-
Identifier
-
Eng
Catalog_2015-2016.pdf
-
Title
-
Eng
Course Catalog, 2015-2016
-
Date
-
Eng
2015
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
Our Mission
Academic Ca lendar
As an inno\Lative public liberal arts college,
2015-16
Second Session
September 28
January 4
March 28
June 20
July 18
December 19
March 19
June 11
July 30
September 3
October 2
January 8
April1
June 24
June 24
December 14-19
March 14-19
June 6-11
July 25-30
Aug. 29- Sept. 3
Thanksgiving Break
November 25- 29
Winter Break
Dec. 20-Jan. 3
Spring Break
March 21 - 26
Evergreen emphasizes collaborative,
interdisciplinary learning across significant
differences. Our academic community
engages students in defining and thinking
critically about their learning. Evergreen
supports and benefits from local and
N o classes Martin Luther King Day, Presidents' Day,
Independence Day, Memorial Day, Labor Day and
Veterans Day holidays.
New Student Orientation Week: September 21-25, 2015
Commencement: June 12, 2016
evergreen.edu/campuscalendar
-
,
:>- - -~
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 in sufficient 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.
global commitment to social justice,
diversity, environmental stewardship
and service in the public interest.
Our Mission
Academic Calendar
As an innovative public liberal arts college,
2015-16
Evergreen emphasizes collaborative,
September 28
January 4
March 28
June 20
July 18
December 19
March 19
June 11
July 30
September 3
October 2
January 8
April1
June 24
June 24
December 14-19
March 14-19
June 6- 11
July 25-30
Aug. 29- Sept. 3
Thanksgiving Break
November 25-29
Winter Break
Dec. 20-Jan. 3
Sp ring Brea k
March 21 - 26
interdisciplinary learning across significant
differences. Our academic community
engages students in defining and thinking
critically about their learning. Evergreen
supports and benefits from local and
No classes Martin Luther King Day, Presidents' Day,
Independence Day, Memorial Day, Labor Day and
Veterans Day holidays.
New Student Orientation Week: September 21 - 25, 2015
Commencement: June 12, 2016
·-
evergreen.edu / campuscalendar
--
,_....
-~
D ISCLAIMER
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.
global commitment to social justice,
diversity, environmental stewardship
and service in the public interest.
Table of Contents I 3
~
The Five Foci
Table of Contents
We believe the main purpose of a college
is to promote student learning through:
ACADEMIC PLANNING
:•
' ~~
004 About Everg reen
008 How to Select a Program
009 Programs by Class Leve l:
Fre§~ an • Sophomore • Junior • Sen io r
013 Matching Evergreen's
Programs to Your Interests
ACADEMIC PROGRAMS
023 Program Descriptions
078 Reservatio n-Based
Community-Determined Program
080 Tacoma Prog ram
082 Undergraduate Research
086 Evening and Weekend Studies
087 Graduate Study at Evergreen
088 Faculty Information
Students understand abstract theories by applying them to projects
and activities and by putting them into practice in real-world situations.
ADMISSIONS
096 App lying fo r Admissio n
099 Costs and Financia l Aid
100 Reg istration and Academ ic Informatio n
INFORMATION
102 Evergreen's Social Contract
103 Public Service at Evergreen
105 Services and Resources
108 Campus Regulations
109 Index
112 Campus Map
~ : -~
This catalog is updated regularly; for the most
current information please visit our Web site:
evergreen.edu/catalog/2015-16.
Photos by Shauna Bittle '98 and Evergreen Photo Services.
Only at Evergreen I 5
4 I Only at Evergreen
THE ACADEMIC STATEMENT
A Different Place to Learn
Every student's individual educational pathway will be different. The Academic Statement is your opportunity to document yours as
you earn credit toward your bachelor's degree.
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.
COORDINATED STUDIES
Interdisciplinary programs reflect the complexity of the world around us. Instead of taking an assortment of different and often
unrelated classes, you meet with the same teachers and classmates together, in one place-your academic program. You learn about the
interconnections of subjects in the real world. Programs can include lectures, labs, readings, seminars, field study and research projects,
and may last one, two or even three quarters, developing themes across the span of the program.
By regularly reflecting on your work, you will decide how best to show the meaning and value of your degree. Your final Academic
Statement, which is limited to 750 words, becomes the cover page of your transcript and introduces readers to your undergraduate
career. Throughout each year, the college sets aside time for you to craft your Academic Statement.
0
NEW STUDENT
ORIENTATION WEEK
e
FALL ACADEMIC
STATEMENT WORK
e
ALL CAMPUS
MENTORING DAYS
Each program is designed to engage students in a collaborative exploration of a central theme by faculty teams who bring widely varied
disciplines to the mix: i.e.; digital media and philosophy, literature and environmental studies, fine arts and biology, or business, literature
and economics. Collectively, our programs form a curriculum that is new and different, dynamic and relevant.
SAMPLE SCHEDULE
AT A TYPICAL
COLLEGE
SAMPLE
EVERGREEN
PROGRAM
ACADEMIC PATHWAYS
At Evergreen, you create your own course of study from offerings in more than 60 subjects. Over your time here, you'll develop a pathway
that meets your goals and interests. You can connect your studies together into an area of emphasis. Advisors and faculty help you figure
Every September at Evergreen, during
Orientation Week, new students will
participate in small group ses~ions led by
teams of faculty. In these sessions, you'll
begin to reflect on your education as a
whole and start writing about it. You'll
return to this document periodically
throughout your education, revising it
as your commitments develop and your
studies bring you closer to completion of
your degree.
out what to take to meet your graduate school or professional goals.
NARRATIVE EVALUATIONS
Your faculty will give you more than a
single letter grade. They'll ta'ke the time
to write a narrative evaluation about what
you did well and how you car improve.
Evaluations assess your academic
progress in ways that grades cannot.
Evaluations keep the focus on learning
rather than rank.
You'll meet with your faculty to discuss
achievements as documented in your
narrative evaluation. You will also write
a self-evaluation at the end of each
program. This process gives you a chance
to reflect on what you've learned. Many
graduate schools and employers value
the thoroughness of this noncompetitive
approach. Your individual achievements
and strengths will stand out.
"It would be a huge mistake to underestimate Evergreen's academic rigor... our evaluation system really allows
for a higher level of critique to take place because it's descriptive and nuanced. It's far more challenging in
many ways than just taking a test and getting a grade."- Karl Anderson, junior, West Virginia
..
Every fall, students spend several hours
pausing from their chosen program's
content to think broadly and deeply about
their education as a whole, through work
on their Academic Statement. Your faculty
will lead you through activities such as
seminars on liberal education, finding
threads of connection in your previous
studies, articulating your future plans,
hopes, and dreams, and peer review of
your work-in-progress. All these activities
are designed to help you reflect carefully
on your accomplishments and future plans.
Every winter and spring, the faculty
hosts All Campus Mentoring Days. These
feature workshops covering topics such
as becoming a better student, finding
your path through Evergreen's curriculum,
planning for careers or graduate school,
and refining your Academic Statement.
For more information, go to
evergreen.edu/academics
"We operate from beginning to end with student-to-faculty ratios which promote interaction between the faculty »
and the students. Unlike many traditional schools, which reserve high-feedback, hands-on options for the jljnior
and senior years, Evergreen puts its best resources forward from the very beginning. Whether in laboratory,
studio or seminar, it is virtually impossible for the Evergreen student to remain unengaged, as one might do in
the back row of a large classroom elsewhere."- Patrick Hill, from Evergreen's Student Handbook 1990-91
EXPECTATIONS OF AN EVERGREEN GRADUATE
The curriculum is designed to support students' continuing growth as they learn to:
•
Articulate and assume responsibility for your own work.
•
Participate collaboratively and responsibly in our diverse society.
•
Communicate creatively and effectively.
•
Demonstrate integrative, independent, critical thinking.
•
Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical
problems across disciplines.
•
As a culmination of your education, demonstrate depth, breadth, and synthesis of learning and the ability to
reflect on the personal and social significance of that learning.
-.;:::_ --:-::..
Only at Evergreen I 7
6 I Only at Evergreen
SPECIAL FEATURES OF THE CURRICULUM
Evening and Weekend Studies provides students with the ability to pursue their studies through courses and programs offered
c
~
••
6&
~
•~
Primary texts and guest lectures by scholars and activists from different ethnic and cultural communities;
+ Field trips and community projects designed to engage students and faculty in dialogue with diverse communities;
+ Internships with social change organizations;
+
Support services for students of color; and
+ Study-abroad opportunities that include immersion in cultures and reciprocity of learning and service.
Graduate Programs Evergreen offers Master's degrees in Environmental Studies, Public Administration, and Teaching .
For contact and general information, see page 87.
~
Programs with a strong travel component ,
pg
study abroad in a full-time academic program, a
consortium program (page 71), or an individual contract
or internship. Academ ic programs offer students the
opportunity to study culture, language, architecture, art,
political science, the environment, science and more in
countries around the globe. These programs typically
include preparation time on campus, with several weeks
or a quarter abroad as a culmination to program studies.
Biodiversity Studies in Argentina
29
FW
The Business of Art: Earning a Living as an Artist
31
33
40
41
43
FW
55
FW
55
57
71
FWS
74
76
.FWS
evergreen.edu/priorlearning.
Advanced-level students who choose to study
abroad through individual contracts or internships
should prepare well in advance. For details on how to
coordinate study abroad, including arranging all the
details of your study, finances, documents and travel
plans, visit evergreen.edu/studyabroad and contact
the International Programs and Services coordinator,
Michael Clifthorne, at clifthom@evergreen.edu.
We put our ideas about diversity into practice in many ways:
+
interests and projects that students can help with, thus gaining valuable research experience. See page 82 for a list of
participating faculty and their areas of interest, or visit evergreen.edu/catalog/2015-16/research.
Study Abroad International studies may include
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, different
~~.,ethnic or class backgrounds are the foundations of teaching and learning at Evergreen-and all promote what we call "teaching and learning
across significant differences."
Student organizations' work on justice and cultural expression;
Additional undergraduate research opportunities alsc;(exist for students. Individual faculty members have research
~
Evergreen 1s committed to diversity because we believe strongly that our students' experiences are enhanced and their lives enriched
in a multicultural environment. Evergreen faculty and staff work with students to create a welcoming environment-one that embraces
differences, fosters tolerance and understanding, and celebrates a commitment to cultural, ethnic and racial awareness.
+
Individual Learning Contracts and Internships are typically reserved for junior- and senior-level students. These are studentgenerated projects in which the student works with a faculty sponsor to complete advanced academic work. An internship, which is a
way to gain specialized knowledge and real-world experiences, requires a field supervisor as well. Assistance with both types of study,
and more information, is available at evergreen.edu/individualstudy.
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
SEEKING DIVERSITY, SUSTAINING COMMUNITY
--
during evenings and on weekends. Many students take advantage of these opportunitie~ to create a schedule that fits their needs
or to complete degrees begun elsewhere. For more information see page 86 or visit evergreen.edu/ews.
(f)
China: Religion, Folklore, and Arts
Evolution and Ecology Across Latitudes
Extremophiles and Ecosystems
.
