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Identifier
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Eng
Catalog_2014-2015.pdf
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Title
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Eng
Course Catalog, 2014-2015
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Eng
2014
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Creator
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Eng
The Evergreen State College
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extracted text
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Table of Contents I 3
The Five Foci
We believe the main purpose of a college is
to promote student learning through:
Table of Contents
ACADEMIC PLANNING
ENROLLMENT SERVICES
001 Mission Statement
090 Adm issions
002 Expectations of an Evergreen Graduate
093 Tuition and Fees
004 Planning and Curricular Options
095 Registration and Academic Regulations
006 Condensed Curriculum
027 Matching Evergreen 's Programs
to Your Field of Interest
ACADEMIC PROGRAMS
INFORMATION
103 Public Service at Evergreen
104 Diversity and Community
105 Services and Resources
034 How to Read a Program Description
035 Program Descriptions
Students understand abstract theories by applying them to
projects and activities and by putting them into practice in real
world situations.
107 Evergreen's Social Contract
109 Campus Regulations
089 Graduate Study at Evergreen
110 Index
098 Faculty, Trustees and Administration
112 Campus Map
Academic Calendar
~
2014-2015
Winter
2015
Fall
2014
Orientation
September 22 - 26*
Tuition Deadline
October 3
Quarter Begins
September 29
January 5
Evaluations
December 15- 20
March 16-21
Quarter Ends
December 20
Vacations
Thanksgiving Break
November 24- 30
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January 9
March 21
Winter Break
Dec. 22 - Jan. 4
Summer 2015
Spring
2015
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April3
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First Session
March 30
June 8-13
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June 13
Spring Break
March 23-29
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l
t
June 28
I
June 28
Our
Mission
Statement
As an innovative public liberal arts college,
July 27
June 22
July 27 - Aug 1
I
ISecond Session
I
Aug 31 -Sept 5
Evergreen emphasizes collaborative,
interdisciplinary learning across significant
differences. Our academic community
August 1
September 5
No classes Martin Luther King Day, Presidents
Day, Independence Day, Memorial Day,
Labor Day and Veterans Day holidays.
engages students in defining and thinking
critically about their learning. Evergreen
supports and benefits from local and
* Subject to change
global commitment to social justice,
Commencement: June 12, 2015
diversity, environmental stewardship
EQUAL OPPORTUNITY
& NON-DISCRIMINATION
The Evergreen State College expressly prohibits
discrimination and behaviors which, if repeated,
could constitute discrimination against any person
on the basis of race, color, religion, creed, national
origin, sex, sexual orientation, gender identity,
gender expression, genetic information, marital
status, age, disability, pregnancy, or status as a
disabled, a Vietnam-era veteran or other covered
veteran. Sexual harassment, including sexual assault
and sexual misconduct are forms of discrimination
~ _ that the College prohibits, as required by Title IX
of the Education Amendments of 1972. The
·
College also prohibits retaliation against anyone
who files a discrimination complaint or participates
in a related complaint process. These prohibitions
extend to all College admissions, employment,
and education programs and activities. Responsibility for protecting our commitment to equal
opportunity and non-discrimination extends to
students, facu lty, administration, staff, contractors
and those who develop or participate in college
programs at alllel(els and in all segments of the
college. Evergreen's social contract, Student Conduct
Code, Non-Discrimination policy, Sexual Harassment
a~d Sexual Misconduct policy, and the Affirmative
Action and Equal Employment Opportunity policy
are available at www.evergreen.edu/policies.
Per-sons who believe they have been discriminated
against at Evergreen are urged to contact:
Nicole Ack, College Civil Rights Officer
Library 3102, (360) 867-5371
or TTY: (360) 867-6834
ackn@evergreen.edu; or
Andrea Seabert-Oisen, Senior Conduct Officer
Library 3009, (360) 867-5113
seaberta@evergreen.edu
Inquiries concerning the application of College
non-Discrimination policies or Title IX may be referred
to the College Title IX Coordinator, Paul D.
Gallegos, Library 3207, (360) 867-6368,
gallegos@evergreen.edu.
ACCREDITATION
The Evergreen State College is accredited by the Northwest Commission on Colleges and Universities,
8060 165th Ave. NE, Redmond, WA 98052.
DISCLAIMER
Academic calendars are subject to change without notice. The Evergreen State College reserves the
right to revise or change rules, charges, fees, schedules, courses, programs, degree requirements and
any other regulations affecting students whenever considered necessary or desirable. The college
reserves the right to cancel any offering because of insufficient enrollment or funding, and to phase out
any program. Registration by students signifies their agreement to comply with all current and future
regulations of the college. Changes become effective when Evergreen so determines and apply to
prospective students as well as those currently enrolled.
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 288.10 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 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.
©2013 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, Access1@evergreen.edu.
and service in the public interest.
Adopted by the Evergreen faculty 4/ 28/ 11
Planning and Curricular Options I 5
4 I Planning and Curricular Options
Planning and Curricular Options
EVERGREEiN: A DIFFERENT PLACE TO LEARN
HOW TO SELECT A PROGRAM
,
Evergreen is unlike any other college in the country. Students have an unusual amount of freedom to explore, develop and articulate
their own sense of direction. With freedom, of course, comes responsibility. Evergreen's faculty look forward to helping you embrace both.
Formal Majors? Not here. Choosing an area of emphasis puts the power in your hands: instead of a predefined major, you design an
academic plan that reflects your developing interests during your college education. Evergreen faculty will help you create your pathway
and learn to articulate it through an Academic Statement.
Disconnected Classes? Not here. Interdisciplinary programs reflect the real
ACADEMIC STATEMENT
world: you'll begin by selecting a single program, which typically represents a
Your Academic Statement is an essay of
full-time course load and may last up to three quarters. All your classes, teachers
up to 750 words in which you articulate your own
and classmates are in one place. Instead of taking an assortment of different
unique pathway to graduation from the College.
and often unrelated classes, you learn about the interconnections of subjects
Students begin thinking and writing about
in the real world. With faculty approva l and oversight, you can also engage in
their academic journey during orientation and
individual study or research in subjects that build upon your prior academic work
continue to revise their statements annually with
or you can take more narrowly focused courses to complement programs and
the guidance and support of faculty. By the time
individual study.
you graduate, you will have created a transcriptPrograms may include lectures, labs, readings, seminars, field study,
ready statement that documents the shape and
research projects, community service, internships, and study abroad . The faculty
significance of your college education .
members who teach programs connect d ifferent academic disciplines around a
unifying theme. Each program is developed with a learning community in mind .
Most full-time students take one 16 credit program per quarter while parttime-students often take one 8-12 credit program or one or more 2-6 credit
courses. Most programs are offered in our daytime curriculum, with some also
offered in the evenings and on weekends.
Letter Grades? Not here. Narrative evaluations are detailed and descriptive
narratives that document student achievement: your learn ing and academic
progress are assessed in narrative evaluations rather than grades.
For more information, go to www.evergreen.edu/academics
•
Scan this catalog . It contains the full-time interdisciplinary program offerings for the 2014-15 academic year.
•
Consult Web listings at www.evergreen.edu/catalog/2014-1 5 .
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
academ ic 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.
ALL-CAMPUS MENTORING DAYS
The whole campus pauses twice a year,
during winter and spring quarters. On these
All-Campus Mentoring Days, faculty lead
workshops to help students plan for the future .
They cover topics such as how to be a better
student; develop a senior thesis, capstone project
or Individual Learning Contract; prepare for
careers or graduate study in specific fields; and
refine and complete final Academic Statements.
Evergreen
llJajors, thfs section ~ll ;pe especia!ly
ur decisions about which progtaf!;lS to take.
are offt:red over two or three quarters.
To ~>iili{f~ your learning expedeq
.J>la~to,ifi:v,Y .Vlrth a program fotits.et
r.:::.
::::w~'
+ Have.<!''i>ac;k-t.ip plan, just tn ca~ a program doesfl't work
wel!;f<n;·yott; odflt is alreadY fUif when you tl;Y to register.
:;. Soine orbarams reauire a faculty
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SPECIAL FEATURES OF THE CURRICULUM
Prior Learning from Experience Evergreen recognizes that adult students returning to college have acquired knowledge from their life and
work experiences. If students want to document this knowledge and receive academic credit for it, Prior Learning from Experience (PLE) provides
an appropriate pathway. For more information, call (360) 867-6164, or visit www.evergreen.edu/priorlearning.
__.---
Study Abroad International studies may include study abroad in a
full -time academic program, a consortium program (page 79), 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 prepa ration 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
Advanced Field and Laboratory Biology
in Southwestern Ecos:tstems
35 F w
Landscapes of Faith and Power
in· _:::th"
F;,ot<>rn
M<>diterranean
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"=-=-c:=.:.:..::c=:.:......,.---~----------~-----· -Native Decolonization in the Pacific Rim :
From the Northwest to New Zealand
!h!!~PCII'li~b:~PE!(l~ir;g"Y.<:>.r.I~: ~IJI~IJr(ll~rc:>ssing~
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.
Individual Learning Contracts and Internships are typically reserved for junior- and senior-level students. These are studentgenerated projects where the student works with a faculty sponsor to complete advanced academic work. An internship, wh ich 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/2014-15/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 89.
Photo by Shauna Bittle '98.
Condensed Curriculum 2014-2015 I 7
Condensed Curriculum
Programs for Freshmen
Freshmen may enroll in Core, Lower-division, All-level and some programs designed f~r .
sophomores and above.
area.
The Planning Units areConS(;io!Jsness Stt.Kii&s; Critical and Creati~:Practie~ Cuiture, Text and
; .Environmental; Studies; Expt\llssive Arts; Native Programs; S!;fentific Inquiry; Sociecy.
r and Change; and:SUstainabitity and Jt.~stice. Thert~at'ft ~Janning gtoups fnclude
pte Studies {NAWff>$),
·
Core programs are freshmen-only programs that will 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.
pl~ning
•
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.
•
All-level programs enroll freshmen, sophomores, juniors and seniors, with a typical mix of 2S percent of seats reserved for freshmen . 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 Lower-division 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 well-qualified 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)
Between Land and Sea: Observations on
pg
quarter
...~i()l()gic(l.l(jn~...C:ulturCII.. C:.h.CI.':l9E!.........
Consciousness: Pathways to the Self
37
42
[)ivE!r~ity(jn~[)issentif.1~~ucatiof.1 a.f1d the Media
,1<;
F
F
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It's About Time
... ~i~91E!.. ~E!~_: .JI.-1.L.J~.ic:, .. ~i()l~gy ..a..fld_ ~C>li9'
Structures and Strictures:
........... . -···
f.ic:!iC>.fl· ~a!hernatic;s(lf.ld ~~il~~~p~y ..
Trees
Lower-division: (50% freshmen/ 50% sophomore)
Cultural Landscapes:
_ Introduction to Sustainability_a~c:!.lustice
~C!r:t~PY.rl<lrni~: C:!irn.CI!~· . ~E!()P.I~. C!':l~f:tis!~rt....
It's About Style
Mona Lisa Overdrive: Science in Art and Culture
Musical Cities
Ships of Wisdom:
Ancient Trade Routes and the Diffusion of Ideas
?mall !.h.if.lg~: 1f1!irna.tE! lf.lglJiriE!~ if1te> ~\'E!rt~CIY ~ifE!
T~il1~if.1g T.h.ro.L.Jg~Qr':lament __
What Are Children For?
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All-level: (freshmen - seniors)
Business: Innovation, Stewardship and Change
...C:C>I11PlltE!r?c;ie.r1C:.E!...f.C>lJ..r1~<l~i().f1~..
The Empty Space:
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43
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62
63
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ln~iyi~ll(ll ~tL.J~y: fillrna.ni!ies Clf1d ?C>C:i(ll ~ciE!f1C:E!S
Introduction
to Natural Science
··················································-···
Models of Motion
Movementffhought
Myth, Magic and Method in Theatre and Dance:
A Midsummer Night's Drea_!!l_ _
Performance in Process: Examining Performance
_ as an Opportuni-ty for Per~onal and Social Change
. ~~Cic:!iC:E!()f~l)~t(lin.a.\>IE!.. ~9r.ic;lll!ll~e
75
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Silence, Solitude, Laziness
and Other·-··-·······························-····
Pillars of the Good Life
76
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quarter
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~E!riC>Eillar:'C:E!· ~()\IE!I11E!r1!<lr1~. T.h.E!CitrE!
......... _ .....~~···· F
50 F
Food: Coevolution, Community a~ Sllstainability
Forensics and Criminal Behavior
51
GE!r:'E!raJC:.h.E!I11istry
78
pg
39
42
-~Jou Wan_t to be a Psyc~OICJ.gi_st_
5
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8 I Condensed Curriculum 2014-2015
Condensed Curriculum 2014-2015 I 9
Consciousness Studies
You will learn concrete things, facts, ideas, relationships. You will learn how to work with groups of
people, which is how most of your work in life will be done, adjusting to new groups, helpiQg 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.
Core: (designed for freshmen)
Consciousness: PathwaystotbE!~E!If
tv1iddle Sea: Music,Biology(ln~~()licy ___
pg
42
61
.....
63
48
54
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S
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......
Junior or senior: (advanced level)
__ Operatingfv1<Jnl)<JI for Spac:e~bip _ E::ar_tb
Turning Eastward:
Explor<J!iol1~ in East/Wes!~~Y<::b()l()gy ___ _
Senior only: (advanced level)
... fv1ultic:u!!llr<JI(::gunsE!Iing:~ljgli~!iC:~E!rspE)(;!iye_
F
ormation Syitems
Keesoon Jun PsyctJQJogy
cynthia Kennedy l-eadership
$\~ ~9~~flt1dl~ t>evelopmena
75
_
38
72
.....
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62
Sophomores or above: (intermediate level)
Bodies of Kno'l'/ledge
Photos by Shauna Bittle '98, (inset) artwork from /Imagine Us As a Holy Family Engaging In the Great Work of Increasing the Light (detail), 2006, by Cappy
Thompson '76, photo by Steve Davis.
J:l0bl$pq$ito Mod~~j'jPCe
Sara{lqrrtington Wfl~, Research a,
Mlddet.<Jbl'fPhysfcs
lr:tdividual S!ljdy: Humanitie_~ar:t<:J~()dal ~ciE!I1<::E!~
Movement/Thought
Silence, Solitude, Laziness
and Other Pillars of the Good Life
.
F
.......................... 8_1
All-level: (freshmen - seniors)
The Empty Space:
Performance, _fv1ovement and Th~e_atre
. ~sychology<JI1~ tv1indfl)111e_~~
Sen~oryE::c:<>l()gy
Wdbm Ray Arney
Ryo •h'la,..ra East/West Psychole>gy
Lower-division: (50% freshmen/50% sophomore)
Musical Cities
-·
---Thinkingibr<>l!9h Orr:tarT1e.l1.! ....................
quarter
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Somatic Studies
•
10 I Condensed Curriculum 2014-2015
Condensed Curriculum 2014-2015 111
Critical and Creative Practices
".... theory .... has come to designate works that succeed in challenging and reorienting thinking
in fields other than those to which they apparently belong. This is the simplest explanation of what
makes something count as theory. Works regarded as theory have effects beyond their original field."
-Jonathan Culler
While diverse in their teaching methodologies,
Critical and Creative Practices faculty are
united in the idea that making is a mode for critical and analytical thinking and cultural production.
The area also emphasizes the ways creativity is vital to all integrative thinking, criticism and cultural
production. In this sense we exhort students emphasizing the arts to seek rigorous, intellectual
and disciplinary breadth and depth as necessary artistic strategy. We encourage students interested in the humanities to understand theory as
practice, as an intellectual form of producing knowledge.
"rhe word critical addresses critique, analysis, and questioning. It means reflecting on, and articulating, how one originates an idea,
critiques it, includes/excludes sources, revises, and ultimately manifests synthesis and ideas into images, forms or stuff. We take the word
creative to indicate the ways in which creative and critical thinking are interconnected and speaks to our shared interest in how to make and
to analyze cultural production. Practice speaks to our insistence on both "writing as thinking" and "making as thinking." We are interested in
the varieties of ways students perceive, grapple with, and resolve questions and problems, how they see ideas in relation to each other and
in relation to materials.
By offering programs and courses related to the theory and practice of cultural production that are tied to using creativity to pose complex
questions about the world, students develop skills in understanding the theories and histories associated with a range of disciplines, in the
"hands on" creative and research practice of a variety of disciplines. They will also have the opportunity to develop skills in connecting their
own creative and research practices with the histories and theories of those practices, and in creating connections between their own work
-and the broader world . Students work with faculty on emerging and established research and creative projects that reflect our pedagogical
foci around student-centered learning, experiential learning, foundational skill development, and multi- and inter-disciplinary modes of inquiry.
We are committed to helping our students develop technical, conceptual and formal knowledge of one or more field(s) of cultural
production, and the capacity to reflect on the creative process and make connections between one's own work and relevant histories/theories.
We are particularly committed to exposing students to rigorous research as a central component of artistic practice. As artistic practice changes,
Critical and Creative Practices provides faculty and students with the opportunity to not only update arts and all education on campus, but to
more fully and collaboratively disperse multiple intellectual skills across the arts and humanities, social sciences and physical sciences.
Core: (designed for freshmen)
pg
Between Land and Sea: Observations
on Bi()logic<Jiand Cultur<JJ<::hai19E!
Diver~ and Dissent in Education and the Media
It's About Time
Structures and Strictures:
Ficti()n, tv1a~bemati~s anc!Pbii()!;()PhY
Lower-division: (50% freshmen/50% sophomore)
_l!'s Ab_()Ut ~ ---- _ ----------Thinking Th~()~,Jgh()rnarr1~(lt_
37
quarter
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All-level: (freshmen - seniors)
Individual Study: Humanities and Social Sciences
Silence, Solitude, Laziness
and Other Pillars of the Good Life
--
----
----
-
75
F
43
F
_fontested Bodies: RE)presentations of Ma_r:ty_!dom
J?ra;ving Ti(I1E!
Afjce (llelson Latqi·Am!iritan1t.iterature, SpapJs~
Shaw Osha Bne and S;tudio Arts
Sarah Pedersen Literature, ~aritime Studies
Trev9t Spe~~~r Bt;itish t£teratf.lre
Usa Sweet Visual Art
Briah'Waltilr Mafhematfcs
Julia Zay Video/Media Studies
46
F
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60
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72
77
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81
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87
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..... ....
····-··············································· ···-· ······-···
.... ····-·····
Junior or senior: (advanced level)
The (<:;()loni(ll) Ri!iE! ()f~hE! ~ri!isb f\Jg\IE)I
Wha!~S_!o ~Ex~irr1ental Music and Theater Now?
Photo by Shauna Bittle '98, (inset) by Andrew Jeffers '13.
Greg!\llullitts Literature, Queer StUdies
Eli~abeth WilliamsoJi·"~ogfisp Lite;~ture
Sophomores or above: (intermediate level)
Entrepreneu~shipa(ld E~()(1()(11i~[)E!\IE!IoprnE!r1!
Mediaworks
Eva~t BlackWell C!eramil::s, 513ilfptu(e
Kathleen Eamon Philosoph¥t
Amjad FaurPhotography
,Ruth Hayes.,AniqJatioo6 Medfa StUdies
Steve~_ Hendricks Creative Writing, Book Arts
'fiiaima Lowe Experim~Tltal Media
Jean Mandeberg Vis~tt,l Art
•
12 I Condensed Curriculum 2014-2015
Condensed Curriculum 2014-2015 I 13
Culture, Text and Language
Culture, Text, and Language (CTL) invites students to engage in rigorous critical inquiry
about the human experience. Our curriculum covers many disciplines and fields of study, including
literature, history, women's studies, philosophy, religious studies, classical studies, art history, postcolonial studies, linguistics, cultural anthropology, cultural studies, gender studies, race and ethnic
studies, American studies, folklore, and creative and critical writing.
Through the study of culture and 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 and a strong focus on learning the
craft of writing, they learn the means of communication used by different societies and nation states, and how to use the tool of language to
develop their own intellectual and expressive voices .
. 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 rich in the study of diverse cultures and languages so that students can learn about
shared legacies across significant differences such as race, class, gender, and sexuality. Our geographic areas of inquiry include the Americas,
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 which integrate the study of French, Russian, and Spanish . Courses
are also offered in Chinese, Arabic, and American Sign Language, and periodically in Japanese, Latin, and Greek.
- Most Culture, Text and Language programs bring together two or more disciplines to pose crucial questions about the human condition;
4>
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
Core: (designed for freshmen)
[)iversi~ ilf1~[)i~St?f1t i1_1 ~~lJ~ti<:>r1 ilr1~ t~E! IYlt?~iil
Cultural Landscapes:
an individual contract, seniors have the opportunity to pursue advanced study while producing an original thesis or project in their area of interest.
l1_1tr<:>.~LJ<:ti<:>nt<:> .?l1staif1<l~ilityil1_1d)u~ticE!
Ear:th Dynamics: ClimatE!, Pe<:>pleand Hist<:>ry
Mona Lisa Overdrive: Science in Art and Culture
Ships of Wisdom :
Ancient Trade Routes ..........
and·····································-----------------------the Diffusion of Ideas
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."
quarter
45
F W
Lower-division: (50% freshmen/ 50% sophomore)
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
To prepare for this work, interested students should begin to discuss their plans with potential faculty sponsors during their junior year.
pg
.?fl1illl Tbings: lntif11il~eJnqui~it?s.. in~() ~\fE!ry~ay ~if~?
Thif1.kingThrough Ornament
What Are Children For?
.. 1.f1~i\li~ua1...~!LJdy: f::iiJillilr1.i~ie.~. ilr1~S()Ci<ll ~<::iE!.r1.<::E!. s ....
Silence, Solitude, Laziness
and Other Pillars of the Good Life
~()~ies()f ~r1()\','IE!~9!?....
.. <:Jr!?!?<::!? ar1~ !tilly: .<\r1Ar:tistic ilr1~ ~ite~ilryQ~y~~E!Y
Imperial Beauty, Turmoil and Tragedy:
...... ~LJ~sia filii~. tbE! ~()\fi~?t U1_1i()1_1 ~ises
India Then and Now
···--·-············· -----Landscapes of Faith and Power
in the Eastern Mediterranean
...~<l.!?~. : f'hii<:>~<:>Pbe.r~(f'hi i()~<:>Ph!?~~f'<>e~ ..
~paf1isb:~P!?a~il_1g IJY<:>rl~ : <::l11tl1rill <:;ro~si1_1g~
Stalin, Gorbachev and Putin:
The Soviet Union and the Rebirth of Russia
Vikings, Mongols and Slavs:
Tbe.
Photos: by Shauna Bittle '98.
..... ~IJ~~i.<l..il.r1~tht?forg ir1.9.. <lf ~f!1pire.~ ...
-_
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43
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_Drawing]illl_E! _ _
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The Empty Space:
Perform(l_nce, Movement and_I~e.atre
Forensics and Criminal Behavior
How ~ uage Works _ _ _ _ _ _ _ _ __
lW::.~
Marianne hlley French Uterature
l:@ura ettri\1 soctaf Psycb61og~ Ge~erandsWom¥1rt'$VstutJ@$
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llrumi Moru:zZtculf.traiSw:tfi~s, fteratU,e, f!i1m Studies
~teve~Niva lntemationa¥!Politlcs;;;Rolitical f!(Jilosophyw ••
Ca:talina ~amgo. sefni~IJ e:a'!Ji1tlag,
Sand lfatin )1\meticaiitite?atun:r'' +
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ftfta Pouglales Anthropology
Andr•lll; Reece Ciassicaf Studies
~muetA.$ch!'Jlgerlithrl\grdphy,~me(icarJ>Studies tl
Leonarct S~w~ ~qetf~
Robert W.-'smurr R~~~;~ History
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Junior or senior: (advanced level)
"As Real as
Rain" : The Blues and American Culture
·························· ·· ············································································•·····
The (Colonial) Rise of the British Novel
Turning Eastward:
Explorations in East/West Psychology
.. ~r1~e.rg~il~l1il!e Re.~e.!lr~bil_1t~e. .. '::il1'!1<l.r1i~i~~-·
Understanding L~uag_
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Condensed Curriculum 2014-2015 I 15
141 Condensed Curriculum 2014-2015
Environmental Studies
The Environmental Studies (ES) planning unit offers broadly interdisciplinary academic studies
within and across three distinctive thematic areas: Human Communities and the EF1vironment,
Natural History and Environmental Sciences. Programs emphasize interdisciplinary, experiential
study and research primarily in the Pacific Northwest with additional work in other areas of North
and South America. Research methods and analyses emphasize field observation, quantitative and
qualitative methods, and Geographic Information Systems. In any year, ES programs explore many
of the 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 and education, environmental economics,
environmental history, environmental 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, ichthyology, herpetology, invertebrate zoology, mammalogy,
mycology, ornithology, and exploration of issues in biodiversity.
•
Environmental Sciences-Investigates primarily with the studyofthe underlying mechanisms
and structures of natural systems, both living and nonliving . They include biogeochemistry, biology,
chemistry, climatology, ecology, evolutionary biology, geology, hydrology, environmental analysis,
marine biology, oceanography, and issues of global climate change.
In freshmen-only and lower-division programs in Environmental Studies students can expect to gain knowledge and skills in writing, the
scientific method, quantitative methods, making connections between disciplines, the use of drawing and diagramming to support both
communication and learning and basic lab or fieldwork skills. They will also gain a solid background in the core concepts of biology, ecology and
social science. In upper-division programs students will have the opportunity to delve deeper into topics in the thematic areas listed abovenatural history, environmental science and the interaction of human communities and the environment. Enrollment in upper-division programs
may depend on having basic prerequisites; carefully read the catalog and talk to faculty to ensure that you are prepared for the program. The
Advanced Research in Environmental Studies program provides additional opportunities to participate in primary research with Evergreen faculty.
Environmental studies faculty offer both new and repeating programs. Repeating programs are regularly offered, typically every other year
or every third year. These programs include Ecological Agriculture, Practice of Sustainable Agriculture, Animal Behavior, Vertebrate Evolution,
Marine Life, Plant Ecology and Taxonomy, Temperate Rainforests and Field Ecology.
· In order to capture the diversity of organisms, habitats and social systems found around the world, Environmental Studies faculty regularly
offer programs with a study abroad component, particularly to Central and South America. These programs offer the opportunity to observe
organisms and environmental processes that you learned about in the classroom, interact with researchers at biological field stations and do
field-based research in some of the most biologically rich areas in the world.
The Evergreen State College offers a Master of Environmental Studies (MES) degree that integrates the study of the biological 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 for MES, please visit www.evergreen.edu/mes.
Core: (designed for freshmen)
pg
....~i~91~ .. ?~~: . ~.Lisic;_•...~.i<:JI<:)gy _~r19 .~. ()1ic;y ___
61
Lower-division: (50% freshmen/50% sophomore)
Cultural Landscapes:
lr~~r()~Lic;tion~<:>?List~irl~~ility~ri~}LI~~icE!
~~rth. [)yr~arni~: C::lirn~~E!·Yegple~f1~ lji~t()ry ..
Mona Lisa Overdrive:
Science in Art ---and Culture
All-level: (freshmen - seniors)
Food: Coevolution, Community and Sustainability
~r~c;tic;E! <:)f ?LI~~~il1~~1e f>.gric;LII~LirE!
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tbvfowfcz Ecp{agy1 EJiolagy, Agriculture
j"roptca(~~~~$1Y
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~o_t~r~y: _l"l~rl~ ~ri9People
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_Environmental Analysis
_________________
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Geopolitics, Energy, Economics
~d Stewardship of the Pacific Northwest
52
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to
Environmental
Studies
55
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--------------------------------·····················------------------- ·························-····
Ornithology
66 F
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River Resources
_Sensory Ecology_________
74
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~kV. Tlluesen Maripe Science,
---- Zoolo_gy, Ecophysiology
Junior or senior: (advanced level)
Advanced Field and Laboratory Biology
_ iri?<:Jllth.\'o/E!?~~~ri~(;_<:)S)'S!~rn~
Advanced Research in Environmental Studies
Climate Solutions
~~ririE! ~i<:J~i\IE!rsity ..
IJ\filcllife Bi<:JI<:Jgy:___ ~iEcl~ <ll1cJYishfi!~_
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16 I Condensed Curriculum 2014-2015
Condensed Curriculum 2014-2015 I 17
Expressive Arts
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 upper-level
The Performing, Visual and Media Arts have a strong presence on campus. Arts-related programs
are offered regularly by some faculty in at least six planning units at the college: Consciousness Studies,
Critical & Creative Practices, Culture, Text, & Language, Evening/Weekend Studies, Expressive Arts,
and Sustainability and Justice. Performances, exhibitions and screenings are a regular part of campus
life and learning. Expressive Arts programs and classes include intellectual and artistic exploration
interdisciplinary programs or thematic studio-based programs. Student Originated Studies in Visua l Art and Independent Learning Cootracts
• '
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
as well as technical development, providing disciplinary depth and interdisciplinary breadth . Entry-
imaging studio and darkrooms, an HD production studio for live filming, performance and/or television production . Teaching spaces include a
level work takes place in interdisciplinary programs while advanced students may focus on more
life drawing studio, drawing and painting studios, a 3D studio and two AN 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.
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
fC:,rms 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
~bility
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, upper-division 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.
Core: (designed for freshmen)
~ic:jcjle S.~CI : ~~;J~it:. E!i()I()9YCI':lcJ~()I icy
Lower-division: (50% freshmen/ 50% sophomore)
Cultural Landscapes:
Introduction_t<:> Sustainability and Justice
Musical Cities
Thinking Through Ornament
pg
61
quarter
F W
43
63
81
F W S
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----
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.......................... -· 48
Movement/Thought
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by Shauna Bittle '98, (inset) by Hannah Pietrick '10.
Saly ~~~!tr Birr!, Vfd~o
1
Walter eugJi)e GrodZik Theater
;1\ndf'•a
Guflfd<son
cMusi<:)t
X·
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%1'
-'~~
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+l'tobe!;t t.eved'<b'ViJaat Arf; Architectq£e.
Kabby Mitcfl.~l JU Dance, African Amer~can
64
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.. r?!CIY:'i':l9 .Till1~ ....
. (JreE;!<:;E;! (I nc:jl~(lly: f>.n f>.rtis~i<: ~nd Literary (?c:jyssey
Mediaworks
..
Compositi<m, Computet'~IJsic
All-level: (freshmen - seniors)
The Empty Space:
Myth, Magic and Method in Theatre and Dance:
·-·- ___
A Midsummer Night's Dream
Performance in Process: Examining Performance
~ an _9pportuni!Y_f~r_f'ersonal and S()cial Cha!l_g_E!___
A.run Chandra Musf~ .PerfB!flanc~,
46
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Ratne . Roy Dance, African American
Stu~fts, SoUthAs:{an St4'es
Sean WiUiams Ethnomusitology
Junior or senior: (advanced level)
Operating Manual for SE(Iceship__!::arth ____ _ ___ 9~-' E
'/Vb(ltis!<:>~E;!~)(pE;!rilllE!':l~(ll ~~;Jsi<:;al1~ :fbE;!CI!E!rf':J()'I'/?
87
W S
F W S
Condensed Curriculum 2014-2015 119
18 I Condensed Curriculum 2014-2015
Native Programs
The Native Programs planning unit at The Evergreen State College has a commitment to:
Reservation-Based Community-Determined Program
The Reservation-Based Community-Determined program is "reservation-based" with classes held
within the community and "community-determined" by placing value on existing community knowledge,
•
Provide a quality higher education for Native American and other Indigenous students,
•
Educate non-Native students on interacting in productive ways with Native communities,
•
Partner in a respectful manner with Indigenous communities, and
indigenous knowledge and academics.
•
Honor the government-to-government relationship that our
•
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.
utilizing community members as guest instructors, and instituting participatory research methods.
We believe students are best served by a well-defined, consistent program that balances personal authority,
State institution has made with Washington tribal nations.
The Native Programs planning unit faculty encompass a wide range of liberal arts disciplines,
including cultural studies, politics, social sciences, art, and environmental studies. The faculty are
drawn from Native American and World Indigenous Peoples Studies (NAWIPS) which includes
Olympia daytime academic programs and courses, the Master of Public Administration - Tribal Governance program, Graduate Program
•
Academics give breadth within the liberal arts through reading, writing, research and other scholarly pursuits
that complement personal authority and community knowledge.
on the Environment (offering the Master of Environmental Studies Degree), the Longhouse Education and Cultural Center, First Peoples
Advising Services, and the Reservation-Based, Community Determined Program.
Since the early 1970s, Evergreen has developed a unique combination of Native initiatives, both academic and public service, enhanced
through collaboration with local tribes. In keeping with Washington State's Centennial Accord, Evergreen works on a government-to-government
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.
basis with tribes to respond to the needs of tribal people in the Northwest.
Because of Evergreen's unique relationship to the tribes, the Native Programs planning unit faculty have approaches to learning and research
_ that enrich Evergreen and draw diverse students, staff and faculty. We welcome allies in staff and faculty who have Native Studies as a priority,
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
to be part of our social community and planning discussions. We see this integration of Native Programs as supporting ongoing College-wide
Evergreen's application, an intake packet must be completed by all prospective RBCD
conversations about curriculum development, student engagement, and other cross-campus initiatives.
students. To obtain the packet, contact rbcdprog@evergreen.edu.
For more information on Evergreen's Native Programs, see www.evergreen.edu/nativeprograms.
•
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.)
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,
Students attend class four Saturdays per quarter at the Long house on the
Evergreen campus .
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,
•
Students work toward a Bachelor of Arts degree.
For students with fewer than 90 credits, The Evergreen State College partners
performances, exhibits and community gatherings. The primary public
with Grays Harbor College (Aberdeen, Wash .) and Peninsula College (Port Angeles,
service work of the Longhouse is to administer the Native Economic
Wash .) to provide an Associate of Arts direct transfer degree that is reservation based
Development Arts Program (NEDAP) that promotes education, cultural
and intended to prepare students for the RBCD Bachelor of Arts Degree program. The Colleges are able to
preservation and economic development for Native artists and tribes in
deliver a program comprised of a unique set of courses particularly relevant to tribal communities. For more
the Pacific Northwest.
information on the Reservation Based programs, please visit www.evergreen.edu/tribal, the Grays Harbor
For information on the MPA track in Tribal Governance, visit
College website: www.ghc.edu/distance/reservation, or the Peninsula College website: www.pencol.edu.
www.evergreen.edu/mpa/tribal or the Graduate Studies page 89.
Sophomores or above: (intermediate level)
Native Decolonization in the Pacific Rim :
From the Northwest to New Zealand
pg
quarter
64
F W S
73
F W S
Junior or senior: (advanced level)
~eSE)I"J<Jti()ll~f?C!sE)d. <:ollllllunity~I:)E)tE)~'!lillE)~Y~()grarT1
Junior or senior: (advanced level)
pg
Reserv~tion-Based, Community-Determined Progr~r11~- 73
quarter
F W S
~
!
20 I Condensed Curriculum 2014-2015
Condensed Curriculum 2014-2015 I 21
Scientific Inquiry
The faculty of the Scientific Inquiry (51) 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 and careers in math, science, medicine, allied health, and technology.
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 learn to solve theoretical and real-world
problems. Students learn to think like scientists-to develop hypotheses, design experiments, collect data and see patterns, analyze findings
within a theoretical framework, read scientific literature, write technical reports and papers, and to apply these skills to new situations. Our
students have unique opportunities to use high-quality instruments, such as the scanning electron microscope and nuclear magnetic resonance
spectrometer. In addition, they can use some of the best modern software available. Students also have many opportunities to do scientific
research on faculty research teams under the Undergraduate Research in Scientific Inquiry program. Research students routinely present their
work at scientific meetings and co-author technical papers.
Scientific Inquiry students have an excellent record of success in graduate and professional schools, as well as working in a variety of scientific
Core: (designed for freshmen)
Between Land and Sea:
Observations on Biological and Cultural Change
Trees
pg
quarter
37
F W S
s
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 and other teacher preparation programs in Washington state. Refer to
the individual program descriptions for more details about these and other programs.
Molecule to Organism•
Atoms, Molecules, and Reactions'
Environmental Analysis'
Forensics and Criminal Behavior
General Chemistry
Introduction to Environmental Studies
The Chemistry of Living Systems
Algebra to Algorithms•
Computer Science Foundations•
Models of Motion, Matter, & Interactions•
Mathematical Systems'
Student Originated Software'
Computability and Language Theory'
Methods of Mathematical Physics'
Structures and Strictures
Physical Systems and Applied Mathematics
Forensics and Criminal Behavior
Lower-division: (50% freshmen/50% sophomore)
. . ~.~t::t~. PYr1CI'!Ji~:<:li.'!JCI~~.y~gpl~. ~r1.c:f..f:ii.~!?.'l
Mona Lisa Overdrive: Science in Art and Culture
All-level: (freshmen - seniors)
Computer Science Foundations
Forensics and Criminal Behavior
c:;E!r1E!r~l <:hE!rT1i~try ..
