent "occupy" and anti-austerity
movements in Europe (Greece and Spain), the United States and the
Global South. They draw upon historical precedents and alternatives
to capitalism, from anti-colonial and socialist movements to the new
left, situationist and anarchist movements after 1968.
We will analyze existing capitalist globalization and current
U.S. capitalism and then look at how diverse social movements
and thinkers have formulated alternative visions for creating just,
liberatory, democratic and sustainable societies. We will explore
different and sometimes clashing alternatives to national and global
capitalism that have developed around the world. These will include
those influenced by socialist, Marxist, anarchist, anti-authoritarian,
ecological, feminist and perspectives emanating from the Global
South. We will research and evaluate case studies of existing and
possible alternatives from Cuba, Venezuela, Argentina, Bolivia,
and those derived from cooperatives, intentional communities,
participatory socialism and eco-feminist alternatives in the U.S. and
elsewhere. We will analyze alternatives to NAFTA and other "free
trade" agreements such as ALBA, and global visions of equity and
justice, including climate justice. We will also look at strategies,
ideologies and visions of alternative societies in the "occupy" and
other current movements.
The program will include a focus on theoretical debates over
strategies and goals of movements, including debates about the
role of states, the limitations of reforms, insurrectionist visions
and the role of pre-figurative strategies and of creating alternative
communities that bypass political institutions. We will pay special
attention to the conditions facing women in their changing roles
in the global system of production and consumption, ecological
concerns and the struggles of indigenous peoples for survival and
self-determination.
Students will engage these topics and case studies through
lectures, seminar discussion, group projects, films and guest
speakers. Our activities will include theoretical reading, analytic
and critical thinking about the strengths and weaknesses of various
approaches, and imagining and formulating fresh views of the facts
and possible futures of capitalist globalization.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Culture, Text and Language,
Sustainability and Justice, and Society, Politics, Behavior and Change
ie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 37
36 I Programs
American Families: Historical and Sociological
Perspectives on Close Relationships
American Frontiers, Homelands and Empire
Andean Roots: Language and Cultural Landscape
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Spring quarter
Fields of Study: American studies, Native American studies,
community studies, cultural studies, education, geography,
history and international studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: Native American studies,
American studies, immigration studies, geography, elementary
and secondary education, law and humanities.
Faculty: Zoltan Grossman and Kristina Ackley
Fields of Study: agriculture, cultural studies, environmental
studies, geography, international studies, language studies,
linguistics, study abroad and sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: cultural studies, Spanish,
sustainable development, linguistics, agriculture, food systems
and education.
Faculty: Rachel Hastings and Steven Scheuerell
Students will explore the juxtaposed themes of Frontier and
Homeland, Empire and Periphery and the Indigenous and Immigrant
experience. We will use historical and geographic analysis to critique
these themes, and will turn toward cultural analysis for a deeper
understanding of race, nation, class and gender. We will take as
our starting point a critique of Frederick Jackson Turner's "Frontier
Thesis"—that the frontier is "the meeting point between savagery
and civilization"—as a racist rationale for the colonization of Native
American homelands. We will consider alternative histories of
Anglo-American expansion and settlement in North America, with
interaction, change and persistence as our unifying themes.
We will study how place and connection is nurtured, re-imagined and
interpreted, particularly in Indigenous and recent immigrant communities.
We will connect between the ongoing process of "Manifest Destiny" in
North America and overseas imperial expansion into Latin America, the
Pacific and beyond. The colonial control of domestic homelands and
imperial control of foreign homelands are both highlighted in recent
patterns of immigration, which involve many "immigrants" who are in
fact indigenous to the Americas, as well as immigrants from countries
once conquered by the U.S. The American Empire, it seems, began at
home and its effects are coming back home and will be contested again.
In fall, we will track the historical progression of the frontier across
North America and overseas and the territorial and cultural clashes
of immigrant and colonized peoples. We will hear firsthand the life
stories of local individuals and communities to understand their
narratives of conflict, assimilation, resistance and survival. In winter,
we will look at contemporary case studies that show the imprint
of the past in the present and how 21st-century North American
communities are wrestling with the legacies of colonization,
imperialism and migration. We will examine the overlapping
experiences of Native Americans and recent immigrants, and
Indigenous territories and migrations that transgress or straddle the
international border as defined by "Homeland Security."
This program offers ideal opportunities for students to develop
skills in writing, research and analysis by studying scholarly works,
conducting ethnographic fieldwork (observation, interviewing,
documentation of social life) and utilizing technology in partnership
with local communities. From mid-winter to mid-spring, students will
undertake an extended project using place (homeland, empire and
migration) as their interpretative framework. It includes the option of
combining research with internship or other community service and
educational work, particularly with Indigenous peoples or immigrant
communities in Washington or elsewhere in the U.S. The faculty and
the Center for Community-Based Learning and Action will provide
strong support and anticipate that the projects will be substantive
and of great value to both the student and local communities.
This is a yearlong interdisciplinary program that incorporates
sociolinguistics, geography, history, cultural ecology, global change,
biocultural diversity conservation, food systems and sustainable
development studies to explore how societies evolve and survive
in relation to their environment and a globalizing world. Our studies
are based on the belief that many cultures have developed rich
Fields of Study: American studies, cultural studies, gender and
women's studies, history and sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: sociology, history, family
studies, research, social work, teaching, family law and counseling.
Faculty: Stephanie Coontz
This program explores the historical evolution and current
dynamics of family life, sexual mores and marriage. We begin by
examining the variability of emotions and relationships that are
sometimes viewed as "natural" or "traditional." We then briefly
move through the transition from colonial and revolutionary times
to the emergence of a new middle-class model of marriage and
parenting in the 19th century, which we will contrast to trends in
working-class and racial-ethnic families.
In the second half of the program we discuss the origins of 20thcentury marriage and parenting norms and explore the dramatic
shifts that have occurred in family formation and relationship norms
over the past 50 years. Students will also do individual projects
that will culminate in presentations at the end of the quarter. These
will cover topics such as the causes and consequences of divorce,
the changing dynamics of cohabitation, singlehood and marriage,
the emergence of new sexual norms, legal issues connected with
changing family structures and practices, the rise of biracial and
multiracial families and debates over same-sex marriage and
parenting.
Many of our topics will be controversial. We seek not simple
answers but intelligent questions to inform our study. Students
are expected to consider several different points of view, to fairly
evaluate arguments with which they disagree and to explore the
possible contradictions or exceptions to their own positions. You
should expect to back up your position with concrete examples and
logical argumentation and be prepared to be challenged to defend
your positions. We are not simply sharing feelings or exchanging
points of view but rigorously testing different interpretations and
theories against each other.
Students are expected to come prepared for seminars and to
discuss the full range of reading, having reflected on its implications
beforehand. There will also be several papers. Because this is a
demanding and intensive program, student should not attempt to
work more than 15 hours a week.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies, and Society,
Politics, Behavior and Change
Accepts winter and spring enrollment with faculty signature.
Interested students should contact both faculty by email or at
the Academic Fair. Students should expect to complete catch-up
readings and work, and prepare for a major research project.
Credits: 16
Enrollment: 48
Required Fees: $100 in fall for a trip to Quileute Nation.
Thematic Planning Groups: Culture, Text and Language, 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.
linguistic and ecological traditions that have provided the means for
communication, food, clothing and shelter based on a sustainable
relationship with the land. More recently, cultural and economic
globalization are increasingly impacting local knowledge systems
worldwide, in particular when measured by changes to language,
land-use and food systems. These changes, together with such
factors as increasing human population, environmental degradation,
loss of biodiversity and climate change, compel us to explore the
ways in which knowledge systems are preserved or lost. In particular,
we recognize the urgent need to preserve cultural knowledge that
allows a society to be rooted in place, recognize ecological limits
and provide for its needs. The Andean region of South America is an
ideal region to study these issues.
The academic program consists of two phases. The first phase
over fall quarter will focus on program themes using texts, lectures,
workshops, film, writing and local field trips. Fall quarter the program
will be offered for 12 credits to provide students with the option
to separately register for an appropriate Spanish language course.
Selection for the second phase over winter and spring quarters
will be based upon criteria including successful completion of fall
quarter work, demonstrated readiness for study abroad and Spanish
language ability. In winter and spring, students will be full time in
the program, which will be offered for 16 credits per quarter. Winter
quarter will begin with 5 weeks of travel preparations and intensive
study on Peru, followed by a 15-week study abroad experience in
the Cusco region of the Peruvian Andes that incorporates intensive
Spanish or Quechua language study, regional travel, seminars,
urban and rural home stays and independent research or service
learning with local organizations. At the end of the independent
project period, we will reconvene for final student presentations and
evaluation conferences in the Sacred Valley near Cusco.
As the former Incan capital, and home to vibrant cultures and
immense biodiversity, the Cusco region of Peru offers immersion
in the study of biocultural diversity and how the preservation of
linguistic diversity is related to the preservation of traditional
ecological knowledge, biodiversity and local food systems. While
in Peru, we will continue language and cultural studies while
experiencing regional initiatives to preserve cultural landscapes
and indigenous knowledge systems in the midst of development
pressure. Given the region's rich history, knowledge systems,
architecture, agriculture, weaving, ceramics and music, we will ask
how is knowledge transferred across generations and between
communities, and how can traditional knowledge be maximized in
sustainable development projects? As we address these academic
questions, our own experiences will also lead us on to consider on a
more individual level how learning another language and traveling
abroad can increase our understanding of culture and what it means
to fit into place.
This program does not accept new enrollment in winter or spring.
Credits: 12, 16
Enrollment: 64
The study abroad component is 15 weeks long, from Week 6 of
Winter quarter to Week 10 of Spring quarter, travelling to the
region of Cusco, Peru, spending significant time in the Urubamba
Valley, the city of Cusco, and surrounding rural areas while
students participate in language school, home stays, and project
work. We will work during Spring Break and end the program one
week early. Eval conferences will be held in Peru during Week 10.
Estimated costs: Room & board $2700, Transportation incl.
airfare $1900, Other $1300; Total estimated cost: $5900.
$200 deposit due by Thursday of Week 10, fall quarter.
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies, Scientific Inquiry, and Sustainability and
Justice
Photo by Shauna Bittle '98.
roe programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
38 I Programs
Programs I 39
Animal Behavior and Zoology
Anthrozoology
Applied Biology and Chemistry
Atoms, Molecules and Reactions
Winter and Spring quarters
Winter and Spring quarters
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: anthropology, biology, natural history,
philosophy of science, study abroad and zoology
Class Standing: Junior - Senior
Prerequisites: successful completion of Genes and Evolution (p54)
in Fall 2013; strong academic background (including evolutionary
theory, statistics, and writing), field biology skills, and readiness
for international travel.
Preparatory for studies and careers in: field biology, evolution,
ecology and other life sciences.
Faculty: Heather Heying
Fields of Study: anthropology, biology, philosophy of science,
physiology, psychology and zoology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in:biology, neuroscience,
anthropology, animal welfare and veterinary medicine.
Faculty: Michael Paros
Fields of Study: biology and chemistry
Class Standing: Sophomore - Senior
Prerequisites: One year each of college-level general biology
with lab (molecular/cell biology focus) and general chemistry
with lab. High school, AP, or IB are not sufficient unless you were
awarded college credit in these.
Preparatory for studies and careers in: biotechnology, biology,
chemistry, polymer and material science, health science,
education and medicine.
Faculty: Paula Schofield and Andrew Brabban
Fields of Study: chemistry
Class Standing: Sophomore - Senior
Prerequisites: One year of college level chemistry, at least
one quarter of college level physics, ability to do integral and
differential calculus.
Preparatory for studies and careers in: chemistry, chemical
engineering, chemical physics, medicine, biochemistry, teaching.
Faculty: Rebecca Sunderman
What do animals do, how do they do it and why? In this twoquarter-long investigation of animal behavior, a continuation of
Genes and Evolution from fall, students will answer these questions
through extensive use of the scientific literature, in-depth discussions
of the evolutionary and ecological theories fundamental to the study
of behavior, independent research projects and several weeks in the
field, including a multi-week trip to tropical ecosystems in Ecuador.
Animals hibernate, forage, mate, form social groups, compete,
communicate, care for their young and so much more. They do so
with the tools of their physiology, anatomy, and, in some cases,
culture, for reasons having to do with their particular ecology and
evolutionary history. We will begin with a review of animal diversity,
and continue our studies of behavior from both a theoretical and
an empirical perspective. Students will be expected to engage
some of the complex and often contradictory scientific predictions
and results that have been generated in this field through lectures,
workshops and take-home exams, as well as undertake their own,
intensive field research.
Some topics covered in this program will include mating systems,
territoriality, female mate choice, competition, communication,
parental care, game theory, plant/animal interactions and convergent
evolution. Several readings will focus on one group of animals in
particular: the primates, including Homo sapiens.
Continuing the focus on theory and statistics begun in Genes
and Evolution, we will travel to Ecuador to study the differences
and similarities between the neotropics and the Pacific Northwest,
focusing on the animals and their behavior. Particular attention will
be paid to the herpetofauna (amphibians and reptiles) that live in
lowland rainforests. In spring quarter, having studied the methods,
statistics and literature frequently used in behavioral research,
students will generate their own hypotheses and go into the field to
test them through extensive, independent field research. This work
might be in Ecuador or the Pacific Northwest. Students will return to
campus for the last two weeks of spring quarter to complete their
data analysis and present their research.
Why do humans keep pets and at the same time raise animals
for food? What are the psychological and moral complexities that
characterize our relationships with animals? What is the impact of
human-animal interactions on the health and well-being of people
and animals? How do we assess the relative welfare of animals under
a variety of circumstances? Anthrozoology is the interdisciplinary
study of human (anthro) and animal (zoo) interaction. This topic of
inquiry will be used to study general biology, zoology, anthropology
and philosophy. Through field trips, guest speakers, reading, writing
and discussion, students will become familiar with the multiple and
often paradoxical ways we relate to companion animals, animals for
sport, zoo animals, wildlife, research animals and food animals. We
will use our collective experiences, along with science-based and
value-based approaches, to critically examine the ever-changing role
of animals in society.
Winter quarter will focus on the process of animal domestication
in different cultures from an evolutionary and historical perspective.
Through the formal study of animal ethics, students will also become
familiar with different philosophical positions on the use of animals.
Physiology and neuroscience will be used to investigate the physical
and mental lives of animals while simultaneously exploring domestic
animal behavior. In spring, we will continue to explore the biological
basis and psychological aspects of the human-animal bond. Students
will then study the science of animal welfare and complete a final
project in which they will apply their scientific and ethical knowledge
to a controversial and contemporary animal welfare question.
Students will be expected to read primary literature in
such diverse fields as animal science, ethology, neurobiology,
sociobiology, anthropology and philosophy. Student success in this
program will depend on commitment to in-depth understanding of
complex topics and an ability to combine empirical knowledge and
philosophical reflection.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies,
Environmental Studies, and Scientific Inquiry
Faculty signature: Successful completion of Genes and Evolution
(Fall 2013) required for consideration. Required application
available on program website. Decisions will be based on merit
(prerequisites) and will be made before winter registration begins.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 18
Required Fees: $150 in spring for an overnight field trip. Students
will also need approximately $2,000 for all-program 4 week study
abroad in Ecuador in winter and spring. Students may choose to
remain in Ecuador for 6 additional weeks to conduct research;
additional costs will apply.
A similar program is expected to be offered in 2015-2016
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies, Native American and World Indigenous
Peoples, Scientific Inquiry, 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.
The aim of this program is to apply fundamental knowledge and
theories of biology and chemistry to practical, real world situations.
The application of biology and chemistry has huge impacts on
our society, particularly influencing our economy and quality
of life. Cutting edge techniques and processes are continually
being developed by biologists and chemists to produce the
medicines, chemicals and materials we use daily. Products include
Pharmaceuticals—from synthetic drugs to gene therapies—used to
prevent disease and cure illness; biocompatible materials for use
in the medical field; fossil-fuel derived synthetic polymers (plastics,
fibers, rubbers, etc.); and modern "green" or "sustainable" materials
that include biodegradable polymers. These products are widely
used by the general public, as well as in a wide array of industries
and professions: agriculture, sports, health-care, law enforcement,
the military, automotive, food, etc.
We will focus on the practical applications of modern biology
and chemistry, studying both small and large molecules, natural and
synthetic. Based significantly in the laboratory, students will learn
the theoretical principles and relevant lab and instrumentation
techniques needed to synthesize, isolate and analyze small
molecules and macromolecules. We will examine small biological
molecules as well as organic molecules, moving to important
biological macromolecules (DNA, RNA, proteins) and synthetic
polymers (plastics, fibers, biodegradable polymers, green materials).
Theory and techniques of molecular cloning, protein biochemistry,
biocatalysis and transgenics will be emphasized, as well as synthesis
and characterization of relevant organic molecules, polymers
and green materials. Seminars on technical literature and student
presentations will be significant components of the program.
We will also discuss the professional biologist's and chemist's
relationship with industry, government and universities, and examine
employment opportunities for biologists and chemists. Students
will be evaluated based on their laboratory techniques, laboratory
reports, class presentations and homework assignments.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Scientific Inquiry
In previous chemistry work, you learned what the atomic orbital
shapes were. In this program, you will explore how we know their
shape. In previous chemistry work, you learned what a conductor
was. In this program, you will examine the solid-state structural
characteristics that indicate a material is a potential conductor.
You will explore the "But why?" of chemistry by examining topics
in thermodynamics, quantum mechanics, kinetics and materials
chemistry. Many of the topics require a strong mathematical
foundation and comfort with calculus applications.
In the lecture component, faculty will present the laws of
thermodynamics, enthalpy, entropy, chemical potential, phase
diagrams, Gibbs free energy, reaction spontaneity, solid-state
structure, solid-state bonding theories, point group symmetry,
applications of symmetry, transition metal complexes, materials
synthesis, Maxwell relations, the Schrodinger equation, atomic
and molecular energy levels, electronic structure of atoms and
molecules, unimolecular kinetics, biomolecular kinetics and current
kinetic theories.
During fall quarter, students will participate in physical chemistry
and materials chemistry laboratory experiments. The laboratory
component in the winter will train students to use and to explain
the theory of several instruments for chemical analysis. In the spring,
students will focus on enhancing skills in experimental design and
research methods with the incorporation of team research projects
surrounding a historical experiment in chemistry. In addition,
emphasis will be placed on the development of technical writing
skills and on interpretation and integration of issues pertaining to
chemistry and society.
Accepts winter and spring enrollment with faculty signature.
Interested students should email the faculty to set up a time
to demonstrate how they meet the prerequisites: one year of
college-level chemistry, at least one quarter of college-level
physics, ability to do integral and differential calculus, and fall or
winter quarter topic content for program portions continuing in
winter or spring quarters.
Credits: 16
Enrollment: 25
Required Fees: $62 in fall; $30 in winter; and $40 in spring for
conference registration, entrance fees and supplies.
A similar program is expected to be offered in 2015-2016
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/2013-14.
40 I Programs
Programs I 41
Botany: Plants and People
The Business of Art: Earning a Living as an Artist
Fall and Winter quarters
Fall and Winter quarters
Fields of Study: botany, economics, environmental studies, field
studies, gender and women's studies, history, natural history and
writing
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: plant science,
plant ecology, economic botany, agriculture, forestry and
environmental education.
Faculty: Frederica Bowcutt
Fields of Study: business and management, economics, field
studies, music, theater and visual arts
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: business, finance,
economics, non-profit management, performing arts, visual arts
and arts management.
Faculty: Andrew Buchman, Doreen Swetkis, Zoe Van Schyndel
This two-quarter program allows students to learn introductory
and advanced plant science material in an interdisciplinary format.
The program is suitable for both advanced and first year students
who are looking for an opportunity to expand their understanding
of plants and challenge themselves. Students will learn about plant
anatomy, morphology and systematics. Lectures based on textbook
readings will be supplemented with laboratory work. The learning
community 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. Instruction will be given in the
history and practice of botanical illustration.
A central focus of the program is people's relationships with
plants for food, fiber, medicine and aesthetics. Economic botany
will be studied through seminar texts, films, and lectures that
examine agriculture, forestry, herbology and horticulture. Students
will examine political economic factors that shape our relations
with plants. Through economic and historical lenses, the learning
community will inquire about why people have favored some plants
and not others or radically changed their preferences, for example
considering a former cash crop to be a weed. Readings will examine
the significant roles botany has played in colonialism, imperialism
and globalization. Students will also investigate the gender politics
of botany. For example, botany was used to inculcate "appropriate"
middle and upper class values among American women in the 19th
century. Initiatives to foster more socially just and environmentally
sustainable relations with plants will be investigated.
In winter, 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.
Through their research paper, students will synthesize scientific and
cultural information about their plant.
Credits: 16
Enrollment: 24
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Environmental Studies
This program is a tour of social forces that shape our arts
communities, including cultural, organizational, managerial, financial
and historical. By examining art, music and theatre worlds, we will
discover structures that help foster vibrant artistic communities. We
will meet business and nonprofit leaders (often artists themselves)
who bring artists and art lovers together. Artistic entrepreneurs with
business savvy, as we will see, often make the art world go 'round.
The program is designed for students with a strong interest in
making a living as an artist, musician or performer, operating in the
nonprofit art world, or making a career in creative industries, and
bridging the conventional gaps between creativity, business sense
and social engagement. Each quarter's work will include an optional
week of travel and study an art center in the United States: to New
York City during the fall and Los Angeles during the winter. Students
unable to travel to these cities can pursue related studies in Seattle
and Portland.
The program will combine studies of the arts, business and
nonprofit administration and management through a rich mix of
critical and creative projects, such as analyzing a local arts business or
nonprofit organization. An artist who understands the principles of a
well-run business and can deal effectively with contracts, grants and
negotiations, we'll find, is likely to gain more artistic and professional
freedom. Business people who understand and care about the arts,
we'll discover, can build careers that include doing good as well as
doing well. Organizations built around art forms can help support
local cultures and create sustainable manufacturing ventures, too.
The nonprofit arts community encompasses a broad range
of artistic endeavors such as summer arts camps and festivals, art
and music therapy, community theaters, arts foundations and afterschool arts programs. For-profit and nonprofit organizations are
different, and we want to make sure students gain knowledge of
the vast range of ways they can make a living in and around the arts.
By the end of the program we expect you to be able to think
creatively about ways to connect your own artistic and wage earning
work, have an impact on organizations in communities you care
about, acquire first-hand knowledge of a diversity of successful arts
initiatives, and communicate effectively in the language of business
and nonprofit administration.
Credits: 16
Enrollment: 69
Required Fees: Optional travel to New York City in the fall quarter
and to Los Angeles in the winter quarter: Up to $1,700 per week
to New York, and up to $1,700 per week to Los Angeles; $3,400
for both weeks. Students will be responsible for making their own
travel and lodging arrangements. This estimate includes travel,
lodging and meals, along with incidental expenses.
Thematic Planning Groups: Consciousness Studies, Expressive
Arts, and Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Photo by Shauna Bittle '98.
Can Science Help Me?...To Be Better?
Fall quarter
Fields of Study: biology, philosophy, philosophy of science,
physiology, psychology and sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: biology, philosophy,
philosophy of science, physiology, psychology and sociology.
Faculty: Bill Arney and Michael Paros
Most of you are in school because you want to live a better life;
many of you probably think about what it might mean to live a good
life. Is a good life one full of pleasure and devoid of suffering? A
moral life? A long and healthy life? Of course, it is possible that the
good life cannot be defined at all and simply has to be lived and
attended to.
Let's start with the premise that most of our reliable, useful
knowledge comes from science. Scientists work according to
philosophically sound methodologies, which include commitments
to impersonal inquiry and trying, always, to find the data most likely
to defeat their favorite hypotheses; they work in open communities
of other scientists, all of whom are obligated to be vigilantly critical
of their colleagues' work; they generally qualify their claims to
knowledge based on the limitations of their methodologies and their
understandings of the probabilities of their claims being incorrect.
But can science help us to be better, to live a good life? Some think
that science can help us recognize, even define, our values, and we
will explore this possibility from the perspectives of neuroscience,
brain evolution, psychology, social science and philosophy. Some
say that science can never answer questions of morality or what it
means to live a good life, or even a better life; something more is
necessary, they say.
Reading and written assignments, faculty presentations and
deliberate discussions with vigilantly critical colleagues will assist
students in an independent inquiry about how science can help a
person live better with regard to some question of critical concern to
the investigator(s). This program explores the power and limitations
of scientific inquiry. Students should be able to imagine themselves
discussing neurotransmitters and the moral life in the same sentence,
but they should know that any education aims, finally, to help them
know themselves.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Scientific Inquiry
>me programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
42 I Programs
Programs I 43
Cataclysms in the Pacific Northwest
The Challenges of Aging
China: A Success Story?
China: Business, Economy, Society, Sustainability
Fall, Winter and Spring quarters
Spring quarter
Fall quarter
Winter and Spring quarters
Fields of Study: chemistry, environmental studies, field studies,
geology, mathematics and writing
Class Standing: Freshmen - Sophomore
Prerequisites: Adequate math background (algebra, trigonometry,
precalculus) to begin studying calculus.
Preparatory for studies and careers in: science, environmental
science, geology, health, teaching, ecology, marine science and
writing.
Faculty: Clyde Barlow
Fields of Study: consciousness studies, health, law and government
policy, law and public policy, psychology and religious studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: social work, social
sciences, psychology, public policy and law.
Faculty: Ryo Imamura and Bill Bruner
Fields of Study: business and management, cultural studies,
economics, literature and theater
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: China studies,
international business and international studies.
Faculty: Rose Jang and David Shaw
Fields of Study: business and management, economics,
international studies, leadership studies, political economy,
sociology and sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: business, economics,
social studies, sustainability and China/East Asian studies.
Faculty: David Shaw
With the aging of the post-war baby boom generation, the
United States population aged 65 years and older is increasing
rapidly. Between 2010 and 2030 this age group is expected to
double in size, from 35 million to 72 million individuals and, by 2030,
will represent nearly 20 percent of the U.S. population. Relative to
earlier generations, today's seniors tend to be more affluent, better
educated and in better health. But the aging of the population will
present challenges to institutions and individuals. This program will
examine the impacts of growth of the senior population, both on the
aging individual and on U.S. society as a whole.
A central focus of our study will be on the social and economic
impacts of an aging population. In spite of their relative health
and affluence, the senior population will put stress on a number
of institutions and government programs. We will try to sort out
the effects on Social Security, Medicare and other programs, and
consider alternative public policy responses to these impacts. We will
also study the economic impacts on individuals and families. What
economic and financial decisions do we face as we grow older? How
can we make choices that will secure a reasonable quality of life in
our senior years?
We will also focus on the psychological, sociological and spiritual
changes of aging and their profound impacts on individuals, families,
and society in general. We will consider the many losses associated
with aging but pay equal attention to the possible areas of growth
and happiness such as increased wisdom, life satisfaction, inner
peace and cooperative living. We will also look at the rapidly growing
field of geriatric social services and meet with several Evergreen
graduates who are actively involved in providing essential services
to local senior citizens.
In the fall of 2012, China's 18th Communist Party Congress
selected the current generation of Chinese political leaders, moving
China into the next chapter of its 3,000+ years of political history.
Today, China's economic power continues to grow, and its rise
globally has drawn increasing attention. Many developing countries
are viewing the China model as an alternative to the Western
experience of economic growth and middle class prosperity.
However, China is faced with many internal and external challenges.
Challenges like these have repeatedly threatened China's social
stability in the past. In the extreme case, they might alter its current
ideological foundations, potentially undercutting the premises of
the China "success story."
This introductory China studies program will focus on China's
present situation as a modern state and global power evolved from
a lengthy and complicated cultural development over centuries.
Within the time constraint of a quarter, we will examine China from
selective angles and subject matters suggesting recurrent cultural
patterns and distinct national characteristics. In the social sciences,
we will touch on China's geography, political structure and economic
and business systems, including sustainability and environmental
issues. From the humanities perspective, we will look at prominent
examples of China's religion, philosophy, arts and literature. All these
issues are potentially interrelated, leading to a more coherent set of
inquiries into the myth or reality of China's current image of success.
Students will be exposed to multiple topics and issues through
weekly readings, lectures, discussions and workshops. They will also
conduct a research project on a China-related topic of their own
choice. This research project will provide them with opportunities
to develop skills in research methods and academic writing. The
program will introduce the fundamentals of Chinese language
and linguistics through program studies but does not contain an
independent Chinese language study component.
This is a field and laboratory intensive program integrating
chemistry and geology. The landscape and habitation of the
Northwest are defined by major geologic events that have shaped
and reshaped the landscape. Volcanoes, lava flows, ash flows,
glaciers, floods, earthquakes, landslides, tsunamis and tectonic
movements form some of these events. Major events such as
glaciation may proceed slowly on a human time scale. Carbon
dioxide dependent global warming may, in fact, be a cataclysm in
progress. We will examine chemical effects of historic and current
geologic processes. We will study literature about specific events
and travel to affected sites. The program will serve as an introduction
to physical science with development of skills in chemistry and
problem solving. A full year of general chemistry will be offered with
a laboratory linked with geology themes. Communication skills will
be developed by maintaining laboratory and field journals, writing
technical reports, interviewing staff, faculty and administrators, web
page development to present information, and oral presentations of
laboratory results. Extended (4-5 day) and short (1 day) field trips in
Washington and Oregon will be incorporated each quarter.
We will study a year of general chemistry with laboratory,
differential and integral calculus, geology readings with field trips,
interview practices, web-page development and management,
technical writing and presentation. This program is intended to be an
introduction to Evergreen and quantitative studies for students new
to the college. Significant time will be spent meeting and interviewing
staff and administrative personnel on campus to become familiar with
the functioning and management of the college.
Having a program with 12 students and one faculty member
provides a unique opportunity to delve into a subject area with a
small cadre of fellow students. Students are expected to enhance the
learning of their peers. Work in the program will be team focused.
Spring quarter will include a major student designed team research
component based upon skills and background garnered from two
quarters' academic work.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Consciousness Studies, and Society,
Politics, Behavior and Change
Accepts winter and spring enrollment with faculty signature.
Students interested in joining the program should document their
backgrounds in chemistry and geology. Provide information about
your special background in areas such as website development or
ecology (winter) or GIS programming (spring) that may enhance
the program for other students. This documentation should be
received by the faculty before the Academic Fair. Documentation
may be mailed or sent electronically. Based upon the material
and the manner in which it is presented, the faculty may request
additional information and/or an interview.
Credits: 16
Enrollment: 12
Required Fees: $340 per quarter for overnight field trips.
Thematic Planning Groups: Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, and Society, Politics, Behavior and Change
Take an in-depth look at modern China through the perspective
of the social sciences, building on readings and issues discussed in
the fall program China: A Success Story? However, any student with
an interest in China or East Asian studies should be able to join the
program in winter or spring quarter and succeed in their studies.
Our overriding goals are to understand today's China as a vital
global power, while critically exploring the lingering influence of its
rich yet strife-torn cultural past on behavior and decisions made at
the national, institutional and individual levels. Building on our shared
texts and themes, students will do independent research individually
or in small groups, becoming experts in a particular facet of Chinese
business, economy, society and/or sustainability. Our work will also
extend beyond uniquely Chinese experiences into topics on which
the future of Asia, the global economy and our small planet depend,
including the natural environment, paths to ecological, social
and economic sustainability and strategies to redress economic
inequalities and social dislocations. China's environmental history, its
rural-urban dynamic and its economic development will also serve as
core threads through both quarters of study.