Home on the Range
The New Puritans:
S!udies of Anglo-AmericanSocial Conscience
Of Blood and Beauty: The Thought, Literature,
and Art of German-Speaking Cultures
,
Picturing Plants
Studio Projects: Material Gestures in a Shared Space
Terroir: Chocolate, Oysters,
and
Other Place-Flavored Foods
V<{alking to Santiago de C9mpostela
quarter
FWS
FWS
ws
FW.
s
FWS
.
ws ~
Community-Based Learning-Classroom to Community Evergreen's educational approach provides a unique opportunity
for students to go into local communities and engage in research, education and problem-solving projects that are as beneficial
to those communities as they are to our students. More than 800 students each year earn some of their academic credit through
internships with community organizations of all sizes and types.
Examples of community-based projects embedded in coordinated studies programs:
+ Helping the city of North Bonneville plan and design its
new town when its residents were forced to relocate;
+ Working with concerned citizens to plan for a
shelter for abused women and children;
+ Helping small farmers research and implement
direct marketing strategies for their produce; and
+ Assisting public school teachers to develop innovative·
curricula in environmental education and the arts.
+ Helping oyster growers research the impact
of upland development on tidelands;
--- -~
~
8
Undergraduate Curriculum 2015-2016 I 9
I Undergraduate Curriculum 2015-2016
Area(s) of significant focus:
Programs by Class Level
• SOCIAL SCIENCES
- ~SCIENCES
FRESHMEN-ONLY PROGRAMS:
iJHUMANmES
Freshmen-only programs will introduce you to Evergreen's
interdisciplinary studies. The small student-faculty ratio ensures
close interaction between you, your faculty, and other students.
~ARTS
pg
3S
quarter
Dangerous Reading: Readings in The History of Ideas
Drawn from Life
Eugenics: Toward the "Perfect" Human
36
40
Extremophiles and Ecosystems
Knowing the World through Thought, Sound and Vision
41
s
s
ws
Light and Terror: The Enlightenment and Revolutionary France
46
Madness and Creativity: The Psychological Link
Out of the Shadows: Women of Color in the Era of Civil Rights
48
Perspectives of Diversity and Multiculturalism
57
4S
River Reciprocity
64
75
U.S. Foreign Policy and the Roots of Terrorism
75
.11: ~ •
liiil
liiil
liiil
FW
s
FW
ws
s
56
Time Past: Earth Processes and Human History
ft
FW
~
F
FW
s
Freshmen may enroll in Freshmen-only, Lower Division, and All-level programs.
•
••
LOWER DIVISION PROGRAMS:
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 program and the college .
How to Select a Program
Within a program, facu lty members from different disciplines teach together to help you explore a central theme, topic or issue as a whole
rather than as a collection of courses. You will learn how to write more effectively, read critically, analyze arguments, reason quantitatively,
work cooperatively in small groups and use campus resources. These programs combine several activities : seminars, individual conferences
-----" with faculty members, lectures, group work, and usually, field trips and laboratories.
Pick a program that fits your needs, interests and future goals. We encourage you to:
Plan your pathway! 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, Navigating Evergreen, in order
to gather comprehensive information on
the academic planning process and the
resources and tools available to them.
See an advisor! Academic Advising,
First Peoples' Advising, KEY Student
Services and Access Services are all
available to assist in academic planning.
Go to 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.
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 facu lty throughout the academ ic year, or
you may consult with them at the quarterly
Academic Fairs, during your program and
at your evaluation conference.
quarter
Beyond the Binary in Science and the Arts
pg
28
Bodies that Matter
The Business of Art: Earning a Living as an Artist
30
31
Cali ban and the Witch
Inside Language
32
44
FW
F
FW
FW
F
Selves and Others: Representation and Performance
66
FWS
Studio Projects: Material Gestures in a Shared Space
71
FWS
Visualizing Microbial Seascapes: An Introduction to Animation and Marine Biology
76
FW
F-Fall quarter W-Winter quarter
S-Spring quarter
0
Arts
II Humanities
~Sciences
•
Social Sciences
EXPLORE
Our introductory programs are ideal opportunities to learn about new subjects.
REFINE
Develop an emphasis through in-depth and advanced learning opportunities.
APPLY
Deepen your understanding through research, thesis, capstone, and internship opportunities.
'
10 I Undergraduate Curriculum 2015-2016
Undergraduate Curriculum 2015- 2016 111
ALL-LEVEL PROGRAMS:
Area(s) of significant focus :
All-level programs enroll freshmen, sophomores, juniors aAd seniors, with a
typical mix of 25 percent of seats reserved for freshmen . Most students will have had
some college experience, so students should expect less emphasis on basic skills
development. Faculty expectations will be higher than in lower-division programs,
and students are quite diverse in terms of age, experience and stages of learning.
Talk with Academic Advising about the necessary background for particular programs.
f>-gaif1StC~IIQ~d!;:The African American Fxn<>riPnrP
f>-11~hrozool()gy
The Art of LivingC::onscioljsly
Botany: Plants ar1~People ...
C::hem i!;~~ C::oljf1ts!..... ............................... ......................................................... ..
China: Religi()n,Folklore,an~f'.rt.cs............. ....................... .
C()f!!puter ?cience Foundations
Culture and Violence
E_col()gyof(3razir1gan~ Grasslands in the Pacific Northwest
Sophomore and above programs are opportunities to study subjects at
the intermediate-advanced level. 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 .
Sophomore and above programs occasionally admit a particularly wellqualified freshman. Review these programs in this catalog and consult the
faculty and Academic Advising if one of these programs interests you.
IIHUMANmES
'DARTS
.J~9
. ................... q~:~~er
s
24
25
26
30
32
33
33
35
38
Science Serf1inarillf>-?tr()f1()n1Yan~C::()!5rf1()1()gies
So You Wantt()t>~a Psych()logist
?ustainable W()rk <lf1dvvC>TkPia c;~?
..
____
TerroiT: C:h()COIC!t~,Qy!;~~~s,_<lf'l~Q~h~r~Iac~~~ICllf()r_E!cJ~()()~S
yyalkif1gto Santiago ~~ C:()n1P()!5~€lla
......
~anguageandPower
Loc<lli5f1()'1VIedge: BuildingJust and Sustainable Communities
MathematicaiSystems
Mediaw()rks: SignifyingPo'IV~r and Difference on Screen(s)
Molecule to Organism
.................
FWS
Qf ~I()()~ ar1d ~~C!uty: The Tholjght,
Litera~ure, and Art of German-Spe<lkif1g C:ultures
~ainting inthe ?1stC~f1tury ...
PlantEcology_andPhysiology
P_?litical Ec;()n()rf1yand Social Movements: Rac;e, C::lass,and Gender
Political Economyof Power in f'.n1ericanS()Ci€)ty
...--
55
56
58
59
59
62
63
64
~E!in!E!rpreting Liberation : Third World Mov€ln1ents an~ fv1 igrations
.
27
27
28
s
37
37
38
39
39
40
42
43
46
47
49
51
52
73
74
76
quarter
Ec()logical Agriculture: HealthyS()il, HealthyPe()ple
~co logical Ag~iculture: Crop Botany and Plant Genetics
EnergySystems and Climate Change
Equality and the Constitution
Essential Ingredients of Intercultural C:()rf1petence
Evolution and Ecology Across Latitudes
Health and Human Development
Home on the Range
61
70
pg
FWS
FWS
........................6___ 0........................ ........ ....................... . . ............. . . .... .
......................................
lDARTS
29
29
34
34
65
Stlj~~llt~Qriginat~<:J?tu~i~!;:S()cialyyori<JHuman Services Skill Sets
{_lj~HUMANmEs
Biodiversity Studies in Argentina
~iog~ochemistry:ty1icrobes, Rocks, and Soils
C()ntemporaryr-.Jative American Art in Cultural and Historical Contexts
Crisis and Transformation in the U.S.: Political Economy, Social Movements, and Media
52
54
Practice_()f()rga f1i c;;\gric;_ljl~u r~ _ ~P!i'2fl· ?!JI11111<?r, Fall
~eality _<l_f1~[)re<lrf1S :
the Inner and the Outer
,~JL ~~ENCES
F
0
.
••SOCIAL SCIENCES
Astronomy and Cosmologies
Atoms, Molecules, and Reactions
Beethoven, Blake, and the Sounds of Revolution
w
lndiyi~ljC!I$tljcJy: Statistical Mechanics
Introduction to Environmental Studies
Introduction to Natural Science
Models of Motion
Area(s) of sig nif icant focus:
SOPHOMORE - SENIOR PROGRAMS:
Res()urce Rebels: Environmental JusticeMovements Building H()pe
The Scienc;eof_ SensoryPercepti()ll
Science Seminar in Energy Systems and Clin1ateCh<lnge
Shaping _ _Piace
ShippingQut and Writing Home
Stalin: L€)gac;y in Stone, Steel, and Blood
65
66
67
68
68
$!lj~ell!Qrigif1ated Software
Student-Q~iginated $tudies: Collln1ljnity~~<l!5€l~ ~€lar11ir19 an~,\c;ti() f1 a! . ~\/eTgTE!€!11
$tU~€)nt:Qriginat€)d Studies: Sociai _ Sci€lf1C:€l?·fii?t()~y. _ ty1ljltic;ulturalisrf1/ [)iversity_
69
StudyJ\t>roa~C::onsortium
71
74
83
83
'fhinkif1g'fbr()lj9h Craft
l}f1~E!Egr<l~lj<l!e _fr()j€)ctS in Critical and Creative Practices
l}J1cJ€lr9~<l~lj<l!€l~esEl_arc;hinSci€lntific;_ lnqlji_~ ...............
_,._ II 4 Ill
.i
.i
II
FWS
s
_tj'
s
l
FW
II
.i
!
i
A
.
tft II
F
s
l
F
FW
F
s
w
t
~.
•
I
tft . •
•
'ft
A
•
lo
'ft
A
"•e · ••
s
FW
F
A
A
re • '-'
FW
FWS
FWS
FWS
FWS
F
FWS
FW
F
'II
.II
t
s
s
I
!A
A
A
. ••
FWS
FW
FW
w
••·
0" II
w
,
i
f
·e
'
.i
~.
~·
•••
.•
I
-11
.I.
•
<
.
i
:• .
'
•
II
•
FWS
FWS
FWS
A
l
~·
fft' . . !- ..>A •. . . . l •
, : I. ' t
;ft,
I ·
.
I
~-L~ -...1'
--=---- ~ ~
F-Fall quarter
~ARTS
W-Winter quarter
II HUMANITIES 4
SCIENCES
$-Spring quarter
Ill SOCIAL SCIENCES
I J
121 Undergraduate Curriculum 2015-2016
Matching Evergreen's Programs to Your Interests 113
Area(s) of significant fo cus:
UPPER DIVISION PROGRAMS:
Junior-Senior and Senior-Only (Upper Division) programs provide
opportunity for advanced study. These intensive programs typically
include in-depth research and substantial projects such as capstone or
senjor thesis.
Match Evergreen's Programs to Your Interests
• SOCIAL SCIENCES
This section can help you match your educational interests with Evergreen's offerings. For ~xample, 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 catalbg at
evergreen.edu/catalog/2015-16 or to read through the Fields of Study web pages at evergreen.edu/studies.