Introduction to Natural Science
Models of Motion
Wildlife Biology
Ornithology
Avian Monitoring and Research Methods
Mona Lisa Overdrive
Advanced Field and Laboratory
Biology in Southwestern Ecosystems
Trees
Ecology of Harmful Algal Blooms
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 2014-2015
2 A version of this program is usually offered every other year, and will likely be offered in 2015-2016
Inset photo by Hannah Pietrick '10.
Models of Motion, Matter, & Interactions•
Energy Systems'
Science Seminar'
Astronomy and Cosmologies'
Methods of Mathematical Physics'
Atoms, Molecules, and Reactions'
Earth Dynamics
Physical Systems and Applied Mathematics
47
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56
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Sophomores or above: (intermediate level)
.. A\'iCin"':1?.r1i~(;)_rir19..CI.r1.c:f .. ~E!~E!~~<:h .. ~E!~~()c:f~ ....
Bodies of Knowledge
. !~~ <:hE!r:rli~trygf Li'ofi(lg_~Y~.!E!'!l.~.....
ComPlJtability and Lan~~ Theory
....~C:?.I()gy .?.f. f:i~r'!JfLIIAig~I ...~.I?..O.rT1.s ...
Environmental Analysis
Introduction to Natural Science 0
Molecule to Organism•
Environmental Analysis'
Food, Health, and Sustainability'
Earth Dynamics
Forensics and Criminal Behavior
Bodies of Knowledge
Between Land and Sea
w
Introduction to Environmental Studies
Ornithology
·······-·········································-------
f'hysic:;~l ~Y~!E!rT1~~r1c:f AppliE!c:f ~CI!~E!'!l_~~iC:~
?E!r1~?.r:Y~<:?.I?.gy .
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Junior or senior: (advanced level)
Advanced Field and Laboratory Biology
i(l ??.(Jth'IVE!~~~~r1 ~c:;osystE!rT1~.....
lJr1c:f~r~tCin.c:fing ~Cir19(J(Ige
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Condensed Curriculum 2014-2015 I 23
22 I Condensed Curriculum 2014-2015
Society,-Po Iiti cs,
Behavior and Change
The Society, Politics, Behavior and Change (SPBC) planning unit weaves together the various
social science disciplines that enable us to better understand society and the way in which society
operates in local, regional, national and international arenas. In so doing, we place a particular
emphasis on:
Society-Many of our programs examine how individuals of diverse races, genders, religions and
classes, interact to construct a complex society. We also study how that society and other social
forces affect the experiences and opportunities of the individuals and groups within.
Politics-Some of our programs consider how societies and governments are organized. Our study of politics includes attention to its
implications for race, gender, and class.
Behavior-Many of our programs study the social, psychological and biological forces that influence human health and behavior. Our faculty
has particular strengths in the areas of cognitive, clinical and social psychology.
Change-Our programs study strategies for bringing about social change. We examine historical examples of successful social change and
ongoing struggles to improve society, and to consider positive alternatives for the future.
Business management programs study the role of organizations in society, and the ways in which various types of organizations including
- for-profit, nonprofit, public and entrepreneurial venture, may be structured and financed in the Pacific Northwest and at the national and
international level. Our business programs often emphasize economics and the role of private sector economic development in job creation .
Many of our programs examine society from a multicultural perspective that seeks to understand and show respect for peoples with
different ethnic and cultural heritages and to build bridges between them. As part of our work, we identify the factors and dynamics of
oppression and pursue strategies for mitigating such oppression.
Our area includes faculty from the following disciplines: economics, accounting, history, public policy, public administration, labor studies,
business, management science, political science, law, entrepreneurship, international affairs, tribal governance, health sciences, psychology,
and education.
Several of the faculty members in this area teach regularly in the Master in Teaching program or the Master of Public Administration
program. All of our faculty work collaboratively to develop our undergraduate curriculum.
Students who graduate from Evergreen after studying in social science programs go on to start their own businesses and social ventures,
and they frequently attend graduate school in fields such as business, education, law, psychology, political science and public administration .
Core: (designed for freshmen)
Diversity and Dissent in Education and the Media
pg
45
quarter
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76
87
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Lower-division: (50% freshmen/ 50% sophomore)
~~rtbPY11~f!1ic:~: (:;l ir11~t~, ~~()pi~ ~11~f::'i~t()ry
Small Things: Intimate Inquiries into Everyday Life
What Are Children For?
All-level: (freshmen - seniors)
. E3usines~: lnnoyati()f1, ~t~""~r~~hip ~11~ <:ha11g~
Silence, Solitude, Laziness
and Other Pillars of the Good Life
~() You\AJantt<)b(;!a ~sych()l()gis~ .
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5
Sophomores or above: (intermediate level)
··································-·····
_Qemo..c:_r_c~_~nd
Free Speech
Entrepreneurship..and~conof!lic.Qevelopf!l~.nt ..
Geopolitics, Energy, Economics
and Ste.,...ardship ofthe ~acific f\J()rth""~?t
India Then and Now
Intermediate Macroeconomics
Landscapes of Faith
and Power in the Eastern Mediterranean
tv1akif1g .A.Qiffer~I1C:~/[)()if1g ~()C:i~l <:h~I19E!
Religion and the Constitution
River Resources
Timely and Timeless Work Toward Sustainability
lv'jsi()f1 ~nd .A.~i()n : ~nt~epr~neurial\{~ntur~s
-----------~ - -------------------------- - ------------
Photos: by Shauna Bittle '98, (inset) by Andrew Jeffers '13.
52
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Junior or senior: (advanced level)
pg
Development and Learning: Birth to 14
45
fv1aking (:;hal19~1::'app~f1
59
Turning Eastward: Explorations in East/West Psychology 82
\AJa?hif1gt()l1 St(lt(;! ~(;!gi~l~~iy~ lnt~rl1~hiP?
87
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Condensed Curriculum 2014- 2015 I 25
24 I Condensed Curriculum 2014-2015
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. Evergreen'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 (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 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 about situations very different
from their own, deepening their understanding of different life experiences and world views. We encourage you to have conversations with faculty
offering these programs to find the learning style that best meets your interests and needs.
Core: (designed for freshmen)
and Dissent in Education and the Media
Middle Sea: Music, Biology ar)d~
pg
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quarter
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Lower-division: (50% freshmen/ 50% sophomore)
Cultural Landscapes:
l(l!r()~l:'0ig(lt<:>?l!~t~il1~~ili1:y;:~(lcl}l!~~i<:E!
Earth Dynamics: Climate, People and History
47
All-level: (freshmen - seniors)
Food: Coevolution, Community and Sustainability
Practice of Sustainable llnr;r, .I+• "
50
71
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38
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El()t~ny: ~l;:~(lt~ ~r1~ ~E!()PIE!
Climate Change: From Awareness to Action
40
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55
58
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?? f
Psychology and Mindfulness
~(;!ligi()!1 ~(lc:J !~(;! (':()(1S!i~l;lti()!1
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Timely and Timeless Work Toward Sustainabilil:y
Junior or senior: (advanced level)
Climate Solutions
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Washington State Legislative Internships
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India Then and Now
Intermediate Macroeconomics
Photos: by Shauna Bittle '98.
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Matching Evergreen's Programs to Your Field of Interest 127
26 I Condensed Curriculum 2014-2015
Tacoma Program
The Tacoma program is committed to providing its students with an interdisciplinary, realitybased, 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
Matching Evergreen's -Programs
to Your Field of Interest
If you are accustomed to thinking about your studies in terms of subject areas or majors, this guide can help you match
your educational interests with Evergreen's offerings. For example, if you are interested in American studies, look for the
American studies category heading. Under it, you will find the titles of programs that have American studies content. Another
option for matching your interests to Evergreen's programs is to use the search feature in the online version of the catalog at
www.evergreen.edu/catalog/2014-15 or to read through the Fields of Study web pages at www.evergreen.edu/studies.
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.
AESTHETICS
<::C?I1t~~~E;!d ~()~i~~: Be!Pr~~~l1tilti()l1~ ()f ~(lrtyr~()~
[)r(l.,.,.il1gTirT1~
The Empty Space:
e~rf()~~ili1C:E!· ~()'J~~~I1t(li1~The!il~~~
Features and Benefits
Musical Cities
Poet-Philosophers/Philosopher-Poets
Structures and Strictures:
Fiction, Mathematics and Philosophy
•
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
Personalized academic support and evaluation processes
AFRICAN AMERICAN STUDIES
"As Real as Rain" : The Blues and American Culture
•
A tradition of employer satisfaction with graduates
-- ~a.~il1g <::hC111g~_ l-:l_a.PP~I1 ....
Flexible class schedules
Day and evening classes
High graduate school placement rate
Opportunities to engage in dialogues across and beyond differences
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.
48
69
78
_ '!'!h.il!_ i~_ !()~E!~~P.E!~i~E!I1!ili~IJ~ic;_ a.I1~. The!il~E!~ ..I\J()v.<!....~?....
AGRICULTURE
Advanced Research in Environmental Studies
Who Should Apply
pg quarter
43
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"As Real as Rain" : The Blues and American Culture
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Entrepreneurship and Economic Development
48
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87
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ANTHROPOLOGY
Bodies of Knowledge
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Junior or senior: (advanced level)
:fh_E;!
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TO.y~ragou Ame,fi~attStudies,
Po(it{eai·Economy
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52
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Native Decolonization in the Pacific Rim:
From the Northwest to New·····-····················································-----·-------Zealand
64
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65
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BIOCHEMISTRY
The! C::he!~i~!~ ()f~iyil19 ~yst~~~
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Undergraduate Research in Scientific Inquiry
BIOLOGY
Advanced Field and Laboratory
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.. A'Jiill1.. ~()11i~()ril1.g __il.l1.c:l.. Be!.~E!.a~c:_h .~~!h_c=~c:ls ...
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28 I Matching Evergreen's Programs to Your Field of Interest
CHEMISTRY
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··························································································------Undergraduate Research in Scientific Inquiry
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Introduction to Sustainability and Justice
85
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42
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48
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54
63
65
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CONSCIOUSNESS STUDIES
Consciousness: Pathways to the Self
The Empty Space:
Performance, Movement and Theatre
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Silence, Solitude, Laziness
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Thinking Through Ornament
Turning Eastward:
Explorations in East/West Psychology
FWS
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75
81
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82
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Matching Evergreen's Programs to Your Field of Interest I 29
CULTURAL STUDIES
"As Real as Rain": The Blues and American Culture
··················-·····
Bodies of Knowledge
pg quarter
36
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43
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The Empty Space:
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48
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53
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Imperial Beauty, Turmoil and Tragedy:
R.iJ.~Si<!...fa1.1.~.!b.E!S<:>\/iE!!l,Jf1ie>n .. R.i~E!.~ .....
India Then and Now
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Making Change Happen
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Mona Lisa Overdrive: Science in Art and Culture
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Musical Cities
Native Decolonization in the Pacific Rim:
From the Northwest to New Zealand
54
59
61
62
Entr~pref1E!U~sbip and.~C()f1()f!JiC: PE!\/E!I()pf!1E!f1t
Geopolitics, Energy, Economics
and. S!E!'!'.a~d.~bip gf tb~ ~<l_cific; ~c:lr:!b'!'.E!~!
Intermediate Macroeconomics
Introduction to Environmental Studies
Political Economy and Social Movements:
Race, Class and Gender
River Resources
64
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Stalin, Gorbachev and Putin:
The Soviet Union and the Rebirth of Russia
78
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Thinking Through Ornament
81
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Explorations in East/West Psychology
82
FW
Vikings, Mongols and Slavs:
Russia and the Forging of Empires
86
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DANCE
The Empty Space:
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Movement/Thought
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Myth, Magic and Method in Theatre and Dance:
64
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A Midsummer Night's Dream
Performance in Process: Examining Performance
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ECOLOGY
Advanced Field and Laboratory
Biology in Southwestern Ecosystems
Advanced Research in Environmental Studies
35
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36
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Introduction to Environmental Studies
Middle Sea: Music, Biology and Policy
49
50
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Practice of Sustainable Agriculture
66
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39
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FIELD STUDIES
Advanced Field and Labor.tory
Biolog_y_in_Southwestern Ecosystems
74
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Diversity and Dissent in Education and the Media
The Empty Space:
Performance, Movement and Theatre
48
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54
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[)ivE!r~ity ar~d.[)issent in~duc;ati<:>f1<!f1d.tbE!~E!d.ii:J
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Trees
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63
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Climate Change: From Awareness to Action
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Reservation-Based, Community-Determined Program 73
Ships of Wisdom:
75
Ancient Trade Routes and the Diffusion of Ideas
ECONOMICS
Wii<Jlif!!Jliology:
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35
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38
45
49
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GENDER AND WOMEN'S STUDIES
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Ready Camera One: We're Live
59
72
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Tbif1~ing Through Qrr1<:if!'E:!f1t .
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Forensics
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Silence, Solitude, Laziness
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ENVIRONMENTAL STUDIES
Advanced Research in Environmental Studies
62
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43
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52
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Climate Solutions
Cultural Landscapes:
·-·················································································-····
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River Resources
. Technical Writing in the 21st Century
Trees
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Wildlife Biology: Birds and Fishes
70
71
74
80
82
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Matching Evergreen's Programs to Your Field of Interest I 31
30 I Matching Evergreen's Programs to Your Field of Interest
Vikings, Mongols and Slavs:
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in the Eastern Mediterranean
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GEOLOGY
Advanced Research in Environmental Studies
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Imperial Beauty, Turmoil and Tragedy:
... ~lJs~ia.Y~II~(~be.~()\lie.tl:Jf1i()l1i3:i?e.s ___ ..
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Religion and the Constitution
Washington ~i3..!e.. Legislative.___lnternships _
73
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HEALTH
Advanced Research in Environmental Studies
35
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38
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~()()<:!: C:()E!\I()Iljti()l). <:;()rT1rT1Linityi3!lcl ?Lis_ti3il1i3~ility 50
Greece and Italy: An Artistic and Literary Od~ 52
Imperial Beauty, Turmoil and Tragedy:
Russia Falls, the Soviet Union Rises
53
India Then and Now
Power In American Society (Fall or Winter)
69
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Reservation-Based, Community-Determined Program 73
Ships of Wisdom:
Ancient Trade Routes and the Diffusion of Ideas
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HYDROLOGY
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River Resources
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Native Decolonization in the Pacific Rim:
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64
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Stalin, Gorbachev and Putin:
The Soviet Union and the Rebirth of Russia
Structures and Strictures:
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MARINE SCIENCE
Advanced Research in Environmental Studies
1/11
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Entrepreneurship and Economic Development
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LINGUISTICS
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_ _ _ _....... 53
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LITERATURE
Between Land and Sea:
Observations on Biological and Cultural Change
~()~ie.?()fi<:l)()~le.~ge. ..
The (Colonial) Rise of the British Novel
Imperial Beauty, Turmoil and Tragedy:
Russia Falls, the Soviet Union Rises
India Then and Now
Individual Study: Humanities and Social Sciences
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...............................
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Making A Difference/Doing Social Change .
Washington State Legislative Internships
Lisa Overdrive: Science in Art and Culture
Musical Cities
Native Decolonization in the Pacific Rim:
From the Northwest to Ne~ Zealand
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Entrepreneurship and Economic Development
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Stalin, Gorbachev and Putin:
The·········
Soviet
Union and the Rebirth of Russia
78
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LAW AND PUBLIC POLICY
Climate Change: From Awareness to Action
75
Vikings, Mongols and Slavs:
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Macroeconomics
···········-········. ..
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Power In American Society (Fall or Winter)
69
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LANGUAGE STUDIES
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Turning Eastward:
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Advanced Research in Environmental Studies
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landscapes of Faith and Power
Eastern Mediterranean
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Ships of Wisdom:
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MATHEMATICS
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Forensics and Criminal Behavior
Introduction to Natural Science
Models of Motion
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Diversity and Dissent in Education and the Mediw
The Empty Space:
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Mediaworks
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Musical Cities
Myth, Magic and Method in Theatre and Dance:
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Performance in Process: Examining Performance
as an Opportunityjor ~ersonal and Social Ch~E!- ~
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NATURAL HISTORY
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Photo by Shauna Bittle '98.
32 I Matching Evergreen's Programs to Your Field of Interest
pg quarter
OUTDOOR LEADERSHIP AND EDUCATION
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69
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Ships of Wisdom:
Ancient Trade ·Routes and the Diffusion of Ideas
75
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Silence, Solitude, Laziness
75
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and Other Pillars of the Good Life
Structures and Strictures:
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78
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Turning Eastward:
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PHYSIOLOGY
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·············-············-·······- ···-····
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Introduction to Environmental Studies
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~
Matching Evergreen's Programs to Your Field of Interest I 33
PSYCHOLOGY
Consciousness: Pathways to the Self
Datamania
Individual Study: Humanities and Social Sciences
pg quarter
42
44
54
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59
63
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?<:>'r'C>IJ\fva.f1tt<:>~e <lPsxc::he>logis~
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~xpl()r(;lti.<:>f1S. i.n ~. astJV.I~st ~s.ych()l()gy
QUEER STUDIES
The Empty Space:
p~~orrn<ll1~e. f111oy~r:nel1~ancjTheatre .
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in the
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58
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Religion and the Constituti~
_ __ _ _!]__ ~
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82
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-~plorations_i.fl_E_?~est PEch~ogy_
SOCIOLOGY
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The Empty Space:
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STUDY ABROAD
Landscapes of Faith and Power
in the Eastern Mediterranean
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From the Northwest to New Zealand
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pg quarter
48
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What Are Children For?
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ZOOLOGY
Advanced Field and Laboratory
--~i().I<J.gy_ in Southwestern Ec::osystems__ ___ __
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····· ····································--·······························-····
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Programs I 35
34 I How to Read a Program Description
Program Descriptions
How to Read a
Program Description
I
.
Advanced Field and Laboratory Biology
in Southwestern Ecosystems
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 key information packed into the listings that follow.
l
FIELDS OF STUDY - - - - - - - ,
· Indicates subject areas that
correspond to traditional
::::~::.:~s
_ States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
PREPARATORY FOR •••
Between Land and Sea.•.
Indicates subject areas
that correspond to
traditional disciplines and
subjects and might be a
particularly useful step for
future studies or careers.
Fall, Winter, Spring quarters
Fields of Study: biology, literature, maritime studies ...
Class Standing: Freshmen
Prerequisites: none
Preparatory for studies and careers in biology, literary
studies, maritime studies, leadership and media studies.
Faculty: Naima Lowe, Sarah Pedersen, Heather Heying
What does it mean to observe? When things change-
L
~FACULTY
PREREQUISITES - - - - Lists conditions for eligibility for the
program, such as studies you should
have completed or faculty review of
a portfolio.
Fewer than 16 credits allow for
other options, e.g., an internship or
language course.
Does not accept new enrollment in winter or spring.
Core programs typically allow 23
students per faculty; all-level allow 24;
intermediate and advanced, 25.
THEMATIC PLANNING GROUPS
PLANNING UNITS
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 .
our senses, and the brains that interpret for them, have
changed in the interim? What might we see that we could
not before? What that we see in the spring was truly not
there in the fall?
As we move between sea and shore, we will focus on
borders and boundaries: physical, sensory and cultural;
metaphorical and literal. Coastlines are both real, defining
a transition between two other real things, and in constant
flux. We will look for pattern and subtlety in the places
in between the dichotomies, developing stories about
the changes and the boundaries we've observed. We will
consider what makes a "good" story in science, film and
literature, and investigate how to create, tell, assess and
destroy stories .....
CREDITS
ENROLLMENT
Faculty bios are on page 97.
the stakes, the shoreline, or the technology, the observed
or the observer-how does what we see change? How are
vision and insight intertwined, and how does this impact
our representation of the natural world? Through the
perspectives, methodologies and skills of documentary
filmmaking, literary criticism, evolutionary science and
seamanship, we will study, interpret and communicate what
we see, how we see and why. Beginning the year with a
brief ship voyage and foundational studies in documentary
studies and evolutionary science, we will spend the long
cold months exploring ashore with a significant focus on
documentary film production . We will then return to the
sea in spring with a two-week long expedition. How will
.....__, Credits: 16
L
s
Programs are grouped by these units in
the Condensed Curriculum on page 12.
Enrollment: 69
Required Fees: $249 in fall, $250 in winter, and $1,311 in
spring for overnight field trips.
Thematic Planning Groups: Critical and Creative
Practices and Scientific Inquiry
FACULTY SIGNATURE
ACCEPTS WINTER/
SPRING ENROLLMENT
Indicates whether faculty
approval must be obtained
before registering and other
requirements for new students.
s
SPECIAL EXPENSES/FEES
Expenses in addition to regular
tuition and fees.
Check the entry in the online catalog for updated fees and special expenses,
amount of required online learning and other details about these programs.
Fall and Winter quarters
Fields of Study: biology, botany, ecology, field studies, natural
history, outdoor leadership and education and zoology
Class Standing: Junior- Senior
Prerequisites: This upper-division program is for students who have
completed general biology, college-level algebra, general chemistry,
and have field experiences in the sciences (e.g., have taken science
programs/classes with a significant field component). Please talk
with the faculty prior to registering if you are unsure about your
level of preparedness .
Preparatory for studies and careers in ecology, biology, botany,
zoology, microbial ecology and environmental science.
Faculty: Dylan Fischer and Clarissa Dirks
The southwestern U.S. is unique in the diversity of habitats that
can occur along with dramatic temperature and moisture gradients.
Major advances in ecology have been made in these extreme
environments, and important work in global change biology is
currently being conducted in these ecosystems. This program
will use field sites in the desert Southwest as living laboratories
for investigating patterns in ecology, biology, microbiology and
evolution . Students will learn about arid environments, plant
ecology, field biology and molecular genetics. They will also conduct
student-originated research projects in both laboratory and remote
environments.
We will use detailed studies of southwestern cottonwood
trees, lichens, mosses, tardigrades (water-bears) and micromolluscs
as examples that will let us dive deeply into laboratory and field
experiments. We will pair those investigations with broader
exploration of southwestern environments to learn about
ecosystems and how climate change impacts organisms within them.
Students will learn to conduct DNA analyses on plants and skills in
microbiology and molecular biology so that they can apply these
methods in new investigations. We will then travel to remote field
sites in the Southwest to apply these techniques to questions about
organisms in southwestern ecosystems. All students will participate
in a mandatory two-week field ecology module each quarter where
they will engage in major research projects examining the effects
of desert-tree genetic diversity on ecosystems and the biodiversity
of cryptic organisms. During the trips, students will learn to identify
plant species ofthe Southwest and conduct field science experiments
in these harsh habitats. We will also visit environmentally significant
sites in the Southwest, including cactus forests, canyons, mountain
peaks and water diversion projects. Students will use research
conducted on these trips as the foundation for research papers they
will write throughout both quarters. Students will receive specialized
training in scientific writing, presentation, statistical analysis of data
and techniques in laboratory and field biology.
This program is designed for students who have a strong
background in biology or ecology and are ready for advanced work.
There will be an emphasis on student- and faculty-derived research
projects, requiring students to do large amounts of lab and/or field
work, read ing of the literature, writing a research proposal and
presenting their work at the end of the program. Students should be
prepared for extensive time living and working in the field and should
be committed to working through conflicts in group dynamics.
If you are a student with a disability and would like to request
accommodations, please contact the faculty or the office of Access
Services (library Bldg., Rm. 2153, PH : 360-867-6348; TTY 360-8676834) prior to the start of the quarter. If you require accessible
transportation for field trips, please contact the faculty well in
advance of the field trip dates to allow time to arrange this.
Credits: 16
Enrollment: 50
Required Fees: $500 per quarter for expenses related to travel
and lodging/camping in the Southwest. There will be a two-week
trip each quarter.
Thematic Planning Groups: Environmental Studies and ScientifiE
Inquiry
Advanced Research in Environmental Studies
Fall, Winter, 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 bota"ny, ecology,
education, entomology, environmental studies, environmental .
health, geology, land use planning, marine science, urban
agriculture, taxonomy and zoology.
Faculty: Dylan Fischer, Abir Biswas, Erik Thuesen, Alison Styring
Rigorous quantitative and qualitativ.e 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 wil l 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 nutrient and toxic trace metal cycles in
terrestrial and coastal ecosystems. Potential projects could include
studies of mineral weathering, wildfires and mercury cycl ing in
ecosystems. Students could pursue these interests at the laboratoryscale or through field-scale biogeochemistry studies taking
advantage ofthe 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.
Dylan Fischer studies plant ecosystem ecology, carbon
dynamics and nutrient cycling in forests of the Southwest and
western Washington . This work includes image analysis of tree roots,
molecular genetics, plant physiology, carbon balance, nitrogen
cycling, species interactions, community analysis and restoration
ecology. He also manages the EEON project (blogs.evergreen.edu/
eeon/). See more about his lab's work at: blogs.evergreen.edu/
ecology. Students participating in this program work closely with
ongoing research in the lab, participate in weekly lab meetings and
develop their own research projects.
36 I Programs
Programs I 37
Alison Styring studies birds. Current activity in her lab includes
avian bioacoustics and avian monitoring and research in Evergreen's
campus forest and other nearby locations. Bioacoustic research
includes field monitoring of local birds using bioacoustics methods
and editing and identifying avian songs and calls from an extensive
collecrtion of sounds from the campus forest as well as tropical forest
sites in Borneo. Local research projects in the campus forest and
nearby locations include mapping and monitoring snags (standing
dead trees) for wildlife use and monitoring bird populations and
communities using a variety of standard approaches.
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.
Between Land and Sea:
Observations on Biological and Cultural Change
Fall, Winter, Spring quarters
Fields of Study: biology, literature, maritime studies, media studies
Class Standing: Freshmen
Preparatory for studies and careers in biology, literary studies,
maritime studies, leadership and media studies.
Faculty: Naima Lowe, Sarah Pedersen, Heather Heying
Faculty signature. This course accepts winter and spring
enrollment. Contact faculty in area of interest for specific
information.
Thematic Planning Groups: Environmental Studies
"As Real as Rain": The Blues and American Culture
Spring quarter
Fields of Study: African American studies, American studies,
cultural studies and music
Class Standing: Junior- Senior
Preparatory for studies and careers in humanities and education.
Faculty: Chico Herbison
The blues is no joke. The blues is rea/ as rain.
-David Ritz, music writer
This program will provide an introduction to, and overview of,
that magnificent and enduring American art form we know as "the
blues": its musical elements, African and African American roots and
precursors, historical and stylistic evolution, major practitioners, and
its influence on other musical genres (most notably, jazz, rhythm &
blues, rock & roll, rock and rap/hip hop). Equally importantly, we will
examine its impact on American culture and, among other ventures,
apply a blues theory of aesthetics to U.S. literature in general, and
African American literature in particular.
Our primary written text will be the anthology Write Me a Few
of Your Lines: A Blues Reader (Steven C. Tracy, editor). Additional
written texts will include biographical and autobiographical selections,
fiction, poetry (including music lyrics), and scholarly articles on the
blues. Weekly film screenings will include a range of fiction works and
documentaries such as Martin Scorsese's critically acclaimed series
The Blues: A Musical Journey. Finally, there will be extensive (and
enjoyable!) listening assignments that will provide the soundtrack for
our journey from Africa to the southern United States, to the urban
North, throughout our nation, and across the globe.
We will devote two weekly seminars to close readings of
written texts, film, and music. In addition to short weekly writing
assignments, students will produce a final project that will help them
refine both their expository and creative nonfiction writing skills.
There will be a weekly open mic opportunity for musicians-whether
aspiring or experienced-to play and share the blues, as well as a
three-day field trip to a major Pacific Northwest blues festival.
Credits: 16
Enrollment: 25
Required Fees: $150 for a three-day field trip.
Thematic Planning Groups: Culture, Text and Language
Photo by Andrew Jeffers '13.
Avian Monitoring and Research Methods
Winter quarter
What does it mean to observe? When things change-the stakes,
the shoreline, or the technology, the observed or the observer-how
does what we see change? How are vision and insight intertwined,
and how does this impact our representation of the natural world?
Through the perspectives, methodologies and skills of documentary
filmmaking, literary criticism, evolutionary science and seamanship,
we will study, interpret and communicate what we see, how we
see and why. Beginning the year with a brief ship voyage and
foundational studies in documentary studies and evolutionary
science, we will spend the long cold months exploring ashore with
a significant focus on documentary film production. We will then
return to the sea in spring with a two-week long expedition. How
will our senses, and the brains that interpret for them, have changed
in the interim? What might we see that we could not before? What
that we see in the spring was truly not there in the fall?
As we move between sea and shore, we will focus on borders and
boundaries: physical, sensory and cultural; metaphorical and literal.
Coastlines are both real, defining a transition between two other real
things, and in constant flux. We will look for pattern and subtlety in
the places in between the dichotomies, developing stories about the
changes and the boundaries we've observed. We will consider what
makes a "good" story in science, film and literature, and investigate
how to create, tell, assess and destroy stories. The stories that we
know to be true sometimes aren't, and those that we know to be
false are sometimes true; we will ask how the stories that we tell
and believe are influenced not just by our eyes and other senses
but also by our histories, personal and cultural. What we want to se~
influences what we do see. Why do our brains deceive us ancf when?
Students will study and practice observation and representation
in the fields of film studies, documentary filmmaking, evolutionary
biology, literary studies and seamanship:
We will delve into film history, learn to analyze films and create
short films about the natural and cultural worlds that we inhabit. We'll
consider how our cultural attitudes, experiences and biases impact both
the films that we create and the filmic language that we appreciate.
We will develop skills in observation, scientific philosophy and
evolutionary logic. We will generate and test stories about the
natural world and our study of natural systems will include aspects of
human behavior such as deceit and myth .
We will interpret works of poetry, fiction and nonfiction
representing human experiences. We will focus on close reading
and observe how language as a technology determines meaning
•
,
and perspective.
Following the framework of professional maritime training
courses, we will learn to pilot, interpret charts and use tide tables as
well as study marine weather systems, safety protocols, the physics
of sail power and leadership and crew dynamics. We will apply this
practical coursework to the sailing of a tall ship during our springquarter expedition.
Does not accept new enrollment in winter or spring.
Credits: 16
Enrollment: 69
Required Fees: $249 in fall, $250 in winter, a{ld $1,311 in spring
for overnight field trips.
Thematic Planning Groups: Critical and Creative Practices and
Scientific Inquiry
~'I
.
~
Fields of Study: biology, ecology, environmental studies, field
studies, natural history and zoology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in ornithology, wildlife
biology, conservation, and biology.
Faculty: Alison Styring
Birds are important indicators of habitat quality and are often
the focus of conservation-oriented research, restoration, and
monitoring. We will cover a variety of field and analytical methods
commonly used in bird monitoring and avian research. Students will
link theory to practice in the field and lab where they will develop
skills in fieldwork, data management, and statistical analysis.
Students will demonstrate their learning through active participation
in all class activities; a detailed field journal; in-class, take-home, and
field assignments; and a final project.
An understanding of avian natural history is important to any
successful project, and students without a working knowledge of
the common birds in the South Puget Sound region are expected
to improve their identification skills to a level that will allow them to
effectively contribute to class efforts both in the field and in class.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies and Scientific ·
Inquiry
Photo by Shauna Bittle '98.
38 I Programs
Programs I 39
Botany: Plants and People
Business: Innovation Stewardship and Change
The Chemistry of Living Systems
Fall, Winter, Spring quarters
Fall and Winter quarters
Fall and Winter quarters
Fall and Winter quarters
Fields of Study: anthropology, biology, cultural studies, literature
and philosophy of science
Class Standing: Sophomore - Senior
Prerequisites: Students should have a background of at least one
year of high school biology.
Preparatory for studies and careers in cultural anthropology,
genetics, neurobiology, history of science, and the liberal arts and
natural sciences. ·
Faculty: Donald Morisato and Rita Pougiales
Fields of Study: botany, cultural studies, environmental studies,
field studies, history, natural history and writing
Class Standing: Sophomore- Senior
Preparatory for studies and careers in field plant taxonomy,
field ecology, plant science, plant ecology, economic botany,
agriculture, forestry and environmental education.
Faculty: Frederica Bowcutt
Fields of Study: business and management, economics and
leadership studies
Class Standing: Freshmen - Senior
Preparatory for studies and careers in business, economics,
and/or the social sciences, or seeking employment in the private
sector, government or nonprofit organizations.
Faculty: David Shaw, Zoe Van Schyndel and TBA
Fields of Study: biochemistry and chemistry
Class Standing: Sophomore- Senior
Prerequisites: One year of college-level general chemistry required.
Preparatory for studies and careers in chemistry, biochemistry,
industrial or pharmaceutical research, medicine, dentistry,
veterinary medicine, naturopathy, optometry and pharmacy.
Faculty: Lydia McKinstry and Paula Schofield
This program focuses on people's relationships with plants for
food, fiber, medicine and aesthetics. Students will study economic
botany through seminar texts, films and lectures that examine
agriculture, forestry, herbology and horticulture. They 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, such as considering a
former cash crop to be a weed. In our readings, we 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 fall, weekly workshops will help students improve their ability
to write thesis-driven essays defended with evidence from the
assigned texts in economic botany. In winter, students will write a
major research paper on a plant of their choosing applying what
they've learned about plant biology and economic botany to their
own case study. 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.
This program serves both advanced and less experienced
students who are looking for an opportunity to expand their
understanding of plants and challenge themselves. This two-quarter
program allows students to learn introductory and advanced plant
science material in an interdisciplinary format. Students will learn
about plant anatomy, morphology and systematics. Lectures based
on textbook readings supplement the 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. Students will also
learn how to maintain a detailed and illustrated nature journal to
develop basic plant identification skills of common species.
What's next for business? Pure profit-oriented approaches
to business may fail socially, ethically and economically. Change
is a constant in business, including innovation, value creation
and responsibility for others. The roles we are asked to play in
organizations and in business can and do vary. The desire to innovate
drives the entrepreneurial spirit, whether to make money, underwrite
a particular lifestyle, do good and/or create jobs for others. The
managerial role, in contrast, demands one act on behalf of the best
interests of the organization and its stakeholders and serve as the
responsible steward for different interests. With multiple roles like
these to juggle, how is it possible to find the proper balance, if any,
among them? Students will answer these questions for themselves
by participating in field trips, seminars, workshops, listening to guest
speakers, watching movies and attending lectures.
This program is designed for students who want to build a
strong foundation in busin~ss. We will take an introductory look
at the business disciplines of accounting, finance, management,
entrepreneurship, marketing and economics over two quarters.
Students who successfully complete the program will develop
a solid foundation for doing business, creating their own business
or non-profit, or working with or consulting with others founding or
growing their own organizations. It will also help those interested
in pursuing advanced studies in business or the social sciences, or
seeking employment in the private sector, government or nonprofit
organizations. Students should also leave the program with a
deeper appreciation of emerging issues at the intersection between
business and society.
Students will find a basic level of quantitative competence,
including the ability to create, use and interpret spreadsheets (e.g.,
MS Excel), useful. Students who do not yet have these skills will have
an opportunity to expand these skills in program assignments.
This upper-division chemistry program will develop and
interrelate concepts in experimental (laboratory) organic chemistry
and biochemistry. It will cover the chemistry material that is usually
offered in Molecule to Organism. Throughout both quarters we
will integrate topics in both subjects to gain an understanding of
the structure-property relationship of synthetic and natural organic
compounds. We will also examine the key chemical reqctions pf
industrial processes as well as those reactions that are important to
the metabolic processes of living systems.
There will be a significant laboratory component-students
can expect to spend at least a full day in lab each week, maintain
laboratory notebooks, write formal laboratory reports and give
formal presentations of their work. Students,will work collaboratively
on laboratory and library research projects incorporating the theories
and techniques of chemical synthesis and instrumental methods of
chemical analysis. All laboratory work and approximately one half of
the non-lecture time will be spent working in collaborative problemsolving groups.
This is an intensive program. The subjeCts are complex, and
the sophisticated understanding we expect to develop will require
devoted attention and many hours of scheduled lab work each
week. Each student will be expected to develop a sufficient basis
of advanced conceptual knowledge and practical skills necessary for
pursuing work in a chemistry-based discipline.
Bodies of Knowledge
The human body has long been a natural locus of study,
interpretation and storytelling. Corporeal existence has been
conceptualized and experienced in radically different ways across
time and across cultures, conceived as an irreducible whole by some
and as an amalgam of separate systems or individual elements by
others. How has our philosophical and biological conception of the
body changed over time? How is the body used to find or express
meaning? What is the relationship of the body to the mind and the
soul?