Winter quarter, we will study ancient Chinese texts, as well as
popular and academic articles, books, films and documentaries
on China, particularly those exploring and reinterpreting ancient
themes. Chinese philosophy, comprised of the "Three Teachings"
of Confucianism, Daoism and Buddhism, will inform our study. Sun
Tzu's The Art of War will introduce us to one of the world's oldest
sources of strategic thought, and Chinese concepts of leadership.
Other topics may include China's trade and travel with the outside
world, the Chinese diaspora, China's contact and interactions with
foreign powers and its industrialization and political transformations
from an imperial dynasty to a republic to a Communist state.
Spring quarter we will focus on present-day China. We will examine
China's current image as a dynamic economic powerhouse and "global
factory" and as an enigmatic political player internationally. We will
also look at its internal, problematic quests for domestic harmony, a
well-functioning legal system and a truly civil society.
We will meet in seminar, workshop and lecture settings. Weekly
readings from books, popular media (newspapers, magazines) and
academic journal articles should be expected. A Writing and Research
Workshop will complement individual or small-group efforts on their
research projects with a peer-review approach. Regular tai chi is also
likely, alternating with film and documentary viewings to build a closer
familiarity with Chinese culture and society. Finally, in spring, students
will make a presentation on a book they have critically reviewed.
Another student completing the same reading will provide feedback
on the presentation, to expand the range of perspectives covered
beyond the readings assigned to the entire class.
Separate enrollment in Chinese language courses is strongly
encouraged. This program would also serve as good preparation
for students who plan to travel to China via independent learning
contracts or subsequent study abroad programs.
Credits: 16
Enrollment: 24
A similar program is expected to be offered in 2016-2017
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies, Sustainability and Justice, and 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/2013-14.
44 I Programs
Programs I 45
Clinical Psychology:
The Scientist-Practitioner Model
Community-Based Research:
Social and Environmental Justice
Fall, Winter and Spring quarters
Winter and Spring quarters
Fields of Study: psychology
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: psychology.
Faculty: George Freeman
Fields of Study: community studies, environmental studies and
sustainability studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: community organization,
community advocacy, public policy, social science, public health
and environmental studies.
Faculty: Lin Nelson
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 evidence-based 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. Each quarter will examine multicultural themes regarding
race, gender, sexual orientation, class, religious identity and ability/
disability. Students will be required to begin a two-quarter long, 15
hour/week internship winter quarter in the field of social services.
Constructing a research project may be an option if students prefer
research to the internship.
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 three weeks 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 mostly outside the
classroom setting. We return for the last two 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 begin their self-identified internships for winter and spring
quarters in an area of the social services. 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 internships started winter
quarter through spring quarter.
Variable credit options are available to students participating in
internships.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Society, Politics, Behavior and Change
This program is an exploration of how to do Community-Based
Research (CBR) and develop meaningful documentation in relation to
community needs and challenges. Our focus will be on the social and
environmental justice issues that are part of community life and that
become the focus of the work of community-based organizations
and social movements. A key feature of this two-quarter program will
be grounded approaches with community groups. We'll be working
actively with Evergreen's Center for Community-Based Learning and
Action (CCBLA) to learn about the pressing needs in our region and
to shape and sharpen our research skills and approaches. Some of
the groups we will likely connect with include Parents Organized for
Welfare and Economic Rights (POWER), People for Puget Sound
(on environment and sustainability), Fertile Ground (community
sustainability), Garden-Raised Bounty (community agriculture and
food justice), Stonewall Youth (on the rights of youth and the LGBTQ
community) and Teen Council of Planned Parenthood, among others.
Central to our work, especially in winter quarter, will be an
examination of the history, philosophy, debates and strategic modes
of CBR—which is also called "participatory research," "popular
education" and "action research." Readings and resources will
draw from academics who work with communities in initiating or
supporting research; at the same time, we'll learn from community
organizations about research they launch and how they work with
faculty, staff and students in colleges and universities. CBR as a social
movement in the U.S. and internationally will be the grounding for
our efforts. Our reading will be drawn from the growing literature
on CBR: key ideas and frameworks, cross-cultural and cross-national
approaches, methods and skills, and vivid case material. We will
sustain a persistent examination of ethics, community rights and colearning and collaboration. Winter quarter will focus on exploring the
literature and resources, learning with area organizations, posing and
launching projects. Spring quarter will shift to more of a community
base, with substantial fieldwork, community documentation and
participation, project review and planning for future applications.
Some important skills that will be developed include project
design and development, interviewing and questionnaire design,
researching public/government documents, participant-observation
and creative approaches to documentation and presentation. We'll
be working to link our projects with compelling social, political and
ecological issues and to place our work in regional to international
contexts. There will be a strong focus on "give back" to the
community and working with and contributing to the resource base
of the CCBLA. Students will come away from the program with
ideas, experiences and skills that should be helpful to them if they're
interested in future work in social justice, community organizing,
environmental protection and environmental justice, public health,
fieldwork, social analysis and documentation.
Computer Science Foundations
Consuming Cultures
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: computer science and mathematics
Class Standing: Freshmen - Senior
Prerequisites: High school algebra II.
Preparatory for studies and careers in: computer science,
education and mathematics.
Faculty: Neal Nelson, Sheryl Shulman, Richard Weiss
Fields of Study: American studies, anthropology, community
studies, cultural studies, history and sustainability studies
Class Standing: Freshmen
Preparatory for studies and careers in: history, anthropology,
sustainability and cultural studies.
Faculty: Karen Gaul and Nancy Koppelman
The goal of this program is for students to learn the intellectual
concepts and skills that are essential for advanced work in
computer science and beneficial for computing work in support of
other disciplines. Students will have the opportunity to achieve a
deeper understanding of increasingly complex computing systems
by acquiring knowledge and skills in mathematical abstraction,
problem solving and the organization and analysis of hardware and
software systems. The program covers material such as algorithms,
data structures, computer organization and architecture, logic,
discrete mathematics and programming in the context of the liberal
arts and compatible with the model curriculum developed by the
Association for Computing Machinery's Liberal Arts Computer
Science Consortium.
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 the computer architecture supporting high level languages
and operating systems. The programming theme concentrates
on learning how to design and code programs to solve problems.
The mathematical theme helps develop mathematical reasoning,
theoretical abstractions and problem-solving skills needed for
computer scientists. A technology and society theme explores social,
historical or philosophical topics related to science and technology.
In Land of Desire, the historian William Leach writes, "Whoever
has the power to project a vision of the good life and make it prevail
has the most decisive power of all." Since the early 20th century,
the pleasures of consumption have dominated prevailing visions
of the good life in the United States. Leisure has been central to
those pleasures, often in the form of exotic vacations, fashion and
entertainment, as people consume not only goods but experiences
and ideas about what it means to be successful and happy. This
program is an inquiry into these features of American consumer
culture, and particularly the values of convenience and authenticity
that characterize the objects and pleasures it produces and sells.
Students in this program will study the history and logic of U.S.
consumer culture. We will consider the forces that have shaped
each of us into consumers in a society that encourages massive
consumption. Sustainability will be a critical lens for our inquiry, as
we consider the raw materials, labor and waste streams inherent in
objects and in cultural experiences. Life cycle analysis of objects—
from their origins in nature to their presence on retail shelves,
personal spaces, garbage bins and landfills—will help us build a
broader context for understanding the materiality with which we all
engage every day.
Our historical arc will be sweeping: from hunter-gatherers
nearly two million years ago, to the origins of animal and plant
domestication, to the formation of settlements which created
unprecedented challenges and opportunities, to the modern era. We
will examine patterns of resource use, social inequality and relative
sustainability. We will examine how habits of conservation, thrift and
re-use that were endemic to pre-modern societies transformed in
tandem with the unprecedented energies of industrialization. We
will also examine how curiosity about foreign and mysterious cultures
paved the way for tourism in which cultural authenticity is a central
attraction. We will study the relationship between consumption
and sustainability, pursuit of the good life through self-help and
imported cultural practices such as yoga and meditation, advertising
and buying habits, spending money and self-worth. These contexts
will enable us to destabilize notions of what feels "normal" in the
ways we engage as consumers today.
Students will have the opportunity to examine ingrained routines
of daily life, become conscious of the origins and meanings of their
own habits and desires and thereby become critical thinkers and
actors in consumer cultures. Our activities will include reading,
writing papers and participating in seminar discussions on program
topics, learning ethnographic research methods, viewing relevant
films and participating in field trips. In fall quarter, we will build
foundational skills and introduce key concepts and themes; winter
quarter students will begin to develop their own research agenda;
and in spring quarter, they can apply theory to practice in research
and/or community-based work.
Accepts spring enrollment with faculty signature. Students
must have completed coursework equivalent to the previous
quarter of the program, including discrete mathematics,
computer programming and digital logic or computer
organization. Contact the faculty at the Academic Fair or email
faculty member Sherri Shulman (sherri@evergreen.edu).
Credits: 16
Enrollment: 36
Thematic Planning Groups: Scientific Inquiry
Credits: 16
Enrollment: 46
Required Fees: $150 in fall for field trips and entrance fees;
$50 in winter for entrance fees.
Thematic Planning Groups: Culture, Text and Language, and
Sustainability and Justice
Credits: 16
Enrollment: 24
Thematic Planning Groups: Environmental Studies, Sustainability
and Justice, and Society, Politics, Behavior and Change
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
'Orne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
46 I Programs
Programs I 47
Creating Dangerously:
Experiments in Feminist and Diaspora Art
Dark Romantics
Fall, Winter and Spring quarters
Fields of Study: aesthetics, art history, cultural studies, history,
international studies, language studies, literature, philosophy,
study abroad, visual arts and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: graduate study in literature,
philosophy, history and visual arts; international government, NGO
organizations/businesses; publishing; arts organizations, museums.
Faculty: Marianne Bailey, Judith Gabriele, Stacey Davis
Fields of Study: cultural studies, gender and women's studies,
international studies, literature, media arts and moving image
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: visual studies, film
studies, cultural studies, literary studies, African-American
studies, Arab/Middle East studies, gender studies, community
organizing and advocacy, and education.
Faculty: Therese Saliba and Naima Lowe
"Dangerous creations" emerge out of adverse political
conditions and embody new creative strategies and possibilities.
This program will explore how writers, media makers, artists and
community activists use experimental modes of address to challenge
dominant narratives and formal structures, and to confound notions
of "the real." With an emphasis on multiculturalism, identity and
especially African and Arab Diasporas, this program will examine the
histories of slavery, colonialism and Empire and how art, media and
literature have been used as tools of both conquest and resistance.
We will draw on theoretical tools to analyze the "politics of
representation" in popular media, including critiques of Orientalism,
the Africanist presence and the gaze. And we will explore how
diasporic communities, particularly feminists of color, "talk back"
to these representations—by creating dangerously. That is, how do
these artists use experimental forms to challenge fixed notions of
individual and communal identity, as well as the consumerist system
of media and literary production?
Through the study of diasporic cultural production, African and
Arab American literature and film, Third World Cinema and queer
and feminist film theory, we intend to foster critical thinking about
race, class and gender identities, and how they are negotiated. We
will also explore how certain models of cultural-mixing, hybridity, and
border-crossing have created a dispersal of identities and strategic
possibilities for solidarities and connections across community
struggles.
In fall and winter quarters, students will learn to read cultural
texts, including film, visual art and literature, to understand the
relationships of people and communities, their sense of identity
and possibilities for solidarity across differences. Students will
develop skills in visual and media literacy, creative and expository
writing, analytical reading and viewing, literary analysis, and the
terminologies and methodologies of cultural and gender studies,
film history and theory. Through workshops, students will also learn
a range of community documentation skills, including photography,
video, interviewing and oral history. In spring, students will have
the opportunity to work on in-depth independent projects in
autobiographical representations either through moving image or
narrative writing. With faculty guidance and small group workshops,
students will write proposals, conduct research and engage in
critique groups to produce a major individual or colloborative
creation.
Credits: 16
Enrollment: 46
Required Fees: $150 per quarter for museum entrance fees,
overnight field trips and photography/video supplies.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, and Sustainability and Justice
Ecological Agriculture:
Meeting the Expectations of the Land
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: agriculture, botany, ecology, environmental studies,
geography, history, international studies and Sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: High school general biology and chemistry course.
Preparatory for studies and careers in: farm, nursery and garden
management; agriculture, food system and environmental consulting
firms; state and county agricultural and natural resource agencies;
farming interships abroad, Peace Corps service, agricultural and
food justice non-profits. This can help prepare students for Practice
of Sustainable Agriculture beginning in spring.
Faculty: Martha Rosemeyer
"...and for what purpose are there poets in a lean time..."
—Holderlin, Bread and Wine
We will study art history, literature, philosophy and music in
their social and historical contexts in order to understand the
Romantic avant-garde thinkers and artists, outsiders in 19th- and
early 20th-century Europe, and their tenuous but fruitful dialogue
with mainstream culture and the emerging popular culture of the
laboring class. We will emphasize French Romanticism, but will also
consider the pan-European nature of the phenomenon. This era offers
a figurative battlefield where concepts of art, nature and self, order
and chaos, locked swords, testing the limits of rational thought. As an
important component of our weekly work, students will study French
language at one of four levels, from beginning to advanced.
The 19th century was an era of immense political change spanning
revolutions, empires and finally the establishment of democracy at
home, just as European imperialism spread across Africa and Asia. We
will study ways in which average women and men crafted their own
identities and responded to the larger social forces of industrialization,
the creation of a new working class, the solidification of gender
and class roles, the rise of modern cities and the redefinition of the
criminal, the socially-acceptable and the outsider.
In fall, our work will begin with the paintings, poems and ideas
of the early Romantics. The Romantics privileged feeling, intuition
and empathy. Like adepts in an ancient mystery cult, they sought to
commune with Nature. Romantic philosophers, from Schopenhauer
to Nietzsche, spoke of Becoming rather than Being. Rejecting
Classical order, clarity and restraint, they envisioned a pure art,
beyond language and depiction, which speaks musically through
color, passion, suggestion, enigmatically, as do dreams.
In winter, focus will turn to the late Romantics. Decadents pushed
the Romantic temperament and aesthetic to extremes through self
parody and the aesthetic of fragmentation. Symbolists attempted
to express the inexpressible through their art. Yet Mallarme, Wilde
and Yeats, Moreau and Gauguin, among others, helped prepare the
"rites of spring" of the dawning 20th century, the arising vanguard
of modernist and postmodern movements.
Students will gain a significant grasp of key ideas in art, history and
thought within their context, and will have the opportunity to specialize,
creating advanced work in their choice of history, art history or writing
and literature. We expect strong interest and background in humanities,
and considerable self-discipline and motivation. The workload, including
French language study, will be substantial and rigorous. Students will
work in interdisciplinary all-program sessions and assignments, as well
as choose one of three seminar groups. These emphasize: 1} literature
and philosophy, 2) history, and 3) visual arts, practice and theory.
In spring quarter, students will have the option to travel to France
for 10 weeks. There they will study in a Rennes, Brittany, language
school, do cultural and historical study in Paris and Lyon, as well as
make side trips for research of their own.
Currently, more than three-quarters of the arable land mass of
the planet is influenced by human needs and desires for food and
fiber. There are competing visions for the future of our agriculture
and food systems. A global, fossil fuel-based system provides large
quantities of inexpensive food along with significant environmental
and social impacts. Another vision is a local, community-based
system that produces higher quality, but more expensive food
while seeking to minimize environmental and social impacts. Critical
questions that will inform our inquiry include: Can we grow highquality food that is available to everyone? What kinds of agriculture,
as Wendell Berry and Wes Jackson ask, will "meet the expectations
of the land"? Are local, sustainable, alternative food systems best?
What is the future of the small farm? And how did we get into the
current agricultural predicament anyway?
This program will provide a broad, interdisciplinary study
of agriculture in the context of food systems. We will explore
competing ideas from a critical perspective of social and ecological
Sustainability. We will emphasize the development of ecological and
holistic thinking, which will be applied in hands-on laboratory and
field exercises, expository and scientific report writing, quantitative
reasoning, as well as community work. Lectures will focus on
ecological principles applied to agroecosystems, soil science
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 50
Required Fees: Approximately $6,500 (optional) in spring quarter
for students who choose to do a 10-week study abroad in France.
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
and fertility management, crop and livestock management and
permaculture, as well as agricultural history, policy, socioeconomic
aspects of agriculture and regional to global food systems. Tastings
of local and ethically-foraged foods will instruct our palates about
what our agroecosystem and natural environment might provide.
Fall emphasis: The agroecology portion of fall quarter will
emphasize energy flow and biodiversity as applied to agricultural
systems. Lectures and labs will focus on ecological principles applied
to agriculture. Seminar readings and discussions will focus on the
history of U.S. agriculture. Field trips to farms and ranches will
familiarize us with the reality of farming.
Winter emphasis: The agroecology portion will focus on soil
science, particularly soil ecology and nutrient cycling in lecture and
lab. The impact of farm and food policy on agriculture will be critical
to contextualize our understanding. Seminar will critically examine
potential futures for agriculture. There will be an emphasis on soil
science, library research and expository writing. Farm visits and a
field trip to the Eco-Farm conference in California are planned.
Spring emphasis: We will study agroecology and permaculture
in a tropical context. Seminar will focus on international "sustainable
development" and its contradictions, successes and challenges. As
a final project, students will apply their knowledge of tropical crops
and soils to create a farm plan in a geographic area of their choice.
Farm visits and a field trip to attend a workshop/conference for small
farm skill-building are planned.
Accepts enrollment in winter and spring with faculty signature.
Previous experience with agriculture or ecology and high school
chemistry and biology. Students will also need to review various
chapters in Agroecology: the Ecology of Sustainable Food
Systems. Contact Martha Rosemeyer (rosemeym@evergreen.edu).
Credits: 16
Enrollment: 25
Required Fees: $200 in fall for overnight field trips, conference
registration and produce tastings; $690 in winter for overnight field
trips and conference registration; $350 in spring for overnight field
trip to conference, farm visits and for tropical product tastings.
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Environmental Studies, and
Sustainability and Justice
Photo by Shauna Bittle '98.
3"ie
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
48 I Programs
Programs I 49
Education for Life
Winter quarter
Fields of Study: education
Class Standing: Freshmen - Senior
Faculty: Bill Arney
Where is the Life we have lost in living? Where is the
wisdom we have lost in knowledge? Where is the knowledge
we have lost in information? The cycles of Heaven in twenty
centuries Bring us farther from Cod and nearer to the Dust.
—T. S. Eliot, "Two Choruses from the Rock"
Education is not schooling. Schooling is for fish and maybe for
getting a job. Life is not living. Living is what you have to make or, to
some, everything that happens between birthing and dying. What
could "Education for Life" mean? We'll read some sages, all of them
our contemporaries, who seem to have wisdom enough to offer an
answer.
The magician and ecologist David Abrams thinks it is possible
"to return to our senses...to renew our bond with this wider life, to
feel the soil beneath the pavement, to sense—even when indoors—
the moon's gaze upon the roof." We'll see. Alain de Botton says
it is possible to build new institutions to "generate feelings of
community," "promote kindness," to help us "surrender some of
our counterproductive optimism," to "achieve perspective through
the sublime and the transcendent," and to do it without ethical
codes, religions, morality and all the other trump cards that, while
they might help us live, distract us from life. We'll see. Wendell
Berry believes that we can disentangle ourselves from a science that
tells us everything worth knowing about a world that is one grand
mechanism or, more recently, a total system, and from an economy
where value means only price. He thinks we can recover the old
virtues of living together not on the Earth but on the land and must
do so "motivated by affection, by such love for a place and its life
that [we] want to preserve it and remain in it." We'll see. Charles
Bowden asks, "How can a person live a moral life in a culture of
death?," and answers, by saying Yes to all of life.
There are other sages who might help us claw our way back up T.
S. Eliot's slippery slope to our future. We'll find some.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Society, Politics, Behavior and Change
Education, Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
The Empty Space: Movement, Dance and Theatre
Energy Systems and Climate Change
Spring quarter
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: aesthetics, consciousness studies, cultural
studies, dance, education, media arts, queer studies, somatic
studies and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: teaching, theatre,
expressive arts, dance and movement theory.
Faculty: Walter Grodzik and Cynthia Kennedy
Fields of Study: agriculture, environmental studies, physics and
sustainability studies
Class Standing: Sophomore - Senior
Prerequisites: Good reading skills and decent writing skills.
Willingness to work in teams and to use computers for online
assignments and information. Mastery of algebra is essential for
success in this program—we will not teach algebra, but will build
on it. Students should have some college-level science (there is
no physics prerequisite).
Preparatory for studies and careers in: energy, physics, climate,
environment, sustainability, teaching, farming, engineering and
natural science.
Faculty: EJ Zita
Fields of Study: African American studies, community studies,
cultural studies, education, field studies, gender and women's
studies, language studies, law and public policy and queer studies
Class Standing: Junior - Senior
Preparatory for studies and careers in: social sciences (i.e.,
history, gender studies); cultural studies; educational research;
educational policy; teacher education; education, culture and
society; multicultural education; critical literacy; language and
discourse; qualitative research and methods.
Faculty: Grace Huerta
Does schooling fail certain populations? Why are educators
challenged to meet the needs of diverse learners in the both the
public schools and colleges? While progressive scholars continue to
generate research and theories to illuminate the lived experiences
of marginalized students, why are these perspectives missing or
eliminated from the curriculum?
In order to interrogate how theory and knowledge are often
legitimized without regard for language, culture, gender and power,
this program will consider whose knowledge has been invisible in
public and higher education classrooms. In preparation for graduate
qualitative research in the social sciences, we will explore how critical
race theory (CRT) provides a space to explore multiple perspectives
of diverse learners and the communities they represent. Critical
race theory provides a framework to construct knowledge for the
empowerment of diverse learning communities.
In the fall and winter, we will study the historical development
of CRT from its origins in legal studies and how it has now inspired
analytical frameworks such as: African American Critical Theory,
Asian Critical Theory (i.e., "model" minorities), Latina/o Critical
Theory and Queer Theory. Questions and intersections we will
consider include: how does CRT help us reinterpret knowledge
construction, history, culture, diaspora, schooling, language and
gender? What are the strengths and limitations of these theories
when addressing educational policy and inequalities?
In the spring quarter, we will practice qualitative methods to
describe and analyze diverse communities through action research.
Students will conduct their own action research project and learn
how to: 1) identify a research problem and question; 2) select
qualitative research methods to answer their question and prepare
a human subjects application; 3) develop action research strategies;
4) collect, codify and analyze data; and 5) write up and present their
research findings. Over the course of this program, students will
develop skills to identify how CRT frameworks inform institutional
policy, knowledge construction and educational practices. Students
will engage in local community services and meet with guest speakers
in order to analyze the frameworks at play. Students will complete
an action research project and presentation where the merger of
praxis and academic writing will demonstrate their understanding of
CRTs and qualitative research methods for submission as a graduate
school writing sample of their research skills.
This program will explore the interior spaces where performances
begin and the exterior spaces where performances are realized.
Students will begin with movement and theatre exercises that center
and focus the mind and body in order to open oneself to creative
possibilities and performance. Students will also study movement/
dance and theatre as a means of physical and psychological focus
and flexibility that enable them to more fully utilize their bodies and
emotional selves in creating theatrical performance.
Through the understanding and embodiment of somatic
concepts such as awareness, intention, centering, authenticity and
the interplay of mind and body, students will have the opportunity
to explore the creative imagination as it expresses itself from their
own life processes, rather than from externally imposed images,
standards and expectations. How does imagination respond to the
emotional self, the physiology of the body and the psychology of the
mind? How can we become more expressive and responsive to our
inner selves? Students will be invited to explore and enjoy the dance
already going on inside their bodies to learn to perceive, interpret
and trust the natural intelligence of intrinsic bodily sensations. The
class will use experiential techniques derived from several traditions
of somatic philosophy. In seminar, students will read a broad variety
of texts about creativity, dance, theatre and dramatic literature.
The program will include weekly seminars, workshops in
movement/dance and theatre and film screenings of various dance
and theatre productions. This is an all-level program that welcomes
students of all abilities who bring their excitement, commitment
and creativity to the performing arts. Regular on-time attendance
and discipline are fundamental to students' development and
continuance in the program.
Credits: 16
Enrollment: 48
Required Fees: $25 for tickets to performances.
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Expressive Arts
How is energy harvested and transformed, used or abused?
This two-quarter study of energy in natural and human systems is
a good fit for students interested in environmental science, physics
and sustainability—both mathematical and applied. We start with
skill building and background study and finish with major research
projects related to energy, climate and sustainability.
We will study issues of energy generation and use in society
and in the natural world. One goal is for students to gain a deeper
understanding of issues involved in achieving a sustainable energy
society. A primary goal is to illustrate the power and beauty of
physics and mathematics. We will explore topics such as climate
change and global warming; energy science, technology and pclicy;
farming and land use, environmental studies and sustainability.
We will study alternative energy sources such as solar, wind,
geothermal and biofuels, as well as conventional sources of energy
such as hydro, nuclear, gas and coal. Fundamentals of energy
generation will focus on the underlying physics. In seminar, we
further explore social, political and/or economic aspects of energy
production and use, such as environmental and food production
concerns and policies, effects of the Sun on the Earth, energy needs
of developing countries, etc. We will have a strong emphasis on
sustainability studies.
While calculus is not a prerequisite, students who already know
calculus may deepen their math skills by applying them to program
material or research projects, in teamwork.
Student research projects are a major part of this program.
Students develop a research question that interests them, then
design and carry out their research investigations in small teams.
Research projects involve quantitative analysis as well as handson investigations. For example, research might include fieldwork,
energy analysis of an existing system (natural or constructed) and/or
design of a new small-scale energy system, possibly with community
applications. Past projects have included solar systems, energy
generation from waste products, water purification for boats or farm
composters, efficiency improvements of campus buildings, analysis
of wind and water systems and more. Student researchers from
this program have often won grants from the college to work on
practical campus projects.
Accepts spring enrollment with faculty signature. New
students must pass the final exam of Energy Systems and Climate
Change by week 11 of winter quarter. Email E.J. Zita
(zita@evergreen.edu) by week 10 for the exam.
Credits: 16
Enrollment: 25
Required Fees: $90 in winter and $100 in spring for registration
fees and overnight field trips.
A similar program is expected to be offered in 2015-2016
Thematic Planning Groups: Environmental Studies, Scientific
Inquiry, and Sustainability and Justice
Accepts winter and spring enrollment with faculty signature.
Students should email the faculty (huertag@evergreen.edu) to
establish students' background in critical pedagogy and qualitative
research methods.
Credits: 16
Enrollment: 25
Required Fees: $400 in fall for supplies and entrance fees; $300
per quarter in winter and spring for entrance fees.
Thematic Planning Groups: Culture, Text and Language,
and 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/2013-14.
50 I Programs
Programs I 51
Exploring Learning and Development
Fiction Laboratory
Field Ecology
Field Plant Taxonomy
Fall, Winter and Spring quarters
Spring quarter
Spring quarter
Spring quarter
Fields of Study: education and psychology
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: psychology and education.
Faculty: Scott Coleman
Fields of Study: literature and writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: writing, literature and
aesthetics.
Faculty: Steven Hendricks
Fields of Study: biology, ecology, environmental studies, field
studies, natural history and zoology
Class Standing: Junior - Senior
Prerequisites: One year (12+ credits) of college-level biology, one
year (9+ credits) college-level chemistry, and one year (9+ cummulative
credits) of college-level algebra, precalculus, and caculus or statistics.
Students should also have introductory botany and zoology classes.
Preparatory for studies and careers in: plant and wildlife
ecology, environmental studies, habitat management, ecological
restoration and conservation biology.
Faculty: Dylan Fischer and Alison Styring
Fields of Study: botany, ecology, field studies and natural history
Class Standing: Freshmen - Senior
Prerequisites: Students must have taken Botany: Plants and
People or equivalent coursework in introductory plant science
which covered a survey of the phyla of Kingdom Plantae.
Preparatory for studies and careers in: conservation, ecological
restoration, floristic research methods, forestry, natural resource
management, plant ecology, plant taxonomy and vegetation
ecology.
Faculty: Frederica Bowcutt
The central intent of this yearlong program is to explore the
theory and practice of human development. This will include taking
a close look at classical and contemporary learning theories and
educational practices along with an ongoing emphasis on the topic of
psychological health. We will begin by developing a thoughtful and
theory-based understanding of ourselves as unique learners, move
to an investigation of educational processes and learning principles,
and culminate with a major student-led research project looking at
the learning and developmental principles guiding contemporary
schooling structures and practices.
This program will provide many engaging and interconnected
opportunities for developing and refining academic skills in writing,
oral communications, critical reading, research and statistics, and
is designed to foster a strong foundation in psychology, including
learning theory, developmental psychology and psychological
research. Because the program will progressively build on the theme
of development and learning from quarter to quarter, while creating
an increasingly interpersonally effective learning community,
students are encouraged to stay in the program all three quarters.
Some of the specific questions we will consider in this program
include: In what ways do people differ in their learning styles and
developmental pathways? How does the experience of learning
change over the lifespan? How have recent findings in neuroscience
changed our understanding of learning and development? In which
ways do 21st-century schools base their practices on effective
developmental principles?
During the fall quarter, we will begin with the topic of "learning
about yourself as a learner," engaging with such topics and activities
as learning theory, personality theory, writing skills, critical reading,
statistics, educational autobiography and group work. In the winter
quarter, we will emphasize "learning about teaching," with a focus
on developmental theory, instructional strategies, group dynamics,
history of education, research in psychology and education. Spring
quarter we will build on our work from the first two quarters as
we analyze current educational practices from a developmental
perspective with an intensive study of a school of your choice,
including conducting preliminary background research, completing
a three-week ethnographic study at a school site and preparing and
presenting a formal research report.
The selection of readings and specific topics will be responsive
to student interests and background—authors whose work we are
likely to read include: Dan Siegel, Ken Wilber, John Bowlby, Carl
Jung, John Dewey and Jean Piaget.
In this introductory literary arts program, we'll investigate the
tradition of experimental literature by treating literary experiments—
our own included—as creative research into the possibilities of
language and narrative. The alphabet, the language, the myriad
tropes and formulae for literary expression and the archetypal
patterns that haunt our stories: we will view these as a vast table
of elements that can be combined and synthesized into new
substances: new genres, prose forms, syntax, strategies for reading
and making meaning...new reasons to write.
Our own creative work will provide a rigorous testing ground for
literary ideas. Student writing will be examined by faculty and peers
on a regular basis with half a mind toward developing one's craft, and
the other half toward investigating, for its own sake, the complex
relationship between reader, text and writer. Program seminars will
emphasize a lineage of exceptional exceptions: novels and short
fiction of the last half century by writers who have taken careful
stock of shifts in literary and cultural theory. Lectures will introduce
students to analytic reading practices, literary criticism and theory.
Throughout the program, we'll practice rich and extended reading
of just six book-length works (along with short ancillary texts). Thus,
just three pairs of authors will shape our studies: (Pair 1) Virginia
Woolf and Samuel Becket;(2) Italo Calvino and Harry Mathews; and
(3) Thalia Field and Ben Marcus. Each pair will comprise the focal
point for a three week unit; each unit will include an in-class exam.
Students enrolled in the program should be prepared to read
the range of challenging texts, practice the art of writing in the
spirit of experimentation and play, conduct independent research
into complex questions relevant to program texts and themes, and
participate actively in program seminars, workshops and critiques.
Interested students should study the program schedule carefully, as
there will be extensive in-class work, as with a studio-based program;
in our case, studio practice means writing, reading and critique.