~SCIENCES
I! HUMANITIES
ftARTS
pg
_ _.>
quarter
FWS
FWS
F
Advanced Foundations for Successful and Sustainable Business
Advanced Research in Environmental Studies
Adventure Travel and Ecotourism: The Businesses and Their History
African/American: Reading an~Writing Tricksters
Art and Archive
The Art of Cou_nseling
"As Real as Rain": The Blues and American Culture
Change Agents: Creating Pathvvays in Uncertain Times (Tacoma Program)
Diversity and Multiculturalism: Historical and C()ntemporary Perspectives
Eccentricities
The Emerging_ Self
Field Ecology
Genes an~Development
Hydrogeol()gy
Literary Arts Toolkit: Writing and Reading Contempgrary Prose
Making Meaning: Teaching English Language Learners
t-,1_arine Life: Marine Organisms and Their Environrr1ents
Media Artists Studio
Media Internships
Music Addressing Complexity: Countershapes,
23
82
23
24
25
26
27
81
36
37
38
41
42
43
47
48
49
so
so
FWS
FWS
Counterpoin!s, and the Resist~nc;e to Homop_h_()n_y
Music Creation and Performance
The New Pur~tij_llS: Studies of Anglo-American Soc:ial Conscience
Picturing Plants
Political Ecology of Land: Urban Planning, Property Rights, and Land Stewardship
The Postcolonial Novel
53
54
55
57
58
60
61
F W S
Psychology__a_f)d_the Arts
Reservation-Based, Community-Determined Program:
Foundations for Sustainable Tribal Nations
R'?search Capst()ne in Psychol()gy
Student-Originated Studies: Community-Based Learning and Action
Tempera!e Rainforests: Genetics and Biogeoch"?f!Jistry
I,Jndergraduate Research in th~!::l_l:lmanities
79
63
69
73
85
w
F
w
s
FWS
F
F
F
telll4.
•
~
·~ ' ·
I! . ' .
I!
Q , ,1!
1!1 ~ .-- .
ftl I!
-f
o l • ~·-" •
II
L •• .
•
• ·
I!
1! ,
s
~
w
------ ---;1
·- .
~;
s
ws
s
ws
~
I!
I!
Of Ill
·o
~
w
FW
s
FWS
s
s
FWS
s
s
F
FWS
-~=··
Ill
~
II. .~:-- .•
I!
• r 1 r 1•
.i•
liill I I 1•
Iii
I!
~~
AESTHETICS
pg quarter
AGRICULTURE
The Ar:!_ ~J:il.'ir19.<::onsciou~ly______ _
Contemporary Native American Art
in Cultural and Historical Contexts
Music Addressing Complexity: Countershapes,
<:;ounterr:>oi_f1!S,_and the Resistance to Homophony
Of Blood and Beauty: The Thought, Literature,
and Art of German-Spea~_g_ ~l,lltu~~~
26 F
Advanced
Research in Environmental
Studies
- ------------------·~COI()gic:_~l -~griculture: HeaJ!hy Soil, Healthy__P~()ple
~C:OI()gic:_a!J\gric:_ulture: Crop_l?otany an~ PI<Jf1!(Jenetics
34 F
53 FWS
55 FWS
64
F
f3ill'?! RO?<:iE_r()Ci!)'___ _
----------------S.t_l:l_c:!i()_P~()j'?(;!~:t-,1_~!e!ial C3.'?~!ljr'?~_ir1il .. Sh~~~S.Eil.C:~------ 71 FWS
83 FWS
l!r1~_"?rgr~~uate _ _ pr()j"?cts _i_n__<:;~itiC:_ili _<Jr1~ ..<::!"?.a!iy~_ Pr<J(;!iC:'??.
--·---
pg quart'!'
82 FWS
---·--
37 •
S
37 F
~C:()Iggy_ ()f(Jrazing and Gr<J~~I<Jnds in the Pacific Nor:!hW~?_t ·--~-~
En~rgy_Sys_t~ms and Climate Change
S
~~ -~-"':{
Practi_c:~ of Organic Agri_c;_l:ll!_ur_e_
_ ~---- S
S_c:ien_ce_~-m~na~~n En'?!SYJ>y_e;t'?_ms and ClirJ:l_a_!~fhange _ 65___.'!!._
Terroir: Chocolate, Oysters,
74 FWS
and Other Place-Flavored Foods
AMERICAN STUDIES
AFRICAN AMERICAN STUDIES
Afri~arl.~.t\rll_(?ri_c_~_:_~'?_<J~ing a~_l!'/_r-i!i_!lg_ Tric_~st~--~g~ns.!_ J\!!Qqd?_: I_h~ Afric~n.t\rll_'?rican Exp~_r-i_'?r1_C:~ --- __ _
Blues
and American······-·····
Culture
"As Real as Rain": The
····-------······
·-·
·······-·-····-·····
-·~····--·--···-·-··-····· ·· ···········-·
24 w
24
s
27
s
39 F
51 FWS
~qlja_I!!Y .~r1~ _th~ _<:;_()_nstitu!ior1......... .
!1/!~ciia~~~~:SJgllJfl'ing Power -~n~ _Difference__()_r1 _5._c_~~en_(?)
Out of the Shadows:
56 ws
}!!_()_men_ of C~lor in_th_~-~~-~~i_\li~ Ri_g hts
Political Economy and Social Movements:
Race, Class,_<Jnd Gender
59
s
Undergradu<J.!e !'rejects in Critical and Creative Practices
83 FWS
African~.t\_merican : Reading and Writing Tricksters
"As Real as Rain": The Blues and American Culture
Beyond the Binary in Science and the Arts
Diversity and Multiculturalism:
Historic~ and Contempor<Jry Perspectives
The New Puritans:
?tudies <:_>_f_~_ng!o-Americ~_5.()cial Consci~r1c~ _
!'erspecti\/~s of Diversi!)' ar19 MulticulturaJi?.r11 __ _
Political Economy and Social Movements:
Rac'?L<::i<l~s, and Ger1~_er
24 w
27
s
28 F
36 ( --'--- · -~
55 FW
57
s
59
s
141 Matching Evergreen's Programs to Your Interests
ANTHROPOLOGY
Anthrozoology
Bodies That Matter
Evolution and Ecology Across Latitudes
Lan~uage
and Power
Resource Rebels: Environmental Justice
Movements Building Hope
Shaping Place
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
Time Past: Earth Processes and Human Hist()_ry
Matching Evergreen's Programs to Your Interests 115
pg quarter
25 . w
30
40
46
FW
FWS
63
66
FW
FW
s
74
75
FWS
FW
Painting in the 21st Century
Studio Projects: Material Gestures in a Share_d Space
Undergraduate Projects in Criticaland Creative Practices_ _
66
73
FW
s
25
F
34
36
50
F
51
FWS
55
56
71
83
FWS
s
FWS
s
FWS
FWS
ASTRONOMY
Astronomy and Cosmologies
Individual Study: Statistical Mechanics
Science Seminar in Astronomy and Cosmologies
Undergraduate Research in Scientific Inquiry
_.--
Molecule to Organism
The Science of Sensory Perception
Temperate Rainforests: Genetics and Biogeochemistry
Undergraduate Research in Scientific Inquiry
Anthrozoology
Beyond the Binary in Science and the Arts
Biodiversity Studies in Argentina
Biogeochemistry: Microbes, Rocks, and Soils
ART HISTORY
Art and Archive
Contemporary Native American Art
in Cultural and Historical Contexts
Drawn from Life
Media Artists Studio
Mediaworks: Signifying Power
and Difference on Screen(s)
Of Blood and Beauty: The Thought, Literature,
and Art of German-Speaking Cultures
Biogeochemistry: Microbes, Rocks, and Soils
Individual Study: Statistical Mechanics
pg quarter
29
43
52
64
73
83
s
ws '
FWS
F
F
FWS
BIOLOGY
ARCHITECTURE
Shaping Place
Sustainable Work and Workplaces
BIOCHEMISTRY
27
43
65
83
s
ws
s
FWS
Bodies That Matter
Change Agents: Creating Pathways in Uncertain Times
Ecological Agriculture: Healthy Soil, Healthy People
Ecological Agriculture: Crop Botany and Plant G~netics
Ecology of Grazing and Grasslands in the Pacific Northwest
Eugenics: Toward the "Perfect" Human
Evolution and Ecology Across Latitudes
Extremophiles and Ecosystems
Field Ecology
Genes and Development
Health and Human Development
Individual Study: Statistical Mechanics
Introduction to Environmental Studies
Introduction to Natural Science
Knowing the World through Thought, Sound, and Vision
Marine Life: Marine Organisms and Their Environments
Molecule to Organism
Plant Ecology and Physiology
Practice of Organic Agriculture
The Science of Sensory Perception
Temperate Rainforests: Genetics and Biogeochemistry
Undergraduate Research in Scientific Inquiry
Visualizing Microbial Seascapes:
An Introduction to Animation and Marine Biology
s
81 FWS
37
S
37 F
38
S
40
S
40 FWS
41
WS
41
S
42
W
42 FW
43
WS
44 FW
45 FWS
45 FW
49
52 FWS
58
w
ws
60
64
73
83
!_3ioc:Jiversity Studies in Arg;ntina
B~<my: Plants and People
Ec_()logical Agriculture: Healthy Soil, Healthy People
Ecc:_>~gical Agriculture: Crop Botany and Plant Genetics
Field Ecology
Picturing Plants
Plant Ecology ~nd Physiol~gy
Practice of Org<rnic Agriculture
w
25
28 F
29 FW
29
30 FW
BOTANY
Advanced Research in Environmental Studies
s
F
F
FWS
pg
82
29
30
37
37
41
57
58
60
quarter
FWS
FW
FW
s
F
s
s
w
s
BUSINESS AND MANAGEMENT
Advanced Foundations for Successful
and Sustainable Business
Adventure Travel and Ecotourism:
The Businesses and Their History
The Business of Art: Earning a Living as an Artist
Practice of Organic Agriculture
Sus!ainable Work and Worlplaces
Terroir: Chocolate, Oysters,
23
23
31
FWS
F
s
s
60
73
CHEMISTRY
Bigg_eochemis_try: Microl:>_~s_, Rocks, _(lrlcJ _~_oils
__ _
lr!c:Jividual Stuc:Jy: Statisti_<:_aLt-.-1_echanics_
to
Natural Science
Introduction
-----
C:b~rnistry Counts!
M<J~Cule to Qrg(lnism
Undergraduate Research_in Scientifi<:_lr1quiry _
27 FWS
29
32
43
-----45 FWS
52 FWS
- ...... -----·------83 FWS
s
s
ws
-------~------~-
-----M-
oM
CLASSICS
Lar~guage and Power
s
46
COMMUNICATIONS
Crisis and Transformation in the U.S.:
76
FW
~()li!i_ca I Eco_rl()rnY· Soci_<lL~<J.'-'~rn~r1~5_, _(lr1cJ_ ty1~c:Ji(l____ _____ ~~-----"'!
111_s_i<;l_~l,_angl!(l9~ -_________ ... -·-····--·····-·-· _ ___________ __j_'! __E_'/1!
Media
Artists Studio
----Mediaworks: Signifying Power
----~
··- - - - -
_ (lr1_c:l _Q.i_ff~r~r1<:~- ()iJ Scre_~r1(?2_
Resource Rebels: Environmental Justice
Movements__!3uilding H()Ee
Undergraduate Projects in Critical and_(:r~ative P_racti<:_es
..