In this program, we will explore the nature and essence of the
body and reflect on the experience of being human. Knowledge
about the body and our lived experiences within our bodies has
been created from the culturally distinct perspectives of biologists,
social scientists, artists, philosophers and storytellers. We will read
philosophical and historical texts and closely analyze some of the
ideas that have helped shape our conception of the body. We
will study the genetic development and biological function of the
body, carrying out experiments in the laboratory to get a direct
sense of the process of scientific investigation. Finally, we will read
novels and look at visual images as other ways of engaging with the
body, particularly the physical manifestation and representation of
emotion. Throughout our inquiry, we will ask how we have come to
know what we claim to know.
Our investigations will follow a particular progression. In fall
quarter, we will consider the body: the history of the conception of
the body, images of the body, evolution of the body, the body as
the site of meaning-making and genetic approaches to deciphering
the development of the human organism. In Winter quarter, we will
examine aspects of the mind: the Cartesian dualism, the functional
organization of the brain, processes of cognition, measuring
intelligence, use of language and the importance of emotions.
In spring quarter, we will explore the notion of the soul: death
and burial rituals in different cultures, philosophical and literary
investigations of the soul, ethics, beauty and religion. The program
will use regular writing assignments, including essays and papers,
to strengthen and deepen analytical thinking skills. We anticipate
reading such authors as Michel Foucault, Rene Descartes, Martha
Nussbaum, Thomas Kuhn, Oliver Sacks, Antonio Damasio, Clifford
Geertz, Gregory Bateson, Paul Rabinow, Joao Biehl, Emily Martin,
Virginia Woolf, Robert Musil, Kazuo lshiguro and Jeffrey Eugenides.
Accepts winter and spring enrollment with faculty signature.
Interested students should meet with the faculty at the Academic
Fair or contact Rita Pougiales (pougiale@evergreen.edu).
Admittance will be based on a background of at least one quarter
of college-level biology and a writing sample.
Credits: 16
Enrollment: 50
Required Fees: $25 per quarter for museum entrance fees.
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Scientific Inquiry
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2015-16.
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
Credits: 16
Enrollment: 72
A similar program is expected to be offered in 2016-17
Thematic Planning Groups: Society, Politics, Behavior and Change
Faculty signature. Interested students should complete the
application form (http://blogs.evergreen.edu/schofiep/) and email
it to Lydia McKinstry (mckinstl@evergreen.edu). Applications
received by the Academic Fair (May 14, 2014) will be reviewed
before registration begins. All qualified students will get a
signature, which does not guarantee registration but will f'ermit
students to register if space is available at their registration
time. After the Academic Fair, applications will be reviewed
as submitted and qualified students will be accepted until the
program fills. Decisions will be individually emailed to students.
Accepts winter enrollment with faculty signature. Students
will need to have had one quarter of organic chemistry and
one quarter of biochemistry. Please contact faculty for more
information.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Scientific Inquiry
Programs I 41
40 I Programs
Climate Change: From Awareness to Action
Climate Solutions
Fall and Winter quarters
Winter quarter
Fields 9f Study: communications, ecology, economics,
environmental studies, law and public policy, political economy
and sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in law, government,
environmental studies, environmental and community activism.
Faculty: Peter Dorman and TBA
Fields of Study: environmental studies, law and public policy and
sustainability studies
•
Class Standing: Junior- Senior
Preparatory for studies and careers in sustainability and justice,
environmental science and policy, climate science, or carbon and
energy markets.
Faculty: Rob Cole
Climate change: can we actually do anything about it? This
program provides a comprehensive background for climate change
policy and activism. It offers a grounding in climate science, including
the causes of greenhouse gas accumulation, its effects on local and
global climate systems and the impacts it portends for human societies
and the ecosystems they inhabit. The main purpose, however, is to
address the challenge of responding to it. On the policy front, the
program will employ economics, political economy, international
relations and other social science perspectives to examine proposals
for reversing climate trends and assisting vulnerable communities to
adapt to the impacts we can't avoid. Tools for activism will include
communication skills, community organizing and public opinion
_analysis. In this way, the program will combine academic research,
critical analysis of popular representations of climate change debates
and hands-on work with local activists and public officials. Fall quarter
work will emphasize the science and policy of climate change; in
Winter, the emphasis will shift to activism.
We will explore the causes of global climate change and study the
many actions and social behaviors that we can take to minimize human
contributions to it. We will examine the scientific evidence for global
warming and the efforts to discredit that evidence. We will study the
role of multinational corporations in global climate change and how
they influence governmental policies and public opinion. We will focus
on how to respond to global warming in a fashion that works toward
sustainability and equity in the ecosystems that support life on the
planet. We will pay particular attention to issues of justice between
humans and how humans interact with other species.
In order to understand actions we can take, this program will
explore sustainable lifestyle strategies as well as how to resist
corporate influence on consumer consumption. We will study the
approaches of biomimicry, sustainable architecture, equitable
distribution of food and shelter, minimal-impact industrial processes,
local food production, less toxic methods of producing and a variety
of low-impact lifestyles. We will examine the methods advocated
by visionary groups like Second Nature, Climate Solutions and
Cradle-to-Cradle. We will study current federal energy policy and its
connection to climate change, as well as the more proactive policies
adopted by hundreds of cities. Students will complete a series
of audits of their personal consumption and carbon-generation
patterns. We will study methods of computing carbon dioxide
budgets including carbon sequestration methods, the intricacies
of carbon capping and offsetting strategies and opportunities to
reduce net carbon dioxide production. Students can expect to do
research on emerging technologies and strategies that move us to
carbon neutrality while fostering sustainability and justice.
In addition to exploring how we can all lessen our impact on
global climate change and move toward equity, students can expect
to sharpen their critical reasoning, writing and speaking skills, as well
as their ability to work with quantitative methods and to interpret
quantitative data from a variety of sources.
Students will be expected to make at least two small-group
presentations on a climate solution of their own choosing and
complete a term research paper on a topic of their choice.
Accepts winter enrollment with faculty signature. Interested
students should have the equivalent of a course in either the
science of climate change or climate change policy.
Credits: 16
Enrollment: SO
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
The (Colonial) Rise of the British Novel
Computability and Language Theory
Spring quarter
Fall and Winter quarters
Fields of Study: cultural studies, literature and writing
Class Standing: Junior- Senior
Preparatory for studies and careers in advanced studies or
careers in literature, writing and the humanities.
Faculty: Trevor Speller
Fields of Study: computer science and mathematics
Class Standing: Sophomore- Senior
Prerequisites: Computer Science Foundations program or strong
mathematical background with 2 quarters of~omputer programming.
Students with a strong math background but little programming
experience will be accepted in variable credit options.
Preparatory for studies and careers in computability theory,
computer science, education, formal language theory, mathematical
logic, mathematics and programming langua·ge design.
Faculty: Sheryl Shulman and Neal Nelson
What is a novel? How did this art form develop? It is perhaps
hard for us to imagine a world without novels, where poetry, drama
and nonfiction ruled the literary world. Grounded in British literature,
this upper-division program will explore the rise of the novel. We will
read examples ranging from speculative prose fiction in the 17th
century to established examples of the novel in the 19th century. We
will consider the novel as both an art form that establishes a genre
and one that breaks genre boundaries.
The intersection of colonialism, nationalism and the emerging
novel will also be an important focus of our attention. Although we
call these works "British novels," we might equally view them as an
international art form, one concerned with the politics of colonialism,
an emerging global empire and the shadowy figures of those who
live outside the British Isles.
In order to accomplish this, we will read works by Aphra Behn,
Daniel Defoe, Samuel Richardson, Maria Edgeworth, Jane Austen,
Charlotte Bronte and Joseph Conrad. In addition to these novels,
we will read excerpts from other works, critical views on the rise
of the novel and contemporary theory concerning literature and
colonialism. Film versions of the texts will be shown as required.
By the end of the program, students will have a firm foundation in
British literature, exposure to significant strands of literary theory
and experience with upper-division literary research.
In this program, students will be asked to prepare a 20-minute
in-class presentation, to lead class discussions and to produce
a long (15-plus pages) critical paper, in addition to regular minor
assignments. The best work in this program will be useful for
graduate school applications.
Credits: 16
Enrollment: 25
Required Fees: $50 for entrance fees to plays, tours and films.
Thematic Planning Groups: Critical and Creative Practices,
Culture and Text and Language
Photos by Shauna Bittle '98.
This program will explore what computers can do, how we get
them to do it and what they can't do. It is designed for advanced
computer science students and students with an interest in both
mathematics and computer science. The program covers topics in
formal computer languages, systems of formal logic, computability
theory and programming language design and implementation.
Students will also study a functional programming language, Haskell,
learn the theoretical basis of programming languages and do an indepth comparison of the properties and capabilities of languages
in the four primary programming paradigms: functional logic,
imperative and object-oriented. Program seminars will explore
selected advanced topics in logic, language theory and computability.
These topics are offered in four distinct threads. The Formal
Languages thread will cover the theoretical basis of language
definitions, concluding with a study of what is computable. The Logic
thread will cover traditional logic systems and their applications to
programming languages and computer science. The Functional
Language thread covers advanced programming techniques
using the programming language Haskell. The Programming
Language thread covers both the theoretical basis and practical
implementation of programming languages by comparing the
design and implementation of the four distinct programming
language paradigms. Students will have a project opportunity to
implement an interpreter for a small programming language.
Accepts winter enrollment with faculty signature. This program
has four threads of study with variable credit options. Full time
students will be accepted if they have course work or experience
equivalent to the fall quarter material.
Credits: 16
Enrollment: 30
A similar program is expected to be offered in 2016-17
Thematic Planning Groups: Scientific Inquiry
Programs I 43
42 I Programs
Computer Science Foundations
Consciousness: Pathways to the Self
Fall and Winter quarters
Fall, Winter, Spring quarters
Fall quarter
Fields of Study: computer science and mathematics
Class S'anding: Freshmen -Senior
Prerequisites: High School Algebra II or its equivalent.
Preparatory for studies and careers in computer science
and mathematics, including computer programming, discrete
mathematics, algorithms, data structures, computer architecture
and topics in technology and society.
Faculty: Sheryl Shulman, Paul Pham, Neal Nelson
Fields of Study: consciousness studies, philosophy of science and
psychology
Class Standing: Freshmen
Preparatory for studies and careers in consciousness studies,
philosophy of modern physics and psychology.
Faculty: Donald Middendorf and Terry Setter
Fields of Study: aesthetics, cultural studies, religious studies and
visual arts
Class Standing: Sophomore - Senior
Preparatory for studies and careers in visual arts, art history,
curation, and teaching .
Faculty: Elizabeth Williamson and Amjad Faur
What is the relationship between our understanding of
consciousness and our self-understanding? This yearlong,
interdisciplinary program will provide an opportunity for students
who are interested in doing intensive work on the nature of
consciousness to cultivate self-awareness through challenging
readings, written and expressive responses to program materials
and self-reflection. We will examine our beliefs about the nature of
reality from a variety of disciplinary viewpoints, including physics,
music, psychology and philosophy. Prospective students should
have a strong interest in the experiential study of relationships
between reality and consciousness as well as college-level skills in
reading, writing and pursuing research topics. Sincere effort and
self-motivation will be essential for succeeding in this yearlong
community learning process.
We will take an approach that welcomes and explores the
complexity of many different views of consciousness as proposed
by researchers, philosophers and spiritual leaders. We will read texts
that cover many contemporary models of consciousness and we
will examine topics from the basics of Jungian psychology through
alternative areas of research, such as lucid dreaming and paranormal
phenomena . Students will keep a structured journal of activities
and practices that explores their developing understanding of the
nature of consciousness. The fall quarter will include an overnight,
off-campus retreat. During the winter and spring quarters we will
integrate contemplative disciplines into our study as well as an
in-depth study of dreams. This will include keeping a journal of
experiences during contemplative practices and a dream journal. In
spring, students will have the opportunity to pursue their interests in
individually selected areas of activity for up to four credits.
This is an experiential and rigorous full-time program in which
students will be expected to participate in all program activities and
to document at least 40 hours of work per week being invested in
program related activities.
How is the image of the martyr a revolutionary image? What
is the function of the martyr's body as a sign of her beliefs? This
upper-division program will examine representations of martyrdom
in a variety of historical and contemporary contexts, with a particular
emphasis on colonialism and its aftermath. Students will deepen
their skills in visual analysis through careful study of the visual
languages of European (Christian) martyrdom, Shi'a martyrdom and
contemporary Islamic martyrdom.
Martyrdom is by no means an exclusively religious phenomenonit has always been shaped by larger political struggles-but we
will pay attention to the representational paradoxes involved in
making images of martyrs within communities in which idol worship
is technically forbidden. Most of all, we will seek to resist the
stereotypical notion of the martyr as mindless fanatic. To do this, we
will examine the conditions of oppression under which martyrdom
becomes one of a small number of viable choices, as well as the
individual martyr's resistance to those conditions. The martyr's body
is a site of contestation betw~en various ideological frameworks, but
it can also be a site of empowerment.
This program is ideal for students who wish to hone their analytical
skills, especially in relation to the close reading of images within their
historical contexts. Students will complete investigative assignments
to supplement the case studies covered in lecture and will be asked
to design a research-based independent project related to program
themes. The reading load forth is program will be heavy and will involve
critical theory as well as essays on particular historical moments and
images. There will be no studio instruction in photography. Students
will benefit from previous study of art history and/or post-colonialism,
but neither are required in order to succeed in the program.
In this program, students will have the opportunity 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 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.
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.
Accepts winter enrollment with faculty signature. Students
must have completed the equivalent of at least one quarter of
computer programming .
Credits: 16
Enrollment: 45
"A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Scientific Inquiry
Accepts winter and spring enrollment. Interested students will
be asked to read text materials from the previous quarter and
write a response to them.
Credits: 16
Enrollment: 46
Required Fees: $85 in fall and spring for overnight fi"eld trips, $25
in winter for supplies.
Thematic Planning Groups: Consciousness Studies
Contested Bodies: Representations of Martyrdom
Credits: 16
Enrollment: 50
Thematic Planning Groups: Critical and Creative Practices
Cultural Landscapes:
Introduction to Sustainability and Justice
Fall, Winter, Spring quarters
Fields of Study: community studies, cultural studies,
environmental studies, media studies and sustainability studies
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in geography, cultural or
media studies, international affairs, environmental conservation,
community organizing/advocacy, documentary journalism, education.
Faculty: Therese Saliba, Anne Fischel, Ted Whitesell
How do different cultures, commun1t1es, classes, genders and
other groups experience and utilize landscapes differently? How do
peoples' stories or histories converge or conflict in relationship to any
given place? What are communities doing to build a more just and
sustainable future? How do we read power relations in the landscape?
Studying "cultural landscapes" means looking at how the land bears
the imprint of generations of human cultures. We will learr.~ to read
landscapes as primary sources of information about culture, community
and the relationship between humans and their environment.
We will focus on how the transformations of landscapes are
linked to struggles for sustainability and justice. In the exploration
of these questions, we will explore the foundations of cultural,
environmental, documentary and sustaina9ility studies. Selected
topics in sustainability studies will be introduced, including the
study of complex systems, climate change, human population,
environmental justice, energy and species extinction. We will look
at the role the media plays in shaping our understanding of people,
places and resources. We will also learn how people in diverse
political, economic and social situations are working to create just
and sustainable communities, as we observe, analyze and engage
with communities involved in these efforts.
In the fall we will examine the histories of expansion, colonization,
globalization and migration in the Middle East, the American West
and the U.S./Mexico border region. In winter, we will examine specific
contested landscapes through internationiiil case studies of Iraq, Israel/
Palestine, Egypt Venezuela and Brazil. In spring, we will learn about
landscapes of sustainability and justice through active engagement
with the communities here in the South Puget Sound.
Each quarter, students will get hands-on field experience in the
landscapes and cultures of the Pacific Northwest. We'll focus on the
importance of regional river systems like the Columbia, EI>Aha and
Duwamish Rivers and we 'll examine the controversies and struggles
that different communities and cultures have engaged in regarding
their use. We may also visit Mount Rainier, Whidbey Island and the
cities of Seattle, Centralia, Shelton and Olympia. Students will learn
skills in field observation through the use of field journals, descriptive
writing and photography, with the option to develop a practice
reflecting what they have learned to see in the landscape and makes
visible some of the contested histories and cultures of the places
we are coming to know. Finally, students will gain skills in expository
writing and analysis of cultural texts, including literature and films.
Accepts winter and spring enrollment with faculty signature.
Students will be expected to do some catch-up work from previous
quarter(s). Program will accept junior and senior students as space
allows. Please contact the faculty for more information.
Credits: 16
Enrollment: 69
Required Fees: $250 in fall and winter and $225 in spring for
overnight field trips and media/photography materials.
Thematic Planning Groups: Culture, Text and Language,
Expressive Arts, Environmental Studies, Sustainability antl Justice
-------
Programs I 45
44 I Programs
Datamania
Democracy and Free Speech
Development and Learning: Birth to 14
Diversity and Dissent in Education and the Media
Spring quarter
Fall quarter
Winter and Spring quarters
Fall and Winter quarters
Fields of Study: business and management, economics, health,
Fields of Study: government, law and government policy, law and
law and public policy, philosophy of science, political economy,
political science, psychology and sociology
Class Standing: Sophomore- Senior
Prerequisites: One quarter of introductory probability and statistics.
Preparatory for studies and careers that use quantitative
information, which is .increasingly becoming everything.
Faculty: Peter Dorman
public policy and political science
Class Standing: Sophomore- Senior
Fields of Study: communications and education
Class Standing: Junior- Senior
Preparatory for studies and careers in education, psychology
Fields of Study: community studies, cultural studies, education,
field studies, gender and women's studies and media arts
Class Standing: Freshmen
Preparatory for studies and careers in teaching, multimedia
production, cultural studies and community service.
Faculty: Grace Huerta and Laurie Meeker
Ours is a data-rich world. The importance of being able to use,
analyze and interpret data is increasingly crucial. This program builds
on your prior background in statistics to take the next steps: figuring
out what quantitative information you need, creating systems to
collect it and using advanced methods to uncover hidden patterns or
test hypotheses. In addition to analytical techniques like regression
and factor analysis, we will study topics in sampling and research
design and follow current controversies dividing the data world, like
the battle between Bayesians and frequentists and the dispute over
experimental methods in policy evaluation.
_Faculty signature. Students must have the equivalent of an
introductory course in probability and statistics. Please email the
faculty (dormanp@evergreen.edu) with the name and authors of
the textbook used.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior and Change
Preparatory for studies and careers in social sciences,
constitutional law, education, journalism, public policy, political
theory, history and political science.
Faculty: Jose Gomez
May racists burn crosses to express their supremacist views?
May protesters burn flags to express their opposition to government
policy? The First Amendment is most vulnerable to erosion when
we fail to protect expression that some or many find unpopular,
offensive, repugnant, indecent, subversive, unpatriotic, heretical,
blasphemous, etc. This program will be a comprehensive and critical
examination of the wide range of issues implicated by the protection
and censorship of expression.
We will use the case method to study every major free speech
opinion issued by the courts. This intensive study necessarily focuses
on the last 90 years, since it was not until well into the 20th century
that the United States Supreme Court began to protect speech
from governmental suppression. Our study of controversies will
include the new challenges presented by hate speech, governmentsubsidized art, political campaign spending and virtual technologies.
Students will be expected to examine critically the formalist free
speech paradigms that have evolved and to question the continuing
viability of the "free marketplace of ideas" metaphor.
Working in legal teams, students will develop appellate briefs on
real free speech cases decided recently by the U.S. Court of Appeals
and will present oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to read their peers'
appellate briefs, hear arguments and render decisions. Reading for
the course will include court opinions, Internet resources and various
books and journal articles on our subject. Study will be rigorous; the
principal text will be a law school casebook.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, Society,
Politics, Behavior and Change
and social services.
Faculty: Terry Ford and Sherry Walton
This two-quarter program is designed for those interested in
the interrelationships of development and learning and for those
who wish to pursue a career in teaching. Participants will explore
neurological, social, cognitive, linguistic and literacy development
in children from birth to 14 years of age and will examine the
implications of "neurotypical" and "neurodiverse" development for
individuals, their parents and their teachers. Neurotypical individuals
are those whose development falls within current norms specified by
society, psychologists and medical doctors; neurodiverse individuals
are those whose development does not conform to stated norms
but who exhibit their own unique strengths, gifts and challenges.
Winter quarter, guiding questions include: 1) Which factors shape
development in young children?; 2) How does language develop and
affect the learning process?; 3) What are the similarities, differences
and influences of first and second language on development?;
and 4) What roles do societal norms and expectations play in the
expression of development in children's lives?
Spring quarter, guiding questions include: 1) How are neurotypical
and neurodiverse individuals alike and different?; 2) How does public
schooling impact development of children who are neurotypical and
neurodiverse, particularly in the area of literacy acquisition?; 3) How
is oral language acquisition related to literacy acquisition and how
do we evaluate reading development in children?; and 4) How might
we advocate for diverse learners?
Students will develop knowledge in a research-based
understanding of child development from a variety of theoretical
perspectives; the relationships of language development, literacy
acquisition and learning; an understanding of how to support the
acquisition of English for students who are second language learners;
the historical, sociocultural and political contexts of public schooling;
information about neurotypical and neurodiverse development; and
the ways in which children acquire literacy skills.
In addition, students will develop skills in observing and
documenting language development of individual and groups
of children; analyzing oral and written language development;
determining ways to advocate for and include diverse learners in the
classroom; methods for determining children's strengths and needs
in reading acquisition; and interpreting reading assessment results.
Program activities include interactive lectures and workshops,
seminars, weekly writing, small group investigations and a longterm case study project documenting the growth of one child.
Participants' work in the program will be assessed through a case
study project, written papers, participation in all class and assigned
activities and a final portfolio.
Credits: 16
Enrollment: 50
Required Fees: $50 for entrance fees.
Thematic Planning Groups: Society, Politics, Behavior and Change
As communities continue to reflect the country's increasingly
diverse population, what media representations challenge and
support discrimination in our communities, schools and institutions?
How can we generate a framework for actions that reject inaccurate
representations of human difference, value diverse forms of
knowledge and question institutional inequalities? In this program,
we will pursue answers to these questions by examining identity,
educational history, cultural studies and the media in order to design
strategies to support a more equitable school system and "to create
diverse forms of media expression.
We will begin by analyzing a working definition of racism and
sexism that frames intentional, as well as unintentional, normalized
acts of inequality over time. We will challenge depictions in literature
and the media that promote the stereotyping of diverse groups.
Through an analysis of anti-racist and anti-sexist case study research
and the media, we will also explore the lived experiences of diverse
populations whose identities are often impacted by assumptions and
disparities found in communities and school settings based upon
the social construction of race and gender and the stereotyping
of immigrant students. In order to break down such assumptions,
students will engage in community service, writing and media
analysis over the course of the program. In the fall, community
service will take the form of student engagement in student groups
at Evergreen, followed by collaborations with commuity-based
organizations in winter.
In addition, we will investigate specific everyday actions that
media artists, activists and educators generate to confront these
inequalities. By incorporating media and writing workshops,
qualitative research methods such as interviews and participant
observation, we will collect various sources of data and present
our work which documents how specific counter-narratives can be
created that affirm and support diverse learners to achiev$! within
their schools and communities. Writing workshops will help students
develop skills in crtical analysis and media analysis, while media
workshops (which may include photography, digital video and/or
new media) will helps students develop skills in visual literacy and
visual expression.
Lastly, we will demonstrate our understanding of everyday
anti-racist/anti-sexist practices by creating presentations that
merge theory, community service and writing. Possible themes
that may emerge through our own study may include examining
the community and students' funds of knowledge, the use
alternative media outlets and the arts as tools of empowerment
which specifically recognize our collective cultural hybridity. This
program will provide background knowledge and skill development
for students interested in careers in teaching, media production,
cultural studies and community service.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Critical and Creative Practices,
Culture, Text and Language, Sustainability and Justice, and
Society, Politics, Behavior and Change
Programs I 47
46 I Programs
Drawing Time
Fall quarter
Fields of Study: aesthetics, architecture, art history and visual arts
Class Standing: Sophomore- Senior
Prerequisites: At least one year of college-level study in visual
arts and the ability to make meaningful connections with the
liberal arts and sciences.
Preparatory for studies and careers in visual and environmental
arts, architecture, sustainable design, art history, visual studies
and art education .
Faculty: Robert Leverich
This program is for students eager to advance their drawing
abiliti~s and deepen their own sense of place in the history of art
and image making . In regular drawing studios each week, we will
address skills and expression through representational drawing, life
drawing, spatial studies, iterative studies and non-representative
abstraction, using a variety of old and new tools and media, from
vine charcoal to digital collage. Students will be cal led on to develop
a regular drawing practice outside the studio as well and to take on
a substantive drawing project for a final exhibition .
In lecture/workshops and seminars, we will use drawing as a
connecting reference across time and cultures to study history and
ideas of art and image making. We will consider how forms, methods
and meanings appear, transform and reappear, from cave drawings,
alphabets and portraiture to graffiti, maps and the mediations of
technology. Students will be asked to do a research proj ect exploring
the relationship of drawing and art history to another d iscipline and
to present their findings to the ir peers. Book possibilities include
Lines: A Brief History (Ingold), The Life of Forms in A rt (Focillon},
Th inking with Things (Pasztory}, Oblique Drawing: A History of
Anti-Perspective (Scolari) and Vitam in D: New Perspectives in
Drawing (Dexter).
Engaged students will develop a stronger drawing practice, new
ideas, a fuller sense of their work in historical and cultura l contexts
and skill in connecting art making and art history to other disciplines,
informing and enriching all three.
Credits: 16
Enrollment: 21
Special Expenses: Up to $100 for tools and materials, depending
on individual proj ect choices.
Required Fees: $6S for museum entry fees and d rawing studio
supplies.
Thematic Planning Groups: Critical and Creative Practices,
Culture, Text and Language, and Expressive Arts
Earth Dynamics: Climate, People and History
Ecology of Harmful Algal Blooms
Fall and Winter quarters
Spring quarter
Fields of Study: American studies, agriculture, biology, ecology,
economics, environmental and sustainability studies, history, physics
Class Standing: Freshmen - Sophomore
Prerequisites: Facility with high school algebra. Good reading
skills and decent writing skills. Ability and willingness to use
computers and internet daily for assignments and information.
Willingness to work in teams.
Preparatory for studies and careers in sciences, history, evolution,
teaching , sustainable agriculture, sustainable energy and more.
Faculty: EJ Zita, Bret Weinstein, Nancy Koppelman
Fields of Study: biology, ecology and marine science
Class Standing: Sophomore- Senior
Preparatory for studies and careers in biology, ecology and
marine science.
Faculty: Gerardo Chin-Leo
Earth's environment has been shaped by human activity for
hundreds of thousands of years, since early humans discovered
fire . More recently, since Earth warmed out of the last ice age,
humans developed agriculture and stable societies enabled the
rapid development and self-transformation of cultures. Agricultural
activities began to emit greenhouse gases and to change Earth's air,
water and land. People changed as well and began to document
their activities, ideas and reflections. Millennia later, modern
human societies use fossil fuels and modify landscapes with such
intensity that Earth is unlikely to experience another ice age. Both
contemporary industrial and ancient subsistence practices are part
of the same long story of how human beings have used and shaped
the environment and, through it, ourselves.
This program will examine how changes in the Earth system
facilitated or necessitated human adaptations or evolutions. To
Western eyes, until perhaps 150 years ago, the Earth's resources
seemed virtually inexhaustible. Organized human thought and
activity unleashed unprecedented powers which reshaped the
Earth. Life expectancy increased; arts flourished. The ideas of
Enlightenment thinkers and the energies they harnessed seemed to
promise unlimited progress. Yet some wondered if progress might
have a dark side. They developed critiques of the practices changing
how people produced food and materials, traveled and warmed
their homes. What can we learn from their voices in the historical
record, given what we now know about global warming and other
anthropogenic impacts on Earth systems?
We'll ask how human practices changed not only local
environments but large-scale global processes. We' ll note patterns
of interaction between people and Earth over t ime. We'll study
natural as well as human drivers of climate change, including SunEarth interactions, volcanoes and greenhouse gases. We'll consider
the changing role of science in providing the understanding required
for people and planet to thrive together. We'll examine whether/
how modern consumer societies are uniquely positioned to hasten
and/or slow the dangerous direction in which modern resource use
is driving our planet's ecosystem . Is global warming a disaster, an
opportunity or both? How do we adapt now, in the face of the most
dramatic change to the Earth system in human history?
Our work will include lectures, discussions, workshops, labs,
quantitative homework, expository essays, responses to peers'
essays, teamwork and field trips.
Accepts winter enrollment with faculty signature. New students
must meet all prerequisites and be prepared to demonstrate
knowledge of main fall topics through an exam. Please contact E.J.
Zita (zita@evergreen.edu) for additional information and/or see
the faculty at the Academic Fair during week 8 of the fall quarter
for additional information on how to get a signature.
Credits: 16
Enrollment: 69
Required Fees: $200 per quarter for overnight field trips.
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies, Scientific Inquiry, Sustainabi\ity and
Justice, Society, Politics, Behavior and Change
Coastal waters worldwide have experienced an increase in
the occurrence of large concentrations of harmful algal species,
now commonly referred to as harmful algal blooms (HAB). HAB
species that contain toxins can cause direct mortality of marine
life. Humans can be indirectly affected through the consumption of
contaminated seafood. Large blooms of non-toxic species can also
have negative impacts on aquatic habitats by shading benthic plants
or by interfering with the activities of other organisms. Furthermore,
if these algal blooms are not grazed or diluted, their deco.mpositi9n
by bacteria can deplete the dissolved oxygen in the water, causing
the mortality of aquatic organisms and forming dead zones.
This program will study the environmental factors controlling the
abundance and productivity of aquatic algae, the ecology of harmful
algal species and the possible role of human activities in causing the
increase of HAB. In addition, we will examine the efforts of scientists
and government agencies to monitor HAB and to control their
impact on fisheries and public health. The material will be developed
through lectures, labs and field trips. In addition, there will be an
independent project to learn about current research on HAB.
Credits: 16
Enrollment: 25
Required Fees: $60 for day field trip on a boat.
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Programs I 49
48 I Programs
___.......---
The Empty Space:
Performance, Movement and Theatre
Fall, Winter, Spring quarters
Fields df Study: aesthetics, consciousness studies, cultural
studies, .dance, education, media arts, queer studies, somatic
studies, theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in teaching, theatre,
performance, movement and expressive arts.
Faculty: Walter Grodzik and Cynthia Kennedy
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? This
program will explore the interior spaces where performances begin
and the exterior spaces where performances are realized . 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.
Students will begin with movement and theatre exercises that
center and focus the mind and body in order to open themselves
to creative possibilities and performance. Students will also study
movement 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. Students
will be invited to explore and enjoy the movement already going
on inside their bodies to learn to perceive, interpret and trust the
natural intelligence of intrinsic bodily sensations. The class will use
experiential techniques derived from several traditions of somatic
philosophy. In seminar, students will read a broad variety of texts
about creativity, movement, theatre and dramatic literature.
The program will include weekly seminars, workshops in
movement and theatre, and film screenings of various movement/
theatre and theatre productions. We welcome students of all
abilities who bring their excitement, commitment and creativity to
~e performing arts.
Credits: 16
Enrollment: 48
Required Fees: $50 in spring for tickets to performances.
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Expressive Arts
Entrepreneurship and Economic Development
F~ll,
Winter, Spring quarters
Fields of Study: American studies, business and management,
communications, economics, government, history, law and public
policy.~eadership studies and political economy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in economics, business,
management, public policy, and government.
Faculty: John Filmer
where generalized, connected knowledge plays a critical role.
Knowledge oft he liberal arts/humanities or of technological advances
may be as vital as skill development in finance, law, organizational
dynamics or the latest management theory. An effective leader/
manager must have the ability to read, comprehend, contextualize
and interpret the flow of events impacting the prganization.
Communication skills, critical reasoning, quantitative (financial)
analysis and the ability to research, sort out, comprehend and digest
voluminous amounts of material characterize the far-thinking and
effective organizational leader/manager.
This program will explore the essentials of for-profit and
nonprofit business development through the study of classical
economics, free market principles, economic development and
basic business principles. Selected seminar readings will trace the
evolution of free market thinking in our own democratic republic.
Critical reasoning will be a significant focus in order to explicate
certain economic principles and their application to the business
environment. You will be introduced to the tools, skills and concepts
you need to develop strategies for navigating your organization
in an ever-changing environment. Class work will include lectures,
book seminars, projects, case studies, leadership, team building and
financial analysis. Expect to read a lot, study hard and be challenged
to think clearly, logically and often. Texts will include Essentials of
Entrepreneurship and Small Business Management by Thomas
Zimmerer, Basic Economics by Thomas Sowell, Asking The Right
Questions: A Guide to Critical Thinking by M. Neil Browne and
Stuart Keeley, and How to read a Financial Report by John A.
Tracy. A stout list of seminar books will include Federalist Papers,
The Road to Serfdom by Friedrich von Hayek, Common Sense by
Thomas Paine, and Democracy in America by Alexis De Toqueville.
In fall quarter, we will establish a foundation in economics,
business, critical reasoning and the history of business development
in the United States. Winter quarter will emphasize real-life
economic circumstances impacting organizations. You will engage in
discussions with practitioners in businesses and various other private
sector and government organizations. A primary focus in winter will
be on spreadsheet analysis of financial documents. In spring quarter,
the emphasis will be on individual projects or internships. Continuing
students will design their own curriculum. This will require students
to take full responsibility for their learning, including a bibliography,
the design of the syllabus and learning schedule. The faculty
sponsor merely acts as an educational manager and not as a tutor.
In-program internships provide a different opportunity to apply prior
learning, but in this case, with the intent of developing applied skills
and people skills rather than focusing solely on advanced study or
research. Project work may include case studies, leadership studies
and business development projects.
Environmental Analysis
Fall, Winter, Spring quarters
Fields of Study: biology, chemistry, ecology, environmental
studies, field studies, geology and writing
Class Standing: Sophomore -Senior
Prerequisites: One year of college chemistry, one quarter of
college (physical) geology, one quarter of college biology and
one year of college algebra or precalculus mathematics required.
Additional quarters of geology and biology are recommended .
Preparatory for studies and careers in geology, chemistry,
ecology, biogeochemistry, chemical instrumentation,
environmental analysis and environmental fieldwork.
Faculty: Abir Biswas, Clyde Barlow and TBA
Well-designed and accurate chemical, ecological and geological
measurements are key to assessing the biogeochemistry of natural
ecosystems. This is a field- and laboratory-intensive program
designed for students with solid preparations in general chemistry,
biology, geology and precalculus math who want to pursue more
advanced investigations of bio-geo-chemical systems. Students
will study statistics, geochemistry, analytical chemistry, freshwater
ecology and GIS programming. Instrumental techniques of chemical
analysis will be developed in an advanced laboratory. Program work
will emphasize quantitative analysis, quality control procedures,
research design and technical writing.
During fall and winter quarters, we will address topics in carbon
and nutrient cycling in terrestrial and aquatic ecosystems, in addition to
analytical chemistry, GIS, statistics and instrumental methods of chemical
analysis. Students will participate in group projects studying water
quality, trophic structure, organic matter and nutrient cycling processes
of local watersheds. Analytical procedures based on EPA, USGS and
other guidelines will be utilized to measure major and trace anion and
cation concentrations and weathering rates in natural systems, and to
measure analytes and phytochemicals critical to quantification of leaflitter decay processes and marine-derived inputs to ecosystem function
in freshwater systems. Computers and statistical methods will be used
extensively for data analy!is and simulation, as well as for work with GIS.
In the fall, there will be a week-long field trip to collect natural
waters from diverse sites in Eastern Washington. These sampl~s ~ill
form the basis for testing and evaluating chemical analysis methods
and for developing a quantitative assessment of the geochemistry
of the waters. In the winter, students will collect and analyze samples
from a suite of ecosystem compartments (e.g., soil horizons, leaves,
woody debris, streams, biota) to quantify nutrient storage and
cycling on the landscape.
Spring quarter will be devoted to extensive project work building
on skills developed in the fall and winter. Students will conduct
hypothesis-driven experimental design, sample collection, analysis,
and statistical interpretations prior to presenting their results in both
oral and written form to conclude the year.
Accepts winter and spring enrollment with signature. This
program will accept new students with the substantive background
in analytical chemistry, biogeochemistry, geology, biology and
water analysis. Contact Abir Biswas (biswasa@evergreen.edu) with
a written petition or meet with faculty at the Academic Fair. New
students will need to complete some catch-up work.