Credits: 16
Enrollment: 23
Thematic Planning Groups: Culture, Text and Language
Accepts winter enrollment. Students seeking to enroll this
quarter (who are not continuing from fall quarter) should meet
with the faculty during the academic fair to discuss requirements.
Does not accept new enrollment in spring.
Credits: 16
Enrollment: 23
Thematic Planning Groups: Consciousness Studies, and
Society, Politics, Behavior and Change
Designed to provide a premier hands-on experience on
learning how to conduct field science in ecology at the advanced
undergraduate level. We will focus on group and individual field
research to address patterns in ecological composition, structure
and function in natural environments. Students will participate in
field trips to local and remote field sites and be expected to develop
multiple independent and group research projects. A small group of
16 students will participate in a 16-day boat trip through the Grand
Canyon of the Colorado River where they will conduct individual
and group research. Students will be selected for the Grand Canyon
experience based on an application available in winter quarter.
We will work as a community to develop and implement field
projects based on: 1) workshops that will train students in rapid
observation and field data collection; 2) participation in large multiyear studies based in Washington and more distant field sites; and 3)
student originated short- and long-term studies. Students will focus
on field sampling, natural history and library research to develop
workable field data collection protocols. Students will implement
observation- and hypothesis-driven field projects. We will then learn
to analyze ecological data using laboratory and statistical analytical
approaches. Students will demonstrate their research and analytical
skills via writing and presentation of group and individual research
projects. Student manuscripts will be "crystallized" through a series
of intensive, multi-day paper-writing workshops. Students will also
give public presentations of their research work.
Specific topics of study will include community and ecosystem
ecology, plant physiology, forest structure, ecological restoration,
riparian ecology, fire disturbance effects, bird abundance and
monitoring, insect-plant interactions, disturbance ecology and
the broad fields of bio-complexity and ecological interactions. We
will emphasize identification of original field research problems in
diverse habitats, experimentation, data analysis, oral presentation of
findings and writing in journal format.
This program fosters the skills needed for field work in the
fields of floristics and plant ecology particularly vegetation studies.
Students will learn how to use Hitchcock and Cronquist's Flora of the
Pacific Northwest, a technical key for identifying unknown plants.
We will spend time in the field and laboratory discussing diagnostic
characters of plant families. Seminar readings will be focused on
floristics, biogeography and vegetation ecology. Students will learn
how to collect and prepare herbarium specimens and apply this
knowledge to a collaborative research project. Students will also
learn about herbarium curation.
A multi-day field trip to the Columbia River Gorge will give
students an opportunity to learn about Pacific Northwest plant
communities in the field, including prairies, oak woodlands and
coniferous forests. Students will be expected to maintain a detailed
field journal and will be taught basic botanical illustration skills
to support this work. Through the field trip, students will learn
qualitative vegetation sampling methods and how to analyze their
observations. The field trip is required.
Students who successfully complete the course will earn 16 units
of upper-division science credit in field plant taxonomy, vegetation
and ecology of the Pacific Northwest, and floristic research.
Credits: 16
Enrollment: 24
Required Fees: $500 for transportation, meals and lodging for a
field trip to the Columbia Gorge.
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Environmental Studies
Credits: 16
Enrollment: 50
Required Fees: $250 for a week-long field trip; $1600 (optional)
for the Grand Canyon field trip.
Thematic Planning Groups: Environmental Studies
Photo by Shauna Bittle '98.
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/2013-14.
Programs I 53
52 I Programs
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
Fall quarter
Fields of Study: astronomy, biology, ecology, environmental
studies, marine science and physics
Class Standing: Sophomore - Senior
Prerequisites: A college-level science class, mastery of algebra,
ability to learn pre-calculus, willingness to work in teams, and
readiness to use computers and the Internet for class information
and assignments.
Preparatory for studies and careers in: environmental studies,
marine science, ecology, physics, biology and astronomy.
Faculty: Gerardo Chin-Leo and EJ Zita
The Earth's atmosphere and oceans are affected by human
activities, by the Sun and by geologic activity. Over many millions
of years, the Earth has experienced wide fluctuations in climate,
from ice ages to very warm periods. Earth is currently experiencing
an unusually rapid warming trend, due to anthropogenic (humancaused) changes in atmospheric composition. Historically, a major
factor determining global climate has been the intensity of the Sun's
energy reaching the Earth. However, climate changes cannot be
explained by variations in solar radiation alone. This program will
examine some of the major interactions between the Earth and Sun,
atmosphere and oceans.
Interactions between oceans and atmosphere affect the
composition of both, and oceans impact global climate by redistributing
the Sun's energy. Changes in ocean circulation help explain climatic
changes over geologic time, and marine microorganisms play a
major role in the cycling of gases that affect climate (e.g., CO2 and
dimethylsulfide). What is the evidence for causes of contemporary
global warming? What are expected consequences? What can be
done? What about proposed schemes to engineer solutions to global
warming, such as the sequestration of anthropogenic carbon into
the deep sea? We will study diverse and interconnected physical,
chemical, geological and biological processes. This requires a basic
understanding of biology and chemistry as well as facility with algebra
and ability to learn precalculus.
Students will learn through lectures, workshops, laboratories
and seminars, often using primary scientific literature. Students will
do significant teamwork and may research questions that they are
particularly interested in. We will have weekly online assignments, so
students should be comfortable using computers and the Internet.
The Formation of the North American State
From the Fire: The Art and Science of Ceramics
Gateways: Popular Education
Fall quarter
Spring quarter
Fall, Winter and Spring quarters
Fields of Study: history, international studies, political economy
and political science
Class Standing: Junior - Senior
Prerequisites: Previous college-level work beyond the
introductory level in history and/or the social sciences.
Preparatory for studies and careers in: history, political
economy, political science, secondary education, graduate school
and informed citizenship.
Faculty: Jeanne Hahn
Fields of Study: art history, chemistry and visual arts
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: arts and sciences.
Faculty: Dharshi Bopegedera and Susan Aurand
Fields of Study: education
Class Standing: Sophomore - Senior
Prerequisites: Participating students are required by the prison
to pass a background check in order to work on site.
Preparatory for studies and careers in: juvenile justice,
education, community work and social work.
Faculty: Elizabeth Williamson
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, including 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. Enrolling students are expected to have
completed some college-level work in the social sciences and history.
In this program, we will explore how artistic and scientific inquiries
can lead to a better understanding of ceramics, a material that has
been in human use since antiquity. We will study the principles
of chemistry that will enable us to understand the properties of
ceramics, which is an exceptional medium for creative expression.
In the studio, students will learn basic hand-building techniques and
gain an introduction to slips, stains, glazes and the firing process.
We will also explore the basics of the chemistry of clay bodies,
glaze formation and reduction versus oxidation firing. Program
activities will include lectures, workshops, seminars, studios and
labs. We expect everyone to create original artworks in ceramics and
participate in lab experiences that will enrich their understanding of
this material that has evolved with human history. No prior ceramics
or chemistry experience is necessary.
Credits: 16
Enrollment: 46
Required Fees: $50 for studio supplies.
Thematic Planning Groups: Expressive Arts and Scientific Inquiry
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice,
and Society, Politics, Behavior and Change
Credits: 16
Enrollment: 50
Thematic Planning Groups: Environmental Studies
and Scientific Inquiry
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
This program offers Evergreen students the opportunity to colearn with individuals incarcerated in a maximum-security institution
for juvenile males. It is high stakes work that demands consistent
engagement—approximately 10-12 hours a week in class and 4-6
hours a week at the institution (including travel time). The learning of
students enrolled in this program fuels and is fueled by the learning
of the incarcerated students.
A fundamental principle of the Gateways program is that every
person has talents given to them at birth and valuable experiences
that can contribute to our shared learning. It is our job as human
creatures to encourage each other to search out and develop our
passions and gifts. These values are manifested in the practices
of popular education, which will serve as both the process and
the content of our work. Our goal is to create an environment in
which each person becomes empowered to share their knowledge,
creativity, values and goals by connecting respectfully with people
from other cultural and class backgrounds. All students will wrestle
with topics in diversity and social justice alongside other subjects
chosen by the incarcerated students—the main feature of popular
education is that it empowers those seeking education to be the
local experts in shaping their own course of study.
Popular education works through conscientization, the ongoing
process of joining with others to give a name to socioeconomic
conditions, to reflect critically on those conditions, and thereby
to imagine new possibilities for living. In order to do this work
successfully, students will practice learning how to meet other
learners "where they are at" (literally, in order to better understand
the conditions that put some of us in prisons and others in colleges).
Students will also develop or hone their skills in contextualizing and
analyzing socioeconomic phenomena. Most importantly, students
will learn that solidarity does not mean "saving" other people or
solving their problems—it means creating conditions that allow
them to articulate those problems through genuine dialogue and
supporting them as they work toward their own solutions.
Program participants will have the opportunity to reflect on
how different individuals access and manifest their learning as
they gain experience in facilitating discussions and workshops. In
the process of collectively shaping the Gateways seminar, they will
also learn how to organize productive meetings and work through
conflict. Each quarter, students will take increasing responsibility for
designing, implementing and assessing the program workshops and
seminars. Throughout the year we will seek to expand our collective
knowledge about various kinds of relative advantage or privilege
while continually working to create a space that is welcoming and
generative for all learners.
High stakes community-based work requires trust, and trust
requires sustained commitment. This program requires that all
participants be ready to commit themselves to the program for the
entire academic year.
Accepts winter and spring enrollment with faculty signature.
Interested students should contact williame@evergreen.edu to
receive an application. Priority will be given to students who
submit applications by week 7 of fall quarter.
Credits: 16
Enrollment: 20
Thematic Planning Groups: Society, Politics, Behavior and Change
>ome programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 55
54 I Programs
Genes and Evolution
Green Materials: Science/Craft/Construction
Human Rights and Wrongs: Literature, Film, Theory
Fall quarter
Fall quarter
Fall and Winter quarters
Fields of Study: biology, field studies and zoology
Class Standing: Junior - Senior
Prerequisites: One year of college-level biology. Familiarity with
probability is recommended.
Preparatory for studies and careers in: biology, health-related
fields. Successful completion of this program is necessary but
not sufficient for consideration for the study abroad program
Animal Behavior and Zoology (p38).
Faculty: Donald Morisato and Heather Heying
Fields of Study: architecture, environmental studies,
sustainability studies and visual arts
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: visual arts, environmental
design, architecture, art education and sustainability studies.
This program is preparatory for Green Materials: Craft and
Construction that follows in winter and spring quarters. Please
see online catalog for details.
Faculty: Robert Leverich, Robert Knapp, Anthony Tindill
Fields of Study: literature and media studies
Class Standing: Junior - Senior
Preparatory for studies and careers in: human rights, politics,
philosophy, literature, film and media studies.
Faculty: Greg Mullins
The theory of evolution is the cornerstone of modern biology,
unifying disciplines as diverse as molecular genetics and behavioral
ecology. Evolution provides an explanation for the extraordinary
biological diversity on this planet. What is the best way to study
this process—by focusing on the mechanisms producing genetic
variation, by looking at modern organisms for evidence of past
evolutionary forces or by generating theory that fits with what we
already know? At what level does natural selection act—on genes,
on organisms, or on groups of organisms? This program will present
and discuss some of the big ideas in evolution and at the same time,
examine how we, as scientists, with distinct processes and cultures,
approach these questions.
We will study several aspects of microevolution—the change
that occurs within populations, over time spans that are directly
observable by humans—and spend time in the field early in the
quarter as a class. Our microevolutionary focus will be animal
behavior and students will work in pairs on field-based projects
throughout the quarter, while regular workshops in statistics will allow
students to conduct their own analyses on their data. On a parallel
track, we will consider some of the genetic processes underlying
this evolutionary change. We will begin with classical Mendelian
genetics and move on to a formal treatment of population genetics
and analysis of complex traits. We will be undertaking a laboratory
project using Drosophila.
This upper-division science program will have an intensive
workload, including reading the primary literature and carrying
out experimental work in the laboratory and in the field. Student
learning will be assessed by problems sets, writing assignments,
statistics workshops and exams.
This program is a serious introduction to studio-centered design,
focused on responsive and responsible use of materials—wood,
glass, stone, steel and many others. We will study materials from
three related perspectives: Science—the concepts, techniques
and evidence that currently allow informed judgment on choice of
materials and design; Craft—the technical and conceptual challenges
of shaping and joining materials to make functional and expressive
objects; and Construction—the design and joining of materials into
the complex systems that are our landscapes and buildings.
The program community will be organized as three design
studio groups. Studio projects will address "upstream" (extraction
and processing) and "downstream" (disposal or reuse) effects of
choosing and working with materials, drawing and design basics,
basic shaping and joining tools and skills for working with materials,
an introduction to conventional and green building concepts and
systems, and an overview of how energy use plays into what we
make and build. Shared activities between studios will include
general background lectures on craft, construction and materials
science; seminars on beauty, politics and culture as they relate to
sustainable material use, craft and construction; and at least one
studio assignment for cross-studio teams. Possible texts for this
program include: Michael Ashby, Materials and the Environment:
Eco-lnformed Materials Choice; Bjorn Berge, The Ecology of
Building Materials; Richard Sennett, The Craftsman; Stuart Walker,
The Spirit of Design: Objects, Environments and Meaning; Nigel
Coates, Narrative Architecture: Architectural Design Primers Series;
Peter Cook, Drawing: The Motive Force of Architecture; and Francis
D.K. Ching, Building Construction Illustrated.
Engaged students will leave this program with a fuller
understanding of materials and sustainability, new technical
awareness and a fuller understanding of design as a powerful set of
tools and techniques that can shape a more ethical, beautiful and
sustainable world.
Credits: 16
Enrollment: 50
Required Fees: $150 for a five-day field trip.
Thematic Planning Groups: Environmental Studies,
and Scientific Inquiry
Credits: 16
Enrollment: 63
Required Fees: $50 lab fee, up to $100 or more (optional) for
tools and materials, depending on individual projects.
Thematic Planning Groups: Expressive Arts, Environmental
Studies, and Sustainability and Justice
Students who register for a program but do not attend the first class meeting may be dropped.
Human rights law is encoded in the spare language of treaties,
but human rights practice comes alive in the materiality of daily life.
After a quick tour of human rights law, we will devote our energies in
this program toward understanding how human rights accrue force
and meaning insofar as they are embedded in cultural practice and
specifically, in cultural practices of representation. Our inquiry will
be guided by these questions: How do human rights frameworks
prevent or redress human wrongs (including atrocities such as torture
and genocide)? What leads some people to abuse human rights
and other people to respect them? How are human rights struggles
pursued using modes of visual and textual representation? What role
do cultural forms such as film, literature and public memorials play in
either fostering or hindering respect for human rights?
The program is designed for students who wish to advance their
skills in literary criticism and visual analysis; both literature and film
are at the center of the work. The first five weeks of fall quarter will
be devoted to legal and philosophical definitions of human rights.
We will study critiques of rights from the major ideological camps
and students will establish their own assessment of the viability of
rights approaches to atrocity and injustice. The second five weeks
of fall quarter and six weeks of winter quarter will be devoted to
studying works of fiction, films (both feature and documentary),
photographs and public memorials that all, in their own ways,
attempt to tell human rights stories or open fresh critiques of human
rights work. The balance of the winter quarter work will be research
projects that result in either a traditional research essay or a more
practical implementation of the theory students have learned.
Field study will take us, in one day, to memorial parks in Tacoma
and Bainbridge Island. A typical week's work will include a film
screening, a short lecture followed by discussion and seminars.
Students will write weekly one-page papers, two six-page essays
in each quarter, an academic statement, a research prospectus fall
quarter and a 15- to 20-page research paper (or its equivalent) winter
quarter. Students joining fall quarter need not have prior knowledge
of human rights, but substantive prior work in literary criticism and/
or film criticism and theory will be helpful. Students who wish to join
in winter quarter, please note the signature requirement.
Accepts winter enrollment with faculty signature. If you wish
to join this program in winter quarter, contact the instructor
(Greg Mullins, mullinsg@evergreen.edu) in advance of registration
and provide evidence that you have successfully completed a
foundational course in human rights or in political science or
political theory with an emphasis on rights.
Credits: 16
Enrollment: 28
Thematic Planning Groups: Culture, Text and Language
Individual Study: Fiber Arts, Non-Western Art
History, Native American Art, Creative Writing
Fall, Winter and Spring quarters
Fields of Study: Native American studies, art history, cultural
studies, visual arts and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: the arts, art history,
literature and creative writing, especially poetry and the
humanities.
Faculty: Gail Tremblay
In the fields listed, Gail Tremblay offers opportunities for
intermediate and advanced students to create their own course
of study, creative practice and research, including internships,
community service and study abroad options. Prior to the beginning
of the 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. 12- or
16-credit options are available.
Accepts winter or spring enrollment with 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 at tremblay@evergreen.edu. Qualified students will be
accepted until the program fills.
Credits: 16
Enrollment: 25
Internship Possibilities: With faculty approval.
Thematic Planning Groups: Expressive Arts
Individual Study: Humanities and Social Sciences
Spring quarter
Class Standing: Freshmen - Senior
Faculty: Bill Arney
Individual Study offers opportunities for students to pursue
their own courses of study and research through individual learning
contracts or internships. Bill Arney sponsors individual learning
contracts in the humanities and social sciences. All students,
including first-year students and transfers, ready to do good work
are welcome to make a proposal to Bill Arney. 12-16 variable credit
options are available.
Credits: 16
Enrollment: 25
3rr>e programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
56 I Programs
Programs I 57
Inside Language
Introduction to Environmental Studies
Winter and Spring quarters
Fall and Winter quarters
Fields of Study: communications, language studies and linguistics
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: linguistics, communication
and education.
Faculty: Diego de Acosta
Fields of Study: biology, ecology, economics, environmental
studies, government and political economy
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: environmental studies,
environmental regulation, ecology, natural resource management
and public policy.
Faculty: Amy Cook and Ralph Murphy
Individual Study: Japanese Culture,
Literature, Film, Society and Study Abroad
Individual Study:
Psychology and Integrative Health
Spring quarter
Spring quarter
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.
This two-quarter program explores the fascinating world of
languages. What do you know when you know a language? How do
you get that knowledge? Are there properties that all languages share?
How do languages change over time? Why are half of the world's
languages now under threat of extinction? How are communities held
together or torn apart by the languages they speak?
We will consider these questions and others through the lens
of linguistics. Topics to be examined for fall include: phonetics,
phonology, morphology, language change, the history of English
and English dialects, key issues facing multilingual communities and
language planning. In winter, topics will include: syntax, semantics,
pragmatics, first language acquisition, language and gender and
linguistic politeness. We will look at well-known languages and lesserknown languages and discover why they matter in our lives today.
Through the course of the program students will learn a variety of
conceptual and empirical techniques, from analyzing speech sounds
to interpreting the rationale behind current language policy.
This program is an intensive examination of topics requiring a
significant amount of reading as well as regular problem sets and
essays. Students interested in taking a language course alongside
this program can arrange to take this program for 12 credits.
Fields of Study: cultural studies, international studies, language
studies, literature, moving image and study abroad
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: Japanese studies, cultural
studies, international relations, literature, art and film studies.
Faculty: Harumi Moruzzi
This Individual Study offers two options for students: (1) to
continue their studies of Japanese literature, culture and society, in
the form of Individual Learning Contracts, and (2) to continue their
Japanese language and culture studies by studying abroad in Japan.
This Individual Study also offers opportunities for students who
are interested in creating their own courses of study and research,
including study abroad. Possible areas of study are Japanese studies,
cultural studies, literature, art and film. Interested students should
first contact the faculty via email (moruzzih@evergreen.edu) at least
2 weeks before the Academic Fair for spring quarter.
Credits: 16
Enrollment: 22
Thematic Planning Groups: Culture and Text and Language
Individual Study: Political Economy, Political
Science, Social Sciences, Social Justice
Fall quarter
Credits: 16
Enrollment: 25
Internship Possibilities: With faculty approval.
Thematic Planning Groups: Society, Politics, Behavior and Change
Individual Study:
Public Administration, Native American Studies
Winter quarter
Fields of Study: international studies, law and public policy and
political economy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: political economy and
political science.
Faculty: Lawrence Mosqueda
This Individual Learning Contract can be a specific in-depth
topic or an internship that the student has already researched and
begun to get approval from an outside agency. A group of students
can also work together and develop a reading list and timetable
for completion of a group project. Students can also contact
Evergreen's Center for Community-Based Learning and Action
for projects that may fit into the parameters of this description.
Students should contact the faculty before the fall of 2013. The best
time to contact the faculty is at the Academic Fair in spring 2013.
Students interested in a self-directed project, research or internship
in political economy or political science should contact the faculty by
email at mosqueda@evergreen.edu.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice
Fields of Study: American studies, Native American studies,
community studies, cultural studies, government, leadership
studies, literature, political science, queer studies and visual arts
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: public administration, art,
education, politics, law and social services.
Faculty: Michelle Aguilar-Wells
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Culture, Text and Language,
and Scientific Inquiry
I
Individual study offers the highly disciplined and organized
student the opportunity to pursue a self-directed and selfconstructed syllabus. The work may be combined with a studentarranged internship opportunity. Students interested in pursuing
work in the areas listed or related areas are invited to contact the
faculty member for an initial discussion. Projects must be completed
in a one-quarter time period.
Michelle Aguilar-Wells has a background in public administration/
management, Native American studies, human services, child
welfare, public service and training and some expertise in art (glass,
Native, fabric). She is particularly interested in literature and film as
social/political commentary throughout history.
Students who are passionate enough about a subject to pursue
it through research and other avenues and students who are
intellectually curious and focused are welcome to contact the faculty
(aguilarm@evergreen.edu) to explore independent work.
This program is designed to serve as a foundation for advanced
programs in Environmental Studies. It will survey a range of disciplines
and skills essential for environmental problem solving from both a
scientific and social science perspective. Specifically, we will study
ecological principles and methods, aquatic ecology, methods
of analysis in environmental studies, the political and economic
history of environmental policy making in the United States, microeconomics and political science. This information will be used to
analyze current issues and topics in environmental studies.
In fall quarter, we will study ecology with a focus on aquatic
systems. We will examine the major physical and chemical
characteristics of aquatic environments, the organisms that live in
these environments and the factors controlling the species diversity,
distribution and growth of aquatic and terrestrial organisms.
These scientific issues will be grounded in the context of politics,
economics and public policy. During fall quarter we will examine,
from the founding era to the present, how the values of democracy
and capitalism influence resource management, the scope and
limitations of governmental policy making, regulatory agencies and
environmental law. Understanding the different levels (federal, state,
local) of governmental responsibility for environmental protection
will be explored in depth. Field trips and case studies will offer
opportunities to see how science and policy interact in environmental
issues. During fall quarter, we will develop an introduction to research
design, quantitative reasoning and statistics.
In winter, the focus will shift to a more global scale. We will
examine in depth several major challenges for the early 21 st century;
forest and fish resources, global warming and marine pollution.
These are three related topics that require an understanding of the
science, politics and economics of each issue and how they interact
with one another. Globalism, political and economic development
and political unrest and uncertainty will be discussed withirr each
topic as well as how these macro-level problems overlap one another.
During winter quarter, micro-economics will be studied as a problem
solving tool for environmental issues as well as an introduction to
environmental economic analysis.
The material will be presented through lectures, seminars,
labs, field trips/field work and quantitative methods (statistics)
and economics workshops. Labs and field trips will examine the
organisms that live in aquatic systems, measure water quality and
study local terrestrial habitats. Quantitative methods workshops
will present the use of computers to organize and analyze data.
Microeconomic principles and methods will provide the foundation
for environmental economic analysis.
Credits: 16
Enrollment: 46
Required Fees: $25 per quarter for entrance fees.
Thematic Planning Groups: Environmental Studies
Credits: 16
Enrollment: 25
Thematic Planning Groups: Native American and World
Indigenous Peoples, and Society, Politics, Behavior and Change
Photo by Shauna Bittle '98.
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/2013-14.
Programs I 59
58 I Programs
Introduction to Natural Science
Ireland in History and Memory
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: biology and chemistry
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: biology, chemistry,
environmental studies and health-related fields. This program
will prepare students for more advanced work in biology and
chemistry, such as in the programs Molecule to Organism and
Environmental Analysis.
Faculty: James Neitzel
This introductory-level program is designed for students who are
prepared to take their first year of college-level science. It will also
be a logical continuation for students leaving The Physical World
of Animals and Plants who wish to continue their work in biology
and chemistry. This program offers an integrated study of biology
and chemistry that serves as an introduction to the concepts,
theories and structures which underlie all the natural sciences. Our
goal is to equip students with the conceptual, methodological and
quantitative tools that they will need to ask and answer questions
that arise in a variety of disciplines using the models and tools of
chemistry and biology.
Program activities will include lectures and small-group problemsolving workshops, where conceptual and technical skills will be
developed. Laboratory work that closely parallels and amplifies the
core material will be an integral part of the program. We will also
make use of mathematical modeling.
Seminar will enable us to apply our growing understanding
of scientific principles and methodology to societal issues such as
genetic testing and engineering or the effects of climate change. In
addition to studying current scientific theories, we will consider the
historical, societal and personal factors that influence our thinking
about the natural world. Students will be exposed to the primary
literature of these sciences and develop skill in writing for diverse
audiences. During spring quarter, students will have the opportunity
to design and carry out their own laboratory investigations, the
results of which they will present in talks and papers at the end of
the quarter.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Scientific Inquiry
Fields of Study: cultural studies, history and study abroad
Class Standing: Junior - Senior
Preparatory for studies and careers in: Irish studies,
ethnomusicology, cultural studies and history.
Faculty: Sean Williams
This yearlong program explores Ireland and Irish America
through the lenses of history, literature, politics, spirituality,
language, film and the arts. In fall quarter, we begin with Irish ways
of understanding the world, focusing on the roots of pre-Christian
spirituality and traditional culture. We will examine the blend of
pre-Christian and Christian cultures in the first millennium C.E., and
move forward to the layered impact of the Vikings, Normans and
English. We end fall quarter with the Celtic Revival (Yeats, Joyce and
others) at the turn of the 20th century. In winter quarter, we shift
to Irish America for four weeks, then return to Ireland for the 20th
century and into the present.
Most weeks will include lectures, seminars, small group work,
songs, play reading out loud, instrumental music practice, poetry,
and a film. Short pre-seminar papers will be required to focus your
attention on each week's texts. In fall quarter, three papers are
required (on ancient Ireland, the English conquest, and the Celtic
Revival). In winter, two large papers are required (on Irish America
and contemporary Ireland). At least one work of visual art will be
required in each quarter. The last week of fall and winter quarters
will focus on collaborative student productions. Students will learn
to cook Irish food for a food-and-music gathering once each quarter.
Every student is expected to work intensively with the Irish-Gaelic
language all year; no exceptions. Our work will include frequent
lessons and short exams in grammar and pronunciation, as well
as the application of those lessons to Gaelic-language songs and
poetry. If you cannot handle Gaelic study or do not take it seriously,
do not sign up for this program. Similarly, you will be expected to
learn to sing and play Irish music on a musical instrument if you
cannot already play one. We will practice this music each week, and
we will be bringing musical instruments to Ireland.
Early spring quarter, we will travel to the small village of
Gleann Cholm Cille in Donegal, the northernmost county of the
Republic. Students will spend four weeks improving their language
skills, learning traditional skills (singing, dancing, poetry writing,
drumming, tin whistle playing, weaving, knitting) and exploring the
region, which is rich in archaeological features like standing stones
and dolmens. Students will also have the opportunity to spend two
weeks doing individual learning in Ireland; that project will become
part of their final work. Upon their return at the end of May 2014,
students will write a significant integrative essay, combining the
theory of Irish Studies with what they have learned in the practice of
living and studying in Ireland.
This program does not accept new enrollment in winter or spring.
Credits: 16
Enrollment: 30
Required Fees: All students are expected to bring a musical
instrument to class in fall and winter quarters; penny whistles cost
approximately $15. Students will also be asked to participate in
the Sean-nos Northwest Festival weekend on campus in winter
quarter; registration is approximately $75 per person. In spring,
students traveling to Ireland will be responsible for approximately
$3,000 for 6-week study abroad (airfare, local instructional fees,
room and board).
Thematic Planning Groups: Culture, Text and Language,
and Expressive Arts
Students who register for a program but do not attend the first class meeting may be dropped.
Japan Today: Studies of Japanese History,
Literature, Cinema, Culture, Society and Language
Language Counts
Fall quarter
Fall and Winter quarters
Fields of Study: cultural studies, history, international studies,
language studies, literature and moving image
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: Japanese literature and
culture, film studies, cultural studies and international relations.
Faculty: Harumi Moruzzi and Tomoko Hirai Ulmer
Japan is a vital, energetic and dynamic country which has been
constantly reinventing and revitalizing itself even in the midst of
gargantuan natural disasters, while struggling to maintain a sense of
cultural and social continuity from the long lost past. Meanwhile, the
conception and image of Japan, both in Japan and throughout the
West, has varied widely over time, mostly due to Japan's changing
political and economic situation in the world. In the late 19th century,
when Japan re-emerged into Western consciousness, Lafcadio
Hearn, the Greek-Irish-American writer who later became Japanese,
thought of Japanese society and its people as quaintly charming
and adorable. In contrast, Americans in the 1940s viewed Japan
as frighteningly militaristic and irrational. The French philosopher/
semiotician Roland Barthes was bewitched and liberated by Japan's
charmingly mystifying otherness during his visit in 1966, when Japan
began to show its first sign of recovery from the devastation of the
WWII. The Dutch journalist Karel Van Wolferen was disturbed by the
intractable and irresponsible system of Japanese power in 1989,
when the Japanese economy was viewed as threatening to existing
international power relations. These examples show how Japan
has been viewed by Westerners in the past. The idea and image
of Japan is highly dependent on the point of view that an observer
assumes and that history makes possible.
This full-time interdisciplinary program is devoted to
understanding contemporary Japan, its culture and its people, from
a historical point of view. We will study Japanese history, literature,
cinema, culture and society through lectures, books, films, seminars
and workshops, including study of Japanese language embedded
in the program. Three levels of language study (1st-, 2nd- and 3rdyear Japanese) will be offered for 4 credits each during the fall and
winter quarters.
In the fall quarter, we will explore the cultural roots of Japan in
its history. In the winter quarter, we will examine Japan after 1952,
when the Allied occupation ended. Special emphasis will be placed
on the examination of contemporary Japanese popular culture and
its position in economic and cultural globalization.
Students who are interested in experiencing Japan in person can
take Japanese language classes in Tokyo through Harumi Moruzzi's
Individual Study: Japanese Culture, Literature, Film, Society, and
Study Abroad (pg 56) in spring quarter.
Accepts winter enrollment with faculty signature. Students
who want to enroll are required to get a signature from Harumi
Moruzzi (moruzzih@evergreen.edu).
Credits: 16
Enrollment: 27
Required Fees: $30 per quarter for entrance fees.
Thematic Planning Groups: Culture, Text and Language
Fields of Study: computer science, linguistics and mathematics
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: linguistics, computer
science, mathematics, and communications. This program serves as
a feeder into Computer Science Foundations or Inside Language.
Faculty: Richard Weiss and Diego de Acosta
This program links together computer science and linguistics
through the written forms and grammars of languages. First, we'll
consider writing: what do the world's alphabets, syllabaries and
pictographic writing systems tell us about the structure of human
languages? Are some writing systems particularly appropriate for
some languages, or is it possible to represent any language with any
writing system? Ciphers deliberately conceal information without
removing it. What does cryptography tell us about the nature of
information?