C:b<lr1_ge Agen_ts: Creating Pathways in Un~ertain Times
Local Knowledge:
Building Just and Sustainable Communities
Political Ecology of Land:
pg quarter
33 FWS
53
FWS
68 fWS
83 FWS
CONSCIOUSNESS STUDIES
Anthrozoology
The Art of Counseling
Tbe Art of Living Consciously
•Evolution and Ecology Across Latitudes
Health ancl_ Human Development
Psychology and the Arts
Reality andDreams: Seeing the Inner and the Outer
Walking to Santiago de Compostela
w
25
26
26
40
42
61
61
F
FWS
FW
76
ws
24
w
24
s
w
s
w
s
FW
CULTURAL STUDIES
African/American: Reading and Writing Tricksters
Against All Odds: The African American Experience
Anthrozoolo_gy
"As Real as Rain": The Blues and American Culture
Beyond the Binary in Science and the Arts
Botany: Plants and People
Caliban and the Witch
Change Agents: Creating Pathways in Uncertain Times
China: Religion, Folklore, and Arts
Culture and Violence
The Essential Ingredients of Intercultural Compet'ence
Knowing the World through Thought, Sound, and Vision
Language and Power
Literary Arts Toolkit:
... 1,/Vriti':lg_and Reading Contemporary Prose
Local Knowledge:
,
~ildir:!_g Jus!_and ~_u~ainable Communities
Madness and _fre~tivity: The Psychological Link
tyl_a~_rlg_ty1~(lr1~ng :_Te(lching Eng_lish Langu(lge Learners
Media
Artists Studio
-- -----·· ·-·--··-----
50
FWS
51
FWS
63
83
FW
FWS
82
FWS
Mediaworks: Signifying Power
_and Difference on Screen(s)
The New Puritans:
Studies of Anglo-American Social Conscience
Of Blood and Beauty: The Thought, Literature,
__(l_nc:J ~11:_()f_9erman-Speaking Cu_!!_ures
Out of the Shadows:
'jVor_r1en _9i_Co~or in !he Era of CJvil_Rights
The Postcolonial Novel
81
FWS
Reinterpreting Liberation:
47
FW
-------
COMMUNITY STUDIES
Advanced
Research
in Environmental
Studies
--------------··
Computer Science Foundations
Music Addressing Complexity: Countershapes,
Counterp()ints, and_the ~esistance to Homophony
Student-Originated Software
Undergraduate Research in Scientific Inquiry
FW
74 FWS
and Other Place-Fiavore.c:l_f_o_9.ds_ ______ -------···-----------
Atoms, Mole_c:tJies, and R~_~C!_ions
COMPUTER SCIENCE
...LJr:k:>.<l.r1P..'.ar1r1ing, Propf;!rty Rjg_llts~a':lc:J'=<ll1.d ~!~11\'<lrc:J_sb!P... 58 FWS
~sy<:_h_()lc:_>gy(lrlcJ .!h~ Aii:s__....
Reservation-Based, Community-Determined Program:
for Sustainable Tribal
79-FWS
Foundations
----------- -Nations
--- - - - - - - --
-~----
SQ_~:C:()rJ:lrJ:l.IJ. rli!Y=~<l Sf:!c:J _[,~(lr_l1_i ng .<l_l1_cl~9i()_r1_ ___ __ _________§_
?_______~
S.Q~_:_C:()rn rJ:liJrli!J':.?~s~.c:J ~f:!a rn i119..~r1.cl_ ~<:_!L()11_i!_t_~"\'~!9r~_11__j_2___f _Y'{_ __
Tbir.c:J'/I!()r.lc:J_Mo\lernf:!rlts and ~ig!ations ____ _
Reservation-Based, Community-Determined Program:
Foundations for Sustainable Tribal Nations
Science S~~inar in Astronomy and Cosmologies
S.talin: L~gacy in Stone, Steel, and Blood
SOS: Social Work/Human Services Skill Sets
~udio Projects: Mate!ial Gestures in a Shared Space
Time Past: Earth Processes and Human History
Undergr.(l_duate Projects in Critical and Creative Practices _
25
27
28
30
32
81
33
35
39
45
46
F
FW
F
FWS
FWS
FW
s
FW
s
ws
47
47
48
48
50
FW
FW
s
>
FWS ·
51
FWS
55
FW
55
FWS
56
60
ws
s
62. FWS
79
65
68
70
71
75
83
FWS
s
-..:S.. -~
F
FWS
FW
FWS
Matching Evergreen's Programs to Your Interests 117
16 I Matching Evergreen's Programs to Your Interests
ECOLOGY
pg quarter
~jvanced B~search in Environmental Studies
_?2 FWS
Bioc:Jiver~ity Studies il"lArgentina
29 FW
Ecological ~ricul!l:J_r:~:__fro_p B()~01' ~nd Plant ~eneti~ _ 37 F
~coi~_ID' of Grazing and Grasslands in the Pacific Northw~~ 38
S
Evolution~nd Ecol~ Acro_:;s Latitudes
iO _FWS
Extremophiles and_ ~<:;_9systems_
41
WS
Field Ecol()_gy
41
S
44 FW
Introduction to Environmental Studies
49
ws
Marine_Life: Marine 9_!ganisrns a_11d Their Environments
57
s
Picturing flants
58
w
~lant Ec~ and Physiology
60
s
Practice of Organic ~griculture
64 F
River Recip_t:_ocity
73 F
Temp_e_:a~~ainfor~ts: Genetics and Biogeochemistry _
ECONOMICS
The Business of Art: Earning a~iving as an Artist
Politicai .Economy and Social Movements:
Race, C:lass, and Gender
Reservation-Based, Community-Determined Program:
for Sustainable
Tribal Nations
Foundations
...... ·-· ·-···
·····-· ...---···-····· .
··-···
31
59
FW
s
79 FWS
EDUCATION
Local Knowledge:
~~il<:JingJust anc:J?_L1st~~nal:JI~S:()rT1r:!lLJr1i~iE;lS
47 FW
fv.1~kif1_9__~~i)ning:_I~~-cbLng_E~_glis_h_L<:n_g_ua_g~ Le~rn~:~- __'!_8___
S
SOS:
Social
Work/Human
Services
Skill
Sets
70
F
-·· ------------ ------- - · - --------- ---------- -Und~:g_:~-<:J~ate_~~S~<'JT~h ~n -~c:_i~C~!ific; lnqiJi~y___ -~ __ _ ___83_ __f''!!__$
ENVIRONMENTAL STUDIES
pg quarter
FIELD STUDIES
Advanced Research in Environmental Studies
82 FWS
Advanced
Research in Environmental Studies
-§_i~c:Jiversity St_udies in Ar9entina
§~9.E:ochem~: Microl:Jes, Rocks, a11_d Soils
_
Botany: Pl~nts and People
-
-
Adventure Travel and Ecotourism:
The Businesses and Their History
Biodiversity Studies in Argentina
Biog~ochem istry: Microbes,~ocks, and S<J_ils
Change Agents: Creating Pathways in Uncertain Times
Ecological Agriculture: Healthy Soil, Healthy People
Energy Systems and Climate Change
Evolution and Ecology Across Latitudes
Extremophiles and Ecosystems
Field Ecology
Home on the Range
Hydrogeology
Introduction to Environmental Studies
Plant Ecology and Physiology
Political Ecology of Land:
... LJil:Jar1 ~lannir~g.~rop~rtyl3ig~!s, anc:J~<'l_r1d Stewardsh_ip
P!:~~tic:_~__of Organic:_,l'\griculture
Resource Rebels: Environmental Justice
f\,-l_(J~_E:!ments §.LJ!.iding H_(Jp_~ _
l3iyer Reciproc:_ity
Science Semir1_~_ri0 E_ne!gy~y~ter:!ls ar~c:J(:Iimate Change
S_IJst<'Jinable '!!_~!:~_and W~r~g~ac_es ____ _
Tt;rJ1J?_t;~ate Rainforests: (j~_rl_t;~_cs anc:J~lC>9~_ocher:!l_is_try
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
Time Past: Eart_i:l_Processesil_nd Human History
Visualizing Microbial Seascapes:
An Introduction to Animation and Marine Biol()gy
23
29
29
81
37
38
40
41
41
43
43
44
58
F
FW
s
FWS
s
FW
FWS
ws
s
FW
s
FW
--~
§~elution ~rl._d__E:colo_gy A<:;~ss Latitude~
~xtrem~phil_t?~ _and Ecosystems
FiEid Ecol()_g}' _
Introduction to Environmental Studies
t-J1arine Life: Marine Organisms and Their Environ_ments
Picturing Plants
P_l_<~_nt Ecology and Phys~!CJgy
PI"<'Jctice of Or~nic AgricLJiture
~_iver Reciprocity
~OS: Community-Basec:J~earning
w
~--
and Action
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
pg quarter
GOVERNMENT
pg quarter
82
29
29
30
40
41
41
44
49
57
58
60
64
69
Change Agents: Cr~ting Pathways in Unce~ain Times
Equality and the Constitution
81 FWS
39 F
Political Ecology of Lancf.
Urban Planning, Property Rights, and Land Stewardship
Political Economy and Social Movements:
58 ~ F'f"'}>
FWS
FW
s
FW
FWS
ws
s
FW
WS
s
w
s
F
S
63 FW
64 F
65
w
s
73
73 F
74 FWS
75 FW
76 FW
s
74 FWS
59
59 F
s
79 FWS
w
77
................ ....................
HEALTH
Advanced Research in Environmental Studies
·--·····
The ArtgfC:ounselif1g
Bodies
That
Matter--- ...
-····
- ---------·-· ----Ecologi<:;_~l Agriculture: Healthy S~il ,_ Healthy Peop~e_
82 --------FWS
26
---·-··-·--··---
---··-
Health_anc:J Human Development
<o
_,
·······--·
w
FW
37
s
42 FW
GENDER AND WOMEN'S STUDIES
Beyond the Binary in Science and the Arts
Bodies That Matter
Caliban
and the
Witch
-Th~ Emerging_Self
Home on the Ran_ge
Mediaworks: Signifying Power
ar~c:J[?i_f.t"t;r~r1~~ on S_<:;r~~f1(S) .
Out of the Shadows:
'f'/or:!l_en ().f_..C:.<J!<:J! Ln t_fl~-~~a_ of C!~ll3ig_h~
Reinterpreting Liberation:
}bird World f\,-1_ovem~_!SiJnd Migrations
Selves and O_!bers: Re_E!e~ntation and Performance
SOS: Social Work/Human Services Skill Sets
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
Undergraduate Projec_ts ~n Critical and Creative Practices
28
30
32
38
43
F
HISTORY
FW
F
F
FW
Adventure Travel and Ecotourism :
The Businesses and Their History
Astronomy and Cosmologies
Contemporary Native American Art
in Cultural and Historical Contexts
51
FWS
56
WS
Crisis and Transformation in the U.S.:
_Political Economy, Social Movements, anc:Jfl.-l~<:l~il - _ _____34 . . _ W
Dangerous Reading:Readings _inthe Hist()!Y_Of ~~~
35 FW
Diversity and Multiculturalism:
62 FWS
66 FWS
70 F
74 FWS
83 FWS
GEOGRAPHY
-----
~ashington State Legislative 1f1tt;r_llships
··-·····
---~- -~'!!_-~
60
Race, Cli)SS, and (Jer~c:Jer
----·-Economy of Power in American S~~i~ty ________ _
Reservation-Based, Community-Determined Program:
for Sustainable
Tribal Nations
Foundations
---·-·-·
---····----~olitical
Advanced Research
in Environmental
Studies
--Home on the Rang_e
_
Introduction to Environmental Studies
-Political Ecology of Land:
~~
~-
LJrl:J~f1PI~_f2r1if1g,_P_!op~~- ~ig~!s, ar1c:J ~~nd ?_t~'ll/ilTcJShip
Resource Rebels: Environmental Justice
--~ov~m~_r1!~- ~-IJ~c:Ji11_9.J:ie>E~-
Historical and Contemporary Perspectiv~s_ ___
Advanced Research in--------Environmental
Studies
-----·- --------------------
Terroir: Chocolate, Oysters,
Place-Flavored
Foods
and Other--------------·-·
JiJI:~e
Past: Earth Proce~ses and Human History
U_ndergraduate Research in Scientific Inquiry .