Credits: 16
Enrollment: 62
Special Expenses: Approximately $300 for spting quarter field trips.
Required Fees: $300 for overnight field trips.
Internship Possibilities: Spring quarter, or under special
circumstances with faculty approval. Students must complete
an In-program Internship Learning Contract (designed for this
program) in consultation with the faculty and Academic Advising.
A similar program is expected to be offered in Fall, Winter, .
Spring 2016-17
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Accepts winter enrollment with faculty signature. Incoming
students should be able to demonstrate background equivalent
to the fall quarter's work in economics, critical reasoning and
business. Contact John Filmer (filmerj@evergreen .edu) for further
information and a signature. This program does not accept new
enrollment in spring.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Critical and Creative Practices,
Society, Politics, Behavior and Change
How are organizations managed? What skills and abilities are
needed? Organizations fail or succeed according to their ability
to adapt to fluid legal, cultural, political and economic realities.
The management of organizations will play a seminal role in this
program, where the primary focus will be on business and economic
development. Management is a highly interdisciplinary profession
Photo by Shauna Bittle '98.
______..--
Programs I 51
50 I Programs
Food: Coevolution, Community and Sustainability
Fall, Winter, Spring quarters
Fields of Study: agriculture, biology, ecology, history,
international studies, law and public policy, political economy and
sustainability studies
Class Standing: Freshmen - Senior
Prerequisites: High school biology and chemistry.
Preparatory for studies and careers in food and agricultural
~cience and policy, including international development.
Faculty: Martha Rosemeyer and TBA
What should we eat? How do we define "organic" and "local"
food? Are current food system practices sustainable? What does food
sovereignty mean? Why are approximately 1 billion of the world's
population starving and another 1 billion "stuffed" or overstuffed?
Throughout history, food and cooking have not only been
essential for human sustenance, but have played a central role in the
economic and cultural life of civilizations. This exploration of food will
take a systems approach as it examines the biology and ecology of
food, while also incorporating political, historical and anthropological
perspectives around the issue of food security and sovereignty.
More specifically, our interaction with nature through the food
system will be viewed through the lens of both science and policy.
We wilt take a biological and ecological approach to the production
of plants and animals for food, as well as examine the transformation
of the "raw stuff of nature" through the processes of cooking, baking
and fermentation. Topics span a range of scales from basic chemistry
to agriculture, as we explore the coevolution of humans and their
foodstuffs. A study of policy will examine ways to support an equitable
and sustainable food system at the local, national and global scale.
Fall quarter we will introduce the concept of food systems and
analyze conventional and alternative agricultural practices. We will
examine the botany of vegetables, fruits, seed grains and legumes
that constitute most of the global food supply and their selection
through evolution and domestication. The study of policies that
support local agriculture, marketing and the food distribution
system, as well as how laws and regulations are made, will aid our
holistic examination.
In winter quarter, we shift our attention to cooking and basic
aspects of nutrition, as well as national agriculture and food policy.
We will examine animal products, as well as the chemistry of
cooking, baking and food preservation. Additionally, the structure
of proteins, carbohydrates and fats, as well as antioxidants, minerals
and vitamins will be discussed. The effects of food policy on nutrition
and farming will be addressed through the study of key legislation
such as the US Farm Bill.
In spring quarter, we will examine the global food system,
cultural relationships with food and international food movements.
Tropical crops, livestock and food systems in the context of both
the large-scale, monocultural plantation system and traditional,
small scale farms will be studied. The genesis of the current "stuffed
and starved" state of the global population will be discussed from a
physiological, as well as food policy scale. Seminar will focus on issues
of international sustainable "development," and corresponding
changes in diet and community food systems.
Students will directly apply scientific concepts learned in lectures
to experiments in the laboratory and kitchen . Field trips will provide
opportunities for observing food production, processing and citizen
participation in the making of local food policy. Program themes
will be reinforced in workshops and seminar discussions focused on
topics addressed by such authors as Pollan, Patel and Mintz.
Accepts new enrollment in winter and spring with faculty
signature. New students will be admitted based on completion
of course prerequisites plus similar material as that covered
in the previous quarter(s). Please contact Martha Rosemeyer
(rosemeym@evergreen.edu) for more information.
Credits: 16
Enrollment: 48
Required Fees: $280 in fall, $210 in winter and $280 in spring for
overnight field trips and supplies.
Thematic Planning Groups: Environmental Studies and
Sustainability and Justice
Forensics and Criminal Behavior
General Chemistry
Fall, Winter, Spring quarters
Spring quarter
Fields of Study: biochemistry, biology, chemistry,
communications, gender and women's studies, mathematics,
physiology, sociology and writing
Class Standing: Freshmen- Senior
Prerequisites: Although there are no prerequisites for this
program, proficiency in high school algebra and science is
strongly recommended .
Preparatory for studies and careers in biology, chemistry,
criminalistics, criminal justice, education, forensic science, general
science and sociology.
Faculty: Rebecca Sunderman, Andrew Brabban, Toska Olson
Fields of Study: chemistry
Class Standing: Freshmen- Senior
Prerequisites: Strong grasp of algebra (exponents, logarithms,
equations, linear graphing). Refer to the math assessment (blogs.
evergreen.edu/mckinstl) to evaluate your level of preparation for
entry into this program.
Preparatory for studies and careers in chemistry, biology,
environmental science, medicine, health and education.
Faculty: Lydia McKinstry and Paula Schofield
How can we think analytically and critically about crime in
America? Why is crime such a central focus in modern American
society? How is a crime scene analyzed? How are crimes solved? How
can we prevent violent crime and murder? This program will integrate
sociological and forensic science perspectives to investigate crime
and societal responses to it. We will explore how social and cultural
factors including race, class and gender are associated with crime
and criminal behavior. In addition, we will consider criminological
theories and explore how social scientists can help identify offenders
through criminal profiling and forensic psychology.
Through our forensics investigations, we will examine subjects
including biology, chemistry, pathology and physics. We will
study evidentiary techniques for crime scene analysis, such as
the examination of fingerprints, DNA, blood spatter, fibers, glass
fractures and fragments, hairs, ballistics, teeth, bones and body
remains. Students will learn hands-on laboratory and field approaches
to the scientific methods used in crime scene investigation. Students
will also learn to apply analytical, quantitative and qualitative skills to
collect and interpret evidence. Students can expect seminars, labs,
lectures, guest speakers and workshops, along with both individual
and group project work.
This is an introductory program about science, critical thinking
and the perspectives of sociology, chemistry and biology through
the lens of crime analysis. Students interested in developing their
skills in scientific inquiry, critical thinking and interdisciplinary studies
should consider this program. Students who may not consider
themselves to be "science" students are encouraged to enroll.
This one-quarter program will offer an intensive introduction
to the concepts and methods of college-level general chemistry.
We will use an organizing theme that is based on the cycles and
transformations of matter and energy at a variety of scales in both
living and nonliving systems. Use of quantitative methods will be
emphasized in all areas of the program, providing additionat insights
into these processes. Students will undertake assignments focused
on interpreting and integrating all of the topics covered. Our work
will emphasize critical thinking and quantitative reasoning, as well as
the development of proficient writing and speaking skills.
Program activities will include lectures, small-group problemsolving workshops, laboratories and field trips. Students can expect
to spend at least a full day in lab each week, maintain laboratory
notebooks, write formal laboratory reports and give formal
presentations of their work. Group work will also include reading and
discussion of topics of current or historical significance in chemistry.
This will be a rigorous program, requiring a ierious commitment
of time and effort on the part of the student. Overall, we expect
students to end the program with the ability to reason critically, sorve
problems and have hands-on experience with general chemistry.
This program provides the equivalent of a yearlong course in
general chemistry and will give students the chemistry prerequisite
needed to pursue upper division work in chemistry, biochemistry
'
and environmental science.
Credits: 16
Enrollment: 48
Thematic Planning Groups: Scientific Inquiry
This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 69
Required Fees: $100 in fall quarter for a murder mystery
experience.
Thematic Planning Groups: Culture, Text and Language and
Scientific Inquiry
Photo by Andrew Jeffers '13.
52 I Programs
Geopolitics, Energy, Economics
and Stewardship of the Pacific Northwest
Spring quarter
Field~ of Study: business and management, economics,
environmental studies, political economy, political science and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in government, business,
public policy, economic development, public administration and
entrepreneurship. ·
Faculty: Ralph Murphy and Zoe Van Schyndel
This program examines the political, ecological and energyrelated foundations of the Pacific Northwest's culture and
economy. The unique mix of energy, natural resources, agriculture,
manufacturing, military, high technology and finance have created a
diverse cultural and economic base. The regional economy, led by
manufacturing, agriculture, forest products and finance, served the
region well during most of the 20th century, creating a variety of
sources of employment and opportunities for families to achieve a
high quality of life.
Changes in the late 20th and early 21st century present new
challenges. As we explore these changes, our goals are to define
- a concrete vision of a sustainable economy in the Pacific Northwest
that will account for employment, prosperity and preservation and
restoration of the environment, as well as to examine the roles public
policy and entrepreneurship can play to ensure it is achievable, and
to understand why it is important to transition to a sustainable
future. We believe innovation, creativity and stewardship will help
achieve the goals of this program to positively benefit the region .
Three overarching topics will be explored in depth. Pacific
Northwest energy regimes-including natural gas, hydroelectric
sources and emerging technologies of tidal, geothermal and
wind-will be examined. Energy is vital to the Pacific Northwest
because of the comparative advantages on price the region has
long enjoyed. We will examine the composition of, and changes in,
the regional economy, including how to understand key economic
relationships, how technology and ·other emerging sectors impact
_education, demographics, employment, wage structures and
-- demands for infrastructure and tax base. To fully understand energy
and the regional economy, we will integrate considerations of how
economics, governance and ecology are now at critical turning
points.
This program is organized around class work that includes
lectures, workshops, book seminars and field trips. Assignments will
include seminar papers, field trip reports, briefing papers, individual
and team research and a final project and presentation .
Credits: 16
Enrollment: 50
Thematic Planning Groups: Environmental Studies, Society,
Politics, Behavior and Change
Programs I 53
Greece and Italy: An Artistic and Literary Odyssey
How Language Works
Fall, Winter, Spring quarters
Spring quarter
Fields of Study: art history, classics and history
Class Standing: Sophomore- Senior
Preparatory for studies and careers in classical studies,
archaeology, studio arts and careers in the humanities.
Faculty: Bob Haft and Ulrike Krotscheck
Fields of Study: communications, language studies and linguistics
Class Standing: Freshmen- Senior
Preparatory for studies and careers in linguistics,
communication and education .
Faculty: Rachel Hastings and Diego de Acosta
The legacy of the Greek and Italian cultures in the Western
world-from the Minoan world to that of the Italian Renaissancecontinues to hold considerable sway over contemporary cultures.
The great writings and powerful visual arts that were produced in
Greece and Italy established standards of excellence that succeeding
generations have both struggled against and paid homage to up
to the present day. In this program, we will study two of the most
dynamic and seminal cultures in Western history: Classical Greece
and Renaissance Italy. We will read primary texts from the periods we
study (e.g ., Homer's Iliad, Aeschylus' Oresteia and Dante's Inferno),
as well as contemporary offerings like Mary Renault's The King Must
Die. By coming to a greater understanding of this rich and often
controversial legacy, we expect to learn a great deal about ourselves
as well . We do not approach the pots, poems or palaces of the past
as mere artifacts, but as living expressions of ideas and ideals that
deserve serious consideration-not only in terms of their influence,
but also in terms of their contemporary viability. Thus, Plato and
Michelangelo (to name a couple of examples) can help us deepen
our understanding of the nature of human love; Virgil and Dante
have much to teach us about the intersection of piety and politics.
Fall quarter ("Naissance"). we will investigate the rise of the
Greek polis, or city-state, from the ashes of the Bronze Age Aegean
civilizations. In addition to reading primary source materials,
both literary and archaeological, we will study the architecture,
archaeology, sculpture and painted pottery of the ancient Greek
world . To further our understanding, students will also elect to study
either the Latin language or the basics of drawing.
Winter quarter ("Renaissance"), our focus will be on the Roman
appropriation of Greek art and thought and the later Florentine
rediscovery and interpretation of the Classical past. We'll study how
15th-century Italians used the ideas they found in classical literature
and learning as the basis for revolutions both in artistic practices and
the conception of humanity. In order to learn more about the legacy
of Western art and its conception of the visual world, we will also
learn the basics of photography.
In spring, we will build on the previous two quarters' work. Our
work will combine studies of both the ancient Greeks and Romans and
the Renaissance Italians and students will be expected to produce a
major research paper dealing with some aspect of those worlds.
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?
We will consider these questions and others through the lens of
linguistics. We will study the sound systems of languages (phonetics
and phonology), the structure and meaning of sentences (semantics
and syntax) and the mysteries of word formation (morphology).
We will discuss ways in which languages change and interact with
societal structures (sociolinguistics), the nature of language life
cycles and the process of language acquisition. We will look at the
grammar of English as well as less-known languages from different
parts of the world. Through the course of the program students
will learn a variety of conceptual and empirical techniques, from
analyzing speech sounds to calculating aspects of linguistic meaning
to identifying conditions associated with language change and loss
in human societies.
This program will be an intensive examination of topics requiring
a significant amount of reading as well as regular problem sets and
essays.
Accepts winter enrollment with signature. Students must have an
interview with the faculty at the Academic Fair in December 2014 in
order to obtain a signature. Acceptance into the program will depend
on one's background in Greek art and literature. Students unable to
attend the fair should call 360-867-6474 to schedule an interview
appointment. This program does not accept spring enrollment.
Credits: 16
Enrollment: 50
Special Expenses: Approximately $20-30 for art supplies for students
participating in the fall-quarter drawing section . In winter, all
students will spend between $150 and $200 for photographic
supplies (film, paper, etc.).
Required Fees: $10 in fall and $15 in winter and spring for museum
entrance fees .
Thematic Planning Groups: Culture, Text and Language, and
Expressive Arts
Credits: 16
Enrollment: 48
Thematic Planning Groups: Culture, Text and Language
Imperial Beauty, Turmoil and Tragedy:
Russia Falls, the Soviet Union Rises
Winter quarter
Fields of Study: cultural studies, geography, history, language
studies, literature and writing
Class Standing: Sophomore- Senior
Preparatory for studies and careers in education, diplomatic
and security services, film , music, art, international business, and
graduate studies in international affairs and in Russian and Slavic
literary, historical, political and social studies.
Faculty: Robert Smurr and Patricia Krafcik
This program emphasizes the Russian Empire's extraordinary
political, historical, literary, artistic and musical developments of the
19th and early 20th centuries. We will explore literary masterpieces
by Dostoevsky, Tolstoy and Chekhov; examine paintings by Repin,
Nesterov and Vereshchagin; and listen to the compositions of
Musorgsky, Rimsky-Korsakov and Tchaikovsky. We will also examine
the rise of the Russian Empire's radical intelligentsia, thinkers who
rebelled against autocratic tsarist policies and the institution of
serfdom and whose activities led to the world-changing revolutions
of the early 20th century.
Readings from social and revolutionary activists, such as Marx,
Lenin and Trotsky, will allow us to better understand how these
thinkers managed to transform the economically and socially
"backward" Russian Empire into the planet's most experimental
and, at times, most feared political power. Our diverse readings from
Russian and Soviet imperial literature and history will help us gain an
appreciation for the cultural, social and poHtical nuances of these
•
expansive, beguiling and enigmatic lands.
Faculty will provide lectures to guide our study. Students will
read and discuss in seminar a diverse selection of historical and
literary texts; view and discuss relevant documentaries and films;
and write three major essays based on seminar readings. A special
all-program workshop in pysanky (wax-resist egg decorating) will
offer a hands-on Slavic folk art experience.
New language students will be accepted in the Beginning
Russian Language segment within the program if they have one
college quarter of Russian or the equivalent.
A special history workshop segment is available to students
within or from outside the program for 4 credits. It will investigate
the origins, development and dissolution of nine separate wars
in which the former Russian Empire, the former Soviet Union and
contemporary Russia have been involved. The workshop, entitled
"Russian, Soviet, and Post-Soviet Wars," will start with the Napoleonic
invasion of the Russian Empire and progress chronologically to a
new war each week.
Credits: 16
Enrollment: 50
Required Fees: $10 for supplies for a special folk craft workshop.
Thematic Planning Groups: Culture, Text and Language
54 I Programs
~~
Programs I 55
India Then and Now
Individual Study: Humanities and Social Sciences
Intermediate Macroeconomics
Winter quarter
Winter quarter
Fall quarter
Fall and Winter quas:t:ers
Fields of Study: cultural studies, government, history, literature
and poli1ical economy
Class Standing: Sophomore - Senior
Preparatory for studies and careers in Indian studies, literature
and political economy.
Faculty: Jeanne Hahn and Ratna Roy
Fields of Study: community studies, consciousness studies,
cultural studies, education, government, health, literature,
philosophy, philosophy of science, political economy, political
science, psychology, sociology and writing
Class Standing: Freshmen - Senior
Faculty: Bill Arney
Fields of Study: economics, government and political economy
Class Standing: Sophomore - Senior
Prerequisites: (1) principles of macroeconomics and (2a)
Fields of Study: chemistry, ecology, economics, environmental
It is often said that an inquiry into the past helps make the present
more understandable. Certainly this is the case with India. The roots
of today's India lie deep in its early history. One of the world's oldest
civilizations, with a body of literature in Sanskrit dating back to 1500
BCE, India is the birthplace of Hinduism, Buddhism and Jainism and
the home of diverse philosophical thinking that relates to concepts
of birth/death, duty, citizenship, state building and governance.
Today, India is considered to be the world's largest democracy and
a nation undergoing rapid change and modernization. What is the
relationship of this long past to today's India?
India's ancient inheritance continues to shape modern India,
while at the same time creating tensions and contradictions as it
changes and finds its place in the world of the 21st century. This
program will study aspects of both India's past and its present to
gain an understanding of its long historical trajectory, as well as its
present society and what it is that connects past to present. We
will begin with translated excerpts from ancient texts as literature
and gain an understanding of the foundations of Indian thought. A
focal point of the first several weeks will be a reading of the great
epic text, The Ramayana. We will then build on this foundation to
investigate the defining cultural, political and economic issues facing
contemporary India. In addition to the ancient texts, the program will
read contemporary literature, political economy and cultural studies.
Writing will include a carefully developed two-part progressive essay
that synthesizes and analyzes the program themes.
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 ready to
do good work are welcome to make a proposal to Bill Arney.
Faculty signature. Students interested in Bill Arney's sponsorship
should create a draft of a contract using the online contract
process and, in that process, select Bill Arney as the sponsor.
You should make this selection without soliciting a prior verbal
commitment from Bill; he will examine all contracts submitted
online. Once you go through the Steps to Complete a Contract,
you should choose the step to submit the contract "for approval."
Then, even though Bill will get an automatic notification that you
have submitted a contract, it would be prudent to send an email
directly to Bill (arney@evergreen.edu) notifying him that a draft
contract is ready for his review. He will then review and respond
to the contract. If Bill does not respond within one week, please
send another email reminding him that you have a contract
awaiting review.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Critical and Creative Practices,
principles of microeconomics or (2b) other economic theory.
Preparatory for studies and careers in economics, political
economy, history, public administration and business.
Faculty: Tom Womeldorff
This program is designed for students who are interested in
critically studying economics beyond the introductory level. In
lecture and workshop, we will complete the equivalent of textbook
intermediate macroeconomics which focuses primarily on the
determinants of economic growth, employment rates, inflation and
income distribution. We will assess the "appropriate" roles for the
federal government in the economy (e.g., determining the right fiscal
and monetary policy mix, setting exchange rates and eliminating/
creating trade barriers). While there is no specific math prerequisite,
extending our math skills will be an objective of the program.
In the process, we will critically assess the limits of macroeconomic
theory. For example, does the theory adequately consider
income distribution effects of policy options? Do macroeconomic
prescriptions contribute to gender inequalities? To what extent do
ideological predispositions intersect with the science of economics,
influencing prescriptions about the size of the money supply or the
judged appropriateness of tax cuts?
In seminar, we will survey areas of applied macroeconomics and
gain familiarity with the various schools of thought (i.e., Keynesian,
Post-Keynesian, Monetarist, Austrian and Marxian approaches).
Program activities will include lectures, workshops, exams, short
research papers and seminar.
Consciousness Studies, and Culture, Text and Language
Faculty signature. Interested students should email Tom
Womeldorff (womeldor@evergreen.edu) to explain how they
meet the prerequisites. Please include your student ID number.
Emails received by the Academic Fair will be given priority. Some
seats will be reserved for later applicants; qualified students will
be accepted until the program fills.
Credits: 16
Enrollment: 50
Thematic Planning Groups: Culture, Text and Language,
Sustainability and Justice, and Society, Politics, Behavior and
Cnange
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
Introduction to Environmental Studies
studies and political science
Class Standing: Sophomore - Senior
Preparatory for studies and careers in environmental studies,
environmental regulation, education, ecology, chemistry and
natural resource management.
Faculty: Gerardo Chin-Leo, Dharshi Bopegedera, Ralph Murphy
This two-quarter program is designed to serve as a foundation
for advanced programs in environmental studies. As such, 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 ecology, chemistry, American political and
economic history, political science, environmental policy-making
and micro/environmental economics. In addition, we will develop
field, lab, quantitative reasoning and statistics skills with the goa1
of understanding current issues on a wide range of topics in
environmental studies.
In fall quarter, we will examine local environmental issues such
as degradation of aquatic systems, introduced exotic species,
harmful algal blooms, salmon fisheries and local consequences of
global climate change. Science lectures will-develop the principles
and skills relevant to understanding environmental phenomena
and processes; the ecology lectures and fieldwork will examine the
factors controlling the species diversity, distribution and productivity
of organisms; and the chemistry lectures and labs will present atomic
structure, the applications oft he periodic table, oature oft he chemical
bond and stoichiometric calculations while developing students'
quantitative reasoning skills. Social science lectures will examine
how the values of democracy and capitalism from the founding
era to the present influence resource management, the scope and
limitations of governmental policymaking, regulatory agencies and
environmental law. Understanding the different levels (federal, state,
local) of governmental responsibility for' environmental protection
will be explored in-depth. Finally, there will be an introduction to
research design and statistics.
In winter quarter, we will continue the presentation of principles
in ecology, chemistry and social science relevant to environmental
studies and continue to develop quantitative approaches to data
analysis. The thematic focus will shift to a more global sc~le and
we will examine in depth three major challenges for the early 21th
century: natural resources, global warming and energy. These
related topics require an understanding of the science, politics
and economics of each issue and how they interact. In addition
to studying the science and policy underlying these issues, we will
explore how economic analysis can be used as a problem-solving
tool for environmental issues.
The material will be presented through lectures, workshops,
seminars, labs, field trips/fieldwork and quantitative methods. Field
trips, seminar and case studies will offer opportunities to see how
science and policy interact in environmental issues.
Accepts winter enrollment with faculty signature. Students
must have a background in the material covered in fall quarter
or equivalent (e.g., one quarter chemistry, ecology and politica·~
science). Contact the faculty for more information.
Credits: 16
Enrollment: 75
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
Photo by Shauna Bittle '98.
56 I Programs
Introduction to Natural Science
Fall, Winter, Spring quarters
Fields of Study: biology, chemistry, computer science, education
and matPlematics
Class Standing: Freshmen -Senior
Prerequisites: Proficiency in high school algebra.
Preparatory for studies and careers in physical and biological
sciences, medicine and health sciences, computer science,
scientific writing, environmental sciences and education .
Faculty: James Neitzel and 2 TBA
This program will offer students a conceptual and methodological
introduction to biology, chemistry, mathematics and computation. In
order to understand our world from a scientific perspective, we need
to be able to analyze complex systems at multiple levels. We need
to understand the ways that matter transforms chemically and how
energy and entropy drive those transformations. Biological systems
can be understood at the molecular level, but we also need to
know about cells, organisms and ecological systems and how they
change over time. The language for describing these systems is both
quantitative and computational.
The integration of biology, chemistry, mathematics and
computing will assist us in asking and answering questions that
lie in the intersections of these fields. Such topics include the
chemical structure of DNA, the mathematical modeling of biological
population growth, the equations governing chemical equilibria and
kinetics, and the algorithms underlying bioinformatics. Program
activities will include lectures, small group problem-solving
workshops, laboratory and field work and seminar discussions.
Students will learn to describe their work through scientific writing
and public presentations. Our laboratory work in biology and
chemistry will also allow us to observe phenomena, collect data
and gain firsthand insight into the complex relationship between
Programs I 57
mathematical models and experimental results. There will be a
significant laboratory component-students can expect to spend at
least a full day in lab each week, maintain laboratory notebooks,
write formal laboratory reports and give formal presentations
of their work. Biology laboratories in this program will include
participation in the SEA-PHAGE program coordinated by the
Howard Hughes Medical Institute and the use of bioinformatics tools
on a bacteriophage genome.
In addition to - studying current scientific theories, we will
consider the historical, societal and personal factors that influence
our thinking about the natural world . We will also examine the
impacts on societies due to changes in science and technology.
During spring quarter, there will be an opportunity for small student
groups to conduct an independent, scientific investigation designed
in collaboration with the program faculty.
This program is designed for students who want a solid
preparation for further study in the sciences. Students who only want
to get a taste of science will find this program quite demanding and
should consult the faculty before the program begins. Overall, we
expect students to end the program in the spring with a working
knowledge of scientific, mathematical and computational concepts,
with the ability to reason critically and to solve problems and with
hands-on experience in natural science.
This program accepts winter and spring enrollment. In winter,
new students will be accepted who have completed work
equivalent to the chemistry and biology covered in the fall. These
students should expect to complete some catch-up work during
the December break. In spring, new students will be accepted
who have completed work equivalent to two quarters of college
general biology and two quarters of college general chemistry.
Contact faculty at the Academic Fair or by email.
Credits: 16
Enrollment: 72
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Scientific Inquiry
---~
It's About Style
It's About Time
Spring quarter
Fall and Winter quarters
Fields of Study: literature, media studies and queer studies
Class Standing: Freshmen - Sophomore
Preparatory for studies and• careers in literature, film studies,
Fields of Study: art history, literature, visual arts and writing
Class Standing: Freshmen
Preparatory for studies and careers in visual arts and literature.
Faculty: Trevor Speller, Shaw Osha (Flores), Greg Mullins
writing, gender and sexuality studies.
Faculty: Greg Mullins
This program offers an introduction to queer studies and
an avenue to continue the study of literature and visual culture
that students may have begun in the program It's About Time.
Through the critical study of film and fiction students will expand
their appreciation for how words and images open horizons of
understanding sex and gender and the cultural politics of sex and
gender.
Style (in literature, film, art, fashion, design) is notoriously easy to
recognize and challenging to define. You know an Olympia hipster
when you see one, but what makes a hipster "hip"?
Queer writers, critics and media artists have historically deployed
styles at once visible and elusive. Why? To what effects? (Think:
Ziggy Stardust. Think: Margaret Cho.)
This program will explore style as an aesthetic and political
practice. We will focus on queer politics and on ways that gender
and sexuality might interrupt narratives that, on their surface, appear
quite tranquil. Our visual studies will center on narrative cinema; our
textual studies will focus on novels. Expect to devote long hours
to reading richly stylized fiction, literary criticism and queer theory.
Expect also to write expository essays.
A sense of fashion is not a prerequisite, but a willingness to
explore style (in your writing, at least) is.
Credits: 16
Enrollment: 23
Required Fees: $50 for entrance fees to museums and the theater.
Thematic Planning Groups: Critical and Creative Practices
Quick-what time is it? Your answer probably comes from
a smartphone that connects you instantly to information across
the globe. New technologies drive new experiences of time and
writers and artists respond to those new experiences with startling
innovations in form and vision.
Through the critical study of art and literature, we will explore
the experience of time in the modernist'period-roughly defined
as the first half of the 20th century. In those decades, airplanes,
automobiles, telephones and radio sped up time and the modernists
responded in kind. How did they experience time? How is this
different from our own experience of it?
To answer those questions, we will not only study moQernist
art and literature, but also live like modernists. We will begin
the fall quarter with a voyage, sailing the waters of Puget Sound
on a 100-year-old schooner. We will slow down by using the
technologies of the past. Students will write with ballpoint pens and
typewriters, draw from observation and move into abstraction, use
film photography, memorize poetry and go to museums, all in the
hopes of living more slowly. During both fall and winter quarters
we will study movements such as Romanticism, Impressionism,
Post-impressionism, Cubism, Dada, Abstraction and Surrealism
in visual art and literature. Students will engage with authors like
James Joyce, Marcel Proust and Virginia Woolf and artists like Pablo
Picasso and Marcel Duchamp.
Students in this program can expect to examine art, literature
and culture in the modernist period; learn how to draw, paint and
write in various ways from naturalism to abstraction; understand
the basic principles behind artistic and literary representation in the
modernist period; and go on field trips using "slow" technologies
(train, boat, walking).
Credits: 16
Enrollment: 69
Required Fees: $400 in fall quarter and $100 in winter qu£rter for
overnight field trips.
Thematic Planning Groups: Critical and Creative Practices
Photos by Shauna Bittle '98.
Programs I 59
58 I Programs
Landscapes of Faith and Power
in the Eastern Mediterranean
Fall, Winter, Spring quarters
Fields of Study: geography, international studies, religious
studies and study abroad
Class Standing: Sophomore- Senior
Preparatory for studies and careers in international relations,
geography, anthropology and rel igious studies.
Faculty: Steven Niva, Sarah Eltantawi and Martha Henderson
This program explores the geography of religion, culture and
politics in the Eastern Mediterranean region with a special emphasis
on the culture and politics of Egypt and Turkey. Drawing upon
the fields of political ecology, comparative religion and political
science, we will examine how political power and religious beliefs
appear on the landscape of the region and how this landscape
has been transformed and contested through political and social
change. The program will look at how various empires, states and
religious traditions have transformed the geography of the region
and left a visible trace on the landscape, while also addressing how
contemporary struggles for justice or cultural identity are creating
new geographies and landscapes. We will learn to read the landscape
as an artifact of historical social processes and as emblematic of
contemporary identities and power relations. We will explore the
major relig ious traditions in the reg ion, the role of sacred spaces and
religious practices in community formation, ecological conditions as
the product of political pressures, and the shaping of cultural and
political conditions across this region through the rise and fall of past
empires and the creation of modern states.
Fall and winter quarters, students will learn about contemporary
political struggles in the region resulting from the Arab and Turkish
democratic uprisings, cultural and political geography, environmental
conditions, comparative religious study and how to read landscapes
with a particular focus on Turkey and Egypt. Students will
develop a strong reg ional understanding of the history of Eastern
Mediterranean, including the history and culture of ancient Egypt
and Neolithic Anatolia; the rise of Judaism, Christianity and Islam;
the transformation of the region through European colonialism and
the rise of modern nation-states. We will also examine the politics
of inclusion/exclusion and economic inequality in important urban
landscapes like Istanbul, Cairo and Jerusalem .
In the spring, some students will have the opportunity to
participate in a seven-week study-abroad program that goes to
Turkey and Egypt and further explores questions about geography,
landscape, faith and power. Students who do not travel will build
upon their program work to examine the landscapes of faith and
power that link the Middle East with the Pacific Northwest through a
study of cultural and religious geography in this region.
Credits: 16
Enrollment: 75
Study Abroad: The spring trip will begin in Istanbul, Turkey, to
study and experience the rich landscape of historic and contemporary
Turkish society, with excursions to both the Black Sea and Aegean
regions. Students will then travel to Cairo and other important
historical and religious sites. Due to space limitations, students may
have to qualify for the trip through the quality of work in the program
in fall and provide a deposit of $200 at the start of winter quarter.
For those selected, the estimated cost of this trip above tuition will
be around $4,500. Students will pay an estimated $2,300 as program
fees that will cover lodging, travel and group expenses. Students
will be responsible for additional expenses of approximately $2,200
to cover their airfare and food expenses during the trip.
Thematic Planning Groups: Culture, Text and Language, and
Society, Politics, Behavior and Change
Making A Difference/Doing Social Change
Making Change Happen
Spring quarter
Fall, Winter, Spring quarters
Fields of Study: community studies, law and public policy and
political economy
'
Class Standing: Sophomore- Senior
Prerequisites: Students should have college-level writing skills.
Please submit a previous paper when contacting the faculty.
Preparatory for studies and careers in community organizing,
law, education and social sciences.
Faculty: Lawrence Mosqueda
Fields of Study: African American studies, community studies,
cultural studies, gender and women's studies, leadership studies,
psychology and queer studies
Class Standing: Junior- Senior
Preparatory for studies and careers in psychology, social justice,
social psychology, social sciences, business, activism, diversity and
anti-oppression studies, systems theory and group process/change.
Faculty: Marcella Benson-Ouaziena and George Freeman
Even a casual observation of society indicates that serious social
change is necessary. The question is: what are the most effective
ways to make a significant change that will be long lasting and
sustainable?
In this program, students will study methods of social change
in the classroom and participate in local, regional, national or
international groups that are making a difference and have
significant promise of continuing to do so in the future . Students will
determine the area where they wish to work and come together to
study theories of social change and test those theories in their work
throughout the quarter. Our seminars will examine the readings for
the week and also the work each of us is engaged in for the quarter.
Institutions and organizations are always in states of flux,
responding to environmental and personal demands. How does
institutional change happen? How do we move institutions and
organizations toward greater inclusivity, equity and social justice? The
guiding questions of this program are framed in terms of democracy,
social justice, welfare, civil rights and personal transformation and
transcendence. We will explore how we engage institutions and
organizations in transformation, effective change strategies that
allow for both personal and institutional paradigmatic shifts and
how we become the leaders of the process. We will examine the
psychology of change, what role transcendence plays in our ways
of thinking about change and how equity and justice are served.
This program will explore these questions in the context of systems
theory, multicultural and anti-oppression frameworks, leadership
development, and with in the context of the civil rights movement.
Our focus fall quarter 'is on personal development and change.
We believe that the personal is political (and vice versa). so we
have to understand what experiences inform our stance towards
change. The focus is on the self, particularly from a cultural and
autobiographical perspective, as it informs our world view. The
assignments are geared to self-reflection . Remember, in order to
impact change you must challenge yourself to become the change.
Winter quarter's focus is on cultural groups and their
development, norms and boundaries. We will examine what defines
the boundaries of these groups, the norms and variation to these
norms present in the group. We'll also work on the relationship of
the cultural group to the larger society. Our work is geared toward
understanding the collective group's position in the world and your
personal and small-group interface to the group of your facultyapproved choice. This involves the central themes of democracy,
social justice, inclusivity and exclusivity that form the foundation
of the program . Those wanting internships will have the option of
beginning this quarter.
For spring, the program will broaden its areas of interest to
include the community. We will examine how the self, the group
and the community intersect. We will explore these points of
intersection as influenced and shaped by the personal, cultural and
sociopolitical forces at work in our communities. We plan to travel
to the Highlander Center (http://highlandercenter.org/about-us).
Students will put into practice the theory of the prior two quarters
and the understanding they have gained about the self, the self in
groups and the power of the group.
Full-time program content offers additional focus on the history,
systems and theories of psychology, and research approaches in
the field of clinical and counseling psychology. This component will
include a small group, collaborative research-based project.
Faculty signature. Students must demonstrate how they have
meet the prerequisites and submit a plan for working with a social
change group before the quarter begins. Contact faculty for
more details. Interviews will be conducted in February and March,
before the Academic Fair. To set up an interview, call 360-8676513 or email Lawrence Mosqueda (mosqueda@evergreen .edu).
Students will be informed of their acceptance at the Academic
Fair. If space is available after the Academic Fair, students can
still enroll in the class after consultation with the faculty. Transfer
students may email Lawrence Mosqueda.
Credits: 16
Enrollment: 25
Internship Possibilities: Internships may be possible. Please
contact the faculty for further details.
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
Approximately $845 for a field trip to Highlander Center in spring.
Internship Possibilities: Winter and spring with faculty approval
only. Students must complete an In-program Internship Learning
Contract (designed tor this program) in consultation with the
faculty and Academic Advising .
~ ,
Thematic Planning Groups: Society, Politics, Behavior and Change
Marine Biodiversity
Spring quarter
Fields of Study: environmental studies, field studies, marine
science and zoology
Class Standing: Junior- Senior
Prerequisites: Two quarters of college biological sciences with labs.
Preparatory for studies and careers in marine science,
environmental science and other life sciences.