Second, we'll look at the grammars of human and computer
languages. The syntax of a computer language can be described
precisely, while human languages have exceptions. Yet there have
been many attempts to model human language with computers,
and to create ways for computers to "read" and "listen" to human
languages. To what extent have automatic translation programs and
Internet search engines been successful? Why is it that humans can
handle ambiguity, but computers have such a difficult time?
Major topics of the program:
Cryptography: We'll study a variety of ciphers and program
some of them using Python.
Transformational grammars: We'll study regular, contextfree, context-sensitive and probabilistic grammars.
Phonology: We'll introduce the sound systems of human
languages.
Writing systems: We'll compare how alphabets, syllabaries and
pictographic systems encode phonological and morphological
information; we'll study how writing systems have developed
overtime.
Morphology and syntax: We'll introduce aspects of word
formation and word arrangement in human languages.
Pragmatics: We'll study aspects of human language in use,
including the information structure of discourse (i.e., theme, rheme
and focus), implicature and context-dependent expressions.
Students will participate in lectures, seminar, labs and workshops
on linguistics, programming and computation. They will be evaluated
on quizzes, exams, papers and programs.
Credits: 16
Enrollment: 42
Thematic Planning Groups: Culture, Text and Language,
and Scientific Inquiry
ome programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
60 I Programs
Programs I 61
Latin American Women Writers
Madness and Creativity: The Psychological Link
Spring quarter
Fall and Winter quarters
Fields of Study: cultural studies, gender and women's studies
and literature
Class Standing: Freshmen
Preparatory for studies and careers in: cross-cultural work,
international studies, writing and education.
Faculty: Alice Nelson
Fields of Study: art history, cultural studies, literature and
psychology
Class Standing: Freshmen
Preparatory for studies and careers in: psychology, education,
literary and film studies, world literature, cultural studies and the
arts and art history.
Faculty: Patricia Krafcik and Carrie Margolin
In recent decades, Latin America has become well known beyond
its borders for compelling, politically urgent and aesthetically
vibrant literary works. Contemporary writings by Latin American
women, increasingly available in English translation, challenge
preconceptions about gender and sexuality in the region, while
also addressing critical issues of politically motivated violence,
collective memory, intersecting oppressions, language, spirituality,
democratization and social change. This program seeks to foster
greater understanding of the region and its diverse peoples and
perspectives. Writers will include Gloria Anzaldua (U.S.), Rosario
Castellanos (Mexico), Ana Lydia Vega (Puerto Rico), Rigoberta
Menchii (Guatemala), Daisy Zamora (Nicaragua), Conceicao Evaristo
(Brazil), Cristina Peri Rossi (Uruguay), Luisa Valenzuela (Argentina)
and Pia Barros (Chile), among many others.
We will read novels, poetry, short stories and testimonials
by Latin American (indigenous, mestiza, Afro-Latina) women
writers, focusing on legacies of colonialism, authoritarianism and
neoliberalism, as well as projects for contesting recent histories.
We will situate our literary analysis within the historical and political
events that shape Latin American women's texts, and examine their
critique of masculinist narratives that justify domination and exclude
women's voices. We will also view films by and about women, and
examine women's and feminist movements in the region. Students
will write literary analyses and some creative work, and will conduct
research on a writer of their choice. Through this study, students
will consider the impact of political, economic and cultural forces
on Latin American women's lives and literary production, while also
examining literary and film representations as sites of resistance.
Credits: 16
Enrollment: 23
Required Fees: $100 for an overnight field trip.
Thematic Planning Groups: Culture, Text and Language
Marine Life:
Marine Organisms and Their Environments
Winter and Spring quarters
Fields of Study: environmental studies, field studies, marine science
Class Standing: Junior - Senior
Prerequisites: At least two quarters of college chemistry with
labs, two quarters of college biological sciences with labs and
ability to work easily with numbers and equations.
Preparatory for studies and careers in: marine science,
environmental science and other life sciences.
Faculty: Gerardo Chin-Leo
What is creativity? Is there a relationship between states of mind
and a fertile imagination? What are the psychological mechanisms
involved in the larger action of the human imagination, urging us to
explore new avenues, to see what others have not seen, to create
what no one has yet created? Many of the world's greatest writers,
artists and thinkers have been known to struggle with conditions
classified as abnormal by psychologists. We will explore these
conditions and their impact on creativity, searching further for
any special links between certain kinds of abnormal psychological
conditions and the drive to create.
Our interdisciplinary program is not intended to serve as therapy,
but rather is a serious study of psychology, literature, the arts,
imagination and the creative impulse. We will approach our questions
through various modes of inquiry. Through an in-depth study of
abnormal psychology, we will learn to identify and understand a
number of conditions. Our readings combine psychological case
studies by writers such as Sacks and Ramachandran with imaginative
literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Oilman and many
others that all describe abnormal psychological conditions. We will
respond to our readings by channeling the imagination with a variety
of creative projects. Finally, we will also study the normal mind and
how it functions in both mundane and creative ways.
In both quarters of our program students will discuss assigned
readings in seminars, will engage in active writing exercises and will
take part in creative projects at all levels. Assignments may include
research papers, poster projects, creative writing, performances and
visual arts projects. Weekly films and discussions of these films will
enhance our examination of the uses or influence of psychological
conditions in the creation of literature, art and music. Guest speakers
will provide additional workshops and lectures in various artistic
modalities. In fall term we will take field trips to the Tacoma Art
Museum and the Museum of Glass, and our work that term will
prepare students to undertake a culminating project in winter term.
In all our activities, students will have ample opportunities to explore
their own creativity and imagination.
This program focuses on marine life, the sea as a habitat,
relationships between the organisms and the physical/chemical
properties of their environments, and their adaptations to those
environments. Students will study marine organisms, elements of
biological, chemical and physical oceanography, field sampling
methods with associated statistics and laboratory techniques.
Throughout the program, students will focus on the identification
of marine organisms and aspects of the ecology of selected species.
Physiological adaptations to diverse marine environments will
be also be emphasized. We will study physical features of marine
waters, nutrients, biological productivity and regional topics in
marine science. Concepts will be applied via faculty-designed labs/
fieldwork and student-designed research projects. Data analysis will
be facilitated through the use of Excel spreadsheets and elementary
statistics. Seminars will analyze appropriate primary literature on
topics from lectures and research projects.
The faculty will facilitate identification of student research
projects, which may range from studies of trace metals in local
organisms and sediments to ecological investigations of local
estuarine animals. Students will design their research projects during
winter quarter and write a research proposal that will undergo classwide peer review. The research projects will then be carried out
during spring quarter. The culmination of this research will take the
form of written papers and oral presentations of the student work
during the last week of spring quarter.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Required Fees: $310 in winter for an overnight field trip to San Juan
Island; $85 in spring for an overnight field trip to the Olympic
Peninsula.
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Credits: 16
Enrollment: 46
Required Fees: $103 in fall for entrance fees and workshop
supplies; $85 in winter for workshop supplies.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, and 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.
Dme
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 63
62 I Programs
The Mathematical Order of Nature
Mathematical Systems
Media Artists Studio
Fall quarter
Fall, Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: computer science, history, mathematics and physics
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: logic, critical reasoning,
mathematics, physics, computing, computer science, education
and the history of science. Students taking this program will be
well prepared to enter either the Computer Science Foundations
program or the Models of Motion, Matter and Interaction
program in the winter and spring quarters.
Faculty: Neal Nelson
Fields of Study: literature, mathematics, philosophy and
philosophy of science
Class Standing: Sophomore - Senior
Prerequisites: One year of calculus. In some cases, two quarters
of calculus may be sufficient; students with only two quarters
of calculus experience should contact the faculty at bwalter®
evergreen.edu to discuss their level of readiness for this program.
Preparatory for studies and careers in: mathematics, physics,
mathematics education, philosophy of mathematics, and history
of science.
Faculty: Brian Walter
Fields of Study: media arts, media studies and moving image
Class Standing: Junior - Senior
Prerequisites: To be considered for this advanced program, students
should have successfully completed Nonfiction Media (pg 68)
(Evergreen's entry-level program in media studies) or its equivalent
(i.e., a year of media skill training, media history and media theory),
or another interdisciplinary media program at Evergreen.
Preparatory for studies and careers in: media arts and digital
communications.
Faculty: Laurie Meeker
This program introduces the logical, historical, mathematical
and computational foundations of our understanding of nature that
we call physics. Students in the program will study the evolution of
rational thought, mathematical abstraction and physical theories
of nature in the history of science. The intellectual tools of our
investigations will be the systems of logic, mathematical modeling
and computer programming that we use today for understanding
our material world.
Early Greek philosophers dared to assume that humanity could
comprehend the true nature of the universe and the material
world through rational thought. Using historical readings, we
will investigate key conceptual developments in the evolution of
scientific and mathematical thought from those early intellectual
explorations to the 20th century.
We will study logic and its relationship to early Greek rational
thought, contemporary critical reasoning and scientific theories.
We will see that careful contemplation and observation of the
physical world from the early natural philosophers to the modern
physicists have revealed an underlying order and led to the
surprising conclusion that mathematics, computation and the nature
of physical reality are deeply connected. We will learn the powerful
formal systems of logic, modeling and computing into which the
ideas of the early Greek philosophers have evolved today as the
basis of our understanding.
Class activities will include hands-on laboratory work along with
lectures, workshops, weekly readings, seminar discussions, written
essays and weekly homework problems.
Credits: 12
Enrollment: 24
Thematic Planning Groups: Scientific Inquiry
This program is built around intensive study of several
fundamental areas of pure mathematics. Covered topics are likely
to include abstract algebra, real analysis, set theory, combinatorics
and probability.
The work in this advanced-level mathematics program is
quite likely to differ from students' previous work in mathematics,
including calculus, in a number of ways. We will emphasize the
careful understanding of the definitions of mathematical terms and
the statements and proofs of the theorems that capture the main
conceptual landmarks in the areas we study. Hence, the largest
portion of our work will involve the reading and writing of rigorous
proofs in axiomatic systems. These skills are valuable not only for
continued study of mathematics but also in many areas of thought
in which arguments are set forth according to strict criteria for
logical deduction. Students will gain experience in articulating their
evidence for claims and in expressing their ideas with precise and
transparent reasoning.
In addition to work in core areas of advanced mathematics,
we will devote seminar time to looking at our studies in a broader
historical, philosophical, and cultural context, working toward
answers to critical questions such as: Are mathematical systems
discovered or created? Do mathematical objects actually exist?
How did the current mode of mathematical thinking come to be
developed? What is current mathematical practice? What are the
connections between mathematics and culture? What are the
connections between mathematics and art?
This program is designed for students who intend to pursue
graduate studies or teach in mathematics and the sciences, as well
as for those who want to know more about mathematical thinking.
This is a program for advanced media students who want to
continue to build their skills in media history, theory and production
with the support of a learning community. It is designed for students
who have already developed some expertise in media production,
have academic experience with media history/theory and wish to
work on advanced media projects involving research, development,
production and exhibition. It provides students with the opportunity
to produce yearlong media projects based on individual or collective
interests developed out of previous academic projects or programs.
Each student or team of students will do extensive pre-production
planning and research for a media 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 who are
interested in one or more of the following are invited to join this
learning community of media artists: experimental film and digital
video production, media history/theory, documentary, sound design,
writing, photography, installation and contemporary art history.
The focus of this program is on the development of each student's
personal style and creative approach to working with moving
images and sound. During the fall, students will engage in a period
of idea development, research and reflection, including a 2-3 day
retreat for concentrated work. Interdisciplinary research will inform
students' creative work, and will result in a research paper, annotated
bibliography and presentation to the group. Grant writing workshops
will result in student proposals for individual or collaborative media
projects. Fall quarter will also involve opportunities for students
to expand their media skills through workshops, exercises and a
collaborative project. In particular, cinematography workshops will
deepen student understanding of light, exposure and image quality in
the 16mm format. Students will also work in teams of 3-4 to develop
experimental projects that will enhance their collaborative skills and
production experience. Students will also conduct research into new
and old media technologies, presenting their findings to the group.
During winter, 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 to other areas of the United States during winter. The critique
process will be a central focus for the learning community during
winter and spring, requiring students to participate regularly in
the critical analysis of one another's creative work. Winter research
projects will explore contemporary media artists who have made
special contributions to the development of experimental media
practice and have attempted to push the technological as well
conceptual boundaries of the moving image. Audio production
workshops will be offered to expand student expertise with sound
design and technology. Students will be encouraged to decide as
a group on additional workshops in Web design and online media
practices and will choose texts for winter and spring seminars.
During spring quarter, each student will complete postproduction work, develop a media artist website, explore ways
to sustain their work as media artists and participate in a public
screening of their work.
Accepts winter and spring enrollment with faculty signature.
For winter, portfolios and applications received by the Academic
Fair in Dec. 2013 will be given priority, for spring, those received
by the Academic Fair in March 2014 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 email of their acceptance into this program.
Credits: 16
Enrollment: 18
Required Fees: $550 in fall for an overnight field trip and
film supplies. Additional production costs beyond the 16mmworkshop fees are the responsibility of the student.
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Sustainability and Justice
Accepts winter and spring enrollment with faculty signature.
Admission will be based upon evaluation of student's previous
experience with upper-division mathematics. Interested students
should contact the faculty via email before the first day of class or
at the Academic Fair.
Credits: 16
Enrollment: 25
Required Fees: $75 per quarter in fall and spring for an overnight
field trip.
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Scientific Inquiry
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
Sortie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
64 I Programs
Programs I 65
Models of Motion, Matter and Interactions
Modernity and its Discontents
Molecule to Organism
Moving Towards Health
Winter and Spring quarters
Fall and Winter quarters
Fall, Winter and Spring quarters
Fall and Winter quarters
Fields of Study: computer science, mathematics, philosophy of
science and physics
Class Standing: Freshmen - Senior
Prerequisites: Pre-calculus (or intermediate algebra and functions);
the fall quarter program The Physical World of Animals and Plants
(pg 71) meets this prerequisite.
Preparatory for studies and careers in: computer science,
engineering, mathematics, physics and science education.
Faculty: Krishna Chowdary and Neal Nelson
Fields of Study: aesthetics, literature, philosophy, political
economy and political science
Class Standing: Junior - Senior
Preparatory for studies and careers in: philosophy, literature,
sociology, political science, political economy and the humanities.
Faculty: Kathleen Eamon and Trevor Speller
Fields of Study: biochemistry, biology and chemistry
Class Standing: Sophomore - Senior
Prerequisites: One year of college-level general biology with
laboratory and one year of college-level general chemistry with
laboratory.
Preparatory for studies and careers in: laboratory and field
biology, chemistry, education, medicine and health science.
Faculty: Lydia McKinstry, Benjamin Simon, Clarissa Dirks
Fields of Study: consciousness studies, dance, health, leadership
studies, psychology and somatic studies
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: health-related fields,
psychology, leadership positions and human services.
Faculty: Mukti Khanna and Cynthia Kennedy
Scientists gather data, make observations, look for patterns,
build models and use those models to predict behavior. Powerful
models in physics help us explain interactions involving matter and
energy. New models need new mathematical methods—for example,
calculus was developed partly to understand models of motion.
Even with powerful mathematics, a model may yield answers only in
simplified circumstances. We can analyze more complicated physical
systems by simulating them on a computer. Learning how to create
and apply mathematical and computational methods effectively to
models in physics will be one of the major goals of this program.
In two quarters we will cover the equivalent of a year of
calculus and physics and one quarter of computer programming
at the introductory level through interactive lectures, small group
workshops, hands-on and computer programming labs, seminars and
projects. Students will have multiple opportunities to demonstrate
their learning in individual and collaborative contexts, including
in-class work, homework, lab write-ups, papers, presentations,
projects, quizzes and exams. The work will be intense and
invigorating, involving time-intensive engagement with textbooks
and problem-solving in a supportive learning community that values
the development of theoretical understanding that can be applied
to practical problems.
Our physics work covers modern mechanics and electric and
magnetic interactions, developing macroscopic and microscopic
models of matter and interactions using ideas such as conservation
laws, Newton's laws of motion, statistical and thermal physics and
Maxwell's equations for electricity and magnetism. We will study the
programming language Python and develop numerical techniques
that can be used to calculate and display our physics models. We
will study calculus to apply it to physics and other science and social
science fields as well as seeing how mathematics exists on its own as
a sense-making endeavor.
No previous background in computer science or physics is
expected. Preparation in mathematics including pre-calculus or
intermediate algebra and functions is required. Students who
successfully complete the fall program The Physical World of
Animals and Plants will be prepared for this program. Students
with some previous work in calculus, computer science or physics
may see that the intersection deepens their understanding of each.
Successful completion of this program will be good preparation for
further introductory work in computer science and intermediate or
advanced work in mathematics and physics.
Accepts spring enrollment with faculty signature. Students will
need to have completed one quarter each of differential calculus
and introductory physics (mechanics). Contact Krishna Chowdary
(chowdark@evergreen.edu) or Neal Nelson (nealn@evergreen.edu or
360-867-6151) or meet with them at the Academic Fair.
Credits: 16
Enrollment: 42
Required Fees: $75 per quarter for entrance fees and physics kits.
Thematic Planning Groups: Scientific Inquiry
Modernity is a qualitative, not a chronological, category.
—Theodor Adorno, Minima Mora/ia
How and why do we think about "modernity"? What do we mean
when we say we are thinking about it? This program will largely be
an investigation of modernity as it appears in and behind those
discourses produced by and about its forces. These are questions
that will lead us primarily into the realms of philosophy, political
theory and political economy, sociology and literature.
Along the way, we will try on a number of definitions of and
arguments about what constitutes modernity, both in the sense of its
causes and effects as well as its historical extension. Here are some
of the questions we might ask:
Is modernity best characterized by a secular individualism that
leads to freedom, revolution, enlightenment and rationality, as the
works of Montaigne, Bacon, Cavendish, Rousseau and Locke might
suggest? What might Freud, Poe, Baudelaire or Mann have to say
about the impact of modernity on the individual psyche?
Does modernity just replace old forms of authority with new
forms of economic control, or desires for collective, universal
and encyclopedic power, evident in the political philosophies of
Machiavelli, Hobbes, Marx, Benjamin and Adorno?
Is modernity a historical period, perhaps that encompasses
the break from medieval feudalism to the break with the capitalist
nation-state? Is it an economic condition that comes as a result of
expanded European and Western trade, colonization and slavery,
and a period of intense global warfare? How might we view these
developments through the economic philosophies of Adam Smith
or Max Weber or the literary imaginings of Shakespeare or Defoe?
How is modernity marked by rapid developments in technology?
Is modernity born of the printing press, as Bacon suggested? Is it
dying at the hands of the Internet?
How is modernity expressed in the arts? What is "modern art,"
what is "modernist art," and what might be seen more generally
as "anti-modern" tendencies? What is the modern aesthetic, as
considered by thinkers such as Kant and Nietzsche?
Are we still in a period of modernity? What might constitute a
post-modern condition?
This program is designed for upper-division students interested
in developing and refining their ability to work with complex
historical texts and important ideas. An important part of our work
will be to help one another develop the skills needed through
seminar conversations, close reading sessions, writing workshops
and individual and group projects and presentations. All students
will study foreign language; within the program, support will be
offered for German and French language study. A 12-credit option
will be offered for serious students of foreign languages other than
German or French. The program will offer 4 credits of French and
German.
This program develops and interrelates concepts in experimental
(laboratory and field) biology, organic chemistry and biochemistry,
thus providing a foundation for students who plan to continue studies
in chemistry, laboratory and field biology and medicine. Students
will carry out upper-division work in biochemistry, microbiology,
cellular and molecular biology, field biology and organic chemistry
in a yearlong sequence. This program will also give students many
of the prerequisites needed for the following health careers:
medicine, dentistry, veterinary medicine, naturopathy, optometry
and pharmacy.
The program examines the subject matter through the central
idea that structure defines function, integrating a scaled theme from
the "cell" to the "molecule" and "ecosystem" levels. We will start
with the cell and proceed to the whole organism and ecosystem with
the examination of structure-function relationships at all levels. We
will examine organic chemistry, the nature of organic compounds and
reactions and carry this work into biochemistry and the fundamental
chemical reactions of living systems. As the year progresses, the
scaled theme will continue through studies of cellular and molecular
processes in biological systems.
Each aspect of the program will contain a significant laboratory
component, some of which may be based on field experiments,
involving extensive hands-on learning. On a weekly basis, students
will be writing papers and maintaining laboratory notebooks. All
laboratory work, and approximately one half of the non-lecture time
will be spent working in collaborative problem solving groups. Group
work will also include reading and discussion of topics of current
or historical significance in science. This is an intensive program;
the subjects are complex, and the sophisticated understanding we
expect to develop will require students to work for many hours each
week, both in and out of class.
Accepts winter and spring enrollment with faculty signature.
Students entering in winter must have completed one quarter
each of the disciplines covered in fall quarter or the equivalent.
Students entering in spring must have completed two quarters
each of the disciplines covered in the fall and winter quarters or
the equivalent. Interested students should contact the program
coordinator by email or in person at the Academic Fair.
Credits: 16
Enrollment: 75
Required Fees: $100 per quarter in fall and winter and $300 in
spring for overnight field trips.
Internship Possibilities: Spring, with faculty approval.
A similar program is expected to be offered in 2014-2015
Thematic Planning Groups: Scientific Inquiry
This two-quarter program explores the creation of health through
mind-body perspectives. How can we engage in transformational
conversations about the connections between personal, community
and planetary health? Knowing that in every moment choices we
make can move us toward health, or away from it, this program
will explore the myriad ways we can embody choices that keep us
and our communities vital and alive. Throughout the program, we
will recognize that our individual choices can help us create both
personal health and a sustainable environment, a conscious life and
a positive presence in society.
Fall quarter we will explore systems of health and healing from
multicultural, neurobiological and ecopsychological lenses. There is a
synergistic relationship between planetary and personal well-being;
the health of one is related to the health of the other. We will explore
the relationship between the body and the natural world. We'll also
explore somatic (body-based) literacy as it relates to leadership,
communication and engagement with social issues. Somatic literacy
includes listening and acting on information from the body. Winter
quarter will allow students to design their own health-based project
studies while continuing to explore self-leadership, creativity,
emotional intelligence, health and self-image.
Students will have an opportunity to learn in many ways using
diverse modalities and multiple intelligences. We will integrate
somatic learning into our studies, including movement workshops
(no prior experience necessary). Our inquiry will ask us to attune
ourselves to the wisdom that is available and present in our mindbody awareness. We will participate in community readings,
community service, rigorous writing assignments and critical study
of important texts. Learning through multiple intelligences can be
enjoyable.
Come join us!
Credits: 16
Enrollment: 46
Required Fees: $90 in fall quarter for art supplies and the Lunar
New Year workshop (in winter).
Thematic Planning Groups: Consciousness Studies, and Society,
Politics, Behavior and Change
Credits: 16
Enrollment: 50
Required Fees: $80 per quarter for entrance fees.
Thematic Planning Groups: 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.
Jme programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
66 I Programs
Programs I 67
Music and Consciousness
Music Intensive
Fall and Winter quarters
Fields of Study: consciousness studies and music
Class Standing: Junior - Senior
Prerequisites: One full year of previous college-level music study.
Preparatory for studies and careers in: music and consciousness
studies.
Faculty: Terry Setter
This program is a two-quarter-long investigation of the relationship
between sound, music and human consciousness. We will compose
original music and explore the psychological and aesthetic effects
that music has on us. The program is for experienced composers
and performers. It is primarily a musical endeavor, working with
aspects of psychology and contemplative studies, rather than a
study of psychology that involves aspects of music. The program
goal is to become better composers and performers and to develop
greater understanding of the qualitative aspects of listening, how
music "functions" in our lives and how it relates to the broad field
of Consciousness Studies. To do this, we will read texts that deal
with established contemporary compositional techniques as well as
seminal texts and recent findings in Consciousness Studies. Research
topics could include the effects of music at the somatic level, studies
in psycho acoustics, and surveys of techniques used in music therapy.
Students will be expected to complete compositions, research
projects and listening exercises and to keep a journal related to their
experiences with the music that we create.
In fall, we will build listening and compositional skills and begin
to relate these to the psychological and spiritual dimensions of the
pieces, learning to use appropriate vocabulary and critical techniques.
In winter, students will deepen these musical skills and they will select
a topic for a twenty-minute formal research presentation that will be
presented during week nine. There will also be a public concert of
original pieces at the end of the winter quarter.
This program accepts winter enrollment. Students joining the
program will need to have taken one full year of college-level
music study to be successful in the program.
Credits: 12
Enrollment: 25
Thematic Planning Groups: Consciousness Studies, and
Expressive Arts
Narrative Objects
The Nature and Evolution of Human Psychology
Fall, Winter and Spring quarters
Fall and Winter quarters
Fall and Winter quarters
Fields of Study: aesthetics, cultural studies and music
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: performance, music, arts
administration, theater and education.
Faculty: Arun Chandra
Fields of Study: aesthetics, art history, literature, visual arts, writing
Class Standing: Freshmen
Preparatory for studies and careers in: visual arts, fine crafts,
writing, literature and aesthetics.
Faculty: Steven Hendricks and Jean Mandeberg
How shall we study music? We can watch others doing it on
YouTube, we can hear others doing it on YouPod or we can read
about others doing it on YouKindle.
Let's DO it! (Sadly, there's no "YouDo".}
Let's study music by creating and performing it. After all, music's
a thing made by the brain, the heart and the fingers.
You'll be asked to sing, study an instrument and perform for
others in the class, write vocal and instrumental arrangements
and sing and perform them. The class environment will not be a
competitive one: the goal is to stretch out and learn and challenge
oneself and not compare one someone with another one someone.
The study of music requires a commitment to practice, to listen, to
remember and to learn. This program aims to offer you time in which
to do just that.
You'll learn about writing harmonies, singing them, and about
how difficult it is to write vocal parts that are interesting both
melodically and harmonically. There will be a strong emphasis on ear
training, sight singing and aural dictation, along with studies in tonal
harmony. You'll be asked to write and perform musical canons. We'll
study the history of Western classical music, jazz music from the early
20th century, popular music of the past 50 years and experiments in
music composition as well. There will be regular listening sessions,
along with readings from the arts.
In class, students will be assigned performance groups, and each
group will be asked to prepare a vocal or instrumental work. This will
happen twice each quarter. Rehearsal time will be set aside for such
practice, and the faculty will act as a coach for the rehearsals. Each
quarter, students will be asked to write one substantial research
paper exploring an aspect of music they are unfamiliar with. There
will be class trips to concerts in Seattle and Portland, along with
visiting guest artists throughout the year. During spring quarter,
students will be working on independent projects under faculty
supervision. These projects will be developed and submitted by
the end of winter quarter. They should combine research and study
with creativity and performance, culminating in an end-of-springquarter mini-conference, with students delivering both research
presentations and musical performances.
In addition to classroom activities, each student will be expected
to take instruction in a musical instrument outside of class and bear
the cost of that instruction (faculty can help you find a teacher).
Practicing an instrument is a way to bring together the seemingly
separate activities of the brain, the heart and the fingers: it
concretizes music theory, gives a goal to the wobbling fingers and
releases the heart from its regularity of "thump thump thump".
Fields of Study: biology, communications, consciousness studies,
cultural studies and psychology
Class Standing: Freshmen
Preparatory for studies and careers in: biology, psychology,
health related studies, human and social services.
Faculty: Heesoon Jun and Bret Weinstein
What makes a work of art capable of narrative expressiveness?
What constitutes a narrative? How do artists invest tangible records,
stories, artifacts and objects with meaning, and how do readers work
to recuperate or transform those meanings for themselves?
Many artists and writers have used objects, visual forms, books
and text in combination to create a hybrid language that can carry
narrative possibilities. How do such works exploit the possibilities
of conventional and nonconventional narrative to stimulate the
intellect and the imagination? Does imposing a narrative on a work
of visual or sculptural art limit it, reduce it to a single interpretation?
How can we navigate the space between object and idea as artists,
as readers, as makers of things and makers of meaning?
We will explore such questions through intensive studio work
in fine metals and book arts. Equally important will be our study of
literature that tests the boundary between narrative and non-narrative
and the practice of critical and creative writing. The program will
include alternating periods of focused writing, imaginative reading,
seminar discussion and extended, deliberate work in the studio.
Student projects will be direct responses to the themes and
questions of the program: explorations of the nature of narrative,
the various ways in which objects can participate in, contain, and
create narratives. This unique opportunity to combine book arts and
fine metals will persistently require competence in technical skills,
unusual patience, attention to detail and materials, and articulate
translations between ideas and visual forms.
The second quarter of the program will in part evolve from the
discoveries of the first and will involve deepening our work in both
studios, with the necessary emphasis on thoughtful self-critique and
aesthetic rigor. This program will be important and challenging for
students in the arts and humanities who think of artists as aesthetic
and conceptual problem solvers, seeking new puzzles, forms and
possibilities for constructing meaning using words, the book and
small-scale sculptural forms. This first-year program provides specific
support for students at the beginning of their Evergreen careers.
The human mind is perhaps the most fascinating, and least
understood, product of Darwinian evolution. In this program we
will endeavor to understand how the mind functions and why it has
come to work in the way that it has. We will study human psychology
as modern empirical science has come to understand it, and we will
combine that hybrid model with a consideration of the evolutionary
path humans have traversed, as well as a deep investigation of those
portions of evolutionary theory most relevant to hominid cognition,
perception and behavior. Our program will seek to unify important
conclusions from multiple schools of thought within psychology as
we consider humans from a broadly cross-cultural perspective. We
will range from the Jungian to the Cognitive, and from the modern
Kung people of the Kalahari to the ancient Maya of Central America.
Our objective is to generate an integrative model of the human mind
that can accommodate humans as individuals and as interdependent
social beings.
Winter materials will build on content covered in the fall. There
will be educational value and intellectual reward for staying in the
program both quarters.
Accepts winter enrollment. Interested students should review
the program book list, available at the college's website, for
a sense of the materials being covered. Contact Heesoon Jun
(junh@evergreen.edu) for more information.
Credits: 16
Enrollment: 46
Required Fees: $200 per quarter for overnight field trips.
Thematic Planning Groups: Consciousness Studies
This program does not accept new enrollment in winter.
Credits: 16
Enrollment: 40
Required Fees: $100 per quarter for studio tools and materials.
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
This program accepts winter enrollment. Students should be
able to pass an ear training and music theory exam. Contact the
faculty for more information. This program does not accept new
enrollment in spring.
Credits: 16
Enrollment: 23
Required Fees: $75 per quarter for concert and performance tickets.
Thematic Planning Groups: Expressive Arts
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
°"ie programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 69
68 I Programs
Northwest Developments:
Land Use, Economics and the Politics of Growth
Olympia to the Olympics: The Place and Its People
Fall, Winter and Spring quarters
Fall and Winter quarters
Fields of Study: architecture, business and management,
community studies, economics, government, law and public
policy and Sustainability studies
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: government, public policy,
economics, business, land use planning, community development
and design.
Faculty: Jennifer Gerend and Glenn Landram
Nonfiction Media: Animation, Documentary and
Experimental Approaches to the Moving Image
Fall, Winter and Spring quarters
Fields of Study: communications, cultural studies, media arts,
media studies and moving image
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: media, journalism, the
arts and education.
Faculty: Anne Fischel and Ruth Hayes
What does it mean to make moving images in an age of
media proliferation and saturation? How do we critically engage
traditions of media practice and push beyond established forms?