46
S
55 FW
51
WS
Perspectives of Diversity and Multiculturalism
57.
Political Economy and Social Movements:
_Race, C:lass, and Gender _______ _
_ ____ _s.~
"f'olitical Economy of Power in American~~c:_i~ty __
59 F
58 FWS
Reinterpreting Liberation:
Thirc:J '!!_o_:ld Mover11~r1ts and ~igration~ --------- ________
Reservation-Based, Community-Determined Program :
Foundations for Sustainable Tribal Nations
6 3 FW
Shaping Place
GEOLOGY
- - - ----- -
36 F
46__ ----~
82 FWS
4 3 FW
FW
44
82
29
43
FWS
-5
S-
74 FWS
75 FW
83 FWS
S
34 F
~anguiJg~ and Power
Light and Terror:
_}he ~-r1U9~~enment~nd Revoi!Jti~nary France
The New Puritans:
Studies of Anglo-American Social Conscience
Out of the Shadows:
Women of Color in the Era of Civil Rights
-
~~-g~oc~~rT1~!~:_ fl,-1_i~!()l:J~s, _~~~~~·<l'::l<:l _S()i ~s
ljyc:J~~ge~l~gy .......... _
23 F
27
-
__g
SOS: So_c_i_al Sciences, History, Multiculturalism/Diversity
SOS: Social Work/Human Services Skill Sets
Time Pas.!.:_ Earth Processes and Human History
U.S. Foreign Policy ancl_ the Roots of Terrorism
Walking_ to Santiago de Compos~la
s
FWS
79 FWS
66
Shipping Out and Writing Home
Stalin: Legacy in Stone, Steel, and Blood
S
FW
67 F
68
S
70
W
70 F
75 FW
75
S
76
WS
....._;:___
HYDROLOGY
Advanced Research in Environmental Studies
--~
Hydr(JgE;lglogy
--~-
82 FWS
43
S
18 I Matching Evergreen's Programs to Your Interests
INTERNATIONAL STUDIES
Culture and Violence
Ecological Agriculture: Heal!f:l~ii.~H~althy People
Introduction to Environmental Studies
Of Blood and Beauty: The Thooght,iiterature,
a_ll9 _~~ oi_g~r:_~all_~?r~<J~ill9~':1!tl!!~~-----
__
Matching Evergreen's Programs to Your Interests 119
pg quarter
35 -FW
37
s
44 FW
55 FWS
Political Economy and Social Movements:
Race, Class, and Gender
Reinterpreting Liberation:
59
Third World Mov~men~S<lll~tv1i9T<l~i~ll~
Stalin: Legacy in Stone,_?te_el, _<lll_~-~~-()~-~
U.S. Foreign Policy an_d_th~ _~()()~_C>.f_ T~!!()ri~m
62 FWS
68
s
75
s
s
LANGUAGE STUDIES
Biodiversity Studies in Argentina __
China: Religion, Folklore, and Arts
Inside Language
Making Meaning: Teaching Engli~h Language Learners
Of Blood and Beauty: The Thought, Literature,
_
and Art of German-?pE!a~ill9~1Jit1Jr~~
~
M
FW
FWS
FW
~
s
n
55 FWS
LAW AND GOVERNMENT POLICY
Advanced
Research
in Environmental Studies
82 FWS
·- --------------------------------------- ----------------------Egual~ty ~d th_e ~()ll~~':l!!e>n___ ~~----~-- ---·---~~_!' ___ _
Political Ecology of Land:
Urban Planning, Property Rigbts, ~n-~ Land Stewardship 58 FWS
Reservation-Based, Community-Determined Program:
Sustainable Tribal Nations
79 FWS
Foundations for--------------------------------------------------- --· - ------------------------SOS:_Social Scienc::~~,_f:li~~~ry,__tv11JI!i<::l!I!IJE<lli~!f1{Q_iv~r_!!lty__~
!Q__
W
LAW AND PUBLIC POLICY
~hange Ag~nts: <;E_e<lting _'=.<l!b-,vay~ill _l,J_IlC::~~<lill_ Ti!fl_~~
Eguality and_the Colls.ti!_IJ_!!Cl.!l_____________ _____ _
Introduction to Environmental Studies
81 FWS
39 F
44 FW
Reservation-Based :communit;,-::-oet:erminedP~ogram :
---"'"
Foundations for Sustainable Tribal Nations
SOS: Social Work/Human -Services
Skill Sets
--Washington State Legislative lnterr:ships
79 FWS
70 F
77
w
LITERATURE
pg quarter
Against All Odds: The Afri~an American Experience
Beethoven, Blake, and the Sounds of Revolution
24
28
32
81
35
35
36
37
Caliban and the Witch
Change Agents: Creating Pathways in Uncertain Times
Culture and Violence
[)angerous Reading: Readings in the History of Ideas
Drawn from Life
Eccentricities
Literary Arts Toolkit:
_Writing and Re_<~_c:ling~()lltE!__~E()ra_ry Prose
Madness and Creativity: The Psychological Link
TheNew Puritans: - - - - ~-
55 FW
Studies of Anglo-American Social Conscience
Of Blood and Beauty: The Thought, Literature,
~_nd ,A.rt o~_Germa.!l-?P_e_a_k~n_g<::_ultures
Out of the Shadows:
Women of Color in the Era of Civil Rights
55
FWS
------- - ------
The Postcolonial Novel
Reality and Dreams: Seeingthe Inner and the Outer .
Reinterpreting Liberation:
Third World Movements and Migrations
Selves and Others: Representation and Performance
Shipping Out and Writing Home
Undergraduate Projects in Critical and Creative Practices
Undergraduate Research in the Humanities
62
66
67
83
85
FWS
FWS
F
FWS
FWS
82 FWS
29 FW
41
s
45 FW
49
ws
Field Ecology
Knowing the World through Thought, Sound, and Vision
Marine Life: Marine 0r9_<lnisms and Their Environments
Visualizing Microbial Seascapes:
76 FW
_Alllntr()_duction t?_Anim<~ti()ll_ and Marine Biology_
--- -· ------------
MARITIME STUDIES
67 F
~h_ipring Out and Wrl~.!19J::l.c?m_~_
MATHEMATICS
44 FW
46
s
56 ws
s
60
61 FW
MARINE SCIENCE
Advanced Research in Environmental Studies
Biodiversity Studies in Argentina
Change Agents: Creating~<lthways in Uncertain Times
Inside Language
Language and Powe~ _
s
F
47
ws
48 FW
Reservation-Based, Community-Determined Program:
Foundations for Sustainable Tribal Nations
LINGUISTICS
F
FWS
FW
FW
--------------
LEADERSHIP STUDIES
79 FWS
s
s
Compute~. SciencE! ~()IJil~a!i()llS
l_!]~ividual Study: ..?tatistic::~ltlf1E)chanics
Introduction to Natural
Science
-···--.
---··-~athematical Syste~~
Models of Motion
~tLJ~ent-Origin~t~~-?CJf!w~re __ _
Und_ergraduate Researc::h ~n ~ie11tific lnguiry
.-
81 FWS ·
33 FWS
ws
43
45 FWS
49 FWS
52 FWS
68 FWS
-- ----· --------83 FWS
MEDIA ARTS
pg quarter
MUSIC
pg quarter
Art and Archive
Local Knowledge:
_Bu_il~illg_Justand Sljstainable Comrr:IJniti~~Media Artists Studio
25 F
"As Real as Rain": The Blues and American Culture
27
s
28
s
31 FW
43 FW
45 FW
§.eE!thov~. Blake, and the Sounds of Revo_l.u!!9n
_________ _
tv1~~ia_.!ll.!~n~ip_? _
_ _____ -~-Mediawe>0s_:_ Signifying Power and D!!f_eren~_C?_Il__?c::!e~n(s)
Music Addressing Complexity: Countershapes,
Counterpoints, and the Resistance to Hom()phony
Undergraduate Projects in Critical and Creative Practices
Visualizing Microbial Seascapes:
An Introduction to Animation and Ma~ine Biology
47
FW
·- ·50 FWS
~0
_51
F_W.~
FWS
53 FWS
83 FWS
76 FW
MEDIA STUDIES
Art and Archive
Crisis and Transformation in the U.S.:
Political Economy, Social Movements, and Media
Media Artists Studio
Media Internships
Mediaworks: Signifying Power and Difference on Screen(s)
Music Addressing Complexity: Countershapes,
Counte_rp9ints, and the Resistance to HO!Il()eb_o_ny
Undergra~uate Projects in Critical and Cre~~e_.~ra.c::tices
34 w
50 FWS
50 FWS
51 FWS
53 FWS
83 FWS
53 FWS
54 w
54 F ,
'55 FWS
Contemporary Native American Art
in Cultural and Historical Contexts
o;:;t;;Tt:heShadows: _lfV_omen of Color in the Era of Civil Rights
Reservation-Based, Community-Determined Program :
Foundations for Sustainable Tribal Nations
Resource Rebels: Environmental Justice
Movements_Building Hope
SOS: Social Work/Human Services Skill Sets
34 F
ws
56
79 FWS
63 FW
70 F
NATURAL HISTORY
50
.............. __
_
50_
Media Internships
ME!cjiaworks: Signifying Power and Diff~rence ()0 ?.c::_reen(s) 51
Un~E)_r_gr<ldu~te Projects in Critical and Cr~atiy~_~_ca0ic::es
83
Visualizing Microbial Seascapes:
An Introduction to Animation and Marine Biology
~-----
NATIVE AMERICAN STUDIES
25 F
MOVING IMAGE
Media Artists Studio
The Business of Art: Earning a Living as_an3!!ist
Home o_n the Range
Knowin_g the World through Thought, Sound, and Vision
Music Addressing Complexity: Countersnapes,
Coull_!~reoints, and the Resistance_!C?_f:lorT1()EbC>IlY _
Music Creation and Performance
The Nature of Music: Patterns, Paradox, and Possibilities
oT81;;-;d-~-;:;crseauty: The Thought, Literature~
and Art of German-Speaking Cultures
FWS
Bi()~iv~~~ity Studies in Argentina
FW?_
FWS
Botany: Plants and People
Evolutioll_ and Ecology Across Latitudes
FWS
Field ~.c::~l()_gy
Introduction to Environmental Studies
Picturing Plants
76 FW
Plant ~c?l()gy and Physiology
River_Reciprocity
29
30
40
41
44
57
58
64
...fW
FW
FWS
s
FW
s
w
F
Matching Evergreen's Programs t o Your Interests I 21
20 I Only at Evergreen
PHILOSOPHY
pg quarter
Astrcmomy and Cosmologies
[)angerous Reading: Reading~Jn th~ History of Ideas
27
-----·-···-35 FW
Eug~nics: Toward the "Perfect" Human
40
s
s
pg quarter
POLITICAL SCIENCE
Crisis and Transformation in the U.S.:
_F'cJ~tical Economy, Social Movemer_l_!~._and Media
Culture and Viole~~e ---- -- -------
34
~qljality and th_E)_ CO[l~ti~utJ_()rl .