Faculty: Erik Thuesen and TBA
This program focuses on learning the identity and evolutionary
relationships of marine multicellular organisms. Oceans support
an extremely diverse group of autotroph ic and heterotrophic
organisms, which together comprise an important fraction of Earth's
biodiversity. The proximity of Evergreen's campus to various marine
habitats provides excellent opportunities to study many diverse
groups of organisms. Emphasis will be placed on learning the
regional marine flora and fauna. Students will learn fundamental
laboratory and field techniques and will be required to complete
a research project utilizing the available microscopy facilities (light
and scanning electron microscopes). Work~hops on the statistical
analysis of biodiversity will provide a quantitative aspect to our work.
This program will include extensive work in both the lab and field .
Credits: 16
Enrollment: 50
Special Expenses: Students should expect above-average book costs.
Required Fees: $240 for an overnigh{ field trip to the Olympic
Peninsula .
Thematic Planning Groups: Environmental Studies
Accepts winter enrollment. Interested students should contact
George Freeman (360-867-6198 or freemang@evergreen .edu)
and meet with him at the Academic Fair. This program does not
accept spring enrollment.
Credits: 8, 16
Enrollment: 25
Special Expenses: $45 for materials and supplies in winter.
Photo by Shauna Bittle '98.
Programs 161
60 I Programs
Mediaworks
Middle Sea: Music, Biology and Policy
Models of Motion
Fall, Winter, Spring quarters
Fall and Winter quarters
Fall, Winter, Sprlng quarters
Fields of Study: art history, communications, media arts, media
Fields of Study: cultural studies, ecology, environmental studies,
Fields of Study: mathematics, philosophy of science and physics
Class Standing: Freshmen - Senior
Prerequisites: Open to students of all class levels who meet the
studi~s,
field studies, law and government policy, law and public policy,
marine science, music, visual arts and writing
Class Standing: Freshmen
Preparatory for studies and careers in oceanography, marine
biology, law and public policy, music.
Faculty: Andrew Buchman, Cheri Lucas-Jennings and TBA
visual arts and writing
Class_Standing: Sophomore- Senior
Prerequisites: Students must demonstrate upper division
college-level reading, writing and critical thinking skills as well
as thoughtful engagement with the theory and/or practice of
art and media . In addition, successful completion of at least
two quarters of an Interdisciplinary program, or the equivalent,
is a prerequisite for admission . Previous experience in media
production is not required .
Preparatory for studies and careers in media, visual art,
communication, education and the humanities.
Faculty: Julia Zay and Ruth Hayes
As media artists, we define the responsibilities we have to our
audiences and the subjects of our work. This is a foundation arts
program that explores what it means to make an image, to make
a photographic image, to make moving time-based images and to
pair image with sound . We approach these questions philosophically,
historically and materially-through the critical-creative practices of
reading, writing, making, critique and reflection. This inquiry will
- require that we examine the implications of making new images
and/or appropriating and repurposing old ones in our age of media
proliferation and saturation. It also will require that we return to
media's roots in the 19th century to examine how photographers,
vaudevillians, artists and others invented their way into cinema. We
will critically engage with traditions of film and video practice as well
as related forms of visual art, mapping a broad contextual territory
and challenging received notions of the boundaries between forms,
genres and mediums.
We will focus our creative work on a broad category called
"nonfiction" that includes experimental and documentary forms,
developing skills in the crafting of both live-action and animated
moving images. We will explore the technologies and material
properties-as well as multiple exhibition modes-of sound and
moving image media, and apply these to projects that explore
essayistic and autobiographical approaches, among others. We will
· -- spend significant time in critique to help each other see, describe,
evaluate and improve our creative and critical work.
In fall, we will focus on building essential skills in practices of
attention: seeing, listening and experiencing. We will apply these
skills to everything we do; class sessions will include lectures/
screenings, conceptual and technical workshops, seminar, critical
reading and writing and critique. We will gain skills in animation,
16mm film, video, audio and drawing as we explore the larger social
and historical contexts and philosophical questions surrounding
each medium. Students will form collaborative groups to research
and develop projects informed by multiple disciplines that will be
the focus of their winter quarter creative work. In winter, we will
deepen our study and practice of media, moving towards more
intentional examinations of how our investments in collaboration,
comrnunity and networks can animate our intellectual and creative
work. We will also consider the environmental impacts of this work.
In spring, as a culmination of the work in fall and winter, students
will organize themselves into affinity groups as they each prepare
an extensive proposal, including research prospectus and planning
documents, for an independent nonfiction media project that will
include both exhibited and written components. We encourage
collaborative projects. Students will sharpen their conceptual design
skills as they identify the most useful forms for this work; this could
be film or video, animation, audio, installation, performance and/
or an internship. Weekly critiques, presentations by visiting artists,
screenings, research presentations, community service projects and
technical workshops will support each student's emerging work.
Photo by Shauna Bittle '98.
Faculty signature. Students must submit an application
demonstrating how they meet the prerequisites. Applications
will be available from Academic Advising, the Seminar 2 program
office and at blogs.evergreen.edu/mediaworks1415 by April 25,
2014. Applications will be reviewed until the program fills. We
will start accepting students into the program after the springquarter Academic Fair, May 14, 2014. This program does not
accept new enrollment in winter and spring.
Credits: 16
Enrollment: 44
Special Expenses: $100-200 in fall and winter for art materials
and external hard drive. Spring quarter expenses will vary
depending on individual project work.
Required Fees: $350 in fall for film, supplies and field trips.
Internship Possibilities: Spring: with arts or media organizations,
by faculty approval. It is the student's responsibility to identify,
make contact with the organization and arrange the internship
before the end of winter quarter. Students must complete an Inprogram Internship Learning Contract (designed for this program)
in consultation with the program faculty and Academic Advising.
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Critical and Creative Practices and
Expressive Arts
Oceans constitute 70 percent of the globe's surface area. But as
an international resource, a vast Middle Sea between nation-states,
they have suffered a "tragedy ofthe commons"-overuse, depletion,
pollution and degradation. What is the state of the stateless, yet
vital, Saltwater Nation? We'll look beneath the surface, explore and
survey the rhythms, ecology and many problems facing our planet's
oceans, especially those caused by anthropogenic climate change.
We'll learn how artists, scientists and public servants who conserve
and manage natural resources all have vital roles to play in creating
a sustainable future for oceans and the webs of life and culture in
and around them .
Marine science is a fundamental part of this program . What is
happening to our seas and the creatures that dwell within them?
We'll take advantage of the marine environments surrounding our
campus, including both estuarine and coastal habitats, and conduct
extensive hands-on lab and field activities, as crucial ways to learn
how scientific theories ~rise from accurate observations, reliable
data and critical and creative thinking.
Oceans are unique from a public policy perspective. Because
these bodies overlap national and international borders, they
constitute perhaps the only regions where shared governance must
occur. Overfishing is an inherently international issue, as is plastics
pollution, albedo feedback (decreasing ice cover) and loss of coral
reefs. How have differing cultures regarded and interacted with
oceans upon which they've depended over the centuries? What
issues portend for those cultures that intimately depend upon
productive, healthy ocean ecosystems? What do the ways we treat
and talk about our seas reveal about our own culture?
From sea chanties to paintings, novels to symphonies, art works
offer ways to reach the heart and frame issues around sustainability
in thought-provoking ways. We'll study art and music of different
cultures, and also use tide tables and other data sets to create
unique music. Students will sketch and photograph sea life, study
the sounds and motions of waves and tides, read books and write
papers, conduct research and work in small groups on presentations
and projects, learn to analyze music and art and explore possible
careers and directions for further study.
Credits: 16
Enrollment: 69
Required Fees: $200 in fall for overnight field trips.
Special Expenses: $35-$60 for musical instruments and art
supplies.
Thematic Planning Groups: Consciousness Studies, Expressive
Arts, Environmental Studies and Sustainability and Justice
math prerequisite: proficiency in precalculus, including algebra
and trigonometry. Complete the mandatory mathematics
assessment test, available at the program website (blogs .
evergreen .edu/motion) by the beginning of spring quarter 2014.
Preparatory for studies and careers in mathematics, physics,
other natural sciences, engineering, math and science education .
Faculty: Krishna Chowdary, EJ Zita, Rachel Hastings, Neil Switz
In this introductory program, we will integrate material from firstyear university physics and calculus with relevant areas of history and
scientific literature as we explore how mathematicians and physicists
make sense of, and intervene in, the natural and human-created
worlds. Students will be supported in developing a firm backgrbund
in college-level science, becoming prepared for further work in the
mathematical and physical sciences. Our aim is to learn to think and
communicate mathematically and scientifically.
Scientists gather data, make observations, look for patterns,
build models and use those models to predict behavior. Powerful
models in physics help us explain int-eractions involving matter
and energy. New models require 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 to
models in physics will be one of the major goals of this program.
The program will have a significant laboratory component, using
hands-on investigations and computational tools to explore and analyze
the nature of mathematical and physical systems; this work will take
place in a highly collaborative environment. Workshops and seminar
discussions will also allow for collaborMive work on math and physics
problems as well as an opportunity to explore connections between
history, theory and practice. The program is intended for students with
solid high-school level backgrounds in science and mathematicsin particular, a good grasp of precalculus (including algebra and
trigonometry) will be assumed . Equally important for succe~s, however,
will be a commitment to working hard and learning together.
The work will be intensive-students should expect to spend
over 50 hours per week engaged with material during and outside of
class. We will learn process and content through readings, lectures,
labs, workshops, seminars and projects. Students will have multiple
opportunities to demonstrate their learning in individual and
collaborative contexts, including in-class work, homework, papers,
presentations and exams.
Accepts winter and spring enrollment. Students will need to
demonstrate prerequisite knowledge equivalent to mathematics
and physics content covered in previous quarter(s). Contact Krishna
Chowdary (chowdark@evergreen.edu) for more information.
Credits: 16
Enrollment: 48
Special Expenses: Students will need to have devices capable of
scientific calculation and graphing, such as graphing calculators
or smartphones/tablets/laptops with appropriate software. More
information will be available at blogs.evergreen.edu/motion by
the beginning of spring quarter 2014.
Required Fees: $200 in fall and $175 in winter and spJing for
overnight field trips and physics kits.
Thematic Planning Groups: Scientific Inquiry
62 I Programs
.....------
Programs I 63
Mona Lisa Overdrive: Science in Art and Culture
Movement/Thought
Multicultural Counseling: A Holistic Perspective
Musical Cities
Fall and Winter quarters
Spring quarter
Fall, Winter, Spring quarters
Fall, Winter, Spring~quarters
Fields of Study: biology, cultural studies and literature
Class ~tanding: Freshmen - Sophomore
Preparatory for studies and careers in biology, humanities and
education.
Faculty: Amy Cook and Chico Herbison
Fields of Study: dance, education and philosophy
Class Standing: Freshmen - Senior
Preparatory for studies and careers in Dance, education,
performing arts.
Faculty: Bill Arney and Kabby Mitchell
Fields of Study: communications, consciousness studies, cultural
studies, health and psychology
Class Standing: Senior
Prerequisites: At least one quarter of college-level study in
programs covering general principles of psychology, critical
reasoning skills and quantitative reasoning, as well as collegelevel writing and reading proficiency as evidenced by faculty
evaluations.
Preparatory for studies and careers in counseling, social work,
human and social services.
Faculty: Heesoon Jun
Fields of Study: aesthetics, architecture, cultural studies, field
studies, literature, music, sociology and writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in urban studies and musicfocused fields of study.
Faculty: Stephanie Kozick and Andrea Gullickson
Study the science of art. Study the art of science.
-Leonardo da Vinci
Throughout the two centuries that span the publication of
Mary Shelley's 1818 masterpiece, Frankenstein, and the 2012
release of Barbara Kingsolver's Flight Behavior, the worlds of
science and art have been in dialogue, and those conversations
lie at the heart of this two-quarter program. We will explore the
many meanings of "science": how do scientists and non-scientists
(especially artists) define it, and on what points do they agree and
disagree? We will examine science in a variety of contexts to gain a
deeper understanding of how it functions in culture(s): what is the
relationship between what chemist and novelist C.P. Snow termed
"the two cultures" (the sciences and humanities) and the larger
culture(s) of which they are part? Above all else, we will come to
appreciate, even more, the wonders of the world we inhabit.
In fall quarter, we will focus on general biology, but will also
touch on major concepts in evolutionary biology, chemistry, physics,
genetics, physiology and ecology. Equally importantly, students will
supplement their humanities toolkit by honing their critical thinking,
reading and writing skills. Equipped with this knowledge and these
skills, students will examine how science is portrayed in nonfiction
texts and contexts, such as the news media and documentary film.
In winter quarter, we will continue to study biology, but our gaze
will shift to how science is portrayed in literary fiction, film and the
other arts. Singers and songwriters like ian Anderson of Jethro Tull,
Maddy Prior and Ray Troll incorporate themes from biology and
geology into their music. Visual artists like da Vinci have delved
into science to lend their work a high degree of scientific accuracy
and filmmakers such as Steven Spielberg hire scientists for similar
reasons. Shelley, Kingsolver, William Gibson and a host of other
creative writers merge science and art to produce what may be called
"lab lit." How these artists attempt to achieve balance between the
·a-pplication of scientific exactitude and the exercise of artistic license
will be a guiding question in winter quarter.
Program activities will include biology lectures and labs, creative
writing workshops, seminars on texts that explore science from a
variety of different perspectives, film screenings and discussions and
field trips. Students will have the opportunity to develop a deeper
understanding of science, culture and art and to develop their skills
in the analysis of texts and in academic and creative writing.
Ever been moved by a thought? Ever find yourself moving
through your thoughtfulness? Ever think, "I'd better get a move on"?
In this program, you will, all that and more. We'll take up thoughts
and dance with them. We'll think about movement, our own, others',
our own in groups. The earliest schools of philosophy in the West
aimed not for correct systematic thinking but for fashioning an "art
of living." We'll see and feel what that can possibly mean in our time.
Students will come to enjoy more flexibility and coordination, in
body and mind, and explore cognitive ways of movement through
anatomical ways of understanding their ways of moving and why.
Credits: 16
Enrollment: 48
Required Fees: $40 for admission to a dance performance.
Thematic Planning Groups: Consciousness Studies and
Expressive Arts
The program is designed to meet the multicultural counseling
competency requirements ofthe American Psychological Association
(APA): counselor awareness of his or her own cultural values and
biases, counselor awareness of the client's worldview and culturally
appropriate intervention strategies. Students will critically examine
roles of ethnocentric bias, attribution error, asymmetric perception,
social projection, implicit learning, inappropriate generalizations in
research, governmental and institutional policies, and developing
inter- and intra-personal communications. Each quarter, students are
required to complete reflective and transformative learning activities,
participate in somatic psychology through mindfulness movement,
record weekly conscious raising activities, participate in videotaped
counseling skill building, seiniweekly intensive journal writing and
weekly collaborative work. Fall quarter emphasis is awareness of
students' own values and biases through writing their own personality
development according to conventional personality theories. Winter
quarter emphasis is awareness of the client's worldview through
increasing critical reasoning skills, learning to integrate scientific
inquiry with clinical inquiry by learning to examine primary research
journal articles and their utility in counseling, in addition to learning
multicultural counseling skills. Spring quarter emphasis is culturally
appropriate assessment, diagnosis and treatment through learning
the APA's ethics code. In both winter and spring quarters, students
will be required to complete internships of 10 hours per week at
social and human service organizations which provide opportunities
to apply their classroom learning in a practical setting.
The program will emphasize consciousness studies, psychological
research interpretation, studies in internalized oppression/privilege
and systemic oppression/privilege, multicultural counseling theories
and practice, and social justice and equity.
Faculty signature. This program is highly structured and
intellectually as well as emotionally intense. The application is
designed to let students know the faculty's expectations and
assess students' accountability, openness, commitment to the
program, tolerance for difference and ambiguity and ability
to collaborate. Students will also be asked for a copy of an
evaluation (transfer students can provide a list of courses taken).
Applications will be available by the second week of April 2014.
Applications received by the spring-quarter Academic Fair of
2014, will be given priority. Qualified students will be accepted
until the program fills. This program does not accept new
enrollment in winter and spring.
Credits: 16
Enrollment: 24
Thematic Planning Groups: Consciousness Studies
Accepts winter enrollment. The faculty suggest that students
entering the program in winter have one quarter of college-level
biology or are willing to do significant background reading over
winter break. Contact Amy Cook (cooka@evergreen.edu) for
more information.
Credits~16
Enrollment: 46
Required Fees: $60 in fall and winter for field trips.
Thematic Planning Groups: Culture, Text and Language,
Environmental Studies and Scientific Inquiry
Photo by Shauna Bittle '98.
.
The city is built to music, therefore never built at all, and
therefore built forever. -Alfred Lord Tennyson
This program is a yearlong academic inquiry into the paired
realms of music and the city. The history of modern music sits
squarely in the emergence of cities. Can we get an impression of
the waltz without getting an impression of 18th-century Vienna? Can
we consider New Orleans without considering jazz? And certainly,
urban recording companies, such as Cincinnati's King Reco~ds in thj!
late 1940s to early 1960s, influenced what urban dwellers listened
to. The connected study of these aspects of society-music and
cities-creates a lively academic journey. Inquiry in this program will
bring to light how cities and music interact with one another, how
each changes the essence of the other, how each are expressions of
culture. Music and cities are "characters" for deep consideration.
The distinct topics of urban life and urban music will be explored
through familiar modes of inquiry: readings, workshops, writing and
listening. Furthermore, work that combines the two topics will move
us to understand their interface. Fiction, such as An Equal Music
(Seth, 2000), a tale set in Venice and Vienna that explores how music
can both unite and divide, helps portray the· urban, international
music scene. Kurt Ambruster's nonfiction Before Seattle Rocked; A
City and Its Music (2011) connects the topics through a historical
perspective. There are also specific collected urban sound
experiments to think about: John Cage's New York City art and score
49 Waltzes for the Five Boroughs is one such experiment, and Steve
Reich's minimalist composition City Life is, another. This program will
experiment with its own collection of city sounds through student
fieldwork projects.
In this program, expect to develop a new language to express
what you are hearing and learning about in the world of music and
cities. You will learn to listen critically, to become familiar with genres
of music and to understand music's cultural implications. At the same
time you will be immersed in the concept of "city" by experiencing
others' visions of cities, how we navigate urban environments
and how we change them. Fall and winter in-class work will be
punctuated with fieldwork to explore the sounds of nearby cities.
In spring, students will have the opportunity to design a field study
that investigates the urban/music significance of a city of your choice
and means. A formal field study proposal will be required as a tool to
plan a five-week field study.
Accepts winter enrollment. Students will need to demonstrate
understanding of vocabulary and key concepts explored during
the fall quarter. Please contact the faculty (kozicks@evergreen.
edu and gullicka@evergreen.edu) for more information. This
program does not accept spring enrollment.
Credits: 16
Enrollment: 46
Required Fees: $100 in fall and winter for transportation and
performance tickets.
Thematic Planning Groups: Consciousness Studies and
Expressive Arts
64 I Programs
Programs I 65
Myth, Magic and Method in Theatre and Dance:
A Midsummer Night's Dream
Native Decolonization in the Pacific Rim:
From the Northwest to New Zealand
Operating Manual for Spaceship Earth
Fall, Winter, Spring quarters
Fall, Winter, Spring quarters
Fields of ~tudy: dance, music and theater
Class Standing: Freshmen - Senior
Preparatory for studies and careers in dance, theatre, music
composition, dramatic literature, performance theory, technical
theatre, production and performance.
Faculty: Robert Esposit~? and Rose Jang
Fields of Study: Native American studies, art history, cultural studies,
geography, law and public policy, literature and study abroad
Class Standing: Sophomore - Senior
Preparatory for studies and careers in education, U.S. and tribal
governments, law and nongovernmental organizations.
Faculty: Kristina Ackley, Lara Evans and Zoltan Grossman
Fields of Study: anthropology, architecture, art history,
community studies, consciousness studies, cultural studies,
somatic studies, sustainability studies and visual arts
Class Standing: Junior- Senior
Preparatory for studies and careers in community development,
sustainable design, anthropology and art.
Faculty: Karen Gaul, Evan Blackwell and Anthony Tindill
This three-quarter program involves disciplined and progressive
creative work in theatre and dance, culminating in a full-scale public
performance of William Shakespeare's A Midsummer Night's Dream.
Students interested in the theatrical, musical, dramaturgical and
choreographic arts will collaborate on the interpretation, production
and. presentation of the play. We will start our journey by researching
history, mythology, social context and other issues related to
Shakespearian drama . Research, reading and seminars on texts will
coincide with rigorously focused lessons in dance theatre technique,
theory, composition and performance. Studio activities include daily
Pilates-based floor barre, experiential anatomy, kinesiology and
movement analysis, dance and theatre technique classes, improvisation
and multi-media composition, including creative writing, movement
analysis, drawing and voice work. Using texts in mythology, sociology,
psychology, aesthetics, and world and art history, we will investigate
social issues of class, gender and social activism embedded in the
contents of classical and modern forms of dance and theatre arts. The
program aims at revitalizing the ancient roots of theatre via modern
interpretations relevant to current social, ethical and aesthetic issues.
Serious students with a passion for dance, theatre, music,
literature, performance art and technical theatre will find this yearlong
program stimulating and challenging. Fall quarter will be devoted to
building fundamental skill sets in dance and theatre and will explore
respective fields of collaboration, such as movement analysis, prop,
set, and costume design, stage lighting, and musical composition and
accompaniment. Winter quarter will focus on refining and integrating
skills introduced in the fall through more advanced creative projects,
and in weekly and biweekly performance forums and critique. In
win!er quarter, students will learn how to implement an integrated
_____..-18-week production schedule that coordinates rehearsals, publicity,
set and costume design and construction, as well as stage and house
management. Winter quarter will also begin preliminary design of
the play, including handling props, masks and objects, reading,
casting and rough stage blocking. Spring quarter will be devoted
to rehearsing and refining all aspects of the production, culminating
in a public dance theatre interpretation of A Midsummer Night's
Dream, choreographed and co-directed by the faculty.
This program accepts winter and spring enrollment.
Credits: 16
Enrollment: 48
Required Fees: $50 in fall and winter for theatre and dance
performances.
Thematic"Planning Groups: Expressive Arts
Maori scholar Linda Tuhiwai Smith asserts, "Our communities,
cultures, languages and social practices-all may be spaces of
marginalization, but they have also become spaces of resistance
and hope." In this program we will identify and contextualize these
spaces and the politics of indigeneity and settler colonialism. We will
use the Pacific Rim broadly as a geographic frame, with a focus on
the Pacific Northwest Native nations and the Maori in Aotearoa (New
Zealand). A comparative study of the role of treaties in Washington
state and New Zealand-in natural resources, governance, the arts,
education, etc.-will provide a key framework for the program.
Students will have an opportunity to broaden Indigenous studies
beyond the Lower 48 states and explore common processes of
Native decolonization in different settler societies through cultural
revitalization and sovereign jurisdiction of First Nations. In order
to examine the central role of Indigenous peoples in the region's
cultural and environmental survival, we will use the lenses of
geography, history, art and literature.
In fall our focus will be on familiarizing students with the concept
of sovereignty, working with local Native nations and preparing to
travel to Aotearoa or elsewhere. The concept of sovereignty must be
placed within a local, historical, cultural and global context. Through
theoretical readings and discussion, we will move from state-building
in the U.S. and Canada to Native forms of nationalism. We will stress
the complexities and intricacies of colonization and decolonization by
concentrating on the First Nations of Western Washington and British
Columbia. We will later expand the focus to appreciate the similarities
and differences of Indigenous experiences in other areas of the Pacific
Rim, such as Native Alaskans, Aboriginal peoples in Australia and
South Pacific island peoples. We will emphasize common Pacific Rim
concerns such as climate change, tourism and cultural domination.
During the last half of winter quarter and the beginning of spring
quarter, many of us will travel to Aotearoa, where we will learn in a
respectful and participatory way how the Maori have been engaged
in revitalizing their language, art, land and politics, and their still
evolving relationships with the Pakeha (non-Maori) people and
society. Students will learn about the ongoing effects of colonization
and gain a foundation in theories and practices of decolonization.
Students will develop skills as writers and researchers by studying
scholarly and imaginative works, conducting policy research and
fieldwork with Native and non-Native communities and comparing
community and government relationships in the U.S., Canada and New
Zealand. Students will be expected to integrate extensive readings,
lectures, films, interviews and other sources in writing assignments.
This program accepts winter and spring enrollment. Students
should contact faculty about catch-up work. Students who are
not enrolled in fall will not be able to travel abroad.
Credits: 16
Enrollment: 75
Study Abroad: Students will have the option to travel to New
Zealand for up to seven weeks in the late winter to early spring
quarters; approximately $3,300, not including airfare.
Internship Possibilities: In the winter and spring there is the
option of internships.
Thematic Planning Groups: Native American and World
Indigenous Peoples, and Native Programs
Fall, Winter, Spring quarters
Fifty years ago, Buckminster Fuller contemplated our planetary
future and our limited ability to imagine alternative futures in his
book, Operating Manual for Spaceship Earth. In this program, we
will consider what it means to be astronauts on our home planet and
how to creatively imagine healthy and sustainable future scenarios.
Guiding questions for the program will include: What shapes cultural
values and how do cultures change, adapt and form new paths?
How do we weave together various branches of knowledge into a
healthy system and vision for the world? What do we make with the
abundance of material goods that fill our daily lives? How do we
design objects and spaces to create a more sustainable and fulfilling
existence?
To address these questions, we will consider traditions of the past
and present that demonstrate cultural responses to environmental
limits and possibilities. Yogic philosophy, for example, offers critical
guidelines for sustainable living and we will explore the principles
and practices of this tradition. We will examine the ideologies of
the Arts and Crafts movement, the modernist avant-garde, social
sculpture and art as social practice. These will be connected with
the environmental movement and current trends such as upcycling,
cradle-to-cradle design and the resurgence in handiwork and
traditions of craft.
Students will research and construct their own "Operating
Manuals" over the course of the three quarters. This will include a
critical look at alternative and utopian models for living, as well as
engage with powerful sustainability and justice movements already
at work in our community. This program will challenge students to
engage through readin~s and weekly seminar discussions, field visits
and research papers, as well as visual art projects and critiques . .
In fall quarter, we will build vocabularies and skills for thinking
about sustainability and community transformation. Studio work
in two- and three-dimensional design and ceramics will emphasize
redesigning, repurposing and reusing the proliferation of materials
available all around us. Yoga labs will help us to integrate work in the
classroom and studio with yogic thought and somatic experiences.
Study and comparison of cross-cultural examples of sustainability
practices will guide the development of our Operating Manuals.
In winter quarter, we will work to develop community projects
and/or individual visual artworks. We will work with organizations
such as Sustainable South Sound and The Commons to develop
applied projects. Students will research and report on local and
regional alternative, intentional communities. Our critical analysis of
sustainability discourses will inform all of our studio work.
Spring quarter will offer opportunities to further dev~lop anc;l
implement community projects. These may take the form of public
art projects, sculptures or installations that enhance public spaces
such as community or school gardens or parks. They may also
involve facilitating public art processes that integrate the concepts
and design principles central to this program.
Credits: 16
Enrollment: 75
Required Fees: $170 in fall and winter for entrance fees, art
supplies and overnight field trips. $35 in spring for entrance fees
and art supplies.
Internship Possibilities: Students choosing t~ do an in-program
internship will complete an In-program Internship Learning
Contract in consultation with the faculty and academic advising .
Thematic Planning Groups: Consciousness Studies, Expressive
Arts and Sustainability and Justice
Photo by Shauna Bittle '98.
66 I Programs
Programs I 67
Performance in Process: Examining Performance as
an Opportunity for Personal and Social Change
Spring quarter
Fields of Study: dance, music and theater
Class Standing: Freshmen- Senior
Prerequisites: Minimum of one quarter of college-level work in a
performance arts area required.
Preparatory for studies and careers in dance, music, theater and
public speaking
Faculty: Andrea Gullickson
Ornithology
Painting in the 21st Century
Fall quarter
Spring quarter
Fields of Study: biology, ecology, environmental studies, field
studies, natural history and zoology
Class Standing: Sophomore -Senior
Preparatory for studies and careers in ornithology, zoology,
ecology, natural history and wildlife biology.
Fa.culty: Alison Styring
Fields of Study: art history and visual arts
Class Standing: Sophomore - Senior
Preparatory for studies and careers in visual arts, art history and
the humanities.
Faculty: Susan Aurand
~
Birds are among the most diverse vertebrates found on the earth.
We will explore the causes of this incredible diversity through a wellrounded investigation of general bird biology, the evolution of flight
(and its implications) and the complex ecological interactions of birds
with their environments. This program has considerable field and lab
components and students will be expected to develop strong bird
identification skills, including Latin names, and extensive knowledge
of avian anatomy and physiology. We will learn a variety of field and
analytical techniques currently used in bird monitoring and research .
We will take several day trips to field sites in the Puget Sound region
throughout the quarter to hone our bird-watching skills and practice
field-monitoring techniques. Students will keep field journals
documenting their skill development in species identification and
proficien£y in a variety of field methodologies. Learning will also be
assessed through exams, quizzes, field assignments, group work and
participation.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
I believe that we /earn by practice. Whether it means to /earn
to dance by practicing dancing or to /earn to live by practicing
living, the principles are the same. -Martha Graham
What role do performances play for the performer? For the
audience?
This program is designed to provide students an opportunity to
challenge the notion of performance being solely a public display
of skill and knowledge. We will explore the role of performance as
a learning process for personal growth as well as the possibilities
for significant social impact that performance opportunities provide.
Performance types to be explored will include speeches,
presentations and stage productions of all kinds but our main focus
will be on music recitals and concerts. We will examine the process
of performance, from its preparatory stages to its aftermath, and
address the psychological .and physiological components that are
present. We will consider the paradoxical role of ego throughout the
process, the importance of mastery of craft, the physical and mental
stamina demands and the critical role of intentionality.
We will also exam ine performance as a powerful tool for
social change, as well as personal growth . Students will consider
and deconstruct the human tendencies to identify ourselves or
our group as superior to others. We will contrast this perspective
with an examination of powerful performances that emphasize
connections across perceived boundaries. We will explore how these
performances communicated ideas that significantly impacted the
direction of social and political movements throughout the 20th and
into the 21th century.
Our work throughout the quarter will include exploration of
a variety of learning theories, skill building workshops, writing
activities, physical and mental conditioning, ensemble coaching
and performance workshops. Each performance throughout the
program is an important step in the learning process rather than the
endgame. Through each of the course activities as well as course
readings, students will be offered the opportunity to further develop
their awareness of the possibilities for personal growth through
regular and thoughtful consideration of what connects us as humans.
Faculty signature. Interested students should email the.faculty ,
and outline how they have met the prerequisites . All qualified
students will get a signature, which does not guarantee
registration but will permit students to register if space is
available at their registration time. Applications will be reviewed
as submitted and qualified students will be accepted until the
program fills . Decisions will be individually,emailed to students.
Credits: 16
Enrollment: 24
Required Fees: $100 for entrance fees and field trips .
Thematic Planning Groups: Expressive Arts
This is a one-quarter program focusing on the development of
studio skills and methods in painting and on the history and future
of painting in the visual arts. Students entering the program must
have a solid background in representational drawing. Students will
have the opportunity to develop technical skills in the use of acrylics
and oils and to learn about the history of painting, with emphasis
on how this medium was transformed in the last century and how
it is continuing to evolve now. Students will address weekly studio
projects in class designed to improve their understanding of color,
composition, thematic research and studio methodology. Each
student will create a series of paintings on an individual theme over
the course of the quarter, accompanied by in-depth, theme-related
research . This program is designed for students who have a strong
work ethic and self-discipline and whq are willing to work long hours
in the studio on campus in company with their fellow students.
Faculty signature. Students must have solid skills in
representational drawing, demonstrated in a portfolio of work
emailed to the faculty or submitted at the Academic Fair.
Credits: 16
Enrollment: 25
Special Expenses: Students should expect to spend $200-$300
on painting supplies for the quarter.
Required Fees: $50 for bulk purchase of canvas, paper and
stretcher materials to be used by all students.
Thematic Planning Groups: Expressive Arts
Photo by Shauna Bittle '98.
Programs I 69
68 I Programs
Physical Systems and Applied Mathematics
Fall, Winter, Spring quarters
Fields of Study: astronomy, mathematics, philosophy of science
and physic~
Class Standing: Sophomore- Senior
Prerequisites: One year of introductory calculus (including
differential and integral calculus), one year of calculus-based physics
(including introductory mechanics and electricity and magnetism).
Preparatory for studies and careers in physics, mathematics,
math or science education, engineering.
Faculty: Krishna Chowdary, EJ Zita, Rachel Hastings, Neil Switz
In this intermediate to advanced program, we will build on
previous introductory work in calculus and calculus-based physics
to deepen our understanding of the complex and powerful
con[lections between mathematics and physics. We will integrate
theory and experiment in a collaborative environment that mirrors
the communities and practices of contemporary mathematicians and
physicists. Through study of classical and cutting-edge problems, we
aim to ask increasingly sophisticated questions about the nature of
physical reality and develop tools to start to answer those questions.
Through readings, lectures, labs, workshops and seminars, we will
examine the principal models by which we describe and understand
the physical world, starting from the realm of our immediate senses
and expanding to encompass many orders of magnitude of scales
of distance, time, speed, matter and energy. We will emphasize
understanding the nature and formal structure of quantitative
physical theories, unifying the concepts and mathematical structures
that organize different physical theories into a coherent body of
knowledge . Mathematical skills will be developed as needed and
in the context of their use in the physical sciences. Quantitative
problem solving will be emphasized and computational tools will
be used for gaining insight into physical processes. The theoretical
focus will be complemented with extensive hands-on laboratory
work to develop the discipline and practical problem-solving skills of
the experimental physicist.
In physics, we will study topics from classical mechanics,
electromagnetism, thermodynamics, statistical mechanics and
-
quantum mechanics, as well as drawing from atomic, molecular
and optical physics, condensed matter and material physics and
astrophysics. In mathematics, we will study topics from differential
equations, multivariable and vector calculus and linear algebra. In
addition to work in core areas of physics and applied mathematics,
we will devote time to looking at our studies in a broader historical,
philosophical and cultural context.
·
Our theoretical and experimental investigations will be complex and
challenging and will demand hard work and engaged collaboration. Our
goal is for each student to develop sufficient conceptual knowledge,
mathematical ability and experimental skills to pursue advanced,
graduate or professional work in physics and related disciplines.
Faculty signature. Entry into this program requires demonstration
of prerequisite knowledge in mathematics and/or physics via
application materials, which will be available at blogs.evergreen.
edu/physicalsystems by the spring Academic Fair. All qualified
students will get a signature, which does not guarantee registration,
but will permit students to register if space is available at their
registration time. Decisions will be individually emailed ·t o students.
This program accepts winter and spring enrollment with
faculty signature. Students will need to demonstrate prerequisite
knowledge equivalent to the mathematics and/or physics content
covered in the previous quarter(s). Contact Krishna Chowdary
(chowdark@evergreen .edu) for more information.
Credits: 16
Enrollment: 32
Special Expenses: Math and physics textbooks at the
intermediate and advanced level are generally very expensive
(might be more than $500 for new texts); students will be
required to have access to these texts for successful completion
of the program . Students will also require devices capable of
scientific calculation and graphing, such as graphing calculators
or (recommended) smartphones/tablets/laptops with appropriate
software. More information will be available at the program
website blogs.evergreen.edu/physicalsystems.
Required Fees: $200 in fall and $175 in winter and spring for
overnight field trips and physics kits.
A similar program is expected to be offered in 2016-2017
Thematic Planning Groups: Scientific Inquiry
...----
Poet-Philosophers/Philosopher-Poets
Power In American Society
Fall and Winter quarters
Fall or Winter quarter
Fields of Study: aesthetics, classics, literature, philosophy, writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in arts, writing, publishing,
Fields of Study: government, history and political econom~
Class Standing: Sophomore- Senior
Preparatory for studies and careers in foreign policy,
as well as postgraduate work in literature, poetics and philosophy.
Faculty: Marianne Bailey and Leonard Schwartz
government, history, advanced political economy and public policy.
Faculty: Lawrence Mosqueda
From Heraclitus and Nietzsche to Blanchet and Levinas,
philosophers have sought to speak as poets: to recreate the language
of their tradition in order to speak the ineffable, truths of intuition
and experience which seem to lie beyond language as commonly
conceived. From Homer to Mallarme, Artaud or Pound, poets have
revealed through their enigmatic languages, truths of our existence
and the nature of the world. Poets engage in epistemological
inquiry, ask metaphysical questions; philosophers use metaphorical
language, symbol, aphorism or parable, as vehicles of insight. In this
program we will study a select group of philosophers who, in the
wake of Friedrich Nietzsche, write and think as poets and conversely,
those poets who write and think philosophically. From Wallace
Stevens, there is a lineage of American poetry, which draws from
continental philosophy.