Images pervade commodity culture; how can we repurpose them
to communicate our own meanings and values? How can we make
media that responds to the world and supports struggles for change?
What responsibilities do we as media artists and producers have
to our audiences and the subjects of our work? In this program,
students will engage with these and other questions while gaining
knowledge of media history, theory and production.
This is an intensive full-time, year-long program linking media
theory with practice. Starting with media's capacity to observe
and record the world and its potential to create meaning, we will
investigate media modes and communication strategies including
animation, documentary and experimental film/video. Our emphasis
will be on the materiality and artistic properties of sound and moving
image media, as well as the strategies artists and media producers
have employed to challenge commercial forms. We will experiment
with alternative approaches to production, including autobiography
and audiovisual essays. Students will have the opportunity to build
conceptual and technical skills, as well as develop fluency in media
analysis and criticism through readings, critical writing, seminars
and research. In critique sessions, another form of collaboration,
students will help each other evaluate and improve their work.
In fall, students will build essential skills in field observation and
research, exploring ways of seeing, listening and observing in a variety
of formats, including 16mm film, video, animation, audio, drawing
and writing. We will critically analyze how media images shape our
understanding of reality. In hands-on workshops and assignments
we will analyze images as commodities and investigate how images
create and contest meaning in art, politics and consumer culture.
Our exploration of the social implications of the image will include
representations of the body, self and other, identity and community, as
well as ways to intervene in social, political and environmental crises.
In winter, we will expand our study and practice of media to
include community collaboration. Student groups will collaborate
to produce multimedia works that extend and support the work of
community groups, using animation and digital video produced in
the CCAM, Evergreen's high-definition studio. We will learn about
traditional and experimental approaches to community involvement,
further explore forms of live-action and animated nonfiction media,
and investigate strategies for critiquing the mass media, including
video activism and new genre public art.
In spring, as a culmination of the conceptual, collaboration and
production skills developed in fall and winter, each student will
propose and produce a nonfiction independent project. The forms of
projects possible include video or film, animation, installation, webbased projects and internships. Technical workshops, screenings,
research presentations, community service projects and critique
discussions will support each student's emerging work.
This two-quarter program focuses on Northwest communities
from the perspective of public policy, land use and economics/
personal finance. This program will be an eye opener for anyone
who wonders why and how places develop. Where did that Walmart
come from? Why did those trees get cut down for new homes?
What will happen to that empty building? We will focus on the local
decision making that shapes our built and natural environments
while considering what types of development and redevelopment
are more sustainable, both financially and environmentally.
As the Northwest continues to grow, we will consider the voices
of property owners, renters, business owners and other community
members who often have divergent views on growth, preservation,
conservation and property rights. These perspectives will aid our
understanding of public places from urban and suburban cities to less
connected subdivisions or rural developments. What do we want our
public and private spaces to look like? How do communities plan for
and accommodate growth? How are progressive policies developed
and financed? Comparisons to other communities, cities, states and
countries (Germany in particular) will be examined and discussed.
Students will explore different communities' orientation to cars,
transit, bicycles and pedestrians. Architecture and urban design
aspects will round out our analysis. Class sessions will include lectures,
workshops, films and field trips to Port Townsend and Seattle. The
fall quarter will focus on the public policy, land use planning and
economics necessary for students to conduct their own significant
project during winter quarter. Seminar texts will offer a theoretical
background in these issues as well as a look at some contemporary
communities in the news.
During winter quarter, students will continue their theoretical
learning while taking on an applied group project around community
planning and economic development. Specifically, students will work
in teams to prepare research or other solutions for selected urban
and rural planning issues around Washington. These projects may
involve group travel. With faculty support, students will hone their
ability to work in teams and develop their presentation skills.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
Fields of Study: Native American studies, environmental studies,
field studies, geography, geology, natural history and outdoor
leadership and education
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: earth sciences, geology,
environmental education, natural history, Native American studies.
Faculty: Abir Biswas, Michelle Aguilar-Wells, Jeff Antonelis-Lapp
Through studies of Olympic National Park and the Salish Sea
(formerly known as the Puget Sound) lowlands, this program will
consider connections among natural places, their respective natural
histories and their people. What forces have shaped the geology,
natural history and culture of the Olympics and Salish Sea areas? What
are the connections between a place and the species that follow?
This program will investigate the role that geology plays in
influencing biota and cultures that take up residence in these
geographically close but ecologically and culturally distinct locations.
This approach will allow us to consider questions including: What do
we know about the natural and human history in these regions and
how might this predict the future? What are the interrelationships of
people, place, flora and fauna in these regions?
In fall quarter, we will focus on place, studying parts of the region
that are geographically close but ecologically distinct as we consider
the long-term geologic processes that have shaped and continue
to influence the area, as well as the region's flora and fauna, with
an emphasis on bird life. Students will keep detailed natural history
journals and engage in a quarter-long writing project on geologic
processes and/or a species of interest.
During winter quarter, we will narrow our focus to recent millennia
(centuries) to consider the people of the region and shorter-term
geologic processes important on human time scales including soil
formation, nutrient cycling, climate change and human impacts.
Students will continue to develop skills as natural historians, learning
to effectively communicate with and teach others as we examine
environmental education as a way to build an understanding of the
connections between a place, its natural history and its people.
Spring quarter will be dedicated primarily to student-driven
individual or small group 12-credit projects that build on program
themes from previous quarters. For the remaining 4 credits of this
full-time 16-credit program, class will meet one full day a week for
seminar and workshops, engaging students in Coastal Salish art, the
canoe culture and other features of western Washington indigenous
cultures. Field trips during each quarter to Olympic National Park
and locally around Salish Sea will provide multiple opportunities to
consider differences in the geology and natural history of these areas.
Field trips during each quarter to the Olympic Peninsula, Olympic
National Park or locally around Salish Sea will provide multiple
opportunities to consider differences in the geology, natural history
and human cultures of these areas.
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 46
Required Fees: $300 per quarter in fall and winter for overnight
field trips and supplies.
Thematic Planning Groups: Environmental Studies, Native
American and World Indigenous Peoples, and Scientific Inquiry
Credits: 16
Enrollment: 44
Required Fees: $200 per quarter in fall and winter and $300 in
spring for film and materials.
Thematic Planning Groups: Expressive Arts, and Sustainability
and Justice
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/2013-14.
70 I Programs
Programs I 71
Orissi Dance and Music of India
Passages: American Comings-of-Age
The Physical World of Animals and Plants
Political Economy of Media
Spring quarter
Fall and Winter quarters
Fall quarter
Winter and Spring quarters
Fields of Study: cultural studies, dance, gender and women's
studies and music
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: performing arts, cultural
studies, Asian studies, South Asian studies, gender studies and
post-colonial studies.
Faculty: Andrew Buchman and Ratna Roy
Fields of Study: American studies, cultural studies, literature and
writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: American literature,
writing, teaching and multicultural fields.
Faculty: Chico Herbison and Bill Ransom
Fields of Study: biology, mathematics, philosophy of science, physics
Class Standing: Freshmen - Senior
Prerequisites: High school Algebra 2 or equivalent intermediate
algebra.
Preparatory for studies and careers in: environmental sciences,
mathematical, natural, and physical sciences, science education.
This is also intended to prepare students for further introductory
study of science in programs such as Introduction to Natural
Science and Models of Motion, Matter and Interaction.
Faculty: Krishna Chowdary, Sheryl Shulman, James Neitzel
Fields of Study: communications, community studies, history,
international studies, law and government policy, law and public
policy, media studies, political economy and political science
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: U.S. history, U.S. foreign
policy, political economy of media, propaganda analysis, research,
communications.
Faculty: Lawrence Mosqueda and Michael Vavrus
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 both the history
and sources of this ancient culture of dance and music, and its active
contemporary scene. Our readings will include cutting-edge articles
and book chapters exploring themes such as gender, colonial
history and post-colonial theory and the economic ferment that is
transforming many aspects of Indian society today. In seminars, we'll
compare and contrast ancient and modern, Indian and American
aesthetics, world views, values and attitudes. In workshops, we will
explore the rich vocabularies of sound and movement that make
Orissa's traditional performing arts so rewarding to study.
The first evidence of Orissa's dance and music culture is preserved
in sculptures and images that are about 2,000 years old. The culture
thrived for centuries until colonial rule in the 1800s, and began to revive
in the 1950s after India became independent. This revival still continues,
and we will be a part of that effort. Dancers, musicians and scholars
will work together and re-create the tradition for our own times,
culminating in a performance incorporating music and dance from
Orissa at various levels of skill so that most students can participate.
Some previous training in dance or music would be useful, but
is not expected.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
Our Environment, Our Future
Fall and Winter quarters
Fields of Study: chemistry
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: chemistry, environmental
studies, natural sciences and science teaching.
Faculty: Dharshi Bopegedera
Nothing stimulates the memory or the imagination more than
coming-of-age stones.—Mary Frosch
This two-quarter program will explore the complex ways in which
American individuals, groups and the United States itself come of
age. We will immerse ourselves in rites (and rights) of passage as
captured in art—primarily through literature and writing, but also
as revealed in film, music and other forms. Individuals and groups,
on lifelong journeys, navigate relationships, encounter crises, grow
and change and move from childhood to adulthood. Like Joseph
Campbell's archetypal hero, people leave home (literally and/
or figuratively), encounter and slay demons (recognize and solve
problems) and return home forever transformed: they come of age
(live happily ever after). Stories of passage from "the Old World"
(both voluntary and coerced) set beside stories from the people who
already were here chronicle the further realignment and redefinition
of this nation, often in destructive ways. American literature explores
racial, gender and other forms of "passing." All of the Americas
experienced critical convergences of social, cultural, political and
other forces that moved them from infancy through childhood to
adolescence to...what?
Military involvement abroad, continuing domestic turmoil and
various cultural divides mark an uneasy passage into our 21 st century.
We will focus on "minority" voices who will help us to define the
"American" story. In fall quarter, we will read a wide range of ethnic
"minority" fiction and nonfiction and will write our personal accounts
of passages in essay and creative nonfiction forms. In winter quarter,
we will shift from ethnicity to other forms of "minority" status,
including those associated with class, gender, sexual orientation,
religion, position (as in family) and ability. Winter quarter's writing will
be nonfiction and adaptations to fiction. Throughout the program,
students will work individually and collaboratively to strengthen their
critical and creative writing skills and, ultimately, to tell their own
coming-of-age stories.
Credits: 16
Enrollment: 50% Freshmen
Thematic Planning Groups: Culture, Text and Language
This program is an exploration of how chemistry is used to
understand the Earth's environment and formulate solutions to some
of today's pressing environmental problems.
Fall quarter, we will study introductory chemistry concepts in
lectures and develop quantitative reasoning skills in workshops with
the goal of making qualitative and quantitative observations in the
laboratory while building lab skills. In seminars, we will discuss some
of the environmental challenges society faced in the past and ways in
which chemistry contributed to finding solutions to those problems.
Winter quarter, we will continue to learn more chemistry concepts
and further develop laboratory skills. Students will have the opportunity
to work on individual or group projects investigating a topic of their
choice that is closely related to the chemistry of the environment.
We will learn library research skills during both quarters. A few
field trips to local and regional environmental remediation sites will
enhance what we learn in the classroom.
In this program, we will explore a fascinating intersection of
biology, mathematics and physics. Our program title and central
questions are inspired by Vogel's Life's Devices: The Physical World
of Animals and Plants. How do the laws of physics constrain the
form, function, growth, motion and interactions of plants and
animals? How do organisms take advantage of material and physical
opportunities? What mathematical models can we develop by
examining the biological and physical worlds, and how can those
models help us to explain and predict behavior in those worlds?
This program welcomes students new to studying science
at the college level and those looking for science as part of their
broad general liberal arts education. This program is also intended
to prepare students for further introductory study of science in
programs such as Introduction to Natural Science and Models
of Motion, Matter and Interaction, with particular attention to
developing foundational skills in quantitative and scientific reasoning
and an emphasis on modeling physical and biological situations. This
program also welcomes students with a background in biology or
physics, allowing them to apply, extend and integrate these areas,
and exposing them to material not typically covered in separate
treatments of biology and physics.
We will work to create a supportive and collaborative learning
environment through interactive lectures, seminars, hands-on
workshops, labs and field trips. Students will have the opportunity
to improve their capacities as quantitatively and scientifically literate
citizens, including their ability to read scientific texts, solve theoretical
and applied problems, work in lab, interpret and create graphs, work
collaboratively and communicate creatively and effectively. Students
will develop and demonstrate their learning through in-class and
homework assignments, short papers, quizzes and presentations.
Credits: 16
Enrollment: 66
Required Fees: $100 for entrance fees and supplies.
Thematic Planning Groups: Scientific Inquiry
In this program students will investigate how political events
are constructed and reported in the media, compared to actual
political and economic realities. By media we mean mainstream
periodicals, television, radio and films and emerging social media.
We also include the growth of Internet blogs, websites, independent
media and other media outlets in the 21st century. We will take a
historical approach that focuses on U.S. history from the colonial era
to contemporary globalization. We will compare corporate media
concentration of ownership to community-controlled media and
social media. We will examine how issues surrounding race, class and
gender are perceived by the media and subsequently by the public.
During winter quarter, students will receive a theoretical and
historical grounding in the political economy of the media. We will
explore the question of who owns the media and what difference this
makes to how stories are reported, framed, sourced or just ignored.
Films, lectures and readings, along with text-based seminars, will
compose the primary structures used by this learning community.
Students will regularly engage in a critical reading of The New York
Times and other media outlets. Also during the winter quarter,
students will create a research proposal that includes an annotated
bibliography. Research projects may either be traditional research
papers or equivalent projects determined in collaboration with the
faculty, such as an independent media blog or website.
During spring quarter, students will devote approximately half
of the program time to completing their proposed projects and
presenting the results of their research. The remaining program
time will focus more in-depth on program themes as we examine
contemporary issues through a variety of sources.
Accepts spring quarter enrollment with faculty signature. New
students accepted on a space-available basis. Those wishing to
enroll in the spring must provide evidence of a knowledge base
background comparable to the focus of winter quarter. Contact the
faculty as soon as possible, in or at the end of the winter quarter.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Sustainability and Justice
I
Credits: 16
Enrollment: 24
Thematic Planning Groups: Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Photo by Riley Shiery.
ome programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2013-14.
Programs I 73
72 I Programs
Political Economy of Public Education:
Contemporary Historical Realities
Power/Play: Balancing Control
and Autonomy in the Social World
Fall quarter
Fall, Winter and Spring quarters
Fields of Study: education, history, political economy and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: history, political
economy, sociology, education and teaching.
Faculty: Michael Vavrus and Jon Davies
Fields of Study: anthropology, field studies, history and sociology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: sociology, anthropology
and education.
Faculty: Eric Stein and Toska Olson
Throughout U.S. history, people have politically contested the
nature and purposes of elementary and secondary education for
children and youth. This program will analyze these competing
perspectives on public education and the political and economic
contexts in which schools exist. Therefore, we will examine public
education and schools both broadly, using a macro social, political
and economic lens, and narrowly, using a micro, school-level lens.
Schools are a human invention with a history. As such, schools
change form and adapt in response to social and political pressures.
We will examine the significant political, economic and social
tensions on what the term "public" in public education means. We
will analyze historical patterns of U.S. schooling from political and
economic perspectives. This inquiry covers the locally controlled,
Protestant Christian origins of public education and its effects on
our contemporary, multicultural environment. We also investigate
the political and economic debates surrounding the expectations for
public education to measure accountability by means of high-stakes
standardized tests.
At the micro level we will analyze the school as a formal institution
that functions to socialize groups of children and youth into specific
behaviors and roles. This school-level lens examines this socializing
process by primarily focusing on the demographic characteristics of
the people who make up the power structures of public schools and
the dynamics of their interactions.
In a collaborative learning community environment, students will
gain experience in engaging in dialogue through a close reading of
texts. Among the writing assignments students will have, they will
have opportunities to engage in writing short but focused analytic
essays. Students can expect to leave this program having developed
the analytical reading and writing skills to participate in the current
political and economic debates about the purposes of public
education, informed by the historical patterns that have created the
present climate.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior and Change
"My soul would be an outlaw."—Harlan Ellison, 1965
Play incites the experience of aliveness, drawing us out of the
routinized patterns of the everyday into realms of spontaneity, risk
and imagination. Through play, the ordinary becomes temporarily
disrupted: rules of propriety are suspended, social roles are inverted
and everyday objects transform into the monstrous or fantastic. The
vibrant, potentially transgressive nature of play raises questions
about how it stands in relation to the forms of power that order
society and shape us as individuals. How we play, when we play, and
who we play with may unsettle these forms of power or become
a part of how they operate. In this interdisciplinary program we
will explore play as a creative pathway for the development of an
authentic self, and also as a bold challenge to social mechanisms
that limit autonomy and create borders between people. When we
play, is there something we are playing against? What can the study
of play teach us about the nature of power?
In fall, we will explore how play has been shaped culturally and
historically, with a focus on childhood in the United States and
around the world. We will consider how the emergence of modern
school discipline, the commodification of toys, the patterning
of gender in childhood and the persistence of bullying has both
constrained possibilities for play and allowed new forms to emerge.
We will use ethnographic field studies of playgrounds, toy stores,
children's museums and primary school classrooms as the basis
for creative work designing play structures, games, exhibits and
school workshops. By exploring childhood play, we will gain an
understanding of power dynamics between children and teachers,
parents and children and among children themselves.
Winter quarter will emphasize the strategic, symbolic forms of
play that arise through adolescence and adulthood. We will consider
how subcultures play with fashion, food, collections, fetishes and
other social "tastes" to both mark and subvert hierarchies of class,
gender and race. We will investigate the construction of "high"
and "low" culture and the controlling notions of disgust, purity and
danger through studies of tastings, sports tournaments, carnival and
mass entertainment. We will also study humorous forms of verbal
play and body play that have the capacity to construct or violate
normalized social practices.
Spring quarter turns to explorations of Utopia and transgression in
play. We will consider how particular forms of pleasure and desire are
normalized and resisted, and how leisure and fantasy can reverse or coopt power. Our inquiry will encompass topics such as science fiction,
sexuality, space and architecture. Library research and ethnographic
fieldwork will form the basis of a creative culminating project.
Our studies will be grounded in sociology, anthropology and
history, but will turn to other fields, including philosophy, education,
literature and visual studies, to enrich our understandings of play.
Readings may include works by Marx, Nietzsche, Freud, Foucault,
Douglas, Barthes, Bourdieu, Stewart and Butler. Throughout the
year, students will engage in seminars, films, workshops, fieldwork
exercises, writing and research projects designed to deepen their
knowledge and apply theory to real-world situations.
Credits: 16
Enrollment: 48
Required Fees: $95 in fall for museum and theater tickets and
an overnight field trip; $30 per quarter in winter and spring for
museum, theater or sporting event tickets.
Thematic Planning Groups: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
Practice of Sustainable Agriculture
Reading Landscapes: Earth, Science and Literature
Spring, Summer 2013-14, and Fall 2014-15 quarters
Spring quarter
Fields of Study: agriculture, botany, business and management,
ecology and environmental studies
Class Standing: Sophomore - Senior
Prerequisites: High school biology and chemistry.
Preparatory for studies and careers in: farm and garden
management; working with nonprofit organizations focusing on
food, land use and agriculture; state and county extension; and
state and federal regulatory agencies.
Faculty: David Muehleisen and Paul Przybylowicz
Fields of Study: aesthetics, cultural studies, environmental
studies, geology, literature, natural history and writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: earth sciences, literature
and cultural studies.
Faculty: Trevor Speller and Abir Biswas
What does it take to start up and run a small-scale agricultural
business? What does "organic" mean when applied to food and
land? How do we manage land that maximizes its productivity
to meet human needs while also maintaining the environmental
integrity of that land? What is going on at the Organic Farm? Join us
for challenging, satisfying work and a wide-ranging examination of
these and other questions at the Organic Farm.
In this three-quarter-long program, 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). Our exploration of critical agricultural topics will
occur through a curriculum that is intricately tied to what happens in
the fields as the growing season progresses. All students will work
on the farm a minimum of 20 hours per week. The farm work will
be supported with lectures, seminars, labs, field studies, workshops,
and field trips to regional agricultural operations. The program is
rigorous physically and academically, and will require a willingness to
work outside in adverse weather on a schedule determined by the
needs of the crops and animals.
Each quarter, we will cover 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,
permaculture, and market planning. In the 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. We will also explore
size appropriate use of farm equipment operation and maintenance,
ranging from hand tools to tractors and appropriate implements.
Additional topics will include: record keeping for organic
production systems, polyculture and alternative crop production
systems, small-scale grain raising, apiculture, mushroom production
and techniques for adding value to farm and garden products,
The diverse topics and activities covered by this program will be
integrated through the development of a farm business plan as a
framework to incorporate economic considerations and organize our
thinking. We'll also pay close attention to the farm production plan,
which defines the annual farm work cycle. Students who successfully
complete all three quarters will have the knowledge and skills to
develop and implement plans for organic food production systems
at a variety of scales.
This program is dedicated to understanding the back and forth
between the physical environment and the written word. How do
texts shape what we are able to see in the physical environment?
How does one's understanding of the physical environment shape
ways of writing and understanding the world? How do we describe
it? What do we read into it?
In 1815, William Smith produced the first geological map of
Great Britain. His investigations were a product of a new way of
seeing his physical world. Rather than assuming the earth to be a
stable object which remained unchanged since Noah's flood, Smith
drew on his observations, and began to see the earth as a dynamic
physical entity. His discoveries came in a time when Enlightenment
thinkers were questioning the order of the world, the role of religion
and the value of science and industry. The modern science of
geology can thus be said to have arisen from a new way of seeing:
William Smith was able to read and write about the Earth not only
through observations, but because of the set of cultural changes
that changed his frame of mind. Importantly, Smith's observations
came at a time when poets, novelists and political philosophers were
beginning to actively investigate the influence of the natural world
on humans and human behavior.
We will consider the frames through which we read and write our
physical world, through an introduction to foundational concepts
in geology and literary study. We will consider how geologists
investigate and describe the physical world, and examine concepts
including geologic time, plate tectonics, earth materials and the
evolution of life. We will consider how writers investigate and describe
the natural world in the works of 18th- and 19th-century literature,
as well as contemporary literature about the Pacific Northwest. We
will read works of poetry, fiction, political philosophy and travel
writing. Program texts may include works by John McPhee, Simon
Winchester, William Wordsworth, Daniel Defoe and others.
Students should expect to participate in lecture, lab and seminar,
write critical papers and take examinations. There will also be field
trips to locations of geological interest as well as cultural venues.
Credits: 16
Enrollment: 46
Required Fees: $250 for entrance fees, overnight field trips and
supplies.
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies, and Scientific Inquiry
Credits: 16
Enrollment: 50
Required Fees: $225 per quarter for overnight field trips and
supplies.
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
Some programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2013-14.
Programs I 75
74 I Programs
Ready Camera One: We're Live
Spring quarter
Fields of Study: communications, gender and women's studies,
media arts, media studies, moving image and theater
Class Standing: Junior - Senior
Preparatory for studies and careers in: media arts, performing
arts, humanities, social sciences and mass communications.
Faculty: Sally Cloninger
This program is designed primarily for students interested
in exploring visual literacy, television production, performance
and media criticism. Students will be introduced to both media
deconstruction and media production skills through a series of
lectures/screenings, workshops and design problems that focus
primarily on collaborative multi-camera studio production. No prior
media production experience is required.
We will take a critical, performative and historical approach as
we examine and even emulate the production style and lessons
from the early history of 20th century live television. Students will be
expected to perform in front of as well as behind the camera and will
explore the logistics and aesthetics of multi-camera direction and
design. We will investigate the aesthetics and implications of live
performance and multi-camera production for new media as well.
This program will also examine the politics of representation;
i.e., who gets the camera, who appears on the screen and who
has the power. Therefore, students who choose to enroll should be
vitally and sincerely interested in the issues and ideas concerning
the representation of gender, race, ethnicity, class and sexual
orientation in the media. Activities will include training in the CCAM,
a multi-camera TV studio facility, instruction in basic performance
and writing for television and a survey of visual design principles.
In addition to a series of studio exercises, students will complete a
collaborative final project that combines media analysis, research,
performance and production about broadcast content and ideology.
Credits: 16
Enrollment: 24
Required Fees: $50 for HD recording media, studio supplies and
materials. Additional expenses for production materials (including
costumes and props) may apply depending upon scope of
individual and collaborative projects.
A similar program is expected to be offered in 2014-2015
Thematic Planning Groups: Expressive Arts
Reservation-Based, Community-Determined
Program: Contemporary Indian Communities
in a Global Society
The Science Behind the Headlines:
What's the Truth?
Science Seminar in Energy Systems
and Climate Change
Fall and Winter quarters
Winter and Spring quarters
Fall, Winter and Spring quarters
Fields of Study: biochemistry, biology, chemistry, environmental
studies and field studies
Class Standing: Freshmen
Prerequisites: This program begins a week early. After
registering, you will receive an email from the faculty requesting
some additional information needed for field trip clearances at
Hanford and Grand Coulee Dams. You must email this information
to Lab I program secretaries (Iab1support@evergreen.edu) as
soon as possible, but definitely by August 31.
Preparatory for studies and careers in: environmental and
laboratory sciences, the liberal arts and education.
Faculty: Paula Schofield and Andrew Brabban
Fields of Study: agriculture, environmental studies, physics and
sustainability studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: environmental science,
energy studies, sustainability, policy, teaching and physics.
Faculty: EJ Zita
Fields of Study: Native American studies, community studies,
cultural studies, economics, government, history, law and
government policy, law and public policy, leadership studies and
political science
Class Standing: Junior - Senior
Preparatory for studies and careers in: public administration,
political science, social sciences, human services, education, law
and tribal administration and government.
Faculty: TBA
This program teaches 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. This program will prepare students to
understand the structural inequalities of wealth and economic
development. Students will also examine social problems in Native
communities through multiple methods and perspectives. Students
will understand the impacts of social and political movements, both
past and present, by comparing Indigenous societies in the world.
The theme for fall quarter is "Indigenous Pathways to Rich
and Thriving Communities." Students will examine the field of
community and economic development and explore contemporary
economic development issues in tribal communities. Students will
study the values, vision and principles that guide community and
economic development efforts, the process of development, and
change strategies such as asset building and community organizing.
The course will focus on the promotion of equity and address critical
issues such as poverty, racism and disinvestment.
"Building Healthy Communities" is the theme for winter quarter.
During this quarter, students will examine the field of social problems
and social policies in a wide range of areas. Students will explore
the underlying drive that guides efforts to identify and resolve social
problems that challenge society at large and tribal communities in
particular, and review the process of building healthy communities
and how change strategies are implemented.
The theme for spring quarter is "Comparing Indigenous
Societies through Social and Political Movements." Students will
use a variety of methods, materials and approaches to interpret,
analyze, evaluate and synthesize the impact of indigenous peoples'
history and policies on 21st century Indigenous societies. Students
will focus on movements and activism that changed Indigenous
societies at various levels of the social/political landscape from local
to international.
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 fields of study.
Are you curious about the world around you? Would you like to
really understand "buzz terms" the media uses such as sustainability,
green materials, climate change, the water crisis, the energy debate,
genetic engineering, DNA fingerprinting and cloning? How can
we believe what we are being told? What is the evidence? How
is scientific data actually collected, and what analytical methods
are being used? Are the correct conclusions being drawn? As
responsible citizens we should know the answers to these questions.
In this two-quarter program we will demystify the hype
surrounding popular myths, critically examine the data, and use
scientific reasoning and experimental design to come to our own
conclusions. In fall, we will study "water" and "energy" as themes
to examine our environment, considering local and global water
issues. We will also examine current energy use and demand,
critically assessing various sources of energy: fossil fuels, nuclear,
hydropower, etc.
We will begin the program on September 17, one week BEFORE
the regularly scheduled fall quarter start (Orientation Week), so that
we are prepared for our field trip by beginning our study of energy,
and establishing our learning community. The Eastern Washington
field trip will be a unique opportunity for personalized tours of
Hanford Reactor B (the world's first full-scale nuclear reactor which
produced the plutonium for the "Fat Man" bomb dropped over
Nagasaki in 1945), Grand Coulee Dam (the largest hydropower
producer in the U.S.), and the Wild Horse Wind and Solar Energy
facility (150 turbines across 10,000 acres serving more than 80,000
homes). On this trip, we will also learn key field science techniques:
how to take measurements in the field, collect samples for laboratory
analysis and precisely determine concentrations of nutrients and
pollutants.
In winter quarter, we will use "natural and synthetic materials"
as a theme to study petrochemical plastics, biodegradable plastics
and other sustainable materials, as well as key biological materials
such as proteins and DNA. We will carefully examine the properties
of these materials in the laboratory and study their role in the real
world. "Forensics" will be our final theme, learning techniques such
as DNA fingerprinting, blood spatter analysis, ballistics and other
modern forensic procedures.
In this field- and lab-based program, scientific analysis—rather
than conjecture or gut-feeling—will be the foundation of our work.
Other class activities will include small group problem-solving
workshops, seminars, student researched presentations and lectures.
Credits: 12
Enrollment: 80
Internship Possibilities: internships are encouraged
A similar program is expected to be offered in 2016-17
Thematic Planning Groups: Native American and World
Indigenous Peoples
How is energy harvested and transformed, used or abused?
What effects do human systems have on Earth's climate? What are
the consequences for human societies? What can we learn from the
past? How can we live more sustainably?
We will investigate questions such as these, as a learning
community seeking deeper knowledge and wisdom together. One
of our primary means of inquiry is seminar: small teams pre-seminar
on weekly readings in advance, we all seminar together twice a
week and we share essays and peer responses online. This seminar
is shared with students in Energy Systems and Climate Change.
Students will share questions and growing understanding
about readings, and will discuss ideas and concern for the future.
SciSem students will write 3-4 essays and many peer responses
individually, and will post pre-seminar assignments with teams.
Learning goals include deeper understanding of sustainability and
climate change, science and scientific methods and improved skills
in writing, teamwork and communication. Details will be available at
http://192.211.16.13/z/zita/scisem.htm.
Credits: 8
Enrollment: 12
Required Fees: (Optional) $90 in winter for a two-night field trip
to Centralia (coal plant), Portland (solar energy facility), Bonneville
(hydro dam) and Hanford (nuclear facility); $100 in spring for a
two-night field trip to the Society for Physics Students (SPS) or
American Physical Society (APS) meeting where students will
present their research.
Thematic Planning Groups: Environmental Studies, Scientific
Inquiry, and Sustainability and Justice
Credits: 16
Enrollment: 46
Required Fees: $300 in fall for a multi-day field trip.
Thematic Planning Groups: Environmental Studies, and Scientific
Inquiry
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
s°me
programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
76 I Programs
Programs I 77
Self-Determination in Latin America
Fall and Winter quarters
Fields of Study: cultural studies, economics, gender and
women's studies, history, literature and political economy
Class Standing: Freshmen
Preparatory for studies and careers in: literature, history, economics,
political economy, sustainable development, Latin American studies.
Faculty: Tom Womeldorff and Alice Nelson
Recent Latin American history can be described as a struggle
for self-determination, from its conquest and colonization to its
present-day unequal footing in the world economic system. The
distinct countries and sub-regions of Latin America have specific
local experiences that in some cases differ dramatically. Our study
of the Caribbean, Mexico and the Southern Cone, three geographic
areas with varying historical, political and economic contexts, will
illuminate Latin America's diversity, while also highlighting the
connections between personal, national, and regional politics.