39
W
------------35--FW F
SUSTAINABILITY STUDIES
pg quarter
Ecological Agriculture: Healthy Soil, Healthy People
37
Ecological Agriculture: Crop Botany and Plant Genetics
37
Energy Sys_t_ems and Climate Change
Introduction to Environmental Studies
Local Knowledge:
Building Just and Sustainable Communities
Political Ecology of Land:
38
44
47
FW
yr~an Pl<l[l_r_li[lg! _f'_r()pE)rty Rights, and Land Ste\'V<l_r~~hip
Practice_of _Q_r_ga_r:1ic Agriculture
58
FWS
60
s
s
31
FW
F
Caliban and the Witch
FW
FW
China: Beligion, Folklore, and Arts
Of Blood and Beauty: The Thought, Literature,
and Art of German-Speaking Cultures
32
33
F
FWS
Resource Rebels: Environmental Justice
_ Moveme._nts _Bu~ding Hope
63
FW
F
Sc:_j_EJ_nce_S.e.mi[l<J_r_in Energy Systems and Clirn_ate.__C:hange
65
w
83
FWS
~~?· Foreign P~U_c:y_an_<:J_t_h~B.CJ()ts .CJfJe._r:~r~s_rTl_ __________ Z?______
Shapi_[l£j__f'lac_e __
66
FW
Undergraduate Research in the Humanities
85
FWS
Walking to Santiago de Compostela
76
ws
45
FW
55
FWS
Shipping Out and Writing Home
67
Undergraduate Projects in Critical and Creative Practices
s
46
55
s
FW
PHILOSOPHY OF SCIENCE
w
Anthrozoology
Evolution and Ecology Across Latitudes
25
Knowing the World through Tho_LJght, Sound, and Vision
45
FWS
FW
40
~r_1throzoology
_____ __ _ ___ ....... _
T_hE) _~rt ofCour~se.li_r_lg
_ __ ... _ _ _ _ _ ___
_?_?_ _ _'!-!_
The_~merging Self
__
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
W
FW
._
F
49
FWS
52
FWS
Science Seminar in Astronomy and Cosmologies
65
s
Astronomy and Cosmologies
Atoms, Molecules, and Reactions
27
s
.f'?YC:b.CJ!()9Y..<l..r1<:J._the_~!;_________________
S
~e._aji~_an~_ Dream_~:?~~~[l_gt_h_e.~n__e_E_<_l_n_<:l__!be._ Q_lj.!_E)_!: __________ ~_l __E_I.IV__
27
FWS
~E!~E!-~!c:_h C:i3E~~()ri€J_ ir1_X~yc_h()lc:>gy__ __ _______ ___ __ __ _ ___ _§~ --- ___ _?
Energy Systems and Climate Change
Individual Study: Statistical Mechanics
38
FW
?()')/()lj '!!.i3r1!tc:> _I:J.EJ. <J__f'~yc_h()l(?gi~!
_ . ...... _ --,---- .., _________6:__7
··· - ·····--·····-··c..
S.Q?: C:ollllll_ ljr1i!Y-~i3~E!~ ~E!i3Er1_ir_lg an_~ ~c_!ig[l <J__t~Y.E!!9~E!.E!.r1 69 F W
The Science of Sensory Perception
Science Seminar in Astronomy and Cosmologies
43
ws
52
64
FWS
65
~ad ness <J_nd <_:rEJ_at~':!~:"!.I1_El. __F'!;y_c:bol()g_~c_<l(_~i!:Jk ________ _i~_ f_'{'/__
Of Blood and Beauty: The Thought, Literature,
__<J_nd Art of q~r:_man_~p€J.<Jicir1_9_Cultljres __
_ _______ 55 _E._~~
QUEER STUDIES
F
Science Seminar in Energy Syster11s and Climate Change
65
s
w
Undergraduate Research in Scientific Inquiry
83
FWS
PHYSIOLOGY
Eccentricities
---------- ··-- -· -- ------ -------------
-
--
---------·-···----------------------------~-·
37
F
····-~~----------
T.be. ~rn_e_rgi_[lg_~EJI_f________ __________________________ _l_
U
____
~E_!_c:l_@worlcs: ~g~fyJr1_9.._F'ow_EJ_r:_and .Q!ffe!EJ!l..C:.e on Screen(s) 5_l___f_v.J__~
RELIGIOUS STUDIES
w
25
----------
~~ir1_~: ~eligi9_r1, _FoJklor~<3_f1_~--~-~~--~---··------_}~--- FW~_
30
FW
The New Puritans:
Health and Human Developmer1t
42
FW
The Science of SensoryPerc__
E)ption
64
F
__.,. Anthrozoology
Bodies That Matter
_Stljc:!ies of~ngl()~~rT1.€J~iC:<Jr1S.c:>c:i_<!LC:.<?.r1~C:_ie.nc:_e ____ ..
____ ?~ __Ev.J__
SOCIOLOGY
<_:hange Agents: Creating P<J_~h'vV<JYSi[l~n_c:_e.rtain Time~ _
Crisis and Transformation in the U.S.:
Political Economy, Social Movements, .<3_nd Media
34
Diversity and Multiculturalism:
Historical and Contemporary Perspectives
36
Ecological Agriculture: Healthy Soil, Healthy People
Perspectives of Diversity and Multiculturalism
Political Ecology of Land:
Urban Planning, Property~ig_ht!;,<J_n~L<J_nd ?t€J'vV~r~!;hip
Political Economy and Social Movements:
Race, Class, and Gender
81
FWS
---·--· -----------
w
F
s
s
37
57
58
FWS
s
59
Political Economy of Power in _~r11erican Society
59
F
Reinterpreting Liberation:
Third World Movements and Migr:9tions
SOS: Social Sciences, History, Multiculturalism/Diversity
62
FWS
70
w
T_fl.E) _~~-- ~f_ LiV~[lg_C:()Il_S_c_i~ljsly _____
s
FWS
FWS
66
FWS
Art and Archive
,The Business of Art: Earning a Living as an Artist
25
31
F
FW
'' China: Religion, Folklore, and Arts
Drawn from Life
33
FWS
------ ------------- ~~-- L
Bodies Th~t ~_atte_r:_ ____________________________,_______3_Q_ f'_v.J__ __
___
<_:ha_n_g_~ ~g_en__ts:_ Creati'2.9_Path'vV~ys in Unce_~!rl...Tir::!l.e.s__
Crisis and Transformation in the U.S.:
Political Economy, Social Movements, and Me.<:J.i<J___
81
FWS
34
w
Political Economy and Social Movements:
Race, Class, and Q_en_c:!_E_!r
59
Research Capstone in Ps_yc:hs>l()gy
63
?elves and Others: Repre!;en_!<l_tioni3[ld ~erformance
SOS: Social Work/Human Services Skill Sets
66
70
Walking to Santiago dE!_C:.CllllP()StE)I<J
76
s
36
Knowing the World through Thought, Sound, and Visio n
45
Mediaworks: Signifying Power and Difference on Screen(s) 51
Painting in the 21st Century
56
FW
FWS
s
s
Picturing Plants
57
Reality and Dreams: Seeing the Inner and the Outer
{>1
64
FW,
F
71
74
FWS
FWS
83
FWS
76
FW
Art and Archive
"As Real as Rain": The Blues and American Culture
25
F
Beethgye[l, ~lake, and the Sounds of Revolution
28
Botany: _F'Iants and People
Caliban and the Witch
30
FW
32
F
River RecifJrocity
Thinking Through Craft
Undergraduate Projects in Critical and Creative Practices
Visualizing Microbial Seascapes:
~n_lr1tr()~lj_ctiCJ_J1 to Animation and Ma rine~_i'()logy
WRITING
s
s
27
Contemporary Native American Art
in-·Cultural
and Historical Contexts
-- ------ - - - -- ----- ---
34
F
[)ang_e.!"_()[J!;B_E_!<l_~ i ng: Readings in the Hist9ry of Ideas
35
FW
~~<3!1d the_C:onstitution
39
F
~vollJ.!iO.J1..<J.[ld ~co logy Across Latitudes
40
FWS
Field ~cology
Literary Arts Toolkit:
Writing ~nd Reading Contemporary Prose
41.
s
44
Mediaworlcs: Signifying Power and Difference on Screen(s) 51
The New Puritans:
Studies of Anglo-American Social Conscience
55
~g~i_r_ls~~ll Qdd~: __T_~~Afc~c_<3[l_~rT1€Jric:<J.J1. ~p~rJ~riC:E! ________ ~~---· ····· S
POLITICAL ECONOMY
FW
..
55
VISUAL ARTS
Studio Projects: Material Gestures in a Shared Space
Th_e Essentiallngre.<:J.i€Jf1!~()fl[lt€Jrc_u_ltljE<J! .C:c:>_rl1Peter1C:E! .. __ }']_____ S
HEJ_alt_h and Hulll<lrl__l?eve.l()plllE)_nt_ ___ __ _
_ _________4_~ __ f _v.J__
Mathematical Systems
Models of Motion
74
Selves and Others: Representation and Performance
s
69
SOS:__c:_o_rf1mljnity-Based Learning and Action at E\I€Jrgreen 69
73
Sustain<3ble. \l'v'()~k_an~ Workplaces
Models of Motion
PHYSICS
__
SOS: _Collllll_ljn_i_ty~Based Learning and Action
PSYCHOLOGY
Bodies That Matter
--
?
pg quarter
The B~iness of Art: Earning a Living as an Artist
________ _
Political Ecology of Land:
58 FWS
Urban Planning, Pro[Je_!!Y_~ights, an_~ Land Stewardship
Political Economy and Social Movements:
59
Race, Class, and Gender
Reservation-Based, Community-Determined Program:
- ~_<?undations for ~U-~<JJ~I:JIEJ.Jr_i1J_<l!_.f:'J<J__~()!:J_S_
_______ ]_']_ FW~
l,Jr1_~ergraduate Re_s€Jarcb_in__~_E)_f:l_LJmanities _ _ ______ jl_?_F~?
Knowing the World through Thought, Sound, and Vision
Light and Terror:
The Enlightenment and Revoluticmary France
The New Puritans:
Studies of Anglo-American Social<_:onscience
Of Blood and Beauty: The Thought, Literature,
and Art of German-Speaking Cultures
THEATER
Plant Ec:_ol_ogy and Physiology
The Postcolonial Novel
58
.
ws
FWS
FW
w
s
Selves and Others: Representation and Performance
60
66
FWS
Undergraduate Projects in Critical and Creative Practices
83
FWS
FWS
ZOOLOGY
Advanced Research in Environmental Studies
82
AnthrCJ_zoology
Biodiversity Studies in Argentina
25
w
29
FW
FWS
Evolution and Ecology Across Latitudes
40
FWS
F
Field Ecology
41
·..,.;_s ,
Introduction to Environmental Studies
44
FW
MarinEJ_ Life: Marine Organisms and Their Environments
49
s
s
ws
ws
Programs I 23
22 1 How to Read a Program Description
How to Read a Program Description
2015-16 Programs
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. Check the entry in the
onl:ne catalog for updated fees and special expenses, amount of required online learning and other details about these pro.grams.
Advanced Foundations
for Successful and Sustainable Business
Fall 2015, Winter 2016 and Spring 2016 quarters
FIELDS OF STUDY ,
Indicates subject areas that
correspond to traditional
disciplines and subjects.