We will consider how it is that a writer's words open into a
multitude of interpretations, or that a symbol, as philosopher Paul
Ricoeur writes, points toward a meaning otherwise inaccessible. The
poets and philosophers whom we will study never relent in their
fascination with the diverse avenues of knowing, or with reconceiving
their means of expression; they act with the reckless abandon of the
free spirit described by Nietzsche in his essay, "On Truth and Lie in an
Extramoral Sense," daring to "speak only in forbidden metaphors."
We will examine works embedded in the creative power of myth
and the artist-writer's work as a ritual gesture.
All students will read, write and analyze poetic, philosophical
and critical texts; will discuss key theorists in aesthetic theory,
and will choose between two series of workshop/seminars : either
poetics/creative writing or philosophy/Nietzsche and his work's
influence on contemporary writing. Over the two quarters of this
program, students will develop and complete a major personal
project. This substantial body of work, students will conceive during
fall quarter, and carry through by the close of winter quarter; this
offers serious writers of poetry, theory, philosophy and interpretation
the opportunity to undertake a collection of philosophical/poetic
experimental writings, a performance/spectacle, or an interpretive
work on philosophy or literature.
This upper-division program demands a serious commitment of
time and effort; the works which we will read are difficult; the writings
we expect substantive. We welcome serious students of philosophy,
poetics and theory, those capable of designing and carrying through
a major independent writing project.
This program will investigate the nature of economic,
political, social, military, ideological and interpersonal power. The
interrelationship of these dimensions will be a primary area of study.
We will explore these themes through lectures, films, seminars, a
journal and writing short papers.
The analysis will be guided by the following questions, as
well as others that may emerge from our discussions: What does
power mean? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How is power utilized and with what impact on various
sectors of the population? What characterizes the struggle for
power? How does domestic power relate to international power?
How is international power used? How are people affected by the
current power structure? What responsibilities do citizens have
to alter the structure of power? What alternative structures are
possible, probable, necessary or desirable?
In this period of war and economic, social and political crisis,
a good deal of our study will focus on international relations in a
systematic and intellectual manner. There will be a good deal of
reading . Please be prepared to work hard and <to challenge your and
others' thinking .
Credits: 16
Enrollment: 50
Thematic Planning Groups: Culture, Text and Language
Photo by Andrew Jeffers '13.
This program repeats the content from fall quarter for winter
quarter. Students who take the fall quarter program may not sign
up for the winter repeat program.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice
70 I Programs
~
Programs I 71
Practice of Sustainable Agriculture
Spring, Summer and Fall 2015 quarters
Fields of Study: agriculture, botany, business and management,
ecology and environmental studies
Class Standing: Freshmen - 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
Photo by Shauna Bittle '98.
The Power in Our Hands: Pathways to Social Change
Fall, Winter, Spring quarters at the Tacoma Campus
Fields of Study: biology, community studies, cultural studies,
environmental studies, government, history, law and public
policy, literature, mathematics, political economy and sociology
Class Standing: Junior- Senior
Preparatory for studies and careers in community development,
organizational development, law and public policy, education,
social and human services, public administration, communication
and media arts, environmental studies and public health.
Faculty: Tyrus Smith, Barbara Laners, Peter Bache, Anthony
Zaragoza, Paul McCreary, Gilda Sheppard, Mingxia Li
This year's program is designed to help students explore the
history of how working hands have built the material world around
us and shaped the environment, which in turn has molded our own
consciousness. Realizing the capacity of working hands and the
possible dual relationship between our hands with our mind is the
critical first step toward empowerment of the working majority and
potential social transformation.
Arguably, all human expressions of intelligence both in art/
craft and the written/spoken word are rooted in the hands. We
will examine the theories and practices in humanities, social
sciences, mathematics, natural sciences, media and technology
that simultaneously represent and influence works by the hands of
individuals, groups and organizations to change our society and
environment locally, nationally and globally throughout the ages.
For example, hands of different genders, races and social affiliations,
hands that cradle, cook, weed, maneuver, calculate, experiment,
film, draw, write and type will all be possible study subjects.
Metaphors originated from hands, such as feel one's way, to grasp
the meaning, the right touch vs. heavy-handed, to be in touch vs. out
of touch, and handling it right vs. wrong, as well as in one's hand vs.
out of one's hand just begin to inform us how important our hands
are in our consciousness. Hand gestures that solidify social bonding,
express trust and admiration, and symbolize social contract are the
beginning toward building social capital and cohesive communities.
Our coordinated studies program consists of two major
components: 1) whole campus yearlong lyceum/seminar where
faculty and students will study the program theme from a broad
multi-disciplined perspective, and 2) quarter long courses with a
more focused approach. These courses will cover topical areas such
as sociology, government, politics, education, math, law, public
health, life science, media art, youth study, environment, community
development, women's empowerment and political economy. The
two components are linked through the program theme. In both
components, we will pay particular attention to the "hands-on" style
of learning through critical reflection and creative practices. Besides
lyceum/seminar, a student will select two additional courses each
quarter depending on career interest. The majority of the classes in
the program are team-taught.
Fall quarter will lay the foundation for the rest of the year, both
substantively and in terms of the tools necessary for students to
operate effectively in the learning community.
During winter quarter, students will collaborate to investigate
the characteristics and motivations of social entrepreneurs and
develop action plans to promote social change.
In spring quarter, we will bridge the gap between theory (mind)
and practice (hand) by carrying out an action plan developed during
winter quarter.
This program required admission into the Tacoma Program.
See page 26 for more information.
Credits: 16
Enrollment: 200
Required Fees: Approximately $50-$100 per quarter for media,
lab and/or storage supplies.
Thematic Planning Groups: Tacoma Program
Do you want to produce food for yourself, your family and other
families in your community? What does it take to grow food and feed
yourself and others every day throughout the year? This three-quarter
program (spring, summer and fall quarters) will explore the details of
sustainable food production systems using three primary measures
of sustainability: economic, environmental and social justice . While
our primary focus will be on small-scale organic production, we
will examine a variety of production systems. Our focus will be on
the scientific knowledge, critical thinking and observation skills
needed to grow food using ecologically informed methods, along
with the management and business skills appropriate for small-scale
production.
We will be studying and working on the Evergreen Organic Farm
through an entire growing.season, seed propagation to harvest. The
farm includes a small-scale direct market stand and CSA as well as
a variety of other demonstration areas. All students will work on
the farm every week to gain practical experiential learning. This
program is rigorous both physically and academically and requires
a willingness to work outside in adverse weather on a schedule
determined by the needs of crops and animals raised on the farm.
Spring quarter, we will focus on soil science, nutrient management
and crop botany. Additional topics will include introduction to
animal husbandry, annual and perennial plant propagation, season
extension, and the principles and practice of composting. In
summer, the main topics will be disease and pest management,
which include entomology, plant pathology and weed biology. In
addition, water management, irrigation system design, maximizing
market and value-added opportunities and regulatory issues will also
be covered. Fall quarter's focus will be on production and business
planning, crop physiology, storage techniques and cover crops.
Additional topics covered throughout the program will include
record keeping for organic production systems, alternative crop
production systems, techniques for adding value to farm and
garden products, hand tool use and maintenance, and farm
equipment safety. We will also cover communication and conflict
resolution skills needed to work effectively in small groups. We will
explore topics through on-farm workshops, seminar discussions,
lectures and laboratory exercises, and field trips. Expect weekly
reading and writing assignments, extensive collaborative work and
a variety of hands-on projects. The final project in the fall will be
a detailed farm and business plan which integrates all the topics
covered in the program.
If you are a student with a disability and would like to request
accommodations, please contact the faculty or the office of Access
Services (Library 2153, PH: 360-867 -6348; TTY 360-867 -6834) prior
to the start of the quarter. If you require accessible transportation for
field trips, please contact the faculty well in advance of the field trip
dates to allow time to arrange this.
Photo by Andrew Jeffers '13.
Students planning to take this program who are rece1v1ng
financial aid should contact financial aid early in fall quarter 2014
to develop a financial aid plan that includes summer quarter 2015.
This 3-quarter program begins in spring 2015 and spans
academic years.
Credits: 16
Enrollment: 48
Required Fees: $225 per quarter for overnight field trips and
supplies.
Thematic Planning Groups: Environmental Studies, and
Sustainability and Justice
Programs I 73
72 I Programs
Psychology and Mindfulness
Ready Camera One: We're Live
Religion and the Constitution
Reservation-Based, Community-Determined Program
Fall, Winter, Spring quarters
Spring quarter
Winter quarter
Fall, Winter, Sprfng quarters
Fields of Study: consciousness studies and psychology
Class Stjlnding: Sophomore - Senior
Preparatory for studies and careers in psychology, education
and human services.
Faculty: Mukti Khanna and Jamyang Tsultrim
Fields of Study: communications, gender and women's studies,
media studies, moving image and theater
Class Standing: Sophomore- Senior
Preparatory for studies and careers in media arts, performing
arts, humanities, social sciences and mass communications.
Faculty: Sally Cloninger
Fields of Study: government, law and government policy, law and
public policy and religious studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in social sciences,
constitutional law, education, journalism, public policy, political
theory, history and political science.
Faculty: Jose Gomez
Fields of Study: 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
Mindfulness is the ability to fully attend to what is at hand and be
in the present momen~. Mindfulness is being applied to a variety of
professional fields, including health care and education, to improve
effectiveness and enhance well-being. The practice of mindfulness
can increase our individual and collective resiliency to respond to
changing personal and global situations in adaptive and creative ways.
The program will focus on mindfulness through theory, practice
and its application in relation to developmental psychology, theories
of personality and abnormal psychology. Questions to be explored
include how is mindfulness being integrated into working with
people at various developmental stages of life? How can mindfulness
be applied to personality development and emotional health? How
is mindfulness being integrated in working with physical and mental
health?
Fall quarter will focus on developing a foundational understanding
of constructive thought and emotion from both Eastern and Western
perspectives based on philosophy, psychology and neuroscience.
Students will also study developmental psychology in terms of
emotional, physical and mental development. Winter quarter will
focus on mindfulness, destructive thought and emotions through
exploring habitual patterns of thought, emotion and behaviors.
- Students will also study personality theory form psychodynamic,
behavioral, humanistic and transpersonal theoretical perspectives.
Spring quarter will focus on how mindfulness is being applied in
clinical settings to promote physical and mental health.
Students will also study abnormal psychology and see how
mindfulness is being integrated into the treatment of mental health,
pain, addictions, hypertension and other health conditions. Students
will have an opportunity to learn in many ways using diverse
modalities and multiple intelligences. We will integrate mindfulness
practices into our studies, including movement and expressive art
workshops (no prior experience necessary). We will participate in
--community readings, rigorous writing assignments, theoretical tests
and critical study of important texts. This program is designed as
three-quarter program of study preparatory for careers and further
study in psychology, philosophy of mind/emotion and the mental
health field.
Credits: 8
Enrollment: 48
. Required Fees: $25 in fall for art supplies, $60 in winter for
entrance fees and art supplies, $25 in spring for art supplies.
Thematic Planning Groups: Consciousness Studies, and
Sustainability and Justice
This program investigates the politics of representation.
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 mass media. Our focus on gender and identity in American
television will be explored in a research project called INTO FOCUS
that will combine media research, critical writing, a visual essay and
an oral presentation.
This program is also designed 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,
as well as workshops and design problems that focus primarily on
collaborative multi-camera studio production. 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.
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, as well as more
contemporary models. 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. Activities will
include training in the CCAM, a multi-camera TV studio facility,
instruction in basic performance and writing for television, and an
immersive production schedule that requires a professional attitude
including perfect attendance and timeliness.
No prior media production experience is required. However, this
is also an excellent opportunity for students who do have experience
in the performing arts or media arts to explore intensive studio
production and collaboration .
Credits: 16
Enrollment: 24
Special Expenses: Additional expenses for production materials
(including costumes and props) may apply depending upon scope
of individual and collaborative projects.
Required Fees: $50 for HD recording media, studio supplies and
materials .
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Critical and Creative Practices, and
Expressive Arts
The framers of the U.S. Constitution sought to ensure that
the federal government would neither promote religion nor
interfere with religious liberty. The very first two clauses of the
First Amendment capture the framers' concern: "Congress shall
make no law respecting an establishment of religion, or prohibiting
the free exercise thereof." On parchment, those 16 words seem
simple enough. In practice, however, the two clauses often are in
tension and give rise to enduring controversy over the meaning
of "establishment" and "free exercise." For example, if the
government exempts church property from taxation, is it assisting
the establishment of religion? If the government does not exempt
church property from taxation, is it interfering in the free exercise
of religion?
In the United States, controversies about what the religion
clauses prohibit or protect intensified in the 1940s, when the U.S.
Supreme Court first rec~gnized that the First Amendment applied
to the states, not just to the federal government. We will use the
case method to study every major court opinion that implicates the
First Amendment's religion clauses. This intensive study necessarily
focuses on the last 75 years, since it was not until the 1940 case of
Cantwell v. Connecticut that the Supreme Court began to protect
religious rights under the First Amendment.
Working in legal teams, students will develop appellate briefs on
real freedom of religion cases decided recently by the U.S. Courts
of Appeals and will present oral arguments before the "Evergreen
Supreme Court." Students will also rotate as justices to read their
peers' appellate briefs, hear arguments and render decisions.
Readings for the program will include Internet resources and various
books and journal articles, as well as court opinions. Study will be
rigorous; the principal text will be a law school casebook.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
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 al)d econpmic
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.
Over the program year, students from all sites meet 13
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.
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
741 Programs
~
Programs I 75
River Resources
Sensory Ecology
Winter and Spring quarters
Spring quarter
Fields of Study: economics, environmental studies, geology,
Fields of Study: ecology, music, natural history and zoology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in biology, ecology, music,
hydrologyoand political economy
Class Standing: Sophomore- Senior
Preparatory for studies and careers in economics,
environmental studies, public policy and hydrogeology.
Faculty: Kenneth Tabbutt and Tom Womeldorff
River systems carry· more than water. Rivers transfer energy,
sediment and dissolved materials; modify the landscape; provide
water and nutrients to ecosystems and agriculture. They are corridors
for the migration of fish, facilitate commerce, and attract recreation
and development. Because of the wide range of demands placed on
rivers, laws and policies have been developed to limit and allocate
how these resources can be used. Effective management of river
resources is inherently interdisciplinary, requiring the application
of knowledge in both environmental sciences and management.
We will examine geology, hydrology, fluvial geomorphology and
aqueous chemistry, environmental economics and benefit-cost
analysis with an emphasis on how society has impacted some of the
natural river processes. Our modes of learning will include seminars,
lectures, problem-solving workshops, science and GIS labs, project
wGrk and field studies.
In winter, we will focus on natural resource economics, physical
geology and surface water hydrology. Quantitative problem
solving will be emphasized. In addition, students will be introduced
to Geographic Information Systems (GIS) and develop skills in
_analyzing and displaying spatial data associated with river systems
and drainage basins. There will be several daylong field trips to
study local river systems in Western Washington .
In spring quarter, we will turn our attention to fluvial
geomorphology, aqueous chemistry and benefit-cost analysis.
Students will participate in project work and there will be an extended
field trip to the Columbia River Basin in Eastern Washington.
Accepts spring enrollment. Students entering the program will
need to have taken college-level physical geology.
Credits: 16
Enrollment: 50
Required Fees: $350 in spring for an overnight field trip.
Thematic Planning Groups: Environmental Studies, and Society,
Politics, Behavior and Change
natural history.
Faculty: Andrew Buchman and James Neitzel
The sounds we make and hear help us to survive. Bird song is
a beautiful case study in this aspect of sensory ecology-how our
senses help us make sense of our environment and exist within a
natural web populated by species that constantly interact. Students
will be expected to identify dozens of birds by their songs and will
hone these skills on field trips to bird sanctuaries across the state.
We will become acquainted with bird anatomy and physiology, and
compare and contrast the systems of sound production, perception
and cognition of birds and humans. Learning to analyze sounds and
critique pieces of music, we'll put together audio and video field
recordings and rigorous scientific field notes, using and contributing
to developing online resources in this field of study.
Science students may pursue projects in their fields, propose
or contribute to related Science Carnival projects, or complete a
senior capstone project within the program. Music students may
also pursue and collaborate on such projects. They may build DIY
field recording gear such as parabolic microphones, compose music
inspired by bird song, create music theatre pieces dramatizing
aspects of birdlife, adapt existing texts such as Aristophanes' play
The Birds or study the lives and works of composers and performers
like those profiled in The Book of Music and Nature.
Credits: 16
Enrollment: 50
Special Expenses: $200 for field trips; $50-$200 (optional) for
materials for senior projects in science or music.
Required Fees: $200 for field trips
Thematic Planning Groups: Consciousness Studies, Expressive
Arts, Environmental Studies and Scientific Inquiry
Ships of Wisdom: Ancient Trade Routes
and the Diffusion of Ideas
Silence, Solitude, Laziness
and Other Pillars of the Good Life
Winter and Spring quarters
Fall quarter
Fields of Study: classics, cultural studies, history, maritime
studies and philosophy
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in history, archaeology,
philosophy and the humanities.
Faculty: Joseph Tougas and Ulrike Krotscheck
Fields of Study: consciousness studies, education, philosophy,
sociology and writing
Class Standing: Freshmen- Senior
Preparatory for studies and careers in more of the same, of
course.
Faculty: Bill Arney and Sara Huntington
In this program, we will investigate how and why humans,
throughout history, have taken to the sea to explore the limits of
their known world. What were the motives and the consequences
of these dangerous ventures? We will focus on some specific case
studies, including the ancient Mediterranean, the Pacific Northwest,
the Chinese empire, the Polynesian islanders and the Atlantic during
the age of sail. We will also learn about some theories of economic
and cultural exchange over long distances. Some of the questions we
will address include: How did humans develop the navigational and
boat-building technologies needed for overseas exploration? What
motivated overseas exploration? What new kinds of knowledge were
gained through this travel and what is the relationship between the
material goods and the ideas and ideologies that were traded? How
do modern archaeologists and historians go about piecing together
answers to questions like these?
We will read texts on a~chaeology, ancient history and philosophy,
anthropology and maritime studies. In addition to historical
and scientific accounts, we'll read works of literature, seeking
an understanding of the age-old connections between human
cultures and the sea. We will consider the religious, philosophical
and scientific practices that grew out of those connectionspractices that are the common heritage of coast-dwelling peoples
around the globe. We will also work on reading, writing and critical
thinking skills. In order to test our theories in practice, we will have
opportunities to become familiar with the local coastal environment
and its rich cultural history. This will take the form of a field trip to
the Makah Museum and other sites of historical and archaeological
interest on the Washington coast in winter and a three-day sailing
expedition in spring.
Silence has been banished by ear buds, the roar of politics and the
economy, and the hum of hard disks doing our searching. Solitude?
Think, as you're tempted to buy a retreat in a monastery or take a
guided walk in a faraway canyon, of surveillance and our collective
reliance on Facebook and its e-cousins. Laziness? We're anxious to
be worker bees, and the last defense of a "right to be lazy" was
written by Paul Lafargue in 1883. Silence, solitude, laziness: gone.
This program will consider three paradoxical, cou~terintuitive
hypotheses: Silence may open space to enjoy the virtues of
vernacular speech and living in common. Solitude may allow us to
know the importance of embracing others. Laziness may be more
productive than work if our aim is the good life.
We will follow the paths of iconoclasts, monks, mystics, utopian
socialists, Charlie Chaplin and other artists, stoics and cynics and the
occasional (certified) sociologist or philosopher to remember what
we know about living well.
In addition to the common work of the program, students will
undertake an independent study of considerable significance that
should be more admirable than convincing . •
Accepts spring enrollment. Students will need to have some
background in world history and read Moby Dick over the spring
break. Contact faculty to discuss whether or not this program is a
good choice for you .
Credits: 16
Enrollment: 46
Required Fees: $80 in winter for a field trip, $250 in spring for a
three-day sailing expedition.
Thematic Planning Groups: Culture, Text and Language
Credits: 16
Enrollment: 27
Thematic Planning Groups: Critical and Creative Practices,
Consciousness Studies, Culture, Text and Language, and Society,
Politics, Behav-ior and Change
76 I Programs
~-
Programs I 77
Small Things: Intimate Inquiries into Everyday Life
So You Want to be a Psychologist
Fall and Winter quarters
Spring quarter
Fields of Study: anthropology, psychology, sociology and writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in anthropology,
Fields of Study: psychology
Class Standing: Freshmen - Senior
Preparatory for studies and careers in psychology, education
psychology and sociology.
and social work.
Faculty: Carrie Margolin
Faculty: Eric Stein and Laura Citrin
This two-quarter introductory program considers how small
things-personal affections and distastes, allegiances and exclusions,
possessions and wastes-make up our daily worlds and contribute to
broader, systemic patterns of order in societies. Grounding our studies
in anthropology, social psychology and sociology, we will consider
the implications of personal choices and actions on society at large,
in the U.S. and in a range of cultural and historical settings. What is
the relationship between our identities and the small things we do,
think; feel, say, desire, choose, wear or own? How do routine actions
contribute to social hierarchies, differences and inequalities? What
can looking closely at the micro-social world teach us about power?
We will examine a range of minutia: words uttered in routine
conversations, facial expressions, bodily adornments, grooming
habits, tweets posted and things collected and consumed. Focusing
on the key domains of everyday life-work, school and home-we
will -engage in micro investigations: slowing down, paying close
attention, observing systematically and deriving meaning from the
details. Program activities, including lectures, workshops, field trips,
films and book seminars, will build skills in empirical observation,
documentation, asking questions, analysis, interpretation and writing .
Students will read anthropological and sociological ethnographies
and social psychological studies that inquire into small things and
help us develop methodological approaches for studying closely.
We will also engage in close readings of challenging theoretical texts
that critically explore modes of power. Through these practices,
students will learn the foundations of the interpretive social sciences.
Credits: 16
Enrollment: 46
Required Fees: $100 in fall for an overnight field trip, $20 in
winter for entrance fees .
~ The~atic Planning Groups: Culture, Text and Language, and
Society, Politics, Behavior and Change
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 Las Vegas, Nevada, on
April 30-May 3, 2015.
Credits: 16
Enrollment: 24
Special Expenses: Approximately $350-$479 for optional
field trip, depending on the type of accommodations students
require; this includes WPA membership/registration 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
Photo by Shauna Bittle '98.
The Spanish-Speaking World: Cultural Crossings
Fall, Winter, Spring quarters
Fields of Study: cultural studies, history, language studies,
literature, study abroad and writing
Class Standing: Sophomore- Senior
Preparatory for studies and careers in Latin American and
international studies, literary and cultural studies, Spanish
language, politics, history, education, film studies, writing, and
human and social services.
Faculty: Alice Nelson and Catalina Ocampo
Spain and Latin America share not only the Spanish language but
also an intertwined history of complex cultural crossings. The cultures
of both arose from dynamic and sometimes violent encounters and
continue to be shaped by uneven power relationships as well as
vibrant forms of resistance. In this program, students will engage
in an intensive study of the Spanish language and explore cultural
production by Spaniards and Latin Americans in historical context.
Every week will include seminars on readings in English, Spanish
language classes, a lecture or workshop conducted in Spanish
and a Spanish-language film . There will be regular written seminar
responses, synthesis essays and a winter-quarter research project.
Please note that Spanish language classes are integrated into the
program, so students do not have to register for them separately. We
welcome students with any level of Spanish, from true beginner to
advanced. No previous study of Spanish is required to enter in the fall.
Fall quarter, we will explore cultural crossings in Spain and Latin
America prior to the 20th century. We will study the coexistence of
Jews, Christians and Muslims in medieval Spain and the suppression
of Jewish and Muslim communities during the Spanish Inquisition.
We will also examine violence against indigenous peoples and
Africans during Spain's process of imperial expansion and how
subsequent colonial institutions were contested by diverse resistance
movements, including Latin America's struggles for independence in
the 19th century. Our readings will include historical accounts as well
as contemporary cultural products that reexamine and reimagine
these encounters.
Winter quarter, we will turn to the 20th and 21st centuries in Latin
America, with emphasis on the roles of class, gender and ethnicity
in various groups' struggles to contest unequal power relations
and determine their own futures. Possible cases include: ethnic
and national movements in the Caribbean; ongoing issues of land,
violence and sovereignty in Mexico; indig~nism and indigeneity in
Mexico, Guatemala and Peru; legacies of the Nicaraguan revolution;
roles of new social movements in transitions to democracy in the
Southern Cone; and the impact of unprecedented migration
in the Americas. In each of these contexts, we will explore the
interrelationships between politics and culturql production and how
literature and film can impact processes of social change.
Spring quarter offers two options for study abroad and' an
internship option with local Latino organizations for those who stay
on campus. The Santo Tomas, Nicaragua, program is coordinated
with the Thurston-Santo Tomas Sister County Association and its
counterpart in Nicaragua and is open to 4-8 intermediate/advanced
language students. The Quito, Ecuador'program is co-coordinated
with CIMAS, an Ecuadorian nonprofit research organization and is
open to 15 or more students of all language levels. For students
staying in Olympia, the program will have an on-campus core of
Spanish classes and seminars focused on Latino/a communities in
the U.S. and the opportunity for student-originated projects and/or
internships. All classes during spring quarter, in Olympia and abroad,
will be conducted entirely in Spanish.
Accepts winter and spring enrollment with faculty signature.
Admission will be based upon a Spanish language assessment.
Please contact faculty at the Academic Fair or via email (nelsona@
evergreen .edu) for more information.
Credits: 16
Enrollment: 50
Study Abroad: Ecuador or Nicaragua, 10 weeks, spring,
approximately $5600 for Ecuador (15 or more students at all
language levels) or approximately $3600 for Nicaragua (4-8
intermediate/advanced language students), plus airfare. A
deposit of $250 is due by Feb 1, 2015.
Required Fees: $100 per quarter in fall and winter for overnight
field trips.
Internship Possibilities: Students remaining on campus spring
quarter may intern with organizations serving local Latino/a
communities. Students must complete an In-program Internship
Learning Contract (designed for this program) in consultation
with the faculty and Academic Advising .
1
A similar program is expected to be offered in 2016-17
Thematic Planning Groups: Critical and Creative Practices, and
Culture, Text and Language
Programs I 79
78 I Programs
Stalin, Gorbachev and Putin:
The Soviet Union and the Rebirth of Russia
Structures and Strictures:
Fiction, Mathematics and Philosophy
Study Abroad Consortium Partnerships
Spring quarter
Fall and Winter quarters
Fields of Stlldy: cultural studies, geography, history, language
studies, literature and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in education, diplomatic
and security services, film, music, art, international business, and
graduate studies in international affairs and in Russian and Slavic
literary, historical, politica1 and social studies.
Faculty: Robert Smurr and Patricia Krafcik
Fields of Study: aesthetics, literature, mathematics, philosophy
and writing
Class Standing: Freshmen
Preparatory for studies and careers in literature, writing,
philosophy and mathematics.
Faculty: Steven Hendricks, Kathleen Eamon, Brian Walter,
Miranda Mellis
Fields of Study: study abroad
Class Standing: Sophomore - Senior
Faculty: Michael Clifthorne
This program will investigate the 74-year lifespan of the Union
of Soviet Socialist Republics (USSR), as well as the two decades that
have passed since its collapse in 1991. We will explore Russian and
Eurasian poetry and prose from this period and analyze the reasons
why the USSR produced such remarkable and world-renowned
talents as the writers Bulgakov and Solzhenitsyn and such composers
as Prokofiev and Shostakovich. We shall also investigate how this
society included inhuman prison camps, governmental rule by terror
and totalitarian rule. Indeed, we shall attempt to determine how
Josef Stalin became responsible for the murder of at least 20 million
of his fellow citizens while at the same time transforming a relatively
backward empire into an undisputed world power.
Economic difficulties and shortages of consumer goods
continued to plague citizens of the USSR until its collapse, but the
empire's last leader, Mikhail Gorbachev, did his best to revitalize
the Soviet socialist experiment via peaceful and more open means.
Gorbachev's campaigns to "restructure" the empire's economy and
become more "open" towards a free press simply hastened the
collapse of the empire. We will examine these policies, but equally
as important, we will also investigate the rise of 15 independent
states that emerged from the ashes of the former Soviet Empire and
trace their paths since they gained independence in 1991. Vladimir
Putin has led Russia since 2000 and his authoritarian policies suggest
that he will remain in power until 2024.
Faculty will provide lectures to guide our study and students will
read and discuss a diverse selection of historical and literary texts in
seminars and will view and discuss relevant documentaries and films.
~ The centerpiece of student work will be a major research paper on
·
any topic connected with the Soviet Union and Russia, along with
the production of a professional-quality poster for the students' final
presentation of their research this term.
Students are strongly urged, but not required, to take the
Beginning Russian Language segment within the full-time program.
To enter language study at this point, students should have the
equivalent of two quarters of college Russian.
A special history workshop segment is available to students
within or from outside the program for four credits. It will investigate
aspects of the "Cold War" from U.S. and Soviet perspectives, as
_well as lend a greater understanding of the worldwide struggle for
political, economic, military and ideological supremacy.
Credits: 16 Enrollment: 50
Thematic Planning Groups: Culture, Text and Language
This program will explore how very different tools for thinking,
like philosophical terms, fictional narratives and mathematical
systems, are involved in building up and al~o challenging structures
of knowledge. We will ask: Are these defenses against the unknown
or our only ways of accessing it? We will see how practices in all
three disciplines also work to disrupt conventional thinking and we
will pursue experiments in the use of constraints to free us from our
own aesthetic traditions and generic modes of thought. We will
pursue these questions in our critical and creative writing projects.
We'll regard each of these disciplines as ongoing conversations
that can both expand and limit what we can know and what we can
imagine. We will work to understand how mathematics is also an
imaginative, humanist endeavor, a study of patterns that yields new
languages and opens up possibilities in the world. Philosophy will
help us both think about the conditions for the possibility of worldmaking and examine fictional worlds as aesthetic objects. In our
study of literature, we'll attend closely to structures in language and
narrative that make meaning possible.
We'll read work by contemporary literary experimentalists,
storytellers for whom time, space and being are of more interest
than plot per se, including writers such as Renee Gladman, Pamela
Lu, Thalia Field, Bhanu Kapil, Christine Wertheim and others. We'll
look at works of literary science fiction that use avant-garde narrative
strategies to make visible the ways in which seemingly abstract
questions have political and scientific implications, from Alexander
Kluge to Chris Marker. Philosophical texts will likely include works
by Kant, Benjamin, Adorno and Lacan. We'll also read texts that
describe the scope, content and aesthetic of modern mathematical
work, such as The Mathematical Experience by Philip J. Davis and
Reuben Hersh. Many of these texts are challenging, but we will work
together to develop the skills needed to approach them in reading,
writing and conversation.
In fall, students will be introduced to disciplinary approaches to
formulating and responding to complex questions. Regular work of
the program will include seminars, short papers and workshops in
literature, philosophy, writing and mathematics.
In winter, in addition to seminar and workshops, students will
pursue a creative and critical writing project connecting all three
disciplines, with opportunities to develop a chosen emphasis.
This program accepts winter enrollment. Interested students
with suitable background and interest in·the relevant disciplines
should contact Steven Hendricks (hendrics@evergreen.edu).
Credits: 16
Enrollment: 92
Required Fees: $100 per quarter for program retreats.
Thematic Planning Groups: Critical and Creative Practices
Fall, Winter, Spring quarters
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.
Evergreen 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;
Evergreen students register at Evergreen with a special Course
Record Number created specifically for the designated consortium
and retain their student status.
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 iA 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).
Center for Ecological Living and Learning 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 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 earrr"more through special coursework with the
University of Rochester and at additional cost.
~. .
Institute For Study Abroad - Butler University, 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.
Jackson School of International Studies - UW Seattle offers
Evergreen juniors and seniors a chance to spend one year in the
program, 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, RussiaEastern Europe-Central Asia, South Asia and Southeast Asia studies.
Students earn 12-18 quarter credits each quarter, depending ~n
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.
Photo by Shauna Bittle '98.
80 I Programs
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 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 15-18 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 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, Chin_a, 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.
Faculty signature. For details on participating programs and
institutions, visit www.evergreen.edu/studyabroad/consortium
or contact Michael Clifthorne at clifthom@evergreen.edu.
Programs I 81
Technical Writing in the 21st Century
Thinking Through Ornament
Timely and Timeless Work Toward Sustainability
Fall and Winter quarters
Winter and Spring quarters
Fall quarter
Fields of Study: environmental studies, marine science, writing
Fields of Study: architecture, art history, consciousness studies,
cultural studies, gender and women's studies, visual arts and
writing
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in visual and environmental
arts, cultural studies, architecture and art education.
Faculty: Robert Leverich and Sarah Williams
Fields of Study: community studies and sustainability studies
Class Standing: Sophomore- Senior
Prerequisites: No specific course prerequisites, but see last
and zoology
Class Standing: Sophomore - Senior
Prerequisites: One year of college-level studies in the sciences.
Preparatory for studies and careers in the sciences and science
writing; all careers requiring advanced writing skills.
Faculty: Erik Thuesen
In this program, students will develop techniques for
communicating in several different genres of technical writing,
including technical abstracts, scientific research papers, technical
instructions, etc. Students from all branches of the sciences are
encouraged to take this program to improve their technical writing
skills. We will use several different online collaborative formats to
carry out our objectives and all work be submitted and edited online.
Each student will choose a specific topic and read 10 documents
related to the topic . Based on these readings and other sources,
each student will write a corresponding review paper, an online
technical digest and a proposal for future work in the specific area .
Students will receive critique from peers and the faculty member.
Students will be responsible for editing and critiquing a specific
number of papers written by other students in the program. A final
collaboratively written assignment will also be undertaken . Clear
deadlines for reading and writing assignments will be established
for all students at the start of the program to make it easier to stay
on track. This program will make it possible for students to further
develop written work from research projects carried out in previous
studies if they so desire.
Credit is expected to be awarded in the specific area of research,
technical writing and technical editing. Students wishing to enroll in
this program for Winter quarter only will be welcomed on a space
available basis.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Environmental Studies and Scientific
Inquiry
[T]raditional ornament was not meant only for pleasure.
[/]t participated in the expression of social values, hierarchies and
order. -Antoine Picon from Ornament: The Politics of Architecture
and Subjectivity-Architectural Design Primer
Why do we like some objects plain and others ornamented?
Does ornament arise out of the making of the thing or is it applied
afterward? What are the personal and political dimensions of
ornament within different historical and cultural contexts? Are our
possessions-and our possessions' accessories-themselves a form
of ornament? Is thinking always mediated by, alongside,and through
objects? From an evolutionary perspective might the ornament of
reason be mere embellishment?
We will consider how things-plain or adorned-shape our
mental as well as our physical landscapes. Possible sites for our
investigation of the cognitive life of vibrant matter are many and
diverse: beads (abacus to jewelry). classic Greek running patterns,
Islamic interlaces, cursive· writing, Native American figure/ground
relationships, Bach's well-ordered table of musical ornaments, the
poetics of Gertrude Stein, Louis Sullivan's System of Architectural
Ornament, Rudolf Steiner's sequenced instruction in form drawing,
or Henry Goodyear's The Grammar of the Lotus.
Program creative work will be centered in three interrelated
studios: one focused on materials, tools and making; another on
writing about materials, tools and making, from evolutionary and
poetic perspectives; and a third studio practice in experimental
drawing. Individual and peer project assignments will address how
forms and patterns of ornamentation arise from nature, abstract
systems and cultural imperatives. Winter work will develop skills and
understanding of what it means to think with and through ornament.
Small group creative and research projects will lead to opportunities
for substantive independent projects in the spring.
Through these projects, as well as lectures, workshops, peer
presentations, seminars and field trips, students will develop
abilities in drawing and design, low-tech tools and materials,
and experimental forms of expressive, expository, and reflective
speaking and writing. Book possibilities include: The Thinking
Hand (Pallasmaa), The Language of Ornament (Trilling). Thinking
with Things (Pasztory), Ghana: Where the Bead Speaks (Adoo),
Redrawing Anthropology (Ingold), Imagining Language (Rasula
and McCaffery). and The Cognitive Life of Things: Recasting the
Boundaries of Mind (Malafouris and Renfrew).
Credits: 16
Enrollment: 46
Special Expenses: Students will have an opportunity in winter
quarter to do field research on forms of ornament, with related
travel expenses.
Required Fees: $35 in winter and $135 in spring for entrance fees
and studio supplies.