Using these sub-regions as our primary focus, we will explore how
self-determination is manifested in relationships of class, gender and
ethnicity at the individual, national and international levels. We will
study the specific ways in which struggles for self-determination have
emerged, such as slavery and resistance, as well as distinct ethnic and
national movements, in the French, English and Spanish Caribbean;
ongoing issues of violence and sovereignty in Mexico; and the roles of
new social movements (especially those led by women) in resistance
to authoritarianism and transitions to democracy in the Southern
Cone, especially Chile. We will consider how cultural forms are shaped
by, and in turn may shape, historical change, as well as the impact of
economics on processes of social transformation.
We will engage the historical and contemporary realities of our
countries of focus using multiple frameworks from the humanities and
social sciences. In the process, we will introduce literary, cultural, and
political economy-based theories of capitalist development. Students
will gain an in-depth ability to interpret texts in their social contexts,
and to use political economic models to understand specific aspects of
Latin American societies. This will involve frequent writing assignments,
as well as quantitative and qualitative modes of analysis. We will also
develop some skills in visual analysis, critically viewing films each week.
Credits: 16
Enrollment: 46
Required Fees: $200 per quarter for overnight retreats.
Thematic Planning Groups: Culture, Text and Language, and
Society, Politics, Behavior and Change
Skin
Spring quarter
Fields of Study: biology, cultural studies, literature, physiology, writing
Class Standing: Freshmen
Preparatory for studies and careers in: biology and the humanities.
Faculty: Amy Cook and Chico Herbison
Our relatively simple surface covers our complex interior. Our
hides hide our complexity.—Alicia Imperiale, "Seminal Space:
Getting Under the Digital Skin"
Organ, membrane, boundary and border. Canvas, map,
metaphor and trope. Skin is the identity that all animals present to
the world. It has multiple physiological functions and takes a wide
variety of forms, from the simple epidermis of a sea anemone to the
complex light show of a squid or the intricate system of spines that
protects a porcupine. In human culture, skin functions as a marker
of "race'Vethnicity, age and gender; provides a canvas on which
to create very personal forms of art and cultural narratives; and, in
the 21st century, has become a critical site of interface between the
"real" and the virtual.
In this program we will look at skin through the lenses of biology,
culture and art. The biology of skin includes its visual and olfactory
role in communication, its structure and physiology and its role in
defense of the body from both microbes and large predators. Our
exploration of skin in/as culture and art will include encounters with
the mythology of "race," body modification (piercing, tattooing and
plastic surgery) and the posthuman meanings of skin (in cyberspace
and in the world of cyborgs, androids and prosthetics).
Program activities will include lectures; labs in which we will examine
the microscopic structure of skin and learn about the various structures
that arise from it, including scales, feathers and hair; seminars on texts,
books and films that look at skin from a variety of different perspectives;
and workshops in which students will explore skin through their own
creative writing. Students will have the opportunity to sharpen their
critical thinking, reading, and college writing skills.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Culture, Text and Language, and
Environmental Studies
Small World: Poverty and Development
on a Shrinking Planet
Fall, Winter and Spring quarters
Fields of Study: anthropology, economics, environmental
studies, geography, health, history, international studies,
mathematics, political economy, political science and sociology
Class Standing: Junior - Senior
Prerequisites: A year of economics, politics or modern world history,
or prior personal experience in international development work.
Preparatory for studies and careers in: development, international
relations, economics, political economy, postcolonial studies and
public health.
Faculty: Peter Dorman
There are billions of poor people in the world today, and even
more who have limited access to health care, education and political
and cultural opportunities. The word commonly used to refer to the
process of economic growth and the expansion of opportunity is
development—but there is enormous disagreement over how this
word should be understood or even whether it should be used at all.
This program will examine development on multiple levels: historical,
philosophical, political and economic. It will place the quest for
development in the context of European colonial expansion, military
conflict and the tension between competing cultural frameworks. In
doing this, it will combine "outside" views of development, as seen
by administrators and experts, with the "inside" views of people who
are most directly affected by development and its absence. At the
same time, there will be a strong push toward usable knowledge:
learning the skills that are essential for people who work in the field of
development and want to make a dent in this radically unequal world.
Economics will be an important contributor to our knowledge
base; the program will offer introductory-level micro- and
macroeconomics, with examples drawn from the development
experience. Just as important is statistics, since quantitative methods
have become indispensable in development work. We will learn
about survey methodology and techniques used to analyze data.
Another basis for this program is the belief that economics,
politics and lived experience are inseparable. Just as quantitative
techniques are used to shed light on people's experiences, their
own voices are essential for making sense of the numbers and can
sometimes overrule them altogether. We will read literature that
expresses the perspective of writers from non-Western countries,
view films and consider other forms of testimony. The goal is to see
the world, as much as possible, through their eyes as well as ours.
Spring will be devoted primarily to research, beginning with a
short, intensive training in research methods, based on the strategy
Students who register for a program but do not attend the first class meeting may be dropped.
of deeply analyzing papers to see how authors researched and wrote
them. Depending on the skills and interests of students, an effort
will be made to place them as assistants to professional researchers
or they can pursue their own projects. We will meet as a group
periodically to discuss emerging trends in development research
and practice, as well as to help each other cope with the difficulties
in our own work. By the end of three quarters, students should be
prepared for internships or further professional studies in this field.
Accepts winter enrollment. In addition to the fall prerequisites, new
admits must have skills in introductory statistics and international
finance. Winter program work will assume that students know how
to download and interpret statistical data from the Web and that
they are familiar with the system of foreign exchange markets and
international capital flows that frame the options available to
governments in low-income countries. Prior work in statistics and
international economics would be sufficient; otherwise, new admits
may have to have completed 4-5 assignments in statistics and
economics from fall quarter. This program does not accept new
enrollment in spring.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
So You Want to be a Psychologist
Sound and Fury Since Shakespeare
Spring quarter
Fall quarter
Fields of Study: psychology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: psychology, education
and social work.
Faculty: Carrie Margolin
Fields of Study: literature and philosophy
Class Standing: Sophomore - Senior
Prerequisites: Students need to have taken college-level literature,
preferably literature prior to 1900; competency in expository writing,
including grammar, punctuation and mechanics; and the ability to
devote significant time in preparation for each scheduled hour of class.
Preparatory for studies and careers in: fields requiring competence
in the use of language, textual evidence and interpretation, especially
literature, philosophy, history, law, publishing, theatre arts, 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 Psyclnfo and Science and Social
Science Citation Indexes, will be emphasized. Students will gain
expertise in the technical writing style of the American Psychological
Association (APA). The class format will include lectures, guest
speakers, workshops, discussions, films and an optional field trip.
There's no better way to explore the range of activities and topics
that psychology offers—and to learn of cutting edge research in the
field—than to attend and participate in a convention of psychology
professionals and students. To that end, students have the option
of attending the annual convention of the Western Psychological
Association, which is the western regional arm of the APA. This year's
convention will be held in Portland, Oregon, on April 24-27, 2014.
Credits: 16
Enrollment: 24
Required Fees: $233-5400 (approximate), depending upon the type
of accommodations students require; this includes WPA fees and
four nights hotel at the convention site. Transportation and food
are additional, and at student's own expense.
Thematic Planning Groups: Society, Politics, Behavior and Change
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
Some programs may be cancelled and others added after this printing. For the most current information, see
www.evergreen.edu/catalog/2013-14.
78 I Programs
Programs I 79
Student-Originated Studies:
Advanced Natural History
Fall quarter
Fields of Study: biology, botany, ecology, natural history, zoology
Class Standing: Junior - Senior
Preparatory for studies and careers in: biology, ecology,
evolutionary biology and conservation biology.
Faculty: Alison Styring
Stalin and Stalinism
Student Orginated Software
Fall quarter
Fall, Winter and Spring quarters
Fields of Study: cultural studies, history and political science
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: history, cultural studies
and foreign affairs.
Faculty: Robert Smurr
Fields of Study: computer science and mathematics
Class Standing: Sophomore - Senior
Prerequisites: Students are expected to have completed Computer
Science Foundations or equivalent, including discrete mathematics,
computer architecture and a year of computer programming.
Preparatory for studies and careers in: computer science, software
engineering, technology use and development in an application area.
Faculty: Neal Nelson, Judith Gushing, Richard Weiss, Sheryl Shulman
What explains the rise of Joseph Stalin, one of the 20th century's
most vicious and powerful dictators? How can we understand the
survival and persistence of his legacy still today, six decades after
his death? How did this longest ruling leader of the Soviet Union,
responsible for the murder of at least 20 million of his fellow citizens,
transform a relatively backward empire into an undisputed world
power? Join us as we trace how this initially insignificant radical
young Georgian revolutionary by the name of loseb Jughashvili
managed to climb through the ranks to become Joseph, the "Man
of Steel," leader of the Soviet Union and one of the most insidious
butchers of the previous century.
Stalin is a pivotal figure not only in Russian and Soviet history,
but also world history. Through his mandates, he had a phenomenal
impact on the country's art, literature, politics, courts, prisons,
economy and agricultural and urban life. Guided by Stalin, the USSR
abolished private property; compelled peasants to work on stateowned collective farms; forced rapid industrialization throughout
the empire; redefined education and political loyalty; sent millions
of citizens to notorious Gulag "work camps"; and proudly declared
war against nature.
At the same time, Stalin's USSR also did more than any other
country to crush Nazi Germany. And under his rule, the USSR
transformed a mostly illiterate culture to one which became nearly
entirely literate. It also developed a nuclear arsenal, second only to
the U.S., and kept an uneasy peace with its ideological enemies after
the close of World War II.
In lectures and seminar we will examine issues raised in a
selection of readings from history, literature and culture geared
to helping us answer questions raised by our exploration, and we
will also view and analyze relevant films. Students will write a major
research paper, producing drafts during the course of the quarter,
and will also present the results of their research to their peers in
poster projects at the end of the term.
Credits: 16
Enrollment: 24
Required Fees: $20 for poster development and printing.
Thematic Planning Groups: Culture, Text and Language
Students will work to become specialists on one or more
taxonomic groups that occur in the Pacific Northwest. Through field
study and literature research, students will develop identification
guides and species accounts to post on the Evergreen Natural History
websites. Students may conduct specimen-based research using The
Evergreen State College Natural History Collections, and projects may
also involve a field component. Skills will be developed in taxonomy
and systematics, bioinformatics, museum practices, digital imagery
for scientific illustration, field ecology and natural history writing.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies
Student-Originated Studies: CCBLA
A combination of internship and academic credit will be awarded
in this program. Students may arrange an internship up to 36
hours a week for a 12-credit internship per quarter. Four academic
credits will be awarded each quarter for seminar attendance and
weekly progress journal writing. Students may distribute their
program credits to include less than 12 credits of internship when
accompanying research, reading and writing credits associated with
their.community work are included.
During the academic year, students are required to meet as a
whole group in a weekly seminar on Wednesday mornings to share
successes and challenges, discuss the larger context of their projects
in terms of community asset building and well-being, and discuss
occasional assigned short readings that illuminate the essence of
community. Students will also organize small interest/support groups
to discuss issues related to their specific projects and to collaborate
on a presentation at the end of each quarter. Students will submit
weekly written progress/reflection reports via forums established on
the program Moodle site. Contact faculty member Stephanie Kozick
kozicks@evergreen.edu if further information is needed.
Accepts winter and spring enrollment with faculty signature.
Credits: 16
Enrollment: 25
Internship Possibilities: community organizations and agencies,
with faculty approval.
Thematic Planning Groups: Consciousness Studies,
Environmental Studies, Sustainability and Justice,
and Society, Politics, Behavior and Change
Fall, Winter and Spring quarters
The successful completion of large software systems requires
strong technical skills, good design and competent management.
Unfortunately, unlike hardware, software systems have proven to be
notoriously difficult to build on-time, in-budget, and reliable, despite
the best efforts of many very smart people over the last 50 years.
This is an upper-division program intended to help students gain the
technical knowledge required to understand, analyze, modify and
build complex software systems.
We will concentrate on learning the organization and complexity
of large software systems that we do understand, and gaining
practical experience in order to achieve a deeper understanding of
the art, science, collaboration and multi-disciplinary skills required
to develop computing solutions in real-world application domains.
The technical topics will be selected from data structures, algorithm
analysis, operating systems, networks, information security, object
oriented design and analysis, verification techniques, scientific
visualization and modeling. The program seminar will focus on
various technical topics in the software industry. Students will have
an opportunity to engage in a substantial computing project through
all the development phases of proposal, requirements, specification,
design and implementation.
This program is for advanced computer science students who
satisfy the prerequisites. We also expect students to have the
discipline, intellectual maturity and self motivation to identify their
project topics, organize project teams and resources and complete
advanced work independently.
Accepts winter enrollment with faculty signature. Satisfactory
completion of fall Student Originated Software or equivalent,
including prior course work in intermediate level computer
programming, computer architecture and discrete mathematics
and upper division work in data structures, operating systems
and computer networking. For more information, contact Sherri
Shulman (sherri@evergreen.edu). Qualified students will be
admitted on a space-available basis. This program does not
accept new enrollment in spring.
Credits: 16
Enrollment: 18
Thematic Planning Groups: Scientific Inquiry
Students who register for a program but do not attend the first class meeting may be dropped.
Fields of Study: community studies, cultural studies, education,
environmental studies, government, law and public policy,
leadership studies, outdoor leadership and education, political
economy and sustainability studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: community studies, social
work and education.
Faculty: Stephanie Kozick
This Student Originated Studies program is intended for upperlevel students with a background in community-based learning,
and who have made arrangements to carry out a yearlong focused
project within an organized community center, workshop, agency,
organization or school setting. Community projects are to be carried
out through internships, mentoring situations or apprenticeships that
support students' interest in community development. This program
also includes a required weekly program meeting on campus that
will facilitate a shared, supportive learning experience and weekly
progress journal writing.
The program is connected to Evergreen's Center for CommunityBased Learning and Action (CCBLA), which supports learning about,
engaging with and contributing to community life in the region.
As such, this program benefits by the rich resource library, staff,
internship suggestions and workshops offered through the Center.
Students in this program will further their understanding of
the concept of "community" as they engage their internship,
apprenticeship or mentoring situation. The program emphasizes
an asset-based model of community understanding advanced by
Kretzmann and McKnight (1993). A variety of short readings from
that text will become part of the weekly campus meetings.
The range of academic/community work suited to this program
includes: working in an official capacity as an intern with defined
duties at a community agency, organization or school; working with
one or more community members (elders, mentors, artists, teachers,
skilled laborers, community organizers) to learn about a special line
of work or skills that enriches the community as a whole; or designing
a community action plan or case study aimed at problem solving a
particular community challenge or need.
Student-Originated Studies: Poetics
Spring quarter
Fields of Study: literature, philosophy and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: writing, publishing and
graduate studies in literature-related disciplines.
Faculty: Leonard Schwartz
Poetics involves language as creative functions (writing, poetry,
fiction), language as performance, language as image and language
as a tool of thought (philosophy, criticism). Our work will be to
calibrate these various activities, which is to say find the relationships
between poetic and critical thought.
Students are invited to join this learning "community" of culture
workers interested in language as a medium of artistic production.
This SOS is designed for students who share similar skills and
common interests in doing advanced work that may have grown
out of previous academic projects and/or programs. Students will
work with faculty throughout the quarter; we will design small study
groups, collaborative projects and critique groups that will allow
students to support one another's work.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, Text and Language
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 81
80 I Programs
Student-Originated Studies: Seeds, Beads,
Bees and other Biodynamical Processes
Student-Originated Studies: Writing for Publication
Fall, Winter and Spring quarters
Fields of Study: literature and writing
Class Standing: Sophomore - Junior
Prerequisites: Students should have taken at least one creative
writing course or program that required workshops and peer
critique.
Preparatory for studies and careers in: writing, editing and
publishing.
Faculty: Bill Ransom
Fields of Study: agriculture, consciousness studies, cultural
studies, field studies, sustainability studies and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: agriculture, art, ecology,
education, applied philosophy, social services and health-related
fields.
Faculty: Sarah Williams
Each phenomenon in nature, rightly observed, wakens in us a
new organ of inner understanding.
J.W. Goethe
Like the role of bees and seeds in the evolution of agriculture,
beads—which often are seeds, shells, wax or bone—have an
inside and an outside that commute, are interpenetrating and
entail reciprocal creation. They form assemblages with centers and
their use over time can be a measure of the fertility of mind, spirit
and body. This SOS will support students in bead-like studies of
biodynamic processes in conjunction with an internship, creative
practice or field research project. Whether defined in relationship to
agricultural, artistic or craniosacral practices, biodynamic processes
are characterized by interconnected, recursive and iterative
movements that form holistic patterns. Biodynamic processes are
mutually causative and are engaged in by organisms (i.e., living
entities) according to temporal rhythms (e.g., respiration) and
sustaining cosmic forces such as tides and sunlight.
This program is ideal for responsible, enthusiastic and selfmotivated students with an interest in developing and reflecting on
a substantial project over a substantial period of time. In addition
to classroom work, each student will create an individual course of
academic learning including an internship (e.g., at a local organic
farm), creative practice (e.g., nature writing), or field research project
(e.g., discovering the differences—and why they matter—between
commercial and biodynamic beekeeping). Collaboration, including
shared field-trip opportunities, with the Ecological Agriculture and
Practice of Sustainable Agriculture programs will be available.
Academic work for each quarter will include weekly group
meetings, an annotated bibliography and maintenance of a field
journal to document independent project learning. In addition to
this independent project component, students will engage in weekly
readings and written responses, seminar discussions and a final
presentation. Unless designed into students projects and agreed
upon in advance, all students will be required to attend and actively
participate in this one day of weekly class activities, as well as
individual self-assessment meetings with the faculty at mid-quarter
and the end of the quarter. Interested students should browse
the following authors and texts to explore their ability to think
and act biodynamically within an intentional learning community.
Goethe's Way of Science: A Phenomenology of Nature, edited by
David Seamon and Arthur Zajonc; Culture and Agriculture by Wolf
Storl; Stillness: Biodynamic Cranial Practice and The Evolution
of Consciousness by Charles Ridley; Voodoo Vintners: Oregon's
Astonishing Biodynamic Winegrowers by Catherine Cole; A Place
in Space by Gary Snyder; Everywhere Being is Dancing: Twenty
Pieces of Thinking by Robert Bringhurst; All Over Creation by Ruth
Ozeki; and Bees: With an Afterward on the Art of Joseph Beuys by
Rudolf Steiner.
Credits: 16
Enrollment: 25
Required Fees: $225 per quarter for optional field trips.
Thematic Planning Groups: Consciousness Studies
Spring quarter
This SOS is designed for students who have a body of writing in
poetry, fiction or creative nonfiction that they would like to polish
and submit for publication. Students will read and research a broad
spectrum of contemporary publications that feature work in their
genre of choice and will choose three to five publications to which
they will send their work at the close of the quarter. Participants
will receive instruction in effective workshop and critique methods,
professional submission protocols and rewriting strategies. Groups
of three will meet weekly for peer critique workshops, and an allstudent meeting will be held weekly for a combined lecture/seminar
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, Text and Language
Study Abroad Consortium Partnerships
Fall, Winter and Spring quarters
Fields of Study: study abroad
Class Standing: Sophomore - Senior
Faculty: Michael Clifthorne
Consortium is a formal relationship with other institutions to
increase travel abroad opportunities for Evergreen students. More
than 300 destination programs are offered through consortium,
and financial aid can be used to pay for approved program costs.
Students pay the consortium's tuition and fees; they do not pay
Evergreen tuition or fees when enrolled in consortium. Enrollment
is recorded at both the consortium and at Evergreen; students must
register at Evergreen with a special Course Record Number created
specifically for the designated consortium and retain their student
status. See: www.evergreen.edu/studyabroad/consortium.htm for
more information.
Alliance for Global Education offers interdisciplinary study
programs in India and China. In India, students can focus on issues
of public health, Indian studies, development or the environment, in
programs located in Manipal, Pune and Varanasi. In China, students
can focus on issues of globalization, development, business, politics,
social change and Chinese language, in programs located in Xi'an,
Beijing or Shanghai. Internship opportunities are available in both
countries. Full semester and summer options. Students earn 15
semester credits (22 quarter credits).
American University in Cairo is a premier, full-service, Englishlanguage university founded in Cairo, Egypt, in 1919. Students can
focus on a wide range of disciplinary studies through the semester
or summer options as study abroad, non-degree students or they
can focus on intensive Arabic language through the Intensive Arabic
Program. Credits will vary by individual enrollment, but typically
range from 15 to 18 semester credits (22 to 27 quarter credits).
Students who register for a program but do not attend the first class meeting may be dropped.
Center for Ecological Living and Learning (Trial Status)
offers programs in Iceland, Nicaragua, Costa Rica, Honduras and
Kenya that focus on sustainability, environmental issues, experiential
learning and close connection to local communities. Students earn
15 semester credits (22 quarter credits).
Center for Global Exchange provides a set of interdisciplinary
study abroad programs sponsored by Augsburg College in
Minneapolis, Minn. Students can focus on issues of gender and
social change, international business, migration, globalization or
social work in Mexico; sustainable development and social change in
Central America; or nation building, globalization and decolonization
in Namibia. Language study and internships, as part of or in addition
to the programs, are available. Students earn 16 semester credits
(24 quarter credits).
Council for International Educational Exchange provides
study abroad programs in conjunction with multiple university sites in
Africa, the Middle East, Europe, Asia, Latin America, the Caribbean
and Australia. Students can choose from a wide variety of disciplines,
with programs taught either in English, the local language or both.
Students earn 15-18 semester credits (22-27 quarter credits).
Danish Institute for Study Abroad (Trial Status) offers 14
coordinated programs in Architecture and Design, Biomedicine,
Child Diversity and Development, Communication and Mass Media,
European Culture and History, European Politics and Society, Global
Economics, International Business, Justice and Human Rights,
Medical Practice and Policy, Migration and Identity/Conflict, PreArchitecture, Psychology, Public Health, and Sustainability in Europe.
All programs and courses are taught in English, with the exception of
Danish language and culture studies. Students earn 15-18 semester
credits (22-27 quarter credits).
Educational Programs Abroad arranges internship placements
in several European countries: England, Scotland, Germany, Belgium,
and Spain. Students typically intern 30-35 hours per week, with one
or two supplemental classes. Adequate fluency in the language is
often, but not always, required. Students earn 16 quarter credits,
with options to earn more through special coursework with the
University of Rochester and at additional cost.
Institute For Study Abroad - Butler, Indiana, connects students
with multiple university sites in England, Scotland, Wales, Ireland,
Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico and
Peru. Students enroll in regular university course offerings, with
opportunities for internships as well. Fluency in Spanish is required
for most Latin American studies programs, with some options for
students with lower-level Spanish skills. Students earn 15-18 semester
credits (22-27 quarter credits). Summer programs also available.
The Jackson School of International Studies at the University
of Washington, Seattle, offers juniors and seniors a chance to
spend one year focusing on one of 14 regional study areas: Africa,
Canada, China, Comparative Religion, European, International,
Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle
East, Russia-Eastern Europe-Central Asia, South Asia and Southeast
Asia studies. Students earn 12-18 quarter credits each quarter,
depending on class selection. Evergreen can only recommend a
small number of students to this program, so it is competitive, with
applications due each March for the following year.
Lexia International provides area studies programs in Berlin,
Budapest, Buenos Aires, Istanbul, Paris and Rome. These programs
combine language study, area studies seminars and independent
project work at each location, with students earning 14-16 semester
credits (21-24 quarter credits). Programs take place at host
institutions and universities, and several have strong emphases on
film (Paris), architecture and visual arts (Berlin) and classics (Rome).
Living Routes Ecovillages provides interdisciplinary instruction in
the areas of sustainability, environmental issues, green design and
technology, permaculture studies, organic agriculture, fair trade,
women's empowerment, bioregional studies, and other issues.
Semester programs are offered in Costa Rica, India, Israel, and Scotland
with January and summer programs in India, Mexico, Australia, Brazil,
and Peru. Living Routes US-based programs are not available for
consortium credit. Students earn 15-18 semester credits (22-27 quarter
credits) through the University of Massachusetts - Amherst.
International Partnership for Service Learning offers
programs that combine language, area studies and community
service placements in a number of countries: Australia, Ecuador,
France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain and
Thailand. Students gain valuable experience serving in a variety
of community organizations. Semester and summer programs
available. 15-17 semester credits (22-25 quarter credits).
School for International Training offers a wide variety of
interdisciplinary programs in Africa, Asia, Europe, Latin America
and the Middle East that focus on the arts, cultural expression,
global health, identity and globalization, environmental issues,
post-conflict transformation, social movements, human rights and
sustainable development. Programs entail language, thematic
studies, independent study projects and close connection to local
communities. Students earn 16 semester credits (24 quarter credits).
Summer programs are also available.
School for Russian and Asian Studies (Trial Status) offers
programs throughout the European, Central Asian and Siberian
regions of the former Soviet Union on a wide variety of topics:
Central Asian Studies, Acting in Russia, Russian Studies Abroad,
Translation Abroad, Art in Russia, The Russian Far East, The Russian
Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics
and International Relations, Internships and more. Students earn 1518 semester credits (22-27 quarter credits).
SEA Education Association offers programs that focus on ocean
exploration, documenting change in the Caribbean, oceans and
climate, sustainability in Polynesian island cultures and ecosystems,
and energy and the ocean environment. Students spend the first
part of the semester in Woods Hole, Mass., preparing for the second
part of the semester when they embark on tall-masted sailing ships
to continue studies at sea and among island communities. The
program offers both Atlantic and Pacific routes. Students earn 16
semester credits (24 quarter credits). Options for upper-level credits
are available. Summer programs are offered as well.
Studio Arts Centers International in Florence, Italy, offers
undergraduate options for study in more than 20 studio art and
design programs, art history, art conservation and Italian language
and culture. Graduate level studies are also available. Students earn
15-18 semester credits (22-27 quarter credits).
University of Arizona - Russia offers the opportunity to study
Russian language and culture in Moscow during the academic year,
with summer options in St. Petersburg. Students receive 20-30 hours
of instruction per week depending on their level placement. The
program takes place at the GRINT Language Center at the Moscow
Humanities University. Options for internship placement in Moscow
also exist. Students earn 15 semester credits (22 quarter credits).
Wildlands Studies offers programs through a number of
environmental field projects in several countries: Australia, Belize,
Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand,
Peru, South Africa, Thailand and Zambia. Wildlands' domestic
US programs are not eligible for consortium status. Students are
engaged in field studies for seven-week periods typically, and
many include cultural studies since communities are part of local
environmental systems. Student earn 12 semester credits (18 quarter
credits) at the upper-division level, typically distributed across
both science and cultural studies, issued through California State
University at Monterey Bay.
Accepts winter and spring enrollment with signature.
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
82 I Programs
Programs I 83
Taking Things Apart:
A Scientific and Artistic Exploration
Temperate Rainforests:
Ecology, Chemistry and Management
Winter and Spring quarters
Fall and Winter quarters
Fall, Winter and Spring quarters
Fields of Study: biology, literature, philosophy of science and
visual arts
Class Standing: Freshmen - Senior
Prerequisites: One year of high school biology and chemistry.
Preparatory for studies and careers in: biology, visual arts and
the humanities.
Faculty: Donald Morisato and Bob Haft
Fields of Study: biology, chemistry, ecology, environmental studies
Class Standing: Junior - Senior
Prerequisites: Two quarters of general biology or ecology and
two quarters of general chemistry. Interested students can take
the self-corrected quiz available from the program website to see
if their background in chemistry is sufficient.
Preparatory for studies and careers in: ecology, public policy,
forestry and field research.
Faculty: Dylan Fischer and Paul Przybylowicz
Fields of Study: anthropology, architecture, art history, classics,
cultural studies, history, media studies, political science, sociology
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in: upper division humanities
and social science, especially history, classics, art history,
archaeology and historiography.
Faculty: Ulrike Krotscheck
Both science and art take things apart. In some instances—the
evisceration of a frog or an overly analytical critique of a poem—the
process can result in the loss of the vital force. In the best scenario,
carefully isolating and understanding individual parts actually
reconstitutes the original object of study, bringing appreciation for
a whole greater than its parts. Sometimes taking things apart results
in a paradigm shift: suddenly, the ordinary becomes extraordinary.
In one program strand, we use a biologist's tool kit to explore
how living organisms function. We learn how biology takes apart and
studies life in different ways. In winter, we focus on visual perception,
beginning with anatomy, proceeding onto the logic of visual
processing, and concluding with an examination of the specialized
neurons and molecules involved in phototransduction. In spring
quarter, we play with the idea of mutation, exploring how genetics
is used to dissect complex processes and provide an entry point for
the molecular understanding of inheritance at the level of DNA.
Another strand takes visual art as its point of departure. Here,
we combine what we learn about the anatomy and physiology of
the eye with a study of using sight to apprehend and appreciate
the world around us. We will work with different tools—charcoal
pencils and cameras—both to take apart and to construct new
things. During winter quarter, we will learn the basics of drawing. In
spring, we use black-and-white photography to study life at a more
macroscopic level than in the biology lab. Ultimately, our goal here
is the same as that of the scientist: to reconstitute and reanimate the
world around us.
There are ideas for which literature provides a more sophisticated
and satisfying approach than either science or the visual arts. Thus,
in a third strand, we examine how literature depicts and dissects the
emotional and behavioral interactions that we call "love." Authors we
read will include Shakespeare, Stendhal, Henry James, Virginia Woolf,
James Baldwin, John Berger, Haruki Murakami and Louise Gluck.
Our goal is to weave these strands together to produce an
understanding about the world informed by both cognition and
intuition. Throughout our inquiry, we will be investigating the
philosophical issue of objectivity. This is a rigorous program involving
lectures, workshops, seminars, studio art and laboratory science
work. Student learning will be assessed by weekly seminar writing
assignments, lab reports, art portfolios and exams.
This program accepts new enrollment in spring with faculty
signature. Students entering this program in spring quarter
should have completed at least one quarter of college biology
and will need to complete a brief application available at the
program website, which will be due by Academic Fair.
Credits: 16
Enrollment: 48
Required Fees: $50 in winter and $150 in spring for museum
admission, and drawing and photography supplies.
Thematic Planning Groups: Expressive Arts and Scientific Inquiry
Photo by Shauna Bittle '98.
Students who register for a program but do not attend the first class meeting may be dropped.
The Pacific Northwest is home to temperate rainforests,
among the most biologically complex ecosystems in the world.
How did these forests develop? How do they function? How do
human activities affect them? Is sustainable harvest a reality or an
oxymoron? We will use a biogeochemical lens to examine these
forests, their effects on us and our impacts on them. Topics covered
will include forest ecology, ecosystem ecology, soils, mycology,
biogeochemistry, sustainable forestry and forest conservation.
Fall quarter, we will explore how forests "work" through studying
forest ecosystem science that includes both global and regional
perspectives, with a focus on carbon and nutrient cycling. We will also
examine the tremendous fungal biodiversity found within temperate
rainforests, particularly the local forests of the Pacific Northwest.
We'll cover methods in forest biogeochemical measurement, fungal
biology, taxonomy and advanced forest ecology.
Human impacts on temperate rainforests will be the focus of winter
quarter. We'll focus on sustainable forestry, both theory and practice,
along with an examination of soils and the life within them, which will
deepen our understanding of forest function and the short- and longterm impacts of various forestry practices. These topics will merge as
we explore carbon sequestration in forest ecosystems, which is an
emerging component of "sustainable" forestry. We will explore current
and past controversies in forest ecology related to old-growth forests,
spotted owls and other endangered species and biofuels.