CLASS STANDING
l
_n=
States at which level of study
the program is aimed: freshman,
sophomore JUnior and/or senior.
'
Lists conditions for eligibility for
the program, such as studies
you should have completed or
faculty review of a portfolio.
CREDITS
Number awarded per quarter.
Fewer than 16 credits allow for
other options, e.g., an internship
or language course.
ENROLLMENT '
Freshmen-only programs typically
allow 18 students per faculty;
Freshmen-Sophomore programs
allow 20; All-level programs, 24;
Intermediate and Upper Division
programs, 25 .
Fall 2015 and Winter 2016 quarters
PREPARATORY FOR...
Fields of Study: Anthropology, biology, gender and
Indicates future studies
women's studies, health, physiology, psychology and
or careers for which this
sociology
program might be a
Class Standing: Freshman- Sophomore
particularly useful step.
Prerequisites: ...
Preparatory for studies and careers in psychology,
biology, health sciences, anthropology, sociology,
science, and technology studies.. .
.
.
Faculty: Carolyn Prout~, Laura C1tnn and R1ta Poug1ales
~ FACULTY
Bod1es are tang1ble, they have form and substance, a
materiality that we can perce1ve, sense, and touch. Bodies,
Learn more about the ..
too, can sense and feel the world they inhabit, the heat
faculty on page 91 or VISit
of the sun, the pain of a thorn, the coolness of water, the
evergreen.edu/faculty.
r
I
PREREQUISITES
___.
Bodies That Matter
L:
L
slap of a~ insult, the Jolt from a pleasant surpri~e .. Bodies
are organ1sms that grow, change, and d1e. It IS Within these
bodies that we experience what we call a life. And yet,
bodies are also signs; like a text, we learn to "read" (and
misread) our body and the bodies of others. The color,
size, age, and sex of a body (among other features) are
computed to determine meaning and value. Some bodies
matter in our cultural, political, historical field more than
others; some bodies are prized and imitated.
The body, in its psychological, biological, and
social realms, will be at the center of our study. We will
investigate the knowledge we have created about the
body and how that knowledge relates to broader cultural,
historical, environmental, and political forces. Our study will
integrate current research and scholarship from the fields of
psychology, biology, anthropology, feminist epistemology
and philosophy, public health, literature, and sociology.
We will study introductory anatomy and physiology,
the basics of how our bodies "work", in order to know
something about the physical matter of which our bodies
are comprised, and concepts in public health that help us
to understand the contexts ... (see page 30 for description)
Faculty signature not required.
Credits: 16
Enrollment: 60
Required Fees: $20 per quarter for entrance fees.
Study Abroad: ...
A similar program is expected to be offered in ...
PROGRAM DESCRIPTION
Summarizes themes
and activities. For more
information , make an
appointment with the faculty,
ask for a copy of the syllabus,
go to the Academic Fair or
visit Academi<l Advising.
FACULTY SIGNATURE
ACCEPTS WINTER/
SPRING ENROLLMENT
Indicates whether faculty
approval must be obtained
before registering and other
requirements for new students.
l
_j
SPECIAL EXPENSES/FEES
STUDY ABR.OAD
Expenses in addition to regular
tuition and fees.
·REMEMBER••.
+
+
Many programs are offered over two or three quarters.
To maximize your learning experience, you should
plan to stay with a program for its entire duration.
If your program doesn't last all year, you should
plan ahead of time for the other quarters.
Have a back-up plan, just in case a program doesn't work
well for you, or if it is already full when you try to register.
+
For details on study abroad, visit
evergreen.edu/studyabroad or contact
Michael Clifthorne at clifthom@evergreen.edu.
+
Some programs have extra expenses; contact
financial aid early to make sure you are covered.
+ Attend an Academic Fair, a quarterly gathering of faculty
and students to share information on upcoming programs.
Fields of Study: Business and management
Class Standing: Junior- Senior
Prerequisites: Intermediate experience in accounting, finance
(eight credits or equivalent). economics (four credits or equivalent),
and entrepreneurship within a class or work setting, as well as
knowledge up through the second year of high school algebra .
Preparatory for studies and careers in business and government,
graduate schools in business administration or public administration.
Faculty: Zoe Van Schyndel and Glenn Land ram
Students will develop the skills and insight needed to conduct and
understand the relationship between business and society and how
business practices such as innovation, sustainability, management,
and leadership influence outcomes. Specific examples of sustainable
and unsustainable business practices will be analyzed.
Work in this program will expand students' skills in accounting,
finance, economics, and entrepreneurship and will provide
foundational learning in basic leadership, ethics, corporate finance,
financial statement and ratio analysis, and the concept of time value
of money. Students will also cover forecasting, linear programming,
decision analysis using tree diagrams, and queuing theory from the
field of management science:
Through seminar texts, independent research, movies, speakers,
field trips, business simulations, and student presentations, students
will examine business and finance from a variety of viewpoints.
Seminar texts include books representing innovation, management
science, finance, statistics, marketing, ethics, management, and other
disciplines. We will read Goldratt and Cox's The Goal, Scott Shane's
Illusions of Entrepreneurship, and Malcolm Gladwell's Outliers.
During winter, students will work in small groups on formally
proposed, extensive independent projects focusing on improving
their research skills. They will be required to analyze and critique a
compelling problem or issue focused on our primary themes of
sustainable, successful businesses. The research includes a term paper
and will conclude with a multimedia presentation of the student's
findings to the rest of the program. In the spring, students will work in
small groups on an exercise that simulates a real-world business.
Students leaving this program should be better equipped to
work with financial data and procedures in the conduct of business
and public policy. They should also be better prepared for the
quantitative requirements in business and government.
Credits: 16
Enrollment: 50
Adventure Travel and Ecotourism:
The Businesses and Their History
Fall 2015 quarter
Fields of Study: Business and management, environmental
studies and history
Class Standing: Junior- Senior
Preparatory for studies and careers in adventure travel,
• ' ecotourism, history (environmental and cultural), business,
environmental studies, cultural studies, and writing.
Faculty: Robert Smurr
This program will examine the history, development, and
business policies of the adventure travel and ecotourism industries.
The United States introduced this new sphere of tourism to the
international community in 1969, when three American climbers
created the world's first adventure travel company, Mountain Trave1,
which took eager clients to the Himalayas. This company, and the
thousands that soon followed worldwide, tapped into many tourists'
desire for more adventurous trips. Trekking, rafting, and climbing,
most often in foreign countries, all became hallmarks of this new type
of tourism. Exploring distinct cultures and diverse peoples in more
natural settings, especially those far removed from cities, created an
explosion of opportunities in the tourism business worldwide.
In addition to learning the history and economic power of these
industries, we will also examine specific business models in the
program. All students, for example, will create at least two plans:
the first will be a dream adventure travel destinetion; the second will
be a dream ecotourism destination. Since each student will be t,he
"owner" of a new adventure tra vel or ecotourism business for a period
of this program, dream trips will need to make economic sense. You
will need to understand your client base, their income, their desires,
and your company's specia l skills. Several guest speakers with long
histories in adventure travel and ecotourism will give us added
insight, as will numerous field trips.
'
Credits: 16
Enrollment: 25
Required Fees: $300 for entrance fees, overnight field trips; and - •
supplies.
Programs I 25
24 I Programs
African/American: Reading and Writing Tricksters
Against All Odds: The African American Experience
Anthrozoology
Art and Archive
Winter 2016 quarter
Spring 2016 quarter
Wint er 2016 quarter
Fall 2015
Fields of Study: African American studies, American studies and
cultural studies
Glass Standing: Junior- Senior
Preparatory for studies and careers in humanities and teaching.
Faculty: Chico Herbison
"Interpreter, storyteller; and transformer, the trickster is a master
Fields of Study: African American studies, cultural studies,
literature and sociology
Cla ss St anding: Freshman- Senior
Preparatory for studies and careers in African American studies,
cultural studies, teaching and education, and graduate-level
studies in the humanities.
Faculty: Kabby Mitchell
of borders and exchange, injecting multiple perspectives
to challenge all that is stultifying, stratified, bland, or
prescriptive." Jeanne Rosier Smith, Writing Tricksters: Mythic
Gambols in American Ethnic Literature
This program will explore the forms, functions, and social,
cultural, and historical evolution of African-American tricksterism.
We will investigate the ways in wh ich 20th- and 21st-century AfricanAmerican artists have served as tricksters within an age-old cultural
tradition and, in the process, have helped develop one of the few
aesthetics capable of addressing the multivalent, polycultural
realities of life in the contemporary United States.
This program is designed for students seeking to study American
culture in general, and African-American culture in particular. Our
primary texts will include fiction by Toni Morrison and Percival Everett,
the films of Spike Lee, the stand-up comedy of Richard Pryor and
Dave Chappelle, the music of Tupac/2Pac/Makaveli, and the athletic
and verbal wizardry of Muhammad Ali. These artists, among others,
have employed their storytelling and other gifts consistently and
powerfully to "shake things up, splinter the monologic, shatter the
hierarchies ...proliferate, disrupting tradition and mediating change"
(Smith) and thus have challenged America to gaze beyond racial,
gender, and other binaries.
Program activities will include lectures/presentations, workshops,
film screenings, and two weekly seminars devoted to close readings
of literature, music, and other texts. In addition to short weekly
writing assignments, there will be a final project (most likely a
research paper with an optional creative component). Field trips may
include museum visits, off-campus films, and music venues.
Credits: 16
Enrollment: 25
Required Fees: $50 for field trips
_..>
'
How did Black women and men, of many different cultures
and ages, succeed against all odds? How did they move from
the master narrative to their own agency? Where did they find
the insurmountable courage to deconstruct and reconstruct their
lives? In this program, students will participate in an inquiry-based
exploration of the resiliency, efficacy, and longevity of the lives and
legacies of selected Black women and men from Ancient Egypt to
present-day African Americans. Our exploration will use the lenses
of Ancient Egyptian studies, African, Africlln-American and AfroDisaporic history, dance history, and popular culture to investigate
these women's and men's lives with cultural contextualization.
Credits: 16
Enrollment: 24
quarter ~
Fie lds of Study: Art history, media arts, media studies, vi~ual arts
and writing
• '
Class Standing: Junior - Senior
Prerequisites: Students must have successfully completed at least
2 quarters in an interdisciplinary arts and/or humanities program or
its equivalent; this program will not include skill-based instruction,
so students working on projects in these areas are expected to
have prior college-leve l experience. Students must have upper
Why do humans keep pets and at the same t ime raise animals ,
division academic writing, reading and critical thinking skills.
for food? What are the psychological and moral complexities that ,-)'
Preparatory for studi es and careers in visual and media arts,
characterize our relationships with animals? What is the impact of
art history, museum and curatorial studies, and the humanities.
human-animal interactions on the health and well-being of people
Faculty: Julia Zay
and animals? How do we assess the relative welfare of animals under
We are living in the archive. The 21st century, age of the
a variety of circumstances? Th is program is an interdisciplinary study
of human (anthro) and animal (zoo) interaction. This topic of inquiry
digital and of infinite information horizons, offers particularly fertile
conditions for future artists, writers,_curators, and educators to meet,
will be used to study general biology, evolutionary biology, zoology,
collaborate, and reinvent their identities as cultural work~rs, merT)ory
anthropology, and philosophy. Through field trips, guest speakers,
agents, and experimental pedagogues. This program is designed
reading, writing, and discussion, students will become familiar with
to support students in the arts and humanities who are interested in
the multiple and often paradoxical ways we relate to companion
animals, animals for sport, zoo animals, wildlife, research animals,
forging a practice that combines creative and critical engagement
and food animals. We will use our collective experiences, along with
with questions of memory, the writing of history, the document and
science-based and value-based approaches, to critically examine the
the object, the history of exhibition and display, the gallery, museum,
and archive.
ever-changing role of animals in society.