Thematic Planning Groups: Critical and Creative Practices,
Consciousness Studies, Culture, Text and Language and
Expressive Arts
Photo by Shauna Bittle '98.
sentence of the description.
Preparatory for studies and careers in sustainability, peace
studies, design, community organizing and political and
international relations.
Faculty: Robert Knapp and Helena Meyer-Knapp
The Buddhist teacher Joanna Macy says three kinds of work are
needed in this time of transition away from the Industrial Growth
form of society: slowing the damage to Earth and its inhabitants,
inventing the new structures of life, work and governance, and
shifting values and worldviews from exploitation to coexistence.
This program combines philosophy and pragmatism in pursuit of
these kinds of work. Specifically, it leads students into the practice
of sustainable design at two levels-community and global. At the
same time, it challenges students to consider profound questions of
governance, ethics, beauty and spiritual life because good designs
for sustainability are tuned both to present circumstances and longterm realities: the timely and the timeless.
Student teams, with faculty guidanC'e, will make conceptual
designs for situations in the Olympia or campus community or in
regional organizations with global reach, such as Amazon.com or
Joint Base Lewis-McChord. Design can be physical or organizational,
but always means imagination disciplined by hard information and
analysis. Students will acquire skills in both. Exercises will touch
on community consultation, organizational profiling, engaging
constructively with your enemies, focused imagination, prototyping
and mockups, information graphics and project assessment.
Background lectures, book seminars, films and workshops will
all build understanding of relevant history (how we got to this
transitional time), concepts (who "we" are, our diversity and how to
understand our situations) and skills (how to act effectively). Topics will
include community design, environmental and social ethics, history
of sustainability, conflict transformation and multiparty negotiation,
design theory, low-tech materials, the role of feelings and their
disciplined expression. Students need to be willing to tackle openended problems, combine abstract and concrete thinking. respond
with insight to real-world information and obstacles, and produce
carefully finished writing, presentations and other work.
Credits: 12
Enrollment: 32
Thematic Planning Groups: Critical and Creative Practices,
Sustainability and Justice, and Society, Politics, Behavior and
Change
82 I Programs
Trees
Spring quarter
Fields of Study: biology, botany, environmental studies, field
studies, natural history and writing
Class S\anding: Freshmen
Preparatory for studies and careers in botany, forestry, natural
science, biology, ecology and environmental science.
Faculty: Dylan Fischer
How do trees, and forest communities, function? What makes
them tick? What determines the tallest trees in the world? What
makes trees some of the oldest organisms on earth? These and
many other questions about trees have captivated humans since the
dawn of time. In this program we will closely examine trees in their
variety of form and function. We will use our studies to learn how
understanding of tree form and function integrates study of botany,
mathematics, physics, chemistry, geography and ecology.
Our studies will be divided between those that focus on individual
trees, forests and whole forests. We will also read classic and recent
texts about human interactions with trees and how our relationships
to trees still help shape our collective identities and cultures.
Students will learn how to read and interpret recent scientific studies
from peer-reviewed journals and be challenged to reconcile popular
belief about the roles of trees with scientific observations. Day trips,
workshops, labs and a multiple-day field trip will allow us to observe
some of the largest trees on the West Coast and observe and
measure trees in extreme environments. Communication skills will
be emphasized, particularly reading scientific articles and writing for
scientific audiences. We will also practice skills for communicating to
_ a broader public using nonfiction and technical writing.
Credits: 16
Enrollment: 23
Required Fees: $300 for transportation, food and entrance fees
for a weeklong overnight field trip.
Thematic Planning Groups: Scientific Inquiry
Programs I 83
Turning Eastward:
Explorations in East/West Psychology
Fall and Winter quarters
Fields of Study: consciousness studies, cultural studies,
international studies, philosophy, psychology and religious studies
Class Standing: Junior- Senior
Preparatory for studies and careers in psychology, counseling,
social work, education, Asian-American studies, Asian studies and
religious studies.
Faculty: Ryo Imamura
Western psychology has so far failed to provide us with a
satisfactory understanding of the full range of human experience.
It has largely overlooked the core of human understanding--our
everyday mind 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.
Undergraduate Research in Scientific Inquiry
Fall, Winter, Spring quarters
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, Abir Biswas, Michael Paros,
Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca
Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James
Neitzel, Sheryl Shulman, Neal Nelson, Lydia McKinstry
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 eca'Systems. Students could pursue these interests
at the laboratory scale or through field-scale biogeocber.nistry
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) There is concern that toxic metals are found in
unsafe quantities in children's toys and cosmetics. I would like to
engage a student in the quantitative determination of these metals
using the AA and the ICP-MS. Students who are interested in learning
to use these instruments and quantitative analysis techniques 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 teach\ng
science and who have completed general chemistry with laboratory
would be ideal for this project.
Judith Bayard Cushing (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 "r'lewer" languages that
scientists themselves use such as python or R.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Consciousness Studies, Culture, Text
and Language, and Society, Politics, Behavior and Change
Photo by Shauna Bittle '98.
Programs I 85
84 I Programs
Undergraduate Research in the Humanities
Fall, Winter, 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
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
tecnniques, including tissue cu lture and the use of viral vectors.
LydiaMcKinstry (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 w ith the laboratory techniques of
organic synthesis as well as the techniques of spectroscopy.
Donald Morisato (biology) is interested in the developmental
biology of the Drosophila embryo, a model system for analyzing how
patterning occurs. Maternally encoded signaling pathways establish the
anterior-posterior and dorsal-ventral axes. Individual student projects
will use a combination of genetic, molecular biological and biochemical
approaches to investigate the spatial regulation ofthis 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 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
programming languages and compilers, programming languages
for concurrent and parallel computing, and hardware modeling
languages.
Rebecca Sunderman (inorganidmaterials 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.
EJ Zita (physics), who has expertise In energy physics, modeling
and organic farming, is researching sustainability and climate
change. Many students have done fine projects on sustainable
energy and food production in her academic programs. Zita is
working with Judy Cushing and Scott Morgan to establish a new
research program at Evergreen. With Cushing, they will model land
use impacts on climate change; with Morgan, they will plan and
facilitate sustainability projects on campus.
Faculty signature. Students should contact the individual faculty
member in their area of interest for details on obtaining a signature.
A similar program is expected to be offered in 2015-16
Thematic Planning Groups: Scientific Inquiry
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 contruct 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 until1920. 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 class and the middle class; industrialization and reform
movements; pragmatic philosophy; the history of childhood; and
the history of technology and consumer culture. Students are also
welcome to work with Nancy to participate in her 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 broad interests include the
crossroads of aesthetics and politics, national versus transnational
formations of literary studies, queer gender and sexuality, memory
studies and poststructuralist theory. Most of the capstone projects
he has supervised in the past 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 18th 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 the faculty member to develop his ongoing research projects on
such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop
Berkeley, Jonathan Swift and John Milton.
Faculty signature. Stutlents should contact the faculty for
more information.
•
Thematic Planning Groups: Culture, Text and Language
Understanding Language
Fall quarter
Fields of Study: communications, language studies and
linguistics
Class Standing: Junior- Senior
Preparatory for studies and careers in communications,
language studies and linguistics.
Faculty: Diego de Acosta
This one-quarter program is designed to allow <jdvancep
students to develop their understanding of how languages are
structured and how they change over time. We will consider
linguistic structure at various levels, from the sounds and gestures
of speech to the structure and meaning of words and sentences.
We will also work to understand the complex relationship between
an individual's knowledge of language and the broader function of
language in human society and history. Throughout the quarter, we
will look at a variety of languages from around the world and learn
to analyze, describe and compare them. Topics for the quarter will
include phonetics and phonology, historical linguistics, comparative
linguistics and dialectology, language and gender, and field methods.
Our work for the quarter will include discussioi'ls of linguistic theory,
extensive reading of primary and secondary scientific literature,
regular problem sets and an independent research project.
Credits: 16
Enrollment: 25
Thematic Planning Groups: Culture, TeKt and Language, and
Scientific Inquiry
Photos by Shauna Bittle '98.
86 I Programs
~- -
Vikings, Mongols and Slavs:
Russia and the Forging of Empires
Fall quarter
Fields of'Study: cultural studies, geography, history, language
studies, literature and writing
Class Standing: Sophomore - Senior
Preparatory for studies and careers in education, diplomatic
and security services, film, music, art, international business, and
graduate studies in international affairs and in Russian and Slavic
literary, historical, political and social studies.
Faculty: Patricia Krafcik and Robert Smurr
This program offers an interdisciplinary approach to Russian and
Eurasian history, literature, culture, geography and film. Our journey
will take us across all of the vast territories that once comprised the
Russian and Soviet empires-territories that today make up more
than 15 independent states. In lectures, seminars and film analyses
and discussions, we will travel from the fjords of Norway to the
thriving cities of Constantinople and Baghdad; from the windswept
grasslands of Mongolia to the Moscow cathedrals built by Ivan
the Terrible; from the Artie Ocean to the marketplaces of Central
Asia; from the peaks of the Caucasus Mountains to the deserts of
Uzbekistan.
- Our focus is the rise and fall of empires in this region, beginning
with one that no longer exists-the Mongol empire-and one that
in many senses still does-the Russian empire. We will investigate
the development of the Russians and their nation through history,
starting with Viking invasions of Slavic territories in the 800s and
. progressing to Russia's thriving imperial era in the 1800s. This latter
period witnessed not only Napoleon's massive invasion of Russia,
but also the emergence of some of the world's greatest literature
(including Pushkin, Lermontov, Gogol and Turgenev). The diverse
ethnicities that had cultural, political, social, economic and religious
contact with the Russians-the Vikings, Mongols, Greeks, Tatars
and Turkic peoples, among others-will all play key roles in our
examinations.
Faculty will provide lectures to guide our study and students will
read and discuss a diverse selection of historical and literary texts in
seminars, view and discuss relevant documentaries and films, and
write three major essays based on seminar readings. One field trip
will be to the Maryhill Museum to view its collection of icons and
other Russian-related items along with a visit to a Greek Orthodox
women's monastery for a tour of the grounds and the icon studio.
Another field trip will take us to the Pacific Coast village of La Push,
Washington, and the Ouileute Reservation, where in the early 19th
century a Russian ship was grounded-an event which was preserved
in Ouileute oral tradition and is significant in our study of the Russian
historical presence in Alaska and the Pacific Northwest.
Students are strongly urged to take the Beginning Russian
Language segment within the full-time program. Studying Russian
will enhance their learning experience. Those who opt out of
language should register for only 12 credits.
Credits: +6
Enrollment: 50
Required Fees: $75 for two overnight field trips.
Thematic Planning Groups: Culture, Text and Language
Programs I 87
Vision and Action: Entrepreneurial Ventures
Washington State Legislative Internships
What Are Children For?
Spring quarter
Winter and Spring quarters
Spring quarter
Fields of Study: business and management
Class Standing: Sophomore -Senior
Prerequisites: Some familiarity with MS Excel or spreadsheets is
helpful.
Preparatory for studies and careers in creating a business,
or working or consulting with others founding or growing
their own businesses. It should also help those interested in
pursuing advanced studies in business, economics, and/or the
social sciences, or seeking employment in the private sector,
government or nonprofit organizations.
Faculty: David Shaw
Fields of Study: government and law and public policy
Class Standing: Junior- Senior
Prerequisites: Two to three years of interdisciplinary study.
Preparatory for studies and careers in community studies,
government, law, political science, public interest advocacy,
public policy and social issues.
Faculty: Cheri Lucas-Jennings
Fields of Study: American studies, history, sociology and l.vriting
Class Standing: Freshmen - Sophomore
Preparatory for studies and careers in education, social
services, counseling or parenting.
Faculty: Nancy Koppelman
Vision without action is only a dream. Action without vision
is a waste of time. Vision and Action can change the world.
-attributed to Confucius
What is an entrepreneur? What does it take to become an
entrepreneur? What is involved in starting up a new venture (forprofit, nonprofit or social)? Where should one focus their attention,
and when? Does one stay faithful to the plan, or adapt to a fastchanging environment? And then what? Stay with the budding
venture, sell it, or shut it down to move onto something else?
This program builds on the concepts and tools learned in the
program Business: Innovation, Stewardship and Change (fall 2014,
winter 2015) to provide an introduction to entrepreneurship. It is
focused on helping students interested in developing or refining their
own individual business plan for a startup venture. Seminar readings
will focus on advanced topics and approaches to entrepreneurship.
In addition, there will be a quarter-long, team-based online business
simulation that will build skills in dynamic strategy making and
financial statement analysis. An individual research project, including
a draft business plan, marketing plan, feasibility study or critical
book review on entrepreneurship (and/or business) with an end-ofquarter presentation will complete the program. Students will also
leave the program with a deeper appreciation of emerging issues at
the intersection between business and society.
Students entering this program will benefit from having previously
completed some college-level studies in business, including basic
familiarity with accounting, economics, marketing and/or finance.
A basic level of quantitative competence, including the ability to
create, use and interpret spreadsheets (e.g., MS Excel), is assumed.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2016-17
Special Expenses: Computer license fee of $50-$60 for business
simulation, paid direct online to software publisher.
Thematic Planning Groups: Society, Politics, Behavior and Change
This is an opportunity to explore the broad conditions that shape
legislation. We will examine models, evidence and debates about
the sources, causal connections and impacts of evolving systems
of law, regulation, governance and a broad array of community
response. Each student will be learning through work as an intern
with a legislator and her or his staff. This will involve intensive staffapprenticeship activities, especially legislative research and draft
development, bill-tracking and constituent correspondence.
Each student accepted as an intern will develop an internship
learning contract, profiling legislative responsibilities and linkages to
academic development.
In regular in-capitol seminars, each student intern will translate
her or his activities in the Legislature into analytic and reflective
writing about the challenges, learning and implications of the work;
students will make presentations about their learning and participate
in various workshops. Each intern will keep a journal, submitted to
the faculty sponsor on a re'gular basis, and a portfolio of all materials
related to legislative work. Drawing broadly from the social sciences,
we will explore relationships between elected officials, legislative
staff, registered lobbyists, non-governmental organizations, citizen
activists and district constituents. Students will learn through a range
of approaches: responsibilities in an 8:00-5:00 workweek, guest
presentations, seminars, workshops on budget, media panels and
job-shadowing regional officials and activists of choice. Interns will
participate in a final mock hearing floor debate on current legislative
issues.
The 2015 session will involve student interns for both winter
and spring quarters. Each quarter will comprise a different 16-credit
contract. In spring quarter, students can develop an 8-credit
Legislative Internship Contract, augmented by another 8-credit
project or program involving specific post-session research and
writing. Student performance for the two-quarter internship is
evaluated by the faculty sponsor, field supervisors and legislative
office staff.
Signature required. Students applying to become interns for the
2015 Washington State Legislative session in fall 2014 must submit
two copies of the completed application, including personal essay,
a letter of reference from faculty (discussing research and writing
skills), and a personal reference (character, work-habits) to the
Office of Academic Advising (L2153) by the last Friday in October.
Applications are available at www.leg.wa.gov/internships.
Internships will be awarded by the Capitol Senate and House of
Representatives Education Program staff and students will be
informed of acceptance by late November. Information sessions
will be held on campus in the spring and in early October. Check
with Academic Advising for dates and locations. This program
does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2016.
Thematic Planning Groups: Sustainability and Justice, and
Society, Politics, Behavior and Change
Childhood is not just a biological fact of life. Philippe Aries
famously argued that children and childhood did not exist before
the modern era. How do ideas about children, the conditions of child
rearing and of childhood, and conventions of education change over
time? And if the meanings of "children" and "childhood" change
throughout history and across cultures, how can people ever know if
they are making the "best" decisions on behalf of the children whom
they raise, educate, care for, advocate for, employ or support?
In this program, students will learn how children's experience
and adult interpretations of childhood have changed in t~e Western
world over the last 400 years. Until about 150 years ago, most children
were necessary: they contributed labor to the maintenance of the
family home and were expected to reproduce the circumstances of
their birth. The social revolutions of the 18th century disrupted all
social hierarchies, including those within families. We will examine
how these disruptions transformed childhood and moved children
from the periphery to the center of adult intellectual, moral and
medical interest.
Students will learn how children in North America lived and were
viewed by adults from the 16th century forward, and examine how the
meaning of childhood was transformed duripg the flowering of the
Enlightenment. We will study the changing meanings of innocence
and sin, labor and leisure, value and sacredness, and how those
meanings figured in the way children were seen and treated. Guest
speakers from the community who have a professional or political
interest in children will share their experiences with the program.
The class befits students who work with or care about children.
It will also enlighten anyone who has grown up, is still trying to grow
up, or wonders if she or he has, or should ever, grow up.
Credits: 16
Enrollment: 46
Thematic Planning Groups: Culture, Text and Language., and
Society, Politics, Behavior and Change
Graduate Studies I 89
88 I Programs
Graduate Studies
MASTER OF ENVIRONMENTAL STUDIES (MES)
:. .
The 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.
Martha Henderson Director
Gail Wootan Assistant Director (360) 867-6225 or wootang@evergreen.edu
MASTER OF PUBLIC ADMINISTRATION (MPA)
what is to be Experimental Music and Theater Now?
Fall, Winter, Spring quarters
Spring quarter
Fields of Study: aesthetics, cultural studies, music and theater
Class Standing: Junior- Senior
Prerequisites: Two years of college-level work in music, theater
or performance classes.
Preparatory for studies and careers in music, theater and the
performance arts.
Faculty: Arun Chandra
Fields of Study: biology, ecology, environmental studies, field
studies, natural history and zoology
Class Standing: Junior- Senior
Prerequisites: One year of college-level biology plus one quarter
of ecology or zoology.
Preparatory for studies and careers in wildlife biology,
conservation, zoology and ecology.
Faculty: Alison Styring and Amy Cook
We will read about, listen to, talk around, compose towards, and
perform experiments in musical and theatrical composition. There
will be lots of listening to and watching compositions written in the
past 60 years and discussion of the contexts in which those pieces
were once experimental and whether they remain so.
Now, at the beginning of the 21st century, when capitalism has
abandoned any pretense of accommodation, what must art be so
that it resists the appeal of its commodification?
Can an experiment in art have foundations? What does it mean
to "take a risk" in a composition? Can an experiment in art resist
being dismissed as being merely "an experiment in art"? What does
- - - a work of art require of its audience? Can a work of art demand that
its audience become more than it is? Are any of these questions
still valid, or have they outlived their usefulness? Our readings and
watchings and listenings will address these questions, among others.
Are there "bad ideas" for performance? How does one
distinguish an experiment in art based on a "bad" idea and one on
a "good" one? There will be lots of group performance projects and
these quesitons will be brought up in workshops where groups will
present to each other.
·
Readings on related subjects in contemporary music and theater
history and aesthetics will be drawn from the works of Roland
- Barthes, Walter Benjamin, Theodor Adorno, Antonin Artaud,
Jacques Attali, Susan Buck-Morss, Bertolt Brecht, Caryl Churchill,
James Joyce, Virginia Woolf and others.
As well-as making performances, we will attend performances
of new music and theater as they occur. A strong emphasis in the
course will be projects composed and performed by groups of
students in the class. Class meetings will be divided into lectures,
seminars, listening sessions and performers' workshops.
Accepts winter and spring enrollment.
Credits: 16
Enrollment: 25
Required Fees: $100 per quarter for tickets for music and theater
performances.
Thematic Planning Groups: Critical and Creative Practices,
Culture, Text and Language, and Expressive Arts
One of the key elements in conservation biology is the study of
organisms in the wild, often called wildlife biology. Originally a field
that focused on the management of game animals, this discipline
has developed into something much broader, playing a key role in
the conservation of a wide variety of types of animals and habitats.
Modern wildlife biology pulls from a variety of fields including
genetics, taxonomy, animal behavior and ecology.
In this program we will focus on two groups of animals: birds and
fishes. We will learn the taxonomy, behavior and ecology of these
animals in the context of labs, fieldwork and lecture. Building on
this background information, students will look at several key issues
in the conservation of birds and fishes. These include conservation
efforts around native fishes of the arid West, river restoration and
salmonids, and management and conservation of aquatic and
terrestrial bird species.
What is the experience of the urban salmon or the urban crow?
How do people respond as deer, coyotes and bears make greater
and greater use of their neighborhoods? Wildlife biology is not just
about animals; humans also come into the equation. As urban and
suburban areas expand, modern wildlife biology increasingly deals
with fragmentation of habitat and the interaction between humans
and animals. We will examine these interactions as well as more
traditional human-wildlife interactions in the form of hunting and
fishing.
Program activities will include lectures, labs and workshops
focused on the biology of birds and fishes and their conservation and
management. Seminar will include papers in the primary literature
and books and other readings on select topics in wildlife biology.
Students are expected to develop their skills in critical thinking,
collaborative work and college writing.
Credits: 16
Enrollment: 50
Required Fees: $25 for park entrance fees .
Thematic Planning Groups: Environmental Studies, Scientific
Inquiry
Designed for working adults, Evergreen's dynamic 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 witli
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. Join us and "be the change you wish to
see in the world ."
For complete information on MPA general cohort, please visit www.evergreen.edu/mpa or www.evergreen.edu/tribal for
information about the MPA Tribal cohort.
'
Cheryl Simrell King Interim Director
Randee Gibbons Assistant'MPA Director- General Cohort (360) 867-6554 or gibbonsr@evergreen.edu
Puanani Nihoa MPA Tribal Governance Student Services (360) 867-6202 or nihoap@evergreen .edu
MASTER IN TEACHING (Min
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.
Sherry Walton Director
Maggie Foran Admissions and Advising (360) 867-6559 or foranm@evergreen.edu
90 I Admissions
Admissions
Complete and updated information regarding admission criteria and standards for all applicants is available on Evergreen's
Admissions Web site: evergreen.edu/admissions.
ELIGIBILITY FOR ADMISSION
Applicants are initially reviewed based upon academic factors such as grade point average, test scores and course work completed and/or
attempted. Evergreen offers admission to all qualified applicants until the entering class has been filled .
The most important factor in the admissions process is academic preparation, demonstrated by the nature and distribution of academic
course work. Grade point average or narrative evaluation progress, and scores from the ACT or SAT are also evaluated. You may submit
additional materials you believe will strengthen your application, such as your personal statement, letters of recommendation and essays.
Submissions should be limited to one page and should clearly address your academic history and educational goals.
Information you provide on your application for admission may support programs for all students. The data collected from responses
to the questions in the Family Information and Ethnicity and Race Information sections of the application-such as education level of your
parents and your ethnicity/race-may result in additional funding from Washington state and federal government programs to support the
educational needs of all Evergreen students. Additionally, you may be eligible for financial assistance through "Passport to College," if you
were in foster care in Washington. More information about Passport to College may be found at evergreen.edu/admissions/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
Admissions I 91
ADDITIONAL INFORMATION FOR FRESHMAN APPLICANTS
ACCEPTABLE COLLEGE PREPARATORY COURSE WORK
English: Four years of English study are required, at least three of which must be in composition and literature.
One of the four years may be satisfied by courses in public speaking, drama as literature, debate, journalistic writing, business
English or English as a Second Language (ESL). Courses that are not generally acceptable include those identified as remedial or
applied (e.g., developmental reading, remedial English, basic English skills, yearbook/annual/newspaper staff, acting, library).
Mathematics: Three years of mathematics, at the level of algebra, geometry and advanced (second year) algebra, are
required. Advanced mathematics courses, such as trigonometry, mathematical analysis, elementary functions and calculus are
recommended. Arithmetic, prealgebra and business mathematics courses will not meet the requirement. An algebra course taken
in eighth grade may satisfy one year of the requirement if second year algebra is completed in high school.
Social Science: Three years of study are required in history or in any of the social sciences (e.g., anthropology, contemporary
world problems, economics, geography, government, political science, psychology, sociology). Credit for student government,
leadership, community service or other applied or activity courses will not satisfy this requirement.
Foreign Language: Two years of study in a single foreign language, including Native American language or American Sign
Language, are required. A course in foreign language, Native American language or American Sign Language taken in the eighth
grade may satisfy one year of the requirement if the second year of study is completed in high school. The foreign language
requirement will be considered satisfied for students from non-English-speaking countries who entered the US. 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 th<lt 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.
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 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 a~ailable, 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.
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 and
advanced placement courses are strongly encouraged and a more rigorous curriculum will be taken into account during the
admissions selection process. Interdisciplinary study and courses that stress skills in writing, research and communication are
especially helpful in preparing for Evergreen's innovative programs.
Admission can be granted on the basis of at least six semesters of high school work. Applicants may be admitted on this
basis provided that they submit an official transcript showing the date of graduation and successful completion of all subject area
requirements prior to attending their first class at Evergreen. Failure to submit a final transcript that shows satisfactory completion
of subject area requirements will result in disenrollment. High school seniors cannot complete their high school course work as
matriculating students at Evergreen.
Nontraditional high schools must provide transcripts that indicate course content and level of achievement.
High school students who have earned college credit or participated in Washington's Running Start program are considered for
admission under the freshman criteria, regardless of the number of credits earned. Running Start participants who have earned an
Associate of Arts degree prior to the application priority date, as reflected on official transcripts, will be considered under transfer
student criteria .
More information for freshman applicants can be found at evergreen.edu/admissions/freshman
Tuition and Fees I 93
92 I Admissions
Tuition and Fees
RESIDENCY STATUS FOR TUITION AND FEES
To be considered a resident for tuition and fee purposes, you must be (1) a financially independent non-resident, (2) a financially
dependent student with a parent residing in Washington state or (3) meet certain conditions as a non-citizen .
As a financially independent non-resident, you must first establish a domicile in the state of Washington
in compliance with state regulations. You must also establish your intention to be in Washington for purposes other than education. Once
established, the domicile must exist for one year prior to the first day of the quarter in which you plan to apply as a resident student.
As a financially dependent student, you must prove dependence as well as proving that your parent has an established domicile in the
state of Washington.
As a non-citizen, you must have resided in Washington state for three years immediately prior to receiving a high school diploma,
and completed the full senior year at a Washington high school; or completed the equivalent of a high school diploma and resided in the
state for the prior three years and continuously resided here since earning the diploma or its equivalent or have a visa status that allows
establishment of a domicile.
Photo by Riley Shiery.
ADDITIONAL INFORMATION FOR TRANSFER APPLICANTS
COMMUNITY COLLEGE DEGREES
Designated Transfer Degrees and Direct Transfer Degrees receive the highest transfer admission preference. Applicants who have
earneEl 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
evergreen.edu/transferdegrees. Evergreen has also identified a variety of vocational or technical associate degrees that will also receive
admission preference. A list of these vocational/technical associate degrees may also be found at the same Web address above.
-Students who have already earned a B.A. or B.S. only need to submit the final official transcript from the institution that awarded the
degree, as long as the degree confirmation is indicated on the transcript.
TRANSFER OF CREDIT
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 (1 00-200 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 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:
PRIOR LEARNING ASSESSMENT
Prior Learning is the knowledge and skills gained
through work and life experiences. Your experiences
can be assessed for college credit- such as:
+ Certificated Learning
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. A second
late fee in the amount of $75 is also charged if tuition and fees remain unpaid as of the 30th calendar day of the quarter. Web payment
is available for students wishing to pay by Visa, 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 constdered . 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 online, for more information visit
at www.evergreen.edu/ferpa.
•
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.
+ Credit by Examination-AP (min imum test score
of 3); CLEP (general and subject examination may
generate credit); and International Baccalaureate.
REFUNDS/APPEALS
+ Experiential Learning
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
+ Military Training
Records, we refund :
evergreen.edu/admissions/priorlearningassessment
100 percent to Friday of the first week of the quarter
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 evergreen.edu/adultstudent.
50 percent to the 30th day
No refund after the 30th calendar day
SUMMER QUARTER
Summer quarter enrollment is handled through the Office of Registration and Records and does not require formal admission. 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 evergreen.edu/transfer
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 .
Registration and Academic Regulations I 95
4 I 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 2014-15
nine-month academic year.
Registration and
Academic Regulations
NEW AND CONTINUING STUDENT REGISTRATION PROCESS
Note: Full-time undergraduate tuition figures do not include the mandatory fees 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 2013-14 academic year. Visit www.evergreen.edu/tuition or call Student Financial Services to verify tuition
rates at (360) 867-6447.
$2,611 per quarter
$2,844 per quarter
$3,077 per quarter
$6,640 per quarter
$7,261 per quarter
$7,882
$261.10 per credit;
$664.00 per credit;
2 credit minimum
8 MPA
12 MES
16 MIT
$2,219.20 per quarter
$2,77 4 per quarter
$2,77 4 per quarter
$5,459.20 per quarter
$6,824 per quarter
$6,824 per quarter
6 or fewer MPA
10 or fewer MES
$277.40 per credit;
2 credit minimum
$682.40 per credit;
2 credit minimum
10-18
19
20
9 or fewer
Full-time Graduate
I
I
I 2 credit minimum
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.
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, financial aid and student account information, announcements of official college policies and general announcements
and information. As part of their responsibility to work with the college to manage their business and enrollment issues, students are
expected to check their college email on a regular basis.
CHANGES IN PERSONAL INFORMATION
It is vital to maintain current information that affects your student records with the Office of Registration and Records. Any change(s)
affecting your student record requires acceptable documentation before a change in records can be made. Students can update address
information at any time using their my.evergreen.edu account. See also Billing and Payment Procedures, page 93.
*Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
** For financial aid purposes, 8 MPA and MES quarter credit hours are considered full-time, 7 or fewer, part-time.
TO ADD, CHANGE, OR DROP A PROGRAM
If you want to add, change or drop your program or courses, you should complete your change of registration by the 1Oth 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 93.)
•
MISCELLANEOUS FEES
fall
winter or spring
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 93.)
LEAVE OF ABSENCE
$30
PARKING FEES
Automobiles I Motorcycles
Automobiles I Motorcycles
$2.00
$115 I $60
$40 I $25
Fulfyea..
$120 I $65
These fees are current at time of publication. Please check to verify amounts or additional fees.
If you have been regularly admitted and completed at least one quarter, you are eligible for a leave of absence of no more than one
year. If you are a continuing student and are not registered in a program or contract by the deadline, you are considered to be on leave (for
up to one year).
VETERAN STUDENTS
The Evergreen State College's programs of study are approved by the Washington State Higher Education Coordinating Board's State
Approving Agency (HECB/SAA) for enrollment of persons eligible to receive educational benefits under Title 38 and Title 10 USC.
.....
Registration and Academic Regulations I 97
I Registration and Academic Regulations
ACADEMIC STANDING POLICY
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.
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 ~tanding and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and internships. In additior),
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.
Registration is prioritized by the number of credits earned, giving seniors first choice, and is organized as follows:
Freshmen
0-44 credits
Sophomores
45-89 credits
Juniors
90-134 credits
Seniors
135 or more credits
RECORD KEEPING
Transcripts
Transcripts are the records of your academic achievement at Evergreen, and are maintained by the Office of Registration and Records.
Your transcript will list all work done for credit, the official description of the program or contract, faculty evaluations, your Academic
Statement and, when submitted, your self-evaluations.
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 and the Office of Registration and Records.
Your Academic Statement and self-evaluations cannot be removed or revised once they have been submitted to your transcript. Pay
close attention to spelling, typographical errors, appearance and content before you turn it in.
When a transcript is requested on-line, the entire body of information is mailed. Graduate students who attended Evergreen as
undergraduates may request transcripts of only their graduate work. For additional information on ordering your transcript, please see
www.evergreen.edu/transcripts.
Evergreen reserves the right to withhold transcripts from students who are in debt to the institution or have holds which prevent the
release of a transcript.
~-confidentiality of Records
The federal Family Educational Rights and Privacy Act (FERPA) gives students certain rights regarding their education records.
You have the right to :
•
Inspect and review your educational records within a reasonable time period
•
Request an amendment to education records you believe are inaccurate or misleading
•
Consent to disclosures of personally identifiable information contained in your records,
except to the extent that FERPA authorizes disclosure without consent
•
File a complaint with the U. S. Department of Education concerning
alleged failures to comply with the requirements of FERPA
You must contact the Office of Registration and Records in person or by telephone if you want your records kept coT)fidential.
These-records indude your name, address, telephone number and student status.
2. Required leave of absence.
A student who has received an academic warning, and while in warning status received either an incomplete or less than three-fourths of
the credit for which she or he is registered, will be required to take a leave of absence, normally for one full year.
A waiver of required leave can be granted only by the academic dean responsible for academic standing upon the student's
presentation of evidence of extenuating circumstances. A student returning from required leave will re-enter on academic warning and be
expected to make satisfactory progress toward a bachelor's degree. Failure to earn at least three-fourths credit at the first evaluation period
will result in dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the college for academic reasons will not be allowed to register for any academic program or course
at the college during any subsequent quarter. A student who has been dismissed may only be readmitted to the college by successfully
petitioning an academic dean . The petition must convince the dean that there are compelling reasons to believe that the conditions that
previously prevented the student from making satisfactory academic progress at Evergreen have changed.
GRADUATION REQUIREMENTS
• The minimum requirement for the Bachelor of Arts or the Bachelor of Science is 180 credits.
• 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.
• If you transfer credit from another college, you must earn at least 45 of your last 90 credits while enrolled at Evergreen to be eligible
for an Evergreen degree. Credits for Prior Learning from Experience documents or CLEP tests do not satisfy the 45-credit requirement.
• If you have a bachelor's degree from a regionally accredited institution (including Evergreen) and wish to earn a second bachelor's
degree, you must earn at least 45 additional credits once admitted as a registered Evergreen student.
• The Bachelor of Science degree requirement also includes 72
credits in mathematics, natural science or computer science, of
which 48 credits must be noted as upper division by the faculty.
• Concurrent awards of Bachelor of Arts and Bachelor of Science
degrees require at least 225 credits, including 90 at Evergreen,
and 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 89.
Questions concerning your rights under FERPA should be directed to the Office of Registration and Records.
For more information about academic regulations,
call (360) 867-6180.
Faculty 199
=acuity
Faculty
•
The following is a list of Evergreen's faculty as of summer 2013. A more extensive description of their areas of expertise can
be found in the Faculty Directory at www.evergreen.edu/faculty.
Kristina Ackley, Native American Studies,
Dharshi Bopegedera, Physical Chemistry,
Robert Cole, Emeritus, Physics, 1981; B.A.,
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.
1991; B.S., Chemistry, University of Peradeniya,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
Physics, University of California, Berkeley, 1965;
M.S., Physics, University of Washington, 1967;
Ph.D., Physics, Michigan State University, 1972.
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.
Scott Coleman, Education, 2001; Master in
Teaching Director, 2001-2006; Academic Dean
2013-present. B.S., Biology, State University
of New York, College at Brockport, 1973;
M.A., Elementary Education, San Diego State
University, 1980; M.A., Counseling Psychology,
California Institute of Integral Studies, 2009;
Ph.D., Instructional Systems Technology, Indiana
University, 1989.
Michelle Aguilar-Wells, Public 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; Academic Dean 2013-present.
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.
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,
~ -""UiiiversitY of Paris, 1985; Graduate work at University
of Washington, University ofTubingen, Germany.
·
John Baldridge, Geography, 2010; B.A.,
Creative Writing, University of Arizona, 1991;
M.A., English, Colorado State University, 1993;
Ph.D., Geography, University of Arizona, 2010.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Marcella Benson-Quaziena, Psychology. 2000;
B.S., Health and Physical Education, University of
Iowa, 1977; M.A., Athletic Administration, University
of Iowa, 1980; M.S.W., Social Work, University of
Washington,1988; M.A., Organizational Development,
ThE> Fielding lnstltute, 1993; Ph.D., Human and
Organizational Systems, The Fielding Institute, 1996.
Abir Biswas, Geology, 2010; B.S. Geology/
Chemistry and Environmental Studies, Bowdoin
College, 2001; Ph.D., Geology, University of
Michigan, 2007.
Evan Blackwell, 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.
Andrew Brabban, Molecular Biology, 2001;
B.S., Microbial Biotechnology, University of
Liverpool, U.K., 1989; Ph.D., Genetics and
Microbiology, University of Liverpool, U.K., 1992.
Eddy Brown, Emeritus, 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; B.A., Liberal Arts,
The Evergreen State College, 1977; M.M., Music
Composition, University of Washington, 1982; D.M.A.,
Music Composition, University of Washington, 1987.
Sara Sunshine Campbell, Mathematics Teacher
Education, 201 0; 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
(ABO), 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 and Gender/
Women's Studies, 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.
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.
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, 2Q08.
Sarah Eltantawi, Comparative Religion,
2014. B.A., Rhetoric and English, University of
California, Berkeley, 1998; M.A., Middle Eastern
Studies, Harvard University, 2001; Ph.D., Study
of Religion , Harvard University, 2012.