Our program time will consist of field work, laboratory work,
lectures, workshops and weekly seminars. Expect to research topics
in the primary scientific literature and to summarize and share your
findings with the entire class. We'll cover various sampling techniques
that are used to measure nitrogen, water and carbon in forested
ecosystems. There will be ample opportunities for independent
directed work, both individually and in small groups.
In addition to one-day trips regularly scheduled throughout both
quarters, there will be a 4-day field trip each quarter. In the fall, we'll
spend four days backpacking through temperate rainforests. In the
winter, we'll tour through the Pacific Northwest and visit a variety of
managed and unmanaged forests. Plan to spend a lot of time in the
field (and remember that every field day generates 3-4 days of work
once we return). Students who may need accommodations for field
trips should contact the faculty as soon as possible.
Credits: 16
Enrollment: 50
Required Fees: $150 in fall for a four-day backpacking trip in
Olympic National Park; $200 in winter for a week-long field trip to
sustainable forestry sites throughout the Northwest.
Thematic Planning Groups: Environmental Studies
That's Classic(s)!
Explorations in the Ancient and Modern World
Why, after 2,000 years of historical perspective, do we still find
meaning in the works of Homer and Aristotle, Julius Caesar and
Virgil? What can we learn from Athenian experiments in democracy
or the formation and fall of the Roman Empire, as an alternative to
republicanism? Why are ancient Greek and Roman images and ideas
still represented in so much of our contemporary culture? The principles
of classical literature, architecture, philosophy, theater and politics still
permeate our society in this increasingly multicultural and globalized
world. We will explore the significant and unassailable ways in which
ancient Greece and Rome have influenced our understanding of the
world and many more tangible aspects of our contemporary culture.
Each quarter will focus on a slightly different variation on our
theme, and students may either stay for the duration of the year, or
join according to their interests in any quarter. Continuing students
will help organize and deliver content for new students, cementing
the learning that they have already accomplished by sharing their
knowledge. New students in the winter and spring will actively
participate in the formation of learning communities in which the
faculty is not the sole provider of content. This program will support
first year and sophomore students in their transition to college, while
also providing a solid foundation in the origin of western civilization.
It will be an intensive reading- and writing-based experience that will
prepare students for upper-level work in the humanities and social
sciences. Program activities will also include work on the Academic
Statement Initiative.
The three quarters will be organized as follows:
Fall: Words and Things: History and Material Culture We
will begin by learning the history of the ancient world. We will
explore how this narrative has been handed down to us through
historiography and archaeology, and what information and
misinformation we can garner from it. We will study archaeological
sites, art and architecture, and interrogate the uses of these visual
canons in our own surroundings.
Winter: Clash of the Titans? The Ancient World and
Hollywood We will explore the influence of classics in modern
films of every genre, from /, Claudius to Clash of the Titans and
O Brother, Where Art Thou?. We will read and analyze the ancient
myths and epics that form the basis for the film interpretations, and
discuss both the universal and the not-so-applicable lessons, themes
and morals contained in the modern adaptations.
Spring: Inventing Citizens: Experiments in Self-Government
The ancient Mediterranean was the stage for the earliest attempts in
Western democracy and republicanism. Some of these experiments
were more successful; some were less successful. We will examine
these political innovations and compare them to our own contemporary
systems of government. We will investigate the rights of citizens and
the selection of who is allowed to participate in the political process
and why. We will discuss the roles (or lack thereof) of foreigners, women
and slaves. We'll read Aristotle, Plato and Cicero to understand ancient
political ideologies and realities and to analyze how these have helped
us build the foundation of our modern political system.
Credits: 16
Enrollment: 23
Required Fees: $10 per quarter for entrance fees.
Thematic Planning Groups: Culture, Text and Language
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
Programs I 85
84 I Programs
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
Turning Eastward:
Explorations in East-West Psychology
Undergraduate Research in Scientific Inquiry
Winter and Spring quarters
Fall and Winter quarters
Fields of Study: cultural studies, literature and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in: Chinese studies, cultural
studies, literature, poetry, drama and theatre.
Faculty: Rose Jang and Mingxia Li
Fields of Study: community studies, consciousness studies, cultural
studies, health, philosophy, psychology and religious studies
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: psychology, counseling,
social work, education, Asian-American studies, Asian studies and
religious studies.
Faculty: Ryo Imamura
Fields of Study: biochemistry, biology, chemistry, computer
science, mathematics and physics
Class Standing: Sophomore - Senior
Preparatory for studies and careers in: biology, chemistry,
physics, computer science, astronomy and applied mathematics.
Faculty: Paula Schofield, Brian Walter, Richard Weiss, Abir Biswas,
Michael Paros, Clyde Barlow, Benjamin Simon, Judith Gushing,
Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald
Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal
Nelson, Lydia McKinstry
Classical Chinese drama, as a literary genre, evolved from a
long tradition of poetry writing and storytelling. In Chinese theatre,
lyrics combine with dance, music, singing, acrobatics and martial
arts. For centuries, the poetic and presentational style of Chinese
drama and theatre has helped nurture and highlight the fantastic
and imaginative side of Chinese culture: the magical beings—spirits,
deities, ghosts—and their boundless power in folk tales; dreams,
fantasies, mysticism and otherworldliness of the Daoist realm of
existence. Monkey King, White Snake, Moon Lady, Butterfly Lovers,
roaming spirits and ghosts of the underworld: these ever-popular
Chinese archetypes have been repeatedly invoked and embodied in
poetry and on stage. Many of these fantastic images and stories will
form the core and focus of our program study.
Students will study select works of Chinese poetry, drama and
theatre with the intention and goal to stage one Chinese verse
drama using modern theatre sensitivities and technology at the
end of the program. We will combine careful study of Chinese
literature—along with folklore, religion and philosophy embedded
in it—with serious theatre training and implementation. The end
result will be a symbolic, stylized production in the form and spirit of
Chinese fantasy for the Western audience.
Although there are no prerequisites in performance, poetry,
Chinese language or aesthetics, interests or previous study in any
of these fields will be useful. Expect plenty of reading and writing,
creative workshops featuring small group work, independent research
and creative projects. Students will have ample opportunities to
develop their individual artistic and academic interests through
program activities, as well as performance or technical theatre skills
through actual production experience.
In winter quarter, we will study existing works of masters, from
the ancient to the contemporary, which depict the supernatural
and fantastic world in Chinese imagination. We will analyze them
as both acknowledged literary masterpieces and tacit philosophical
vehicles. Besides lectures and reading, workshops on poetry, theater
performance, stylized movements and voice training will allow
hands-on learning through practices. Chinese language workshop
may be offered within the program to meet student need as a fouror two-credit option.
In spring, we will focus on rehearsals and technical theatre work
in order to mount a full-fledged theatrical production of an original
Chinese verse drama based on the mythical story of Moon Lady. This
end-of-program public presentation will put to the test our collective
understanding of Chinese mythology, poetry and drama, and help
us convey this understanding in a complex form of the theatre of
fantasy.
Credits: 16
Enrollment: 48
Required Fees: $40 in winter for theatre admission.
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
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 and our immediate awareness of being—with all of
its felt complexity and sensitive attunement to the vast network of
interconnectedness with the universe around us. Instead, Western
psychology has chosen to analyze the mind as though it were an
object independent of the analyzer, consisting of hypothetical
structures and mechanisms that cannot be directly experienced.
Western psychology's neglect of the living mind-both in its everyday
dynamics and its larger possibilities—has led to a tremendous
upsurge of interest in the ancient wisdom of Asia, particularly
Buddhism, which does not divorce the study of psychology from the
concern with wisdom and human liberation.
In contrast to Western psychology, Eastern psychology shuns
any impersonal attempt to objectify human life from the viewpoint
of an external observer and instead studies consciousness as a
living reality which shapes individual and collective perception and
action. The primary tool for directly exploring the mind is meditation
or mindfulness, an experiential process in which one becomes an
attentive participant-observer in the unfolding of moment-tomoment consciousness.
Learning mainly from lectures, readings, videos, workshops,
seminar discussions, individual and group research projects and
field trips, in fall quarter we will take a critical look at the basic
assumptions and tenets of the major currents in traditional Western
psychology, the concept of mental illness and the distinctions drawn
between normal and abnormal thought and behavior. In winter
quarter, we will then investigate the Eastern study of mind that has
developed within spiritual traditions, particularly within the Buddhist
tradition. In doing so, we will take special care to avoid the common
pitfall of most Western interpretations of Eastern thought—the
attempt to fit Eastern ideas and practices into unexamined Western
assumptions and traditional intellectual categories. Lastly, we will
address the encounter between Eastern and Western psychology
as possibly having important ramifications for the human sciences
in the future, potentially leading to new perspectives on the whole
range of human experience and life concerns.
Accepts winter enrollment. Prospective students will have to
show basic knowledge of Western psychotherapy via a written
examination. Contact the faculty (imamurar@evergreen.edu) for
more information.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Consciousness Studies, and
Society, Politics, Behavior and Change
Students who register for a program but do not attend the first class meeting may be dropped.
Fall, Winter and Spring quarters
Rigorous quantitative and qualitative research is an important
component of academic learning in Scientific Inquiry. Research
opportunities allow science students to work on specific projects
associated with faculty members' expertise. Students typically begin
by working in an apprenticeship model 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, modeling and theoretical analysis, written and
oral communication, collaboration and critical thinking. These are
valuable skills for students 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.
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.
Judith Bayard Gushing (computer science, 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 coevolution
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.
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 Drosophi/a 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 and 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 petroleumderived materials and to reduce the environmental impact of plastic
wastes. Modification of starch through copolymerization and use of
bacterial polyesters show promise in this endeavor. Specific projects
within biomedical polymers involve the synthesis of poly (lactic acid)
copolymers that have potential for use in tissue engineering. Students
with a background in chemistry and biology will gain experience in
the synthesis and characterization of these novel polymer materials.
Students will present their work at American Chemical Society (ACS)
conferences.
Sheryl Shulman (computer science) is interested in working with
advanced computer topics and current problems in the application of
computing to the sciences. Her areas of interest include simulations
of advanced architectures for distributed computing, advanced
Some programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
86 I Programs
Programs I 87
programming languages and compilers, programming languages
for concurrent and parallel computing, and hardware modeling
languages.
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. Specific
projects include using attenuated bacteria to deliver either proteinbased or nucleic acid vaccines in vivo and investigating bacterial
invasion mechanisms. In collaboration with Betty Kutter (faculty
emerita) other projects include characterization of bacteriophage
targeting the fish pathogen Yersinia ruckeri and elucidation of
phage and host activities in stationary-phase E. co/i infected with T4
bacteriophage. Students with a background in biology and chemistry
will gain experience in laboratory research methods, including
microbiological techniques, tissue culture and recombinant DMA
technology, and may have opportunities to present data at regional
and national conferences.
Rebecca Sunderman (inorganic/materials chemistry, 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.
Brian Walter (mathematics) is interested in problems relating
to graphs, combinatorial games and especially combinatorial games
played on graphs. He would like to work with students who have
a strong background in mathematics and/or computer science and
who are interested in applying their skills to open-ended problems
relating to graphs and/or games.
Richard Weiss (computer science, mathematics) has several
ongoing projects in computer vision, robotics and security. There
are some opportunities for students to develop cybersecurity games
for teaching network security concepts and skills. In robotics, he
is looking for students to develop laboratory exercises for several
different mobile robotic platforms, including Scribbler, LEGO NXT
and iRobot Create. This would also involve writing tools for image
processing and computer vision using sequences of still images,
video streams and 2.5-D images from the Kinect. In addition, he is
open to working with students who have their own ideas for projects
in these and related areas, such as machine learning, artificial
intelligence and analysis of processor performance.
E. J. Zita (physics) studies the Sun and the Earth. What are the
mechanisms of global warming? What can we expect in the future?
What can we do about it right now? How do solar changes affect
Earth over decades (e.g., Solar Max) to millennia? 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? Students can do
research related to global warming in Zita's academic programs
and in contracts, and have investigated the Sun by analyzing data
from solar observatories and using theory and computer modeling.
Serious students are encouraged to form research contracts and
may thereafter be invited to join our research team.
Accepts winter and spring enrollment with faculty signature.
A similar program is expected to be offered in 2014-15
Thematic Planning Groups: Scientific Inquiry
Undergraduate Research in the Humanities
Fall, Winter and Spring quarters
Fields of Study: literature, philosophy and political science
Class Standing: Junior - Senior
Preparatory for studies and careers in: literature, history and the
humanities.
Faculty: Trevor Speller, Greg Mullins, Stacey Davis, Nancy Koppelman
Students of the humanities who are nearing the end of their
Evergreen education may wish to pursue a major research project,
senior thesis or capstone project in their particular field of interest.
Often, the goal is to construct an original argument around a
particular body of literature, set of ideas or historical events. These
kinds of projects develop advanced research skills in the humanities,
including the ability to read deeply and critically in a particular field,
and to discover and engage with important theoretical writings in
that field. Students will also gain valuable skills in reading, analyzing,
synthesizing, writing and editing long pieces of complex prose.
The best kinds of this work will be invaluable for graduate school
applications, and will be an asset to those entering the job market
directly following graduation.
Stacey Davis (European history) specializes in French history
from the 18th century to the present, as well as the history of French
colonies in North and West Africa. Students who wish to study
European social, cultural, political, intellectual or religious history
from the Middle Ages to the present, including topics in the history
of gender and sociocultural aspects of the history of art, are welcome
to propose research projects. Students are welcome to work with
Dr. Davis on her ongoing research projects on 19th-century political
prisoners, notions of citizenship and democracy in modern Europe,
memory and the history of aging.
Nancy Koppelman (American studies) specializes in American
social, literary and intellectual history until 1920. Students who wish
to study in these fields are welcome to propose research projects and
senior theses. Particular interests include the social and intellectual
history of the Puritans, the founding generation, immigrants, the
working and middle classes; industrialization and reform movements;
pragmatic philosophy; the history of childhood; and the history of
technology and consumer culture. Students are also welcome to
participate in Nancy's ongoing research projects on alcohol reform
movements, the histories of social/economic mobility and of individual
physical movement, and ethical themes in American cultural history.
Greg Mullins (American literature, queer theory) specializes in
20th century and contemporary literature and comparative American
Studies (U.S./Brazil). His interests include the crossroads of aesthetics
and politics, national vs. transnational formations of literary studies,
queer gender and sexuality, memory studies and post-structuralist
theory. Most capstone projects he has supervised have been
centrally concerned with literary and cultural theory, including visual
culture and queer theory. Students are enthusiastically welcome
to work with Greg on his research on cultures of human rights and
representations of human rights in literature and film.
Trevor Speller (British/Anglophone literature) specializes in the
long eighteenth century (1650-1830), including the Restoration, the
Enlightenment, and Romanticism. Students who wish to study the
literature and political philosophy of these periods are welcome
to propose research projects, including capstone projects and
senior theses. Particular interests include the rise of the novel, the
conception of reason and rationality and representations of space
and place. Previous projects have included studies of Romantic
women writers and travel writing. Students are also welcome to
work with Trevor to develop his ongoing research projects on such
authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop
Berkeley, Jonathan Swift and John Milton.
Accepts winter and spring enrollment with faculty signature.
Thematic Planning Groups: Culture, Text and Language
Students who register for a program but do not attend the first class meeting may be dropped.
Who's Got What? Political Economy
Through Food, Culture and Social Movements
Writing is a Social Act
Fall, Winter and Spring quarters
Fields of Study: communications, literature and writing
Class Standing: Junior - Senior
Preparatory for studies and careers in: law, medicine, teaching,
science, literary studies and writing.
Faculty: Sara Huntington
Fields of Study: American studies, economics, gender and women's
studies, history, international studies and political economy
Class Standing: Freshmen
Preparatory for studies and 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: Anthony Zaragoza and Savvina Chowdhury
Political economy asks basic but often overlooked questions:
who has what, who does what work, why, how it got to be that way
and how to change it. Given this starting point, what do some of
the most basic and everyday things around us look like through
the lens of political economy? How could we better understand
our food system, popular culture and social movements using this
interdisciplinary set of questions and perspectives? For example,
we'll look at how apples are grown and harvested, World War Z,
and what's grown out of the Occupy Movement, each as its own
window into the way the economic system we were born into
works, and how people just like us are responding to it and trying
to remake the world. Through these explorations, we will get a
better understanding of the ways in which society itself becomes
hierarchical and divided by race, class, gender and sexuality.
In fall, we will explore how capitalism evolved and came to be the
way it is. How did relationships based on food, popular culture and
social movements influence and become influenced by the emergence,
development and concrete workings of U.S. political economy in the
20th century? We will also examine competing historical visions of
political economy put forth by indigenous, immigrant, and anti-slavery
struggles, and both the feminist and the labor movements. We will
emphasize the lives of exploited and marginalized people as they
encountered capitalism. Through this work we will work to become
better readers of our texts and of the world.
In winter, we will examine the interrelationship between the
U.S. political economy and the changing global system, as well as
U.S. foreign policy. We will study the causes and consequences
of the globalization of capital and its effects on our daily lives,
international migration, the role of multilateral institutions and the
meaning of various trade agreements, regional organizations and
alliances. We will look at the impact of the global order on our food
system and explore the politics of culture, as people negotiate and
contest new emerging regimes of labor, property and citizenship.
Through protests, revolutions and riots, social movements continue
to raise core questions regarding democracy, power, equality and
the relationship between citizens, the state and the global economy,
providing fruitful alternative analytical perspectives for the study of
capitalist globalization and transnational networks. This work will
allow us to deepen and strengthen our analytical skills.
In spring, we will learn from diverse, community-based institutions
that offer alternative visions of organizing social and economic activity,
in accordance with the basic principles of human rights, ethical
labor practices and cooperative work and decision-making, through
processes that respect the integrity of our environment and ecology.
Working in conjunction with Evergreen's CCBLA, schools, advocacy
groups, veteran's rights groups and other nonprofits, students are
invited to examine strategies put forward by popular education models,
immigrant rights advocates, gay/lesbian/transgender advocates and
community-based economic models. We will work to further develop
our communication skills, organization and accountability.
Fall and Winter quarters
You write alone but you always write for others: readers matter.
Here, you will keep company with great authors and your peers
as you master the rhetorical tools needed to write persuasively,
compellingly, and beautifully. We will proceed from Annie Dillard's
advice that if you like sentences, then you can become a writer
because you have a place to start—not to mention a passion for
what makes writing lively and pleasurable. Storytelling will feature
prominently in our common work, especially descriptive practices
that move prose toward shape and meaning. In other words, we will
learn how to show, rather than just tell, a story.
We will begin with a review of sentence structure focusing on
subjects and verbs, clauses and phrases. With the aim of achieving
clarity, students will study editing techniques, especially ways to
rewrite overly abstract prose. Working with samples of professional
writing, students will learn how to use agent-action analysis, how
to start and end sentences and paragraphs, and how to coordinate
and balance the parts of longer sentences. Rather than focusing on
writing rules, we will approach style as the range of choices available
in different rhetorical contexts. Students will also revise a piece of
their own writing to identify patterns and problems in their craft.
After these trial runs, they will begin original composition in a genre,
mode, or vein of their choosing.
Readings include three types of texts: those about the practice
and theory of rhetoric, from Plato and Aristotle to Stanley Fish and
Barbara Tufte; those that exemplify beauty, eloquence and force,
from Philip Roth and Cormac McCarthy to Darwin and Watson and
Crick; and those that fail to persuade, from examples of academic
discourse to the ghastly delights of purple prose. Students will
search for an author who will teach them how the commitment
of close reading fuses with the practice of good writing. Students
must reach for the development of aesthetic standards that should
inform any piece of writing that's worth reading and that merits any
meaningful critical response.
Our work will be collaborative and social. The class blends
lectures, student presentations, workshops, and seminar periods.
Students will present their work regularly for critique (generally in
small sections), and they will enjoy the difficult work of responding to
their peers with concrete suggestions. Students from all disciplines
are welcome, especially since effective writing and rhetoric is a
fundamental part of a good liberal arts education.
Credits: 16
Enrollment: 12
Thematic Planning Groups: Culture, Text and Language
Credits: 16
Enrollment: 46
Required Fees: $100 per quarter for overnight field trips.
Thematic Planning Groups: Sustainability and Justice
Sotne programs may be cancelled and others added after this printing. For the most current information, see www.evergreen.edu/catalog/2013-14.
88 i Graduate Studies
Admissions I 89
Graduate Studies
Admissions
MASTER OF ENVIRONMENTAL STUDIES (MES)
Complete and updated information regarding admission criteria and standards for all applicants
is available on Evergreen's Admissions Web site: admissions.evergreen.edu.
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
Randee Gibbons, Assistant MPA Director - General Cohort (360) 867-6554 or gibbonsr@evergreen.edu or www.evergreen.edu/mpa
Erin Genia, Assistant MPA Director - Tribal Cohort (360) 867-6202 or geniae@evergreen.edu or www.evergreen.edu/mpa/tribal
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". Designed for working adults, Evergreen's
MPA program is offered entirely on evenings and weekends and can be completed in as little as 2 years. Hundreds of Evergreen MPA
graduates are working in a wide variety of responsible positions within state, local, tribal and federal governments, education, nonprofit
organizations and private industry. 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, policy analysis, managing organizations, leadership
and ethics, human resources, multicultural competencies and research methods. The MPA program offers concentrations in Public and
Nonprofit Administration, Public Policy, or Tribal Governance.
MASTER IN TEACHING (MiT)
Sherry Walton, Director
Maggie Foran, Admissions and Advising (360) 867-6559 or foranm@evergreen.edu
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 February 1
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.
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 paper application from a PDF file found at admissions.evergreen.edu/application.
GENERAL TRANSCRIPT INFORMATION
Official college transcripts from each and every institution attended must be submitted. An official high school transcript
for freshman applicants must be sent from the high school from which you graduated. Transcripts must reflect all course work
completed at the time you submit your application. If transcripts are not available, verification must be sent directly from the
institution, or the overseeing state agency if the institution no longer exists.
Evergreen can receive official transcripts delivered by Docufide, National Student Clearinghouse, Naviance and Script-Safe
International. Check with your counselor to find out if your high school or college participates in these electronic transcript services.
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.
Photo by Shauna Bittle '98.
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.
I 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
I identified as remedial or applied (e.g., developmental reading, remedial English, basic English skills, yearbook/
1 annual/newspaper staff, acting, library).
Mathematics: Three years of mathematics, at the level of algebra, geometry and advanced (second year) algebra,
I 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
I in high school.
I
I
I
I.
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
Jl school. The foreign language requirement will be considered satisfied for students from non-English-speaking
| countries who entered the U.S. educational system at the eighth grade or later.
Science: Two years of laboratory science are required. One credit (one full year) of algebra-based biology or
chemistry or physics should be included in this two year requirement. The second year may be completed in any
lab science course that satisfies the high school's graduation requirement in science. Students planning to major
in science or science-related fields should complete at least three years of science, including at least two years of
algebra-based laboratory science.
I
Fine, visual and performing arts or academic electives chosen from the areas above: One additional year of
study is required from any of the areas above or in the fine, visual or performing arts. These include study in art
appreciation, band, ceramics, choir, dance, dramatic performance, production, drawing, fiber arts, graphic arts, metal
design, music appreciation, music theory, orchestra, painting, photography, pottery, printmaking and sculpture.
Students should choose electives that offer significant preparation for a challenging college curriculum. Honors
I and advanced placement courses are strongly encouraged and a more rigorous curriculum will be taken into account
I during the admissions selection process. Interdisciplinary study and courses that stress skills in writing, research and
I communication are especially helpful in preparing for Evergreen's innovative programs.
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 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.
Admission can be granted on the basis of at least six semesters of high school work. Applicants may be
I admitted on this basis provided that they submit an official transcript showing the date of graduation and successful
I 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
I seniors cannot complete their high school course work as matriculating students at Evergreen.
SPECIAL STUDENTS
Students wishing to enroll on a part time basis prior to seeking admission to Evergreen may register as "special students" for
a maximum of eight credits per quarter. 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.
More information for freshman applicants can be found at admissions.evergreen.edu/freshman
Students who wish to continue their studies into fall quarter may do so by registering again as a special student or by being
admitted to the college through the formal application process.
More information for transfer applicants can be found at admissions.evergreen.edu/transfer
Tuition and Fees I 93
92 I Tuition and Fees
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
2012-13 nine-month academic year.
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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 to 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:
100 percent to Friday of the first week of the quarter
RESIDENT
NON-RESIDENT
$7,812
$18,978
Books and supplies
999
999
Housing and meals
9,240
9,240
Personal needs
1,749
1,749
1,260
1,260
$21,060
$32,226
Tuition and Fees
Transportation
Total
Note: Full-time undergraduate tuition figures do not include the quarterly health, transit, CAB, and clean energy fees, which are mandatory
for students attending the Olympia campus.
ESTIMATED TUITION AND FEES
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to change
without notice. The rates below are for the 2012-13 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
$2,604 per quarter
$2,837
$3,070
$6,326 per quarter
$6,917
$7,508
Part-time
Undergraduate
9 or fewer
$260.40 per credit;
2 credit minimum
$632.60 per credit;
2 credit minimum
8 MPA
12 MES
16 MIT
$2114.40 per quarter
$2,643 per quarter
$2,643 per quarter
$5,348.80 per quarter
$6,686.00 per quarter
7 or fewer MPA
9 or fewer MIT
1 1 or fewer MES
$264.30 per credit;
2 credit minimum
$668.60 per credit;
2 credit minimum
Full-time Graduate
Part-time Graduate**
*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
Late Registration Fee
2nd week of the quarter
3rd week of the quarter
Mandatory Health Fee (quarterly)
$70
Mandatory Bus Pass (quarterly)
$1.10 per credit
up to $13.20
ID Card Replacement
with meal plan
$50
$100
$5
$25
CAB Renovation Fee
$5.75 per credit
Graduation Fee
S25
Clean Energy Fee
$1.00 per credit
Undergraduate Tuition Deposit (nonrefundable)
$50
Late Night Transit Fee (quarterly)
$3
Graduate Tuition Deposit (nonrefundable)
$100
Returned Check
$30
Late Payment Fee (per quarter)
$50
Housing / Administrative Fee:
Rental Contract or Unit Lease
$45
each
These fees are current at time of publication. Please check to verify amounts or additional fees.
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
Daily
$2.00
Academic year
$115/$60
Quarterly
$40 / $25
Full year
$120/565
Registration and Academic Regulations I 95
94 I Registration and Academic Regulations
I
Registration and
Academic Regulations
NEW AND CONTINUING STUDENT REGISTRATION PROCESS
Each quarter, prior to the Academic Fair, registration information for the upcoming quarter is available on the
Web at my.evergreen.edu. You are responsible for looking up your time ticket to register, researching the curriculum
information and registering. New students will be asked to participate in an academic advising session. Registration
priority is based on class standing. Early registration may increase your chances of getting into the program of your choice.
Late registration begins the first week of the quarter and requires a faculty signature. Some programs require a faculty
interview, portfolio 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.
ACADEMIC CREDIT
General Policies
You receive academic credit for meeting your program requirements. Credit, expressed in quarter hours, will be
entered on the permanent academic record only if you fulfill these academic obligations. Evergreen will not award credit
for duplicate work.
Credit Limit
Students may register for a minimum of 2 and maximum of 20 credits during any given quarter. A full-time load is
considered to be 12 to 16 credits, although well-prepared students may register for an overload up to 20 credits. Students
registering for more than 16 credits must follow college policy and complete their registration by the Friday of the first
week of the quarter. Additional tuition charges may apply.
Academic programs, independent study contracts and internships will be offered for a maximum of 16 credits each
quarter.
Students concurrently pursuing coursework at another college may register for a combined maximum of 20 credits.
Credits earned beyond this limit will not be accepted.
Registration is prioritized by the number of credits earned, giving seniors first choice, and is organized as follows:
Freshmen
0-44 credits
Sophomores
45-89 credits
Juniors
90-134 credits
Seniors
135 or more credits
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.
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, your Academic Statement and, when submitted, your self-evaluations.
CHANGES IN PERSONAL INFORMATION
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.)
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.
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.
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 (end of second week). After that, you must petition to change a program, course or individual/
internship contract. The petition form is available at www.evergreen.edu/registration.
You may drop classes or change credit within a program through the 30th calendar day of the quarter (Tuesday of
Week 5). It is essential to complete any changes as soon as possible. (See Refunds/Appeals, page 92.)
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
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 USC.
The federal Family Educational Rights and Privacy Act (FERPA) gives students certain rights regarding their education
records. You have the right to:
Inspect and review your educational records within a reasonable time period
Request an amendment to education records you believe are inaccurate or misleading
Consent to disclosures of personally identifiable information contained in your records,
except to the extent that FERPA authorizes disclosure without consent
File a complaint with the U. S. Department of Education concerning
alleged failures to comply with the requirements of FERPA
You must contact the Office of Registration and Records in person or by telephone if you want your records kept
confidential. These records include your name, address, telephone number and student status.
Questions concerning your rights under FERPA should be directed to the Office of Registration and Records.
Faculty I 97
96 I Registration and Academic Regulations
ACADEMIC STANDING POLICY
The academic standing of each Evergreen student is carefully monitored to ensure the full development of his or her
academic potential. Any student not making satisfactory academic progress, as defined below, is informed of her or his
standing and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and
internships. In addition, any student in danger of receiving less than full credit at mid-quarter is so notified in writing by his
or her faculty or sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be
required to take a leave of absence.
1. Academic warning.
A student who earns less than three-fourths of the number of registered credits in two successive quarters or
cumulative credit for multiple term enrollment, will receive an academic warning issued from the Office of Enrollment
Services. A student registered for six credits or more who receives no credit in any quarter will receive an academic
warning. These warnings urge the student to seek academic advice or personal counseling from a member of the faculty
or through appropriate offices in Student Affairs. A student will be removed from academic warning status upon receiving
at least three-fourths of the credit for which he or she is registered in two successive quarters.
2. Required leave of absence.
A student who has received an academic warning, and while in warning status received either an incomplete
or less than three-fourths of the credit for which she or he is registered, will be required to take a leave of
absence, normally for one full year.
A waiver of required leave can be granted only by the academic dean responsible for academic standing upon the
student's presentation of evidence of extenuating circumstances. A student returning from required leave will re-enter
on academic warning and be expected to make satisfactory progress toward a bachelor's degree. Failure to earn at least
three-fourths credit at the first evaluation period will result in dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the college for academic reasons will not be allowed to register for any academic
program or course at the college during any subsequent quarter. A student who has been dismissed may only be
readmitted to the college by successfully petitioning 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.
Faculty
The following is a list of Evergreen's faculty as of summer 2012. A more extensive description of their areas of expertise can
be found on the Academic Advising Web site: 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, Pub/ic Administration,
2001; B.A., Human Services, Western Washington
University, 1977; M.P.A., University of Arkansas, 1981.
Nancy Anderson, Public Health, 2008; B.A.,
Anthropology, Barnard College, 1977; M.D.,
Columbia University, 1980; M. Public Health,
Health Services, University of Washington, 1988.
Jeff Antonelis-Lapp, Environmental
Education, 2001; B.S., Environmental Education,
Western Washington University, 1978; M.Ed.,
Science Education, University of Washington, 1982.