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.,
Amy Gould, Public Administration, 2005; B.A.,
Painting, University of Arkansas, 2003; M.F.A.
Photography, University of Oregon, 2005.
Public Policy and Management, University of
Oregon, 1997; M.S., Public Affairs, University of
Oregon, 2000; Ph.D., Political Science, Northern
Arizona University, 2005 .
Susan R. Fiksdal, Emerita, Linguistics and
Languages, 1973; Academic Dean, 1996-2001; B.A.,
French, Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972;
M.A., Linguistics, University of Michigan, 1983;
Ph.D., Linguistics, University of Michigan, 1986.
John Robert Filmer, Management and
International Business, 1972; B.S., Agriculture,
Cornell University, 1956; B.A. E., Agricultural
Engineering, Cornell University, 1957; M.S., Hydraulic
Engineering, Colorado State University, 1964; Ph.D.,
Fluid Mechanics, Colorado State University, 1966.
Anne Fischel, FilmNideo, 1989; B.A., English
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.
Andrea Gullickson, Music, 2013. B.A., Music,
Grace C. Huerta, Teacher Education (ESL), 2008;
B.A., English, University of Southern California, Los
Angeles, '1'981; 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.
and American Literature, Brandeis University,
1971; M.A., Communication, University of
Massachusetts, Amherst, 1986; Ph.D., Communication,
University of Massachusetts, Amherst, 1992.
Michigan State University, 1981; M.A., Music,
Northwestern University, 1982; D.M.A., Music,
The University of Iowa, 1993.
Dylan Fischer, Forest Ecology, 2005; B.S.,
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Environmental Science, Oregon State University,
1998; M.S., Forest Science, Northern Arizona
University, 2001; Ph.D., Forest Science, Northern
Arizona University, 2005.
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
1997; B.S., Psychology, Washington State
University, 1971; M.A., Clinical Psychology,
Radford University, 1972; Ph.D., Educational
Psychology, University of Washington, 1982.
Jeanne E. Hahn, Political Science, 1972;
Cynthia C. Kennedy, Management, 1999;
Assistant Academic Dean, 1978-80; B.A., Political
Science, University of Oregon, 1962; M.A.,
Political Science, University of Chicago, 1964;
Ph.D. (ABO), Political Science, Chicago, 1968.
B.S., Business and French, The Pennsylvania
State University, 1985; M.B.A., The Pennsylvania
State University, 1988.
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.
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.
Kevin J. Francis, Philosophy of Science,
2004; B.A., Biology, Reed College, 1993; Ph.D.,
History of Science and Technology, University of
Minnesota, 2002.
George Freeman, Jr., Clinical Psychology, 1991;
Lucia Harrison, Public Administration, 1981;
Director, Graduate Program in Public Administration,
1990-93; B.A., Arts Administration, Antioch College,
1972; M.P.A., Public Policy, University of Wisconsin,
Madison, 1976; Ph.D., Educational Administration,
University of Wisconsin, Madison, 1979.
Mark Harrison, Theater, 2004; B.A., English,
University of California, Santa Barbara; M.A.,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies, New
York University, 1989.
Heesoon Jun, Clinical/Counseling Psychology,
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.,
Physics and Mathematics, Harvard University, 1991;
Ph.D., Applied Mathematics, Cornell University,
1998; Ph.D., Linguistics, Cornell University, 2004.
Robert H. Knapp, Jr., Emeritus, 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.
Rachel Hastings, Mathematics, 2005; B.A.,
Ruth Hayes, Animation, 1997; B.A., Animation,
Nancy Koppelman, American Studies, 2009,
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.
Harvard and Radcliffe Colleges, 1978; M.F.A.,
Experimental Animation, California Institute of
the Arts, 1992.
B.A., The Evergreen State College, 1988; M.A.,
History, University of Washington, 1992; Ph.D.,
American Studies, Emory University, 1999.
Martha Henderson, Geography, 1995;
Stephanie Kozick, Education, 1991; B.S.,
Karen Gaul, Sustainability Studies, 2006; B.A.,
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.
Education, Northern Illinois University, 1971; M.S.,
Curriculum/Instruction, University of Oregon,
1980; Ph.D., Human Development/Family
Studies, Oregon State University, 1986.
Steven Hendricks, Creative Writing, 2009;
literature, 1989; B.A., Russian, Indiana University,
Bloomington, 1971; M.A., Russian Literature,
Columbia University, 1975; Ph.D., Russian
Literature, Columbia University, 1980.
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.
B.A., The Evergreen State College, 1997; M.F.A.,
Writing, The School of the Art Institute of
Chicago, 2000.
Laurance R. Geri, Master of Public
Administration, 1997; B.A., Economics, University
Chauncey Herbison, African American
Studies, 2007; B.A., American Studies, East
of Washington, 1980; M.P.A., Policy Analysis and
Evaluation, George Washington University, 1982;
D.P.A., University of Southern California, 1996.
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.
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.
Patricia Krafcik, Russian Language and
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. Land ram, 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.
00 I Faculty
~ ~ -
Anita Lenges, Teacher Education, 2005; B.A.,
Mathematics and Anthropology, University of
Washington, 1986; Teaching Certification, University
of Washington, 1990; M.A., Curriculum and
lnstruction,'Jniversity of Washington, 1994;
Ph.D., Curriculum and Instruction, University of
Washington, 2004.
Robert T. Leverich, 3-D Art, 1999; B.A.,
University of Minnesota, Minneapolis, 1978;
Master of Architecture, University of Minnesota,
Minneapolis, 1979; M.F.A., Rochester Institute of
Technology, 1990.
Mingxia Li, Biomedical Health, 2007; M.D.,
Capital Medical College, Beijing, 1982; M.S.,
Pharmacology, Chinese Academy of Medical
Sciences, 1986; Ph.D., Molecular Pharmacology,
Cornell University, 1992.
Faculty 1101
Cynthia Marchand-Cecil, Native American
Studies, 2013; A.A., General Studies, South Puget
Sound Community College, 2001; B.A., Psychology
and Community Studies, The Evergreen State
College, 2002; M.S.W., University of Washington
Tacoma, 2005.
Carrie Margolin, Psychology, 1988; B.A., Social
Science, Hofstra University, 1976; Ph.D., Experimental
Psychology, Dartmouth College, 1981.
David McAvity, Mathematics, 2000; Academic
Dean 2012-present; B.S., Mathematical Physics,
Simon Fraser University, 1988; Distinction in Part
Ill of the Mathematical Trypos, Cambridge University,
1989; Ph.D., Mathematics, Cambridge University, 1993.
Paul McCreary, Mathematics, 2006; B.S., Political
Africana Studies, Brown University, 2002; M.F.A.,
Film and Media, Temple University, 2008.
Science, Massachusetts Institute of Technology,
1970; MAT., Education, Harvard, 1971; M.S.
Computational Mathematics, University of Illinois
at Urbana-Champaign, 1984; Ph.D., Mathematics,
University of Illinois at Urbana-Champaign, 1998.
Cheri Lucas-Jennings, Public Policy, 1999;
Lydia McKinstry, Organic Chemistry, 2004;
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.
B.S., Cellular and Molecular Biology, Fort
Lewis College, 1989; Ph.D., Organic Chemistry,
Montana State University, 1994.
Naima Lowe, Experimental Media, 2010; B.A.
Lee Lyttle, Library Sciences, 1992; Director
of Graduate Program in Public Administration,
201 0-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.
Paul McMillin, Reference Librarian, 2005; B.A.,
Philosophy, Cornell University, 1987; M.A., Sociology,
Binghamton University, 1994; M.L.I.S., Library and
Information Science, University of Texas, 2001.
Laurie Meeker, Film and Video, 1989; B.A.,
Film Production/Still Photography, Southern
Illinois University, 1980; M.F.A., Film Production,
University of British Columbia, 1985.
Miranda Mellis, Creative Writer, 2012; B.A.,
Writing and Literature, Naropa University, 2001;
M.F.A, Literary Arts Program, Fiction, Brown
University, 2004.
Donald V. Middendorf, Physics and Biophysics,
1987; B.A., Biology, University of Missouri, 1977;
M.S., Applied Physics, Cornell University, 1980;
Ph.D., Plant Physiology, Cornell University, 1984.
Kabby Mitchell Ill, Dance, 2000; A.A., Contra
Costa College, 1979; M.F.A., Dance, University of
Iowa, 1998.
Donald Morisato, Genetics/Molecular
Biology, 2002; B.A., Biology, Johns Hopkins
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986.
Harumi Moruzzi, Intercultural Communication,
1990; B.A., English, Nanzan University, Nagoya,
Japan, 1970; Ph.D., English, Indiana University, 1987.
Lawrence J. Mosqueda, Political Science, 1989;
B.S., Political Science, Iowa State University, 1971; M.A.,
Political Science, University of Washington, 1973; Ph.D.,
Political Science, University of Washington, 1979.
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, 199Z
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental
Studies, 1988-95; B.A., Political Science and
Economics, University of Washington, 1971; M.A.,
Political Science, University of Washington, 1973; Ph.D.,
Political Science, University of Washington, 1978.
Nancy Murray, Developmental Biology, 2001;
Academic Dean 2008-present, B.S., State University
of New York at Oswego, 1986; Ph.D., Neurobiology,
State University of New York at Stony Brook, 1997.
James Neitzel, Chemistry, 1989; B.A., Chemistry,
Biology, Maca lester College, 1977; Ph.D., Chemistry,
California Institute of Technology, 1987.
Alice A. Nelson, Spanish Language and
Culture, 1992; A.B., cum laude, Spanish,
Davidson College, 1986; A.M., Spanish, Duke
University, 1989; Certification, Women's Studies,
Duke University, 1990; Certification, Latin
American Studies, Duke University, 1992; Ph.D.,
Spanish, Duke University, 1994.
Lin Nelson, Environmental Health, 1992; B.A.,
Rita Pougiales, Anthropology and Education,
Paula Schofield, Organic Chemistry, 1998;
Sociology, Elmira College, 1970; M.A., Sociology,
Pennsylvania State University, 1975; Ph.D.,
Sociology, Pennsylvania State University, 1981.
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.
B.S.;'Chemistry, Manchester Metropolitan
University, 1990; Ph.D., Polymer Chemistry,
University of Liverpool, 1995.
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.
Catalina Ocampo, Spanish Language
and Latin American Literature, 2013. B.A.,
Comparative Literature, University of Virginia,
2001; M.A., Comparative Literature, Brown
University, 2004; Ph.D., Comparative Literature,
Brown University, 2013.
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.
Shaw Osha, Fine Art, 2013. B.S., Nursing,
Columbia University, 1985; M.F.A., Visual Art,
Vermont College of Fine Art, 2009.
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, 2011-2013;
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.
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.
Paul Ph am, Computer Science, 2013. B.S.,
Electrical Engineering and Computer Science,
Massachusetts Institute of Technology, 2004;
M.E., Electrical Engineering & Computer
Science, Massachusetts Institute of Technology,
2005; Ph.D., Computer Science, The University
of Washington, 2013.
Photo by Shauna Bittle '98.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
Paul Przybylowicz, Environmental Studies
Generalist, 1998; Academic Dean 2007-2013, B.S.,
Forest Entomology, State University of New York
College of Environmental Science and Forestry,
1978; Ph.D., Plant Pathology, Oregon State
University, 1985.
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, Emeritus, 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.
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.
Sarah F. Ryan, Labor Studies, 1999; Academic
Dean 2013-present. 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.
Samuel A. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976; B.A.,
Mathematics, Western Washington University,
1978; M.S., Software Engineering, Seattle
University, 1985; M.S., Computer Science,
University of Washington, 1996.
Leonard Schwartz, Creative Writing, 2003; B.A.,
Creative Writing and Literature, Bard College, 1984;
M.A., Philosophy, Columbia University, 1986.
Terry A. Setter, Music and Audio, 1983; B.A.,
Music Composition, University of California, San
Diego, 1973; M.A., Music Composition, Theory,
Technology, University of California, San Diego, 1978.
Zahid Shariff, 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, S,himer College, 1973;
M.S., Computer Science, Illinois Institute of
Technology, 1977; Ph.D., Computer Science,
Oregon Graduate Institute, 1994.
Matthew E. Smith, Emeritus, 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, 201 0; 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;f3.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.
Public Service Centers 1103
, I Faculty
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 Histor/, University of Washington, 1997.
Linda Moon Stumpff, Emerita, Natural
Resource Policy, 1997; Director of MPA, 1999-2001;
B.A., Political Science, University of California,
Berkeley; M.A., Public Administration and
Regional Planning, University of Southern
California, 1991; Ph.D., Public Administration and
Regional Planning, Land Management and Public
Policy, University of Southern California, 1996.
Alison Styring, Mammalogy and Ornithology,
2005; B.A., Biology, Indiana University, 1994;
Ph.D., Biological Sciences, Louisiana State
University, 2002.
Rebecca Sunderman, Physical Inorganic
Chemistry, 2003; B.S., Chemistry, Eastern Oregon
State College, 1996; Ph.D., Inorganic/Physical
Chemistry, Oregon State University, 2001.
Lisa Sweet, 2-D Art, 1999; B.F.A., Ceramics and
Drawing, Grand Valley State University, 1989; M.F.A.,
Printmaking, University of Wisconsin, Madison, 199Z
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.
Neil Switz, Physics, 2013. B.S., Physics,
Stanford University, 1992; M.S., Applied and
Engineering Physics, Cornell University, 1996;
Ph.D., Biophysics, University of California,
Berkeley, 2012.
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.
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
ofCalifomia, Los Angeles, 2001; Ph.D., Mathematics,
University of California, Los Angeles, 2002.
Sherry L. Walton, Education, 1987; Director,
Master in Teaching Program 2006-present, B.A.,
Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Auburn University, 1977;
Ph.D., Theories in Reading, Research and Evaluation
Methodology, University of Colorado, 1980.
Bret Weinstein, Biology, 2009; B.A. with Honors,
Biology, University of California at Santa Cruz, 1993;
Ph.D., Biology, University of Michigan, Ann Arbor, 2009.
Edward A. Whitesell, Geography, 1998; Director,
Graduate Program in Environmental Studies 20052008, B.A., Environmental Biology, University
of Colorado, Boulder, 1973; M.A., Geography,
University of California, Berkeley, 1988; Ph.D,
Geography, University of California, Berkeley, 1993.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D, Social/Personality
Psychology, University of California, Berkeley, 2002.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University, 1982;
M.A., Anthropology, State University of New York,
Binghamton, 1985; Ph.D, History of Consciousness,
University of California, Santa Cruz, 1991.
Sean Williams, Ethnomusicology, 1991;
B.A., Music, University of California, Berkeley,
1981; M.A., Ethnomusicology, University of
Washington, 1985; Ph.D, Ethnomusicology,
University of Washington, 1990.
Anthony Tindill, Sustainable Design, 2010;
B.Arch., Auburn University, 2002; M. DesignBuild, Auburn University, 2006.
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.
Joseph Tougas, Philosophy, 2009; B.A., The
Evergreen State College, 1984; M.A., Philosophy,
Un-iversity of California, Irvine, 1994; Ph.D.,
Philosophy, University of California, Irvine, 1998.
Thomas Womeldorff, Economics, 1989;
Academic Dean, 2002-2007; B.A., The Evergreen
State College, 1981; Ph.D, Economics, American
University, 1991.
-Gail Tremblay, Creative Writing, 1980; B.A.,
Drama, University of New Hampshire, 1967; M.F.A.,
English (Poetry), University of Oregon, 1969.
Jules Unsel, 'librarian, 2006; B.A., U.S. History,
University of Kentucky, 1991; M.A., U.S. History,
University of Kentucky, 1993; Ph.D., U.S. History,
University of Wisconsin-Madison, 2005.
Zoe L. Van Schyndel, Finance, 2008; A.S.,
Massasoit Community College, 1975; B.G.S., Social
Administration and Research, University of
Massachusetts, Amherst, 1981; M.B.A. Finance
and Accounting, Northeastern University, 1983;
C.F.A. 1989.
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..
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.
E. J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.,
Physics, University of Wisconsin-Madison, 1993.
The Center for Community-Based Learning and Action,
Evergreen's newest center, established in 2003, provides
opportunities for students to gain skills and experience in civic
engagement. It is a primary contact among students, faculty,
academic programs and community organizations. The center
provides workshops, one-on-one support, publications and online
resources to enable students to engage effectively in community
building work in local communities . It serves as a clearinghouse
for opportunities for involvement with the community and an
archive of past college/community projects. Additionally, th~ 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
BOARD OF TRUSTEES
SEPTEMBER 2013
Keith Kessler (Chair)
Hoquiam
Anne Proffitt '76 (Secretary)
Freeland
Irene Gonzales (Vice Chair)
The Evergreen Center for Educational Improvement focuses
on providing educational opportunities and outreach to K-12
programs and schools. Through innovative partnerships, joint
planning, information exchanges, workshops and conferences, the
Evergreen Center collaborates with the K-12 community throughout
the state. The center welcomes inquiries and ideas for innovative
projects to improve teaching and learning in K-12 education.
www.evergreen.edu/ecei
Spokane
David Nicandri
Tumwater
Fred Goldberg
Olympia
Gretchen Sorensen '82
The "House of Welcome" Long house 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 Long house, 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
Seattle
James Wigfall
Newcastle
Talia Goldberg (Student Trustee)
Olympia
ADMINISTRATION
Thomas L. Puree
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
Ed .D., Idaho State University
President
Michael Zimmerman
Ph.D., Washington University
Provost and Academic Vice President
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.
Wendy Endress
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.
B.A., Montana State University
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.
Public Service At Evergreen
to teaching and learning.
www.evergreen.edu/washcenter
Ph.D., University of Maryland
Vice President for Student Affairs
The Washington State Institute for Public Policy, established in
1983, has a mission to carry out practical, non-partisan research-at
D. Lee Hoemann
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
President for Advancement
Executive Director,
The Evergreen State College Foundation
Vice
John A. Hurley, Jr.
Ed.D., Seattle University
Vice President for
Finance and Administration
Photo by Shauna Bittle '98.
04 I Diversity and Community
Services and Resources 1105
Diversity and Community
Services and Resources
COMMUNIT'{·BASED LEARNING-CLASSROOM TO COMMUNITY
Evergreen's educational approach provides a unique opportunity for students to go into local communities and engage in research,
education and problem-solving projects that are as beneficial to those communities as they are to our students.
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.
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.
Student Affairs
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.
Wendy Endress, Vice President
LIB 3500, (360) 867-6296
www.evergreen.edu/studentaffairs
Academic Advising
LIB Second Floor, (360) 867-6312
www.evergreen.edu/advising
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
welcomiAg 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 tfle 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.
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
Center for Mediation Services
SEM II, E2129, (360) 867-6732
or (360) 867-6656
Photo by Shauna Bittle '98.
The Office of the Vice President for Student Affairs can assist you in determining how to proceed
with problems that involve other persons or institutional issues. The vice president oversees the
grievance and appeals process outlined in the Student Conduct Code, and establishes a hearings
board in the event of an appeal regarding alleged infractions of the code. The vice president also
oversees Student and Academic Support Services, Enrollment Services, Housing, Recreation and
Athletics, and Police Services.
Academic Advising provides advising and information on the curriculum, internship possibilities,
study abroad and other educational opportunities. Check our bulletin boards, Web page and
workshop schedule for help with internships, advising tips and study abroad. Meet with ~n advisbr
on a drop-in basis or by appointment-whichever best suits your schedule. We also have evening
and Saturday advising and workshops. We can help you set up an internship, plan your academic
pathway and answer all kinds of questions.
Welcome to Evergreen! Access Services for Students with Disabilities provides support and
services to students with documented disabilities to ensure equal access to Evergreen's programs,
services and activities. Appropriate academic adjustments, auxiliary aids and specific classroom
accommodations are individually based. We invite you to stop by and see us, or contact us any time
if you have questions or would like more information about how our office can assist you .
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.
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 terephone or
face-to-face, the mediation process is free of charge, voluntary and confidential.
Evergreen 's Social Contract 1107
Services and Resources
Evergreen's Social Cont~act
enters for Active
tudent Learning (CASL)
QuASR LIB 2304, (360) 867-5547
www.everg reen.edu/mathcenter
Writing Center
LIB 2304, (360) 867-6420
www.evergreen~edu/writingcenter
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 OuaSR 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.
·
:ounseling and Health Centers
Counseling
SEMI, 4126, (360) 867-6800
Health
SEMI, 2110, (360) 867-6200
www.evergreen.edu/health
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.
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
:inancial Aid
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.
THE SOCIAL CONTRACT- A GUIDE FOR CIVILITY AND INDIVIDUAL FREEDOM
LIB First floor, (360) 867-6205
Email: finaid@evergreen.edu
www.evergreen.edu/financialaid
When you make the decision to come to Evergreen, you are also making the decision to become closely associat~d with its values. A .
central focus of those values is freedom-freedom to explore ideas and to discuss those ideas in both speech and pnnt; freedom from repnsal
for voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.
Contract, a document that has defined and guided the college's values since its very beginning .
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting others and remaining
open to others and their ideas provides a powerful framework for teaching and learning .
Evergreen is an institution and a community that continues to organize itself so that it can clear away obstacles to learning. In order that
both creative and routine work can be focused on education, and so that the mutual and reciprocal roles of campus community members
can best reflect the goals and purposes of the college, a system of governance and decision making consonant with those goals and
•
purposes is required .
PURPOSE
irst Peoples' Advising Services
LIB Second Floor, (360) 867-6467
www.evergreen.edu/multicultural
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.
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 i)lformation, 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
:e.s!dential and Dining Services
Housing Bldg. A,
Room 301, (360) 867-6132
www.evergreen.edu/rad
:EY Student Support Services
~
1.1B Second Floor, (360) 867-6464
~Wiiw.eve~green.edu!key
olice Services
SEM I, 2150, (360) 867-6140
www.evergreen.edu/policeservices
tudent Activities
(360) 867-6220
www.evergreen.~du/activities
tudent & Academic Support Services
LIB Second Floor, (360) 867-6034
www.evergreen.edu/studentservices
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.
roles in both the teaching/learning process and in the governance process.
KEY (Keep Enhancing Yourself) Student Support Services is a federally funded TRIO program.
You are eligible for KEY if: (1) neither parent has a four-year college degree; or (2) you meet federal
guidelines for low-income status; or (3) you have a physical or documented learning disability. KEY
will work with you to provide academic and personal advising, free tutoring, academic and study skills
development, financial aid advising, career guidance, cultural enrichment, advocacy and referral.
www.evergreen.edu/policies/policy/sexualharassment.
Evergreen's state-certified officers are committed to positive interactions with students. Police
Services offers community-based, service-oriented law enforcement. Officers assist students w ith
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.
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
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.
Campus Regu lations I 109
108 I Evergreen's Social Contract
PROHIBITION AGAINST DISCRIMINATION:
OPEN FORUM AND ACCESS TO INFORMATION:
There may be no discrimination at Evergreen with respect to race,
sex, age, handicap, sexual orientation, religious or political belief, or
national origin in considering individuals' admission, employment or
promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the
Higher Education Personnel Board. Affirmative action complaints
shall be handled in accordance with state law, as amended (e.g.,
Chapter 49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
All members of the Evergreen community enjoy the right to
hold and to participate in public meetings, to post notices on the
campus and to engage in peaceful demonstrations. Reasonable
and impartially applied rules may be set with respect to time, place
·
and use of Evergreen facilities in these activities.
RIGHT TO PRIVACY:
All members of the college community have the right to
organize their personal lives and conduct according to their own
values and preferences, with an appropriate respect for the rights
of others to organize their lives differently.
All members of the Evergreen community are entitled to privacy
in the college's offices, facilities devoted to educational programs
and housing. The same right of privacy extends to personal papers,
confidential records and personal effects, whether maintained by
the individual or by the institution.
Evergreen does not stand in loco parentis for its members.
As an institution, Evergreen has the obligation to provide open
forums for the members of its community to present and to debate
public issues, to consider the problems of the college, and to serve
as a mechanism of widespread involvement in the life of the larger
community.
The governance system must rest on open and ready access to
information by all members of the community, as well as on the effective
keeping of necessary records. In the Evergreen community, individuals
should not feel intimidated or be subject to reprisal for voicing
their concerns or for participating in governance or policy making.
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 .
Because Evergreen is a state institution, we must meet state and county responsibilities.
..,
~·
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.
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.
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.
y
ofo
ALCOHOLIC BEVERAGES
No liquor is allowed on campus or in campus facilities unless a banquet permit has been issued' by the State Liquor
Control Board. Nevertheless, rooms in the residence halls and modular units are considered private homes and drinking
is legally permissible for students 21 years of age or older. For students choosing to live in a substance-free environment,
Housing provides alcohol- and drug-free residences.
BICYCLES
Bicycles should be locked in parking blocks at various locations around campus. They should not be placed in or
alongside buildings and should not be locked to railings. Bicycle registration licenses that aid in recovery of lost or
stolen bicycles are available at Campus Police Services for a small fee .
,,, 1//
FIREARMS
~
The college discourages anyone from bringing any firearm or weapon onto campus. Weapons and f irearms 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 Gontract
relating to firearm possession are grounds for immediate expulsion from Evergreen or criminal charges or both .
~
e
Photo by Shauna Bittle '98.
USE OF COLLEGE PREMISES
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 .
Decision-making processes must provide equal opportunity
to initiate and participate in policy making, and Evergreen
policies apply equally regardless of job description, status or role
in the community. However, college policies and rules shall not
conflict with state law or statutory, regulatory and/or contractual
commitments to college employees.
INTELLECTUAL FREEDOM AND HONESTY:
Evergreen's members live under a special set of rights and
responsibilities, foremost among which is that of enjoying the freedom
to explore ideas and to discuss their explorations in both speech and
print. Both institutional and individual censorship are at variance with
this basic freedom. Research or other intellectual efforts, the results
of which must be kept secret or may be used only for the benefit of
a special interest group, violate the principle of free inquiry.
Campus Regulations
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.
10 I Index
A --------------------
Academic Advising
105
Academic Calendar
3
.Academic Standing Policy
97
Academic Statement
4
Access Service~ for Students
with Disabilities
105
Ackley, Kristina ·
64
Acosta, Diego de
53,85
Administration
102
Advanced Field and Laboratory
Biology in Southwestern Ecosystems 35
Advanced Research in
Environmental Studies
35
Arney, Bill
54,62, 75
"As Real as Rain":
The Blues and American Culture
36
Athletics. and Recreation
105
Aurand, Susan
66
Avian Monitoring & Research Methods 36
8 _____________________
Bacha, Peter
70
Bailey, Marianne
69
Barlow, S:lyde
49,83
Benson-Quaziena, Marcella
59
Between Land and Sea: Observations
37
on Biological and Cultural Change
Biswas, Abir
35, 49, 83
Blackwell, Evan
65
· · Board of Trustees
102
Bodies of Knowledge
38
Bopegedera, Dharshi
55, 83
Botany: Plants and People
38
Bowcutt, Frederica
38
Brabban, Andrew
51
Buchman, Andrew
61,74
Business: Innovation,
~ _ Stewardship and Change
39
~-
-C--;.___________________
Campus Map
112
Campus Regulations
109
Career Development Center
105
Center for Mediation Services
105
Chandra, Arun
88
Chin-Leo, Gerardo
47,55
Chowdary, Krishna
61,68
Citrin, Laura
76
Clifthorne, Michael
79
Climate Change:
From Awareness to Action
40
Climate Solutions
40
Cloninger, Sally72
Cole, Rob
40
Community College Degrees
92
Computability and Language Theory
41
Computer Science Foundations
42
Condensed Curriculum
6
Consciousness: Pathways to the Self
42
Consciousness Studies
8
Contested Bodies:
Representations of Martyrdom
43
Cook, Amy
62,88
Index 1111
Counseling and Health Centers
Critical and Creative Practices
106
10
Cred~Um~
%
Cultural Landscapes: Introduction
to Sustainability and Justice
Culture, Text and Language
Cushing, Judith
43
12
83
o ______________________
Datamania
44
Davis, Stacey
85
Democracy and Free Speech
44
Development and Learning: Birth to 14 45
Dirks, Clarissa
35, 83
Diversity and Community
104
Diversity and Dissent
in Education and the Media
45
Dorman, Peter
40,44
Drawing Time
46
Drop or Change a Program
95
E ______________________
Eamon, Kathleen
78
Earth Dynamics: Climate, People
and History
47
Ecology of Harmful Algal Blooms
47
Eltantawi, Sarah
58
Entrepreneurship
and Economic Development
48
Environmental Analysis
49
Environmental Studies
14
Esposito, Robert
64
Evans, Lara
64
Evergreen Center for Educational
Improvement
103
Evergreen Tutoring Center
106
Expectations of an Evergreen graduate 2
Expressive Arts
16
f ______________________
~ru~
Faur, Amjad
Filmer, John
Financial Aid
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
Food: Coevolution, Community
and Sustainability
Ford, Terry
Forensics and Criminal Behavior
Freeman, George
~
43
48
106
106
43
35,82
50
45
51
59
G_____________________
Gaul, Karen
65
General Chemistry
51
Geopolitics, Energy, Economics and
Stewardship of the Pacific Northwest 52
Gomez, Jose
44, 73
Graduate Studies
89
Graduation Requirements
97
Greece and Italy:
An Artistic and Literary Odyssey
52
Grodzik, Walter
48
Grossman, Zoltan
64
Gullickson, Andrea
63,67
H______________________
Haft, Bob
52
Hahn, Jeanne
54
Hastings, Rachel
53, 61,68
Hayes, Ruth
60
Henderson, Martha
58
Hendricks, Steven
78
Herbison, Chico
36,62
Heying, Heather
37
How Language Works
53
How to Read a Program Description
34
Huerta, Grace
45
Huntington, Sara
75
Imamura, Ryo
Imperial Beauty, Turmoil and Tragedy:
Russia Falls, the Soviet Union Rises
India Then and Now
Individual Study:
Humanities and Social Sciences
Intermediate Macroeconomics
Internships
Introduction to Environmental Studies
Introduction to Natural Science
It's About Style
It's About Time
82
53
54
54
55
5
55
56
57
57
J
Jang, Rose
Jun, Heesoon
64
63
K
Kennedy, Cynthia
KEY Student Support Services
Khanna, Mukti
Knapp, Robert
Koppelman, Nancy
Kozick, Stephanie
Krafcik, Patricia
Krotscheck, Ulrike
48
106
72
81
47,85,87
63
53,78,86
52, 75
L
Landscapes of Faith and Power
in the Eastern Mediterranean
Laners, Barbara
Learning Resource Center
Leverich, Robert
Li, Mingxia
Longhouse Education
& Cultural Center
Lowe, Naima
Lucas-Jennings, Cheri
58
70
106
46,81
70
103
37
61,87
M
Making A Difference/Doing Social Change 58
Making Change Happen
59
Margolin, Carrie
76
Marine Biodiversity
59
Master in Teaching
89
Master of Environmental Studies (MES) 89
Master of Public Administration
89
Matching Evergreen's Programs
to Your Field of Interest
27
McCreary, Paul
70
McKinstry, Lydia
39,51,83
Mediaworks
60
Meeker, Laurie
45
Mellis, Miranda
78
Meyer-Knapp, Helena
81
Middendorf, Donald
42
Middle Sea: Music, Biology and Policy 61
Mission Statement
1
Mitchell, Kabby
62
Models of Motion
61
Mona Lisa Overdrive:
Science in Art and Culture
62
Morisato, Donald
38,83
Mosqueda, Lawrence
58,69
Movement/Thought
62
Muehleisen, David
71
Mullins, Greg
57,85
Multicultural Counseling:
A Holistic Perspective
63
Murphy, Ralph
52,55
Musical Cities
63
Myth, Magic and Method in Theatre and
Dance: A Midsummer Night's Dream 64
N _ _ _ _ _ _ _ _ _ __
Native American and World Indigenous
19
Peoples Studies
19
Native Programs
Neitzel, James
56,74,83
Nelson, Alice
77
Nelson, Neal
41, 42,83
Niva, Steven
58
Notification and Deposit
90
o ______________________
Ocampo, Catalina
Olson, Toska
Operating Manual for Spaceship Earth
Ornithology
Osha, Shaw
77
51
65
66
57
p _ _ _ _ _ _ _ _ _ ____
Painting in the 21st Century
66
Paras, Michael
83
Pedersen, Sarah
37
Performance in Process: Examining
Performance as an Opportunity for
Personal and Social Change
67
Pham, Paul
42
Physical Systems
and Applied Mathematics
68
Planning and Curricular Options
4, 35
Poet-Philosophers/Philosopher-Poets 69
Police Services
106
Pougiales, Rita
38
Power In American Society
69
Practice of Sustainable Agriculture
71
Prior Learning from Experience
5
Programs for Freshmen
6
Przybylowicz, Paul
71
Psychology and Mindfulness
72
Public Service At Evergreen
103
Q _ _ _ _ _ _ _ _ _ _ __
Quantitative and Symbolic
Reasoning Center
106
R________________
Ready Camera One: We're Live
72
Record Keeping
96
Registration and Academic Regulations 95
Religion and the Constitution
73
Reservation-Based,
Community-Determined Program
73
Residency Status
93
Residential and Dining Services
106
Retention of Records
90
74
River Resources
50
Rosemeyer, Martha
54
Roy, Ratna
s _______________
43
Saliba, Therese
39,51,83
Schofield, Paula
69
Schwartz, Leonard
39, 52
Schyndel, Zoe Van
20
Scientific Inquiry
74
Sensory Ecology
105
SERVICES AND RESOURCES
42
Setter, Terry
Shaw, David
39,86
Sheppard, Gilda
70
Ships of Wisdom: Ancient Trade Routes
75
and the Diffusion of Ideas
Shulman, Sheryl
41, 42, 83
Silence, Solitude, Laziness
and Other Pillars of the Good Life
75
Small Things: Intimate Inquiries
76
into Everyday Life
70
Smith, Tyrus
53,78,86
Smurr, Robert
107
Social Contract
Society, Politics, Behavior and Change 22
So You Want to be a Psychologist
76
Speller, Trevor
41, 57, 85
Stalin, Gorbachev and Putin: The Soviet
78
Union and the Rebirth of Russia
Stein, Eric
76
Structures and Strictures: Fiction,
Mathematics and Philosophy
78
Student Activities
106
Student Affairs
105
Student & Academic Support Services 106
Student Conduct Code
107
Study Abroad
5
Study Abroad Consortium Partnerships 79
Styring, Alison
35, 36, 66, 88
Summer Quarter
92
Sunderman, Rebecca
51, 83
Sustainability and Justice
24
Switz, Neil
61,68
T------------------Tabbutt, Kenneth
74
Tacoma Program
26
Technical Writing in the 21st Century
80
The Chemistry of Uving Systems: ·
39
The (Colonial) Rise of the British Novel 41
The Empty Space: Performance,
Movement and Theatre
48
The Power in Our Hands:
Pathways to Social Change
70
The Spanish-Speaking World:
Cultural Crossings
77
Thinking Through Ornament
81
Thuesen, Erik
35,59,80
Timely and Timeless Work
Toward Sustainability
81
Tindill, Anthony
65
To Apply for Admission
90
Tougas, Joseph
I
75
Transcript Information
90
Transfer Applicants
92
Transfer of Credit
92
Trees
82
Tsultrim, Jamyang
72
93
Tuition and Fees
Turning Eastward: Explorations
in East/West Psychology
82
u______________________
Undergraduate R~search
in Scientific Inquiry
Undergraduate Research
in the Humanities
Understanding Language
83
85
85
v ______________
Vikings, Mo~gols and Slavs:
Russia and the Forging of Empires
Vision and Action:
Entrepreneurial Ventures
86
86
vv ____________
78,83
Walter, Brian
45
Walton, Sherry
Washington Center for Improving the
Quality of Undergraduate Education 103
Washington State Institute
for Public Policy
103
Washington State Legislative Internships 87
Weinstein, Bret
47
What Are Children For?
87
What is to be Experimental Music
88
and Theater Now?
43
Whitesell, Ted
88
Wildlife Biology: Birds and Fishes
43
Williamson, Elizabeth
81
Williams, Sarah
55, 74
Womeldorff, Tom
106
Writing Center
z ___________________
Zaragoza, Anthony
Zay, Julia
Zita, EJ
70
60
' 47, 61, 68,83
112 I Campus Map
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the
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olympia, washington
The Evergreen State College Catalog Production Team
Editing: Paul Przybylowicz, Andrew Reece, Katherine Sackmann, Carolyn Shea
Design: Alyssa Parker '06
Photography: Shauna Bittle '98 and Evergreen Photo Services
This Catalog could not have been produced without the ideas and contributions of dozens of staff and faculty members across campus.
Catalog_2014-2015.pdf