Theresa A. Aragon, Management, 1999;
Academic Dean 2006-2010, B.A., Political
Science/Philosophy, Seattle University, 1965; M.A.,
Political Science/Sociology, University of New
Mexico, 1968; Ph.D., Political Science/Public
Administration, University of Washington, 1977.
William Ray Arney.
Susan M. Aurand, Emerita, Art, 1974;
B.A., French, Kalamazoo College, 1972; M.A.,
Ceramics, Ohio State University, 1974.
« The minimum requirement for the Bachelor of Arts or the Bachelor of Science is 180 credits.
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.
» Students must write an academic statement of up to 750 words. In the statement, students summarize and reflect
carefully on their liberal arts education. Students begin work on the statement when they first enroll, then develop and
revise it annually under the guidance of faculty. The final version becomes an important part of each student's transcript.
John Bald ridge, Geography, 2010; B.A.,
Creative Writing, University of Arizona, 1991;
M.A., English, Colorado State University, 1993;
Ph.D., Geography, University of Arizona, 2010.
« 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.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
» 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.
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.
GRADUATION REQUIREMENTS
* 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 a signed Declaration of Intent to pursue Bachelor of Arts and Bachelor of Science 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.
Abir Biswas, Geology, 2010; B.S. Geology/
Chemistry and Environmental Studies, Bowdoin
College, 2001; Ph.D., Geology, University of
Michigan, 2007.
Evan Black well, Visual Arts, 2012; B.A.,
Ceramics/Sculpture, Alfred University School
of Art and Design, 1995; M.A., Interdisciplinary
Visual Arts, University of Washington, 2008.
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.
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.
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.
Robert Cole, Emeritus, Physics, 1981; B.A.,
Physics, University of California, Berkeley, 1965;
M.S., Physics, University of Washington, 1967;
Ph.D., Physics, Michigan State University, 1972.
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.
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.
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, 1972; BA, 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.
Sara Sunshine Campbell, Mathematics Teacher
Education, 2010; B.A., Secondary Mathematics
Education, Western Washington University, 1997;
M.A., Curriculum and Instruction Mathematics
Education, University of Washington, 2007.
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., Biology, Reed College, 1982; M.S., Marine
Studies (Oceanography), University of Delaware,
Lewes, 1985; Ph.D., Biological Oceanography,
University of Delaware, Lewes, 1988.
Krishna Chowdary, Physics, 2007; B.A., Physics,
Johns Hopkins University, 1995; M.S., Physics,
Carnegie Mellon University, 1997; Doctoral Studies
(ABD), Physics, Carnegie Mellon University.
Savvina A. Chowdhury, Feminist Economics,
2008; B.A., International Studies, University of
Southern Maine, 1995; M.A., Economics, University
of California, Riverside; Ph.D., Economics,
University of California, Riverside, 2005.
Laura Citrin, Social Psychology, 2012; B.A.,
Political Science, University of California, Berkeley,
1992; B.S., Psychology, University of Washington,
1996; M.A., Social Psychology, University of
Michigan, 2000; Ph.D., Social Psychology and
Women's Studies, University of Michigan, 2004.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D., Biological
Sciences, University of California, Irvine, 1998.
Stephanie Coontz, Emerita, History and
Women's Studies, 1974; B.A., History, University
of California, Berkeley, 1966; M.A., European
History, University of Washington, 1970.
Judith Bayard Cushing, Computer Science,
1982; B.A., Math and Philosophy, The College of
William and Mary, 1968; M.A., Philosophy, Brown
University, 1969; Ph.D., Computer Science,
Oregon Graduate Institute, 1995.
Jon S. Davies, 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; Ph.D., Philosophy,
Vanderbilt University, 2008.
Rob Esposito, Modern Dance, 2008; Modern
Dance Technique, Nikolais/Louis Dance Theatre
Lab, 1975; B.F.A., Dance, State University of
New York College at Brockport, 1996; M.F.A.,
Dance, State University of New York College at
Brockport, 1998.
Lara Evans, Art History, 2005; B.A., Studio Art,
Scripps College, 1994; M.A.I.S., Studio Art (Painting)
and Art History, Oregon State University,
1998; Ph.D., Art History, specializing in Native
American Art, University of New Mexico, 2005.
Amjad Faur, Photography, 2012; B.F.A.,
Painting, University of Arkansas, 2003; M.F.A,
Photography, University of Oregon, 2005.
Faculty I 99
98 I Faculty
Joe Feddersen, Emeritus, Printmaking, 1989;
B.F.A., Printmaking, University of Washington,
1983; M.F.A., University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996-2001; B.A., French,
Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972;
M.A., Linguistics, University of Michigan, 1983;
Ph.D., Linguistics, University of Michigan, 1986.
John Robert Filmer, Management and
Internationa/ 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.
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.
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.
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.
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.
Vauhn E. Foster-Grahler, Mathematics, 2003;
Director, Quantitative and Symbolic Reasoning
Center 2003-present; B.A. Physical Education and
B.A. in Ed., Special Education, Western Washington
University, 1981; M.Ed. Exercise Science, Western
Washington University, 1989; M.S., Mathematics,
Western Washington University, 1994; Doctoral
Studies, Anthropological Mathematics, Union
Institute and University.
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.
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., C/inical 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, Sustainafaility Studies, 2006; B.A.,
Theology and Philosophy, Carroll College, 1984;
M.T.S., Harvard Divinity School, 1987; M.A.,
Anthropology, University of Massachusetts,
1989; Ph.D., Anthropology, University of
Massachusetts, 1994.
Jennifer Gerend, Land Use Planning, 2008;
B.A., Government, German, Smith College, 1998;
M.Urban Planning, New York University, 2000.
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.
Mark Harrison, Theater, 2004; B.A., English,
University of California, Santa Barbara; M.A.,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies, New
York University, 1989.
Rachel Hastings, Mathematics, 2005; B.A.,
Physics and Mathematics, Harvard University, 1991;
Ph.D., Applied Mathematics, Cornell University,
1998; Ph.D., Linguistics, Cornell University, 2004.
Ruth Hayes, Animation, 1997; B.A., Animation,
Harvard and Radcliffe Colleges, 1978; M.F.A.,
Experimental Animation, California Institute of
the Arts, 1992.
Martha Henderson, Geography, 1995;
Director of Graduate Program in Environmental
Studies, 2009-present; B.S., Social Sciences,
Western Oregon State College, 1974; M.S.,
Geography, Indiana State University, 1978; Ph.D.,
Geography, Louisiana State University, 1988.
Steven Hendricks, Creative Writing, 2009;
B.A., The Evergreen State College, 1997; M.F.A.,
Writing, The School of the Art Institute of
Chicago, 2000.
Chauncey Herbison, African American
Studies, 2007; B.A., American Studies, East
Asian Languages and Cultures, English,
University of Kansas, 1972; M.A., American
Studies, University of Kansas, 1980; Ph.D.,
American Studies, University of Kansas, 2006.
Heather E. Heying, Vertebrate Natural
History, 2002; B.A., Anthropology, University
of California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 2001.
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, California State
University, 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.
Cynthia C. Kennedy, Management, 1999;
B.S., Business and French, The Pennsylvania
State University, 1985; M.B.A., The Pennsylvania
State University, 1988.
Mukti Khanna, Developmental Psychology,
2000; B.A., Human Biology, Stanford University,
1983; Ph.D., Clinical Psychology, University of
Tennessee-Knoxville, 1989.
Cheryl Simrell King, Public Administration,
2000; Director of Graduate Program in Public
Administration 2006-2010, B.A., Psychology/
Sociology, University of Texas, 1981; M.A.,
Experimental/Testing Psychology, University
of Colorado, 1987; Ph.D., Public Administration,
University of Colorado, 1992.
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.
Julie Levin Russo, Communications/Journalism,
2013; B.A., English Literature, Swarthmore College,
2001; M.A. Modern Culture and Media, Brown
University, 2006; Ph.D., Modern Culture and
Media, Brown University, 2010.
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.
Naima Lowe, Experimental Media, 2010; B.A.
Africana Studies, Brown University, 2002; M.F.A.,
Film and Media, Temple University, 2008.
Cheri Lucas-Jennings, Public Policy, 1999;
B.A., Political Economy/Graphic Design, San
Francisco State University, 1974; M.A., Political
Science, Women's Studies and Public Law,
University of Hawaii, Manoa, 1978; Ph.D., Public
Legislation and Public Health, University of
Hawaii, Manoa, 1984.
Lee Lyttle, Library Sciences, 1992; Director
of Graduate Program in Public Administration,
2010-present; Dean of Library Services,
2001-2008; Academic Dean, 1998-2001; B.F.A.,
Architecture, University of New Mexico, 1974; M.,
Urban Planning, University of Washington, 1985;
M.,Library Sciences, University of Hawaii, 1991.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.
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.
Carrie Margolin, Psychology, 1988; B.A., Social
Science, Hofstra University, 1976; Ph.D., Experimental
Psychology, Dartmouth College, 1981.
Kabby Mitchell III, Dance, 2000; A.A., Contra
Costa College, 1979; M.F.A., Dance, University of
Iowa, 1998.
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.
Donald Morisato, Genetics/Molecular
Biology, 2002; B.A., Biology, Johns Hopkins
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986.
David McAvity, Mathematics, 2000; Academic
Dean 2012-present; B.S., Mathematical Physics,
Simon Eraser University, 1988; Distinction in Part
III of the Mathematical Trypos, Cambridge University,
1989; Ph.D., Mathematics, Cambridge University, 1993.
Paul McCreary, Mathematics, 2006; B.S., Political
Science, Massachusetts Institute of Technology,
1970; M.A.T., Education, Harvard, 1971; M.S.
Computational Mathematics, University of Illinois
at Urbana-Champaign, 1984; Ph.D., Mathematics,
University of Illinois at Urbana-Champaign, 1998.
Lydia McKinstry, Organic Chemistry, 2004;
B.S., Cellular and Molecular Biology, Fort
Lewis College, 1989; Ph.D., Organic Chemistry,
Montana State University, 1994.
Paul McMMlin, 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.
Miranda Mellis, Creative Writer, 2012; B.A.,
Writing and Literature, Naropa University, 2001,
M.F.A, Literary Arts Program, Fiction, Brown
University, 2004.
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.
David Muehleisen, Sustainable Agriculture,
2010; B.S., Zoology, Clemson University, 1975;
M.S., Botany, Clemson University, 1977; Ph.D.,
Entomology, Texas A&M University, 1987.
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 NewYorkatOswego, 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.
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; Ph.D., 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.
Photo by Carlos Javier Sanchez 97
Faculty I 101
100 I Faculty
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., Government and International Affairs,
University of Virginia, 1988; Ph.D., Political
Science (International Relations and Middle East
Studies), Columbia University, 2003.
Allen Olson, Computer Studies, 2003;
Academic Dean 2007-2013, B.A, Physics,
University of Chicago, 1990; M.S., Mechanical
Engineering, University of Washington, 1992.
Toska Olson, Sociology and Social Problems,
1998; B.A., Anthropology, University of
Washington, 1989; M.A., Sociology, University of
Washington, 1991; Ph.D., Sociology, University
of Washington, 1997.
Charles N. Pailthorp, Emeritus, Philosophy,
1971; Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
Alan R. Parker, Emeritus, Native American Policy,
1997; B.A. Philosophy, St. Thomas Seminary, 1964;
Commissioned 2nd Lt. Signal Corps, U.S. Army, 1966;
J.D., University of California, Los Angeles, 1972.
Nancy Parkes, Literature and Writing, 1998;
B.A., The Evergreen State College, 1978; M.F.A.,
Creative Writing, Goddard College, 1996.
Michael Paros, Health Science, 2006; B.A.,
Molecular Biology, University of California,
San Diego, 1989; Ph.D., Veterinary Medicine,
Washington State University, 1993.
Sarah Pedersen, English Literature and
Library Science; Interim Academic Dean,
2010-2011; Interim Dean of Library, 2011-present;
B.A., English Literature, Fairhaven College, 1973;
M.S.L.S., College of Library Science, University
of Kentucky, 1976; M.A., English Literature,
Northern Arizona University, 1980.
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.
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.
Susan Precise, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Leonard Schwartz, Creative Writing, 2003; B.A,
Creative Writing and Literature, Bard College, 1984;
M.A., Philosophy, Columbia University, 1986.
Paul Przybylowicz, Environmental Studies
Genera/ist, 1998; Academic Dean 2007-2013, B.S.,
Forest Entomology, State University of New York
College of Environmental Science and Forestry,
1978; Ph.D., Plant Pathology, Oregon State
University, 1985.
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.
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, 1997.
Andrew Reece, Classical Studies, 2003;
Academic Dean 2012-present A.B., Classical
Studies, Earlham College, 1991; M.A., Classical
Studies, Indiana University, 1993; Ph.D., Classical
Studies, Indiana University, 1998.
Liza R. Rognas, Library Faculty/Reference
Librarian, 1999; B.A., History, Washington State
University, 1991; M.A., American/Public History,
Washington State University, 1995; M.A.,
Information Resources and Library Science,
University of Arizona, 1998.
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.
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.
Zahid Shariff, Emeritus, 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; Interim Director.Tacoma Program 2012present; 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.
Trevor Speller, British Literature, 2010; B.A,
Psychology, University of Calgary, 1996; B.A,
English Literature, University of Calgary, 1999;
M.A, English Literature, York University, 2001;
Ph.D., English Literature, State University of New
York - Buffalo, 2009.
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.FA,
Printmaking, University of Wisconsin, Madison, 1997
Doreen Swetkis, Public Administration; 2010;
B.L.S, Business and Law, Bowling Green State
University, 1991; M.Ed, Adult Learning and
Development, Cleveland State University, 1998;
Ph.D., Urban Studies and Public Affairs, Cleveland
State University, 2009.
Kenneth D. Tabbutt, Environmental Geology,
1997; Interim Provost, 2010-2011; Academic
Dean 2005-2010, 2011-2012; 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.
Anthony Tindill, Sustainable Design, 2010;
B.Arch, Auburn University, 2002; M. DesignBuild, Auburn University, 2006.
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.FA,
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, Education, History, and
Political Economy, 1995: B.A, Political Science,
Drake University, 1970; M.A, Education and
History, Michigan State University, 1975; Ph.D.,
Education and Economics, 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;
PhD., Biology, University of Michigan, Ann Arbor, 2009.
BOARD OF TRUSTEES
SEPTEMBER 2012
Keith Kessler
Hoquiam (Chair)
Kristin Hayden
Seattle (Vice Chair)
Edward A. Whitesell, Geography, 1998; Director,
Graduate Program in Environmental Studies 20052008, BA, Environmental Biology, University
of Colorado, Boulder, 1973; M.A, Geography,
University of California, Berkeley, 1988; PKD,
Geography, University of California, Berkeley, 1993.
Anne Proffitt '76
Freeland (Secretary)
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.
Erin Harms
Olympia (Student Trustee)
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., H istory 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.
Irene Gonzales
Spokane
David Nicandri
Olympia
Gretchen Sorensen '82
Seattle
Paul Winters
Vancouver
ADMINISTRATION
Thomas L. Puree
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.
Sandra L. Yannone, English, 2001; Director,
Writing Center 2001 -present; B.A, Writing and
Literature, Wheaton College, Massachusetts, 1986;
M.F.A, Creative Writing, Emerson College, 1991;
Ph.D, English, University of Nebraska-Lincoln, 1998.
Artee F. Young, Law and Literature, 1996;
Director, Tacoma Program 2007-2012, 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; Ph.D., 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.
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
D. 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
Diversity and Community I 103
102 I Public Service Centers
Public Service At Evergreen
Diversity and Community
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.
COMMUNITY-BASED LEARNING—CLASSROOM TO COMMUNITY
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 \s 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.
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/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 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
Photo by Karissa Carlson.
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.
Services and Resources I 105
104 I Services and Resources
Services and Resources
Evergreen's commitment to you means sound advice, genuine support, good information and easily accessible
resources are available to you. We encourage you to take advantage of these services.
Student Affairs
Art Costantino, Vice President
LIB 3500, (360) 867-6296
www.evergreen.edu/studentaffairs
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.
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
Hearth
SEM I, 2110, (360) 867-6200
www.evergreen.edu/health
Financial Aid
Academic Advising
LIB Second Floor, (360) 867-6312
www.evergreen.edu/advising
Academic Advising provides advising and information on the curriculum, internship possibilities,
study abroad and other educational opportunities. Check our bulletin boards, Web page and
workshop schedule for help with internships, advising tips and study abroad. Meet with an advisor
on a drop-in basis or by appointment—whichever best suits your schedule. We also have evening
and Saturday advising and workshops. We can help you set up an internship, plan your academic
pathway and answer all kinds of questions.
LIB First Floor, (360) 867-6205
Email: finaid@evergreen.edu
www.evergreen.edu/financialaid
First Peoples' Advising Services
Access Services
for Students with Disabilities
LIB Second Floor, (360) 867-6348
TTY: 867-6834
www.evergreen.edu/access
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
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.
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.
LIB Second Floor, (360) 867-6467
www.evergreen.edu/mu Iticu Itu ra I
Residential and Dining Services
Housing Bldg. A,
Room 301, (360) 867-6132
www.evergreen.edu/rad
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. The Centers for Active Student Learning include the
Quantitative and Symbolic Reasoning (QuaSR) Center and the Writing Center. The QuaSR
Center assists students in all programs with math, science, music reading, and other topics related
to quantitative and symbolic reasoning. 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. Please check our websites 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.
Residential & Dining (RAD) Services is focused on creating a purposeful, just and sustainable
community with endless opportunities for getting involved. We offer 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. There are many dining options to choose from every day
in the five dining venues on campus, including vegan, vegetarian, and gluten free options.
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
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.
Evergreen's Social Contract I 107
PROHIBITION AGAINST DISCRIMINATION:
There may be no discrimination at Evergreen with respect to race,
sex, age, handicap, sexual orientation, religious or political belief, or
national origin in considering individuals' admission, employment or
promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the
Higher Education Personnel Board. Affirmative action complaints
shall be handled in accordance with state law, as amended (e.g.,
Chapter 49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
RIGHT TO PRIVACY:
All members of the college community have the right to
organize their personal lives and conduct according to their own
values and preferences, with an appropriate respect for the rights
of others to organize their lives differently.
All members of the Evergreen community are entitled to privacy
in the college's offices, facilities devoted to educational programs
and housing. The same right of privacy extends to personal papers,
confidential records and personal effects, whether maintained by
the individual or by the institution.
Evergreen does not stand in loco parentis for its members.
INTELLECTUAL FREEDOM AND HONESTY:
PURPOSE
Evergreen can thrive only if members respect the rights of others while enjoying their own rights. Students, faculty, administrators and
staff members may differ widely in their specific interests, in the degree and kinds of experiences they bring to Evergreen, and in the
functions which they have agreed to perform. All must share alike in prizing academic and interpersonal honesty, in responsibly obtaining
and in providing full and accurate information, and in resolving their differences through due process and with a strong will to collaboration.
The Evergreen community should support experimentation with new and better ways to achieve Evergreen's goals; specifically, it must
attempt to emphasize the sense of community and require members of the campus community to play multiple, reciprocal, and reinforcing
roles in both the teaching/learning process and in the governance process.
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.
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.
OPEN FORUM AND ACCESS TO INFORMATION:
All members of the Evergreen community enjoy the right to
hold and to participate in public meetings, to post notices on the
campus and to engage in peaceful demonstrations. Reasonable
and impartially applied rules may be set with respect to time, place
and use of Evergreen facilities in these activities.
As an institution, Evergreen has the obligation to provide open
forums for the members of its community to present and to debate
public issues, to consider the problems of the college, and to serve
as a mechanism of widespread involvement in the life of the larger
community.
The governance system must rest on open and ready access to
information by all members of the community, as well as on the effective
keeping of necessary records. In the Evergreen community, individuals
should not feel intimidated or be subject to reprisal for voicing
their concerns or for participating in governance or policy making.
Decision-making processes must provide equal opportunity
to initiate and participate in policy making, and Evergreen
policies apply equally regardless of job description, status or role
in the community. However, college policies and rules shall not
conflict with state law or statutory, regulatory and/or contractual
commitments to college employees.
POLITICAL ACTIVITIES:
The college is obligated not to take a position, as an institution,
in electoral politics or on public issues except for those matters
which directly affect its integrity, the freedom of the members of its
community, its financial support and its educational programs. At the
same time, Evergreen has the obligation to recognize and support
its community members' rights to engage, as citizens of the larger
society, in political affairs, in any way that they may elect within the
provision of the general law.
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.
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.
Photo by Carlos Javier Sanchez '97.
108 I Campus Regulations
Campus Regulations
Because Evergreen is a state institution, we must meet state and county responsibilities.
Index I 109
ndex
Academic Advising
; Academic Calendar 2011-2012
Academic Standing Policy
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 227, (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.
Only student and campus organizations may schedule tables in the College Activities Building. Reservations are made
through the Student Activities Office. There is no rental fee assessed for college organizations.
Vendor space in other buildings or outdoors may be scheduled with Conference Services. Fees will 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
O
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.
Access Services for Students with Disabilities
Accreditation
104
3
96
104
3
Ackley, Kristina
36
Activism, Advocacy and Citizenship
33
Adaptive Meaning of the Musical Mind
33
Administration
101
Advanced Research in Environmental Studies
34
Advancing Your Senior Thesis: Humanities/Cultural Studies
34
Aguilar-Wells, Michelle
56,69
Algebra to Algorithms
35
Alternatives to Capitalist Globalization
35
American Families: Historical and Sociological
Perspectives on Close Relationships
36
American Frontiers, Homelands and Empire
36
Andean Roots: Language and Cultural Landscape
37
Animal Behavior and Zoology
38
Anthrozoology
38
Antonelis-Lapp, Jeff
69
Applied Biology and Chemistry
39
Arney, Bill
41,48,55
Athletics and Recreation
104
Atoms, Molecules and Reactions
39
Aurand, Susan
53
Bailey, Marianne
Barlow, Clyde
Biswas, Abir
Board of Trustees
Bohmer, Peter
Bopegedera, Dharshi
Botany: Plants and People
Bowcutt, Frederica
Brabban, Andrew
Bruner, Bill
Buchman, Andrew
The Business of Art: Earning a Living as an Artist
46
42,85
34,69, 73, 85
101
35
53, 70, 85
40
40,51
39,75
42
40,70
40
Campus Map
112
Campus Regulations
108
Can Science Help Me?..To Be Better?
41
Career Development Center
104
Cataclysms in the Pacific Northwest
42
Center for Community-Based Learning and Action (CCBLA) 56, 79
Center for Mediation Services
104
Challenges of Aging
42
Chandra, Arun
66
China: A Success Story?
43
China: Business, Economy, Society, Sustainability
43
Chin-Leo, Gerardo
34, 52
Chowdary, Krishna
64, 71
Chowdhury, Savvina
87
Clifthorne, Michael
80
Clinical Psychology: The Scientist-Practitioner Model
Cloninger, Sally
44
74
Coleman, Scott
50
Community-Based Research: Social & Environmental Justice 44
Community College Degrees
91
Computer Science Foundations
45
Condensed Curriculum
6
Consciousness Studies
8
Consuming Cultures
45
Cook, Amy
57, 76
Coontz, Stephanie
36
Counseling and Health Centers
105
Creating Dangerously: Experiments in Feminist & Diaspora Art 46
Credit Limit
95
Culture, Text and Language
10
Gushing, Judith
35, 78, 85
Dark Romantics
Davies, Jon
Davis, Stacey
de Acosta, Diego
Dirks, Clarissa
Diversity and Community
Dorman, Peter
46
72 I
46, 86
57,59
65,85
103
76
Drop or Change a Program
94
Eamon, Kathleen
64
Ecological Agriculture: Meeting the Expectations of the Land 47
Education for Life
48
Education Theory & Empowerment—Understanding
Critical Race Theories & Qualitative Research
48
The Empty Space: Movement, Dance, and Theatre
49
Energy Systems and Climate Change
49
Environmental Studies
12
Equal Opportunity
3
Evergreen Center for Educational Improvement
Evergreen Tutoring Center
Expectations of an Evergreen graduate
Exploring Learning and Development
Expressive Arts
102
105
1
50
14
Faculty
Fiction Laboratory
Field Ecology
Field Plant Taxonomy
Financial Aid
Fire and Water: The Sun, Oceans
and Atmosphere in Climate Change
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
97:1
501
51
51
105
The Formation of the North American State
Freeman, George
From the Fire: The Art and Science of Ceramics
52
105
68
34,51 83
52
44
53
Index I 111
110! Index
ff
Gabriele, Judith
Gaul, Karen
Genes and Evolution
Gerend, Jennifer
Graduate Studies
Graduation Requirements
Green Materials: Science/Craft/Construction
Grodzik, Walter
Grossman, Zoltan
Gullickson, Andrea
46
45
54
69
88
96
54
49
36
33
Haft, Bob
Hahn, Jeanne
Hastings, Rachel
Hayes, Ruth
Hendricks, Steven
Herbison, Chico
Heying, Heather
How to Read a Program Description
Huerta, Grace
Human Rights and Wrongs: Literature, Film, Theory
Huntington, Sara
82
52
37
68
50, 67
70, 76
38, 54
32
48
55
87
Imamura, Ryo
Individual Study: Fiber Arts, Non-Western Art History,
Native American Art, Creative Writing
Individual Study: Humanities and Social Sciences
Individual Study: Japanese Culture, Literature, Film,
Society, and Study Abroad
Individual Study: Political Economy, Political Science,
Social Sciences, Social Justice
Individual Study: Psychology and Integrative Health
Individual Study:
Public Administration, Native American Studies
Inside Language
Internships
Introduction to Environmental Studies
Introduction to Natural Science
Ireland in History and Memory
42, 84
Jang, Rose
Japan Today: Studies of Japanese History, Literature,
Cinema, Culture, Society, and Language
Jun, Heesoon
43, 84
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Robert
Koppelman, Nancy
Kozick, Stephanie
Krafcik, Patricia
Krotscheck, Ulrike
49, 65
105
56, 65
54
45, 86
79
60
83
55
55
56
56
56
56
57
5
57
58
58
59
67
Landram, Glenn
Language Counts
Latin American Women Writers
Learning Resource Center
Leverich, Robert
Li, Mingxia
Longhouse Education and Cultural Center
Lowe, Naima
60
Madness and Creativity: The Psychological Link
67
Mandeberg, Jean
60, 77
Margolin, Carrie
77
Marr, David
88
Master in Teaching
88
Master of Environmental Studies (MES)
88
Master of Public Administration
25
Matching Evergreen's Programs to Your Field of Interest
62
The Mathematical Order of Nature
62
Mathematical Systems
33
McCreary, Paul
65, 85
McKinstry, Lydia
63
Media Artists Studio
63
Meeker, Laurie
Mission Statement
1
64
Models of Motion, Matter, and Interactions
64
Modernity and its Discontents
65
Molecule to Organism
Morisato, Donald
54, 82, 85
56, 59
Moruzzi, Harumi
56, 71
Mosqueda, Lawrence
65
Moving Towards Health
73
Muehleisen, David
34
Mullin, Greg
55, 86
Mullins, Greg
57
Murphy, Ralph
66
Music and Consciousness
66
Music Intensive
Narrative Objects
67 •:,
Native American and World Indigenous People Studies
16
The Nature and Evolution of Human Psychology
67
Neitzel, James
58,71,85
Nelson, Alice
60, 76
Nelson, Lin
34, 44
Nelson, Neal
45, 62, 64, 78, 85
Niva, Steven
35
Nonfiction Media: Animation, Documentary, and
Experimental Approaches to the Moving Image
68
Northwest Developments:
Land Use, Economics and the Politics of Growth
69
Notification and Deposit
89
Olson, Toska
Olympia to the Olympics: The Place and Its People
Orissi Dance and Music of India
Our Environment, Our Future
72
69
70
70
" | Paros, Michael
38,41,85
Passages: American Comings-of-Age
70
The Physical World of Animals and Plants
71
Planning and Curricular Options
4, 33
Police Services
105
Political Economy of Media
71
Political Economy of Public Education:
Contemporary Historical Realities
72
Power/Play: Balancing Control & Autonomy in the Social World 72
Practice of Sustainable Agriculture
73
Prior Learning from Experience
5
Programs for Freshmen
6
Przybylowicz, Paul
73, 83
Public Service At Evergreen
102
Quantitative and Symbolic Reasoning Center
- Ransom, Bill
Reading Landscapes: Earth Science and Literature
Ready Camera One: We're Live
Record Keeping
Registration and Academic Regulations
Reservation-Based Community-Determined Program:
Contemporary Indian Communities in a Global Society
Residency Status
Residential and Dining Services
Retention of Records
Rosemeyer, Martha
Roy, Ratna
105
70,80
73
74
95
94
74
92
105
89
47
70
Saliba, Therese
46
^J Scheuerell, Steven
37
Schofield, Paula
39, 75, 85
Schwartz, Leonard
79
Schyndel, Zoe Van
40
The Science Behind the Headlines: What's the Truth?
75
Science Seminar in Energy Systems and Climate Change
75
Scientific Inquiry
18
Self-Determination in Latin America
76
Services and Resources
104
Setter, Terry
66
Shaw, David
43
Sheppard, Gilda
33
Shulman, Sheryl
35, 45, 71, 78, 85
Simon, Benjamin
65, 85
Skin
76
Small World: Poverty & Development on a Shrinking Planet 76
Smith, Tyrus
33
Smurr, Robert
78
Social Contract
106
Society, Politics, Behavior and Change
20
So You Want to be a Psychologist
77
Sound and Fury Since Shakespeare
77
Speller, Trevor
64, 73, 86
Stalin and Stalinism
78
Stein, Eric
72
Student Activities
105
Student Affairs
104
Student and Academic Support Services
105
Student Conduct Code
106
Student Orginated Software
Student-Originated Studies: Advanced Natural History
Student-Originated Studies: CCBLA
Student-Originated Studies: Poetics
Student-Originated Studies: Seeds, Beads, Bees
and other Biodynamical Processes
Student-Originated Studies: Writing for Publication
Study Abroad
Study Abroad Consortium Partnerships
Styring, Alison
Summer Quarter
Sunderman, Rebecca
Sustainability and Justice
Swetkis, Doreen
78
79
79
79
80
5
80
34,51 79
91
39,85
22
40
Tacoma Program
24
Taking Things Apart: A Scientific and Artistic Exploration
82
Temperate Rainforests: Ecology, Chemistry, & Management
83
That's Classic(s)! Explorations in the Ancient & Modern World 83
Theatre of Fantasy: Performing Chinese Drama
on the Western Stage
84
Thuesen, Erik
34
Tindill, Anthony
54
To Apply for Admission
89
Transcript Information
89
Transfer Applicants
91
Transfer of Credit
91
Tremblay, Gail
55
Tuition and Fees
92
Turning Eastward: Explorations in East-West Psychology
84
Ulmer, Tomoko Hirai
Undergraduate Research in Scientific Inquiry
Undergraduate Research in the Humanities
Vavrus, Michael
71,72
Walter, Brian
Washington Center for Improving the Quality
of Undergraduate Education
Washington State Institute for Public Policy
Weinstein, Bret
Weiss, Richard
Who's Got What? Political Economy Through
Food, Culture and Social Movements
Williams, Sarah
Williams, Sean
Womeldorff, Tom
Writing Center
Writing is a Social Act
62, 85
Young, Artee
Zaragoza, Anthony
Zita, EJ
102
102
33,67
35, 45, 59, 78, 85
87
80
58
76
105
87
33
87
49, 52, 75, 85
z
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