We will begin the quarter by focusing on the process of animal
We will investigate the ways that cult~ral institutions, including
domestication in different cultures from an evolutionary and
museums, ethnographic films, and documentary photography
have written "official" histories; our own creative experiments
historical perspective. Through the formal study of animal ethics,
students will also become familiar with different philosophical
will be directed toward critiquing and intervening in these visual
narratives by working closely with archival materials. Our studios
positions on the use of animals. Physiology and neuroscience will be
used to investigate the physical and mental lives of animals, while
and laboratori es will often be museums antl archives; we will visit
simultaneously exploring domestic animal behavior. Students will
museums in Seattle and Portland, and we will spend time a~most
explore the biological basis and psychological aspects of the humanevery week in a local archive, getting to know the Washington State
Archives here in Olympia as artist-researchers.
animal bond. They will then study the science of animal welfare
and complete a final project in which they will apply their scientific
This is an advanced program for students who are looking to
and ethical knowledge to a controversial and contemporary animal
develop their own research-based artistic practice and who want
welfare question. Students will finish the quarter w ith a multiple-day
to pursue small -scale individual or ~ollaborati ve projects within
trip to University of British Columbia, where they w ill visit with faculty
the context of a program structured around supporting that work
and students doing active research in animal welfare science.
through lecture/ screenings, presentations, weekly writing workshop
Students will be expected to read primary literature in
and project critique, and seminars on common readings. Students
such diverse fields as animal science, ethology, neurobiology,
will plan independent work for the quarter under faculty guidance.
sociobiology, anthropology, and philosophy. Student success in this
Students will also share in leading class sessions that may include
program will depend on comm itment to in-depth understanding of
regular work-in-progress presentations, seminar facilitation, and
complex topics and an ability to combine empirical knowledge and
other presentations of research related to program themes. Projects
philosophical reflection.
supported: critical/ creative writing (we will do our best to blur the
line between these), non -traditional writing for the moving image
Faculty signature. Students need to contact the instructor by
and performance, video and film, photography, and other visual arts.
ema il and provide a short paragraph detailing their relevant
Credits: 16
academic preparedness in program topics.
Enrollment: 25
Credits: 16
Req uired Fees: $180 for entrance fees and an overn ight field trip.
Enrollment: 24
Required Fees: $100 for an overnight field trip to an animal
welfare research center.
Fi elds of Study: Anthropology, biology, consciousness studies,
cultural studies, philosophy of science, physiology, psychology
and zoology
Class Standing: Freshman- Senior
Preparatory for studies and careers in biology, neuroscience,
anthropology, animal welfare, and veterinary medicine.
Faculty: MLchael Pares
Programs I 27
26 I Programs
The Art of Counseling
The Art of Living Consciously
"As Real as Rain": The Blues and American Culture
Fall 2015 quarter
Spring 2016 quarter
Fields of Study: Consciousness studies, health and psychology
Clas~ Standing: Junior- Senior
Preparatory for studies and careers in psychology, health and
human services.
Faculty: Mukti Khanna
Fields of Study: Aesthetics, consciousness studies and sociology
Class Standing: Freshman- Senior
Preparatory for studies and careers in sociology; consciousness
studies, and aesthetics.
Faculty: Terry Setter, Cynthia Kennedy and Bill Arney
Fields of Study: African American studies, American studies,
cultural studies, music and writing
Class Standing: Junior- Senior
Preparatory for studies and careers in humanities and education.
Faculty: Chico Herbison and Andrew Buchman
This upper-division program will focus on both theory and
practice in the field of psychology related to counseling for
individuals, groups, and communities. The program will also focus
on applications of social justice multicultural counseling work in the
mental health field through theoretical readings and case studies.
Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, behavioral, humanistic, and transpersonal paradigms in
psychology. Students will develop paraprofessional counseling skills
based on peer counseling, energy psychology, and expressive arts
therapy models of practice. Mindfulness and somatic practices will
be explored in terms of developing presence as a counselor, therapeutic skills, and understanding interpersonal dynamics in counseling situations.
Modes of instructions will include seminars, counseling labs,
workshops, assessments, and theoretical projects.
"The art of living" is an ancient concept, one that has always
suggested that by being educated correctly one could come to
live consciously and conscientiously, attentively, and with a sense
of purpose. "Correct" education required both education of the
mind and education of the body. One cultivated the mind through
philosophical discussion with elders and masters who also prescribed
appropriate practices for the body. This program will begin by
contrasting "the art of living" and its characteristic effort to refine life
by cutting away the unnecessary in favor of the Good, with modern
life that constantly seeks to expand one's choices, options, and
alternatives, all of which tend to distract our attention from our "true"
purpose. Among other practices, we will study walking, reading, and
writing: walking as political (e.g., protest marches), aesthetic (the
"dandy"). and ascetic (pilgrimage) activity; reading not as information
acquisition or entertainment but, as many religions do, as a practice
of discernment of wisdom; writing not to express oneself or to find
one's voice, but as a dedicated effort to find words to help one
appreciate and understand embodied experience. We will explore
questions about values in life as well as the writings of authors such
as C. G. Jung, Ivan lllich, and Joanna Macy.
We will explore ways people have used resources and practices,
personal to global, to craft richer, more meaningful lives. We will have
weekly workshops in movement and somatic practices as well as an
overnight retreat to build program cohesion and explore new skills.
During the term, students will work collaboratively to create responses
to our program materials. They will also conduct independent research
on a topic of their choosing, related to the program content; this
project will account for up to half of the awarded credit.
Winter 2016 quarter
Credits: 16
Enrollment: 25
Required Fees: $80 for expressive arts therapy supplies and
tuition for Tai Ji workshop for developing focus and presence as a
counselor and learning about East-West psychology.
Credits: 16
Enrollment: 72
Required Fees: $110 for an overnight field trip, tickets, and supplies.
"The blues is no joke. The blues is real as rain." David Ritz
This program is 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). We will examine its impact
on American culture and apply a blues theory of aesthetics to U.S.
literature in general, and African American literature in particular.
Our primary written text will be, Write Me a Few of Your Lines: A
Blues Reader. Additional written texts will include biographical and
autobiographical selections, fiction, poetry (including lyrics). and
scholarly articles on the blues. Weekly film screenings will include a
range of fiction works and documentaries such as Scorsese's critically
acclaimed series, The Blues: A Musical Journey. Finally, there will
be extensive listening assignments that will provide the soundtrack
for our journey from Africa to the southern U.S., to the urban North,
throughout our nation, and across the globe.
We will devote two weekly seminars to close readings of
written texts, films, 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: 50
Required Fees: $250 for a three-day field trip to a blues festival.
Astronomy and Cosmologies
Spring 2016 quarter
__.>
Fields of Study: Astronomy, history, philosophy and physics
Class Standing: Sophomore- Senior
Prerequisites: Proficiency with algebra; strong reading and
writing skills.
Preparatory for studies and careers in astronomy, physics, mythology,
education, natural sciences, history, and philosophy of science.
Faculty: EJ Zita
Our goal in this program is to learn beginning to intermediate
astronomy through lectures, discussions, interactive workshops, and
observation using the naked eye, binoculars, and telescopes. We
will learn about the evolution and structure of our universe and its
celestial bodies. Students will build and take home astronomical
tools such as spectrometers and position finders. Students will also
research a topic of interest via observations and reading and share
their research with classmates.
In our seminars, we will discuss the idea of cosmologies: how
people across cultures and throughout history have understood,
modeled, and ordered the universe they perceived. We will study
creation stories and worldviews, from those of ancient peoples to
modern astrophysicists. Students will meet in small teams for preseminar discussion and write essays and responses to the readings.
Students taking this program must be willing to work in teams
and use computers for online assignments. They are invited to help
organize an observation field trip to regions with clear skies.
Credits: 16
Enrollment: 25
Atoms, Molecules, and Reactions
Fall 2015, Winter 2<?,16 and Spring 2016 quarters
Fields of Study: Chemistry and physics
Class Standing: Sophomore- Senior
Prerequisites: One year of college-level general chemistry, ability
to work problems in integral and differential calculus, and at least
one quarter of college-level physics.
Preparatory for studies and careers in chemistry, chemical
engineering, engineering, chemical physics, physics, medicine,
biochemistry, and teaching.
Faculty: Rebecca Sunderman
This is a yearlong, upper-division science program in the field of
chemistry. In previous chemistry work, you learned what the atomic
orbital shapes were . In this program, you will explore how we know
their shape. In previous chemistry work, you learned what a conductor
was. In this program, you will examine the solid-state structural
characteristics that indicate a materiaL is a potential conductor. You
will explore the "But why?" of chemistry by examining topics in
thermodynamics, quantum mechanics, kinetics, advanced fr10rgani~
chemistry, and materials chemistry. Many of the topics require a
strong mathematical foundation and comfort with calculus applications. Application of upper-division linear algebra and differential
equations will be taught in conjunction with the chemistry content
of this program.
Lectures, workshops, labs, group projects, seminars, homework,
essays, field trips, and community interaction events will all be utilized
to study the laws of thermodynamics, enthalpy, entropy, chemical
potential, phase diagrams, Gibbs free energy, reaction spontaneity,
solid-state structure, bonding theories, point group symmetry,
applications of symmetry, transition metal C'bmplexes, materials
synthesis, electronic and magnetic properties of materials, Maxw.ell
relations, the Schrodinger equation, atomic and molecular energy
levels, electronic structure of atoms and molecules, spectroscopy,
unimolecular kinetics, biomolecular kinetics, and current kinetic
theories. Advanced laboratory work will take place each quarter and
includes three main focuses: instrumentation, experimental design
and research, and structured experimentation work. Additional focus
on scientific writing, scientific ethics, and societal issues connected
to science will be incorporated throughout the year.
Accepts winter and spring enrollment with signature.
In addition to meeting the prerequisites for the general AMR
program, students joining in the winter and spring must meet
~ith Rebecca Sunderman to determine if they are prepared to join
a continuing program as content from fall and winter will continue
to be utilized.
Credits: 16
Enrollment: 25
Required Fees: $50 in fall, $40 in winter, and $30 in spring for
symposium registration and entrance fees.
A similar program is expected to be offered in 2017-2018.
28 I Programs
Beethoven, Blake, and the Sounds of Revolution
Programs I 29
Beyond the Binary in Science and the Arts
Biodiversity Studies in Argentina
Biogeochemistry: Microbes, Rocks, and Soils
Spring 2016 quarter
Spring 2016 quarter
Fall 2015 quarter
Fall 2015 and Winter 2016 quarters
Fields of Study: Literature, music and writing
Class Standing: Sophomore- Senior
Prepar"atory for studies and careers in literature, poetics,
performance, writing, and music.
Faculty: Leonard Schwartz and Andrea Gullickson
Fields of Study: American studies, biology, cultural studies and
gender and women's studies
Class Standing: Freshman -Sophomore
Preparatory for studies and careers in biology, evolutionary
biology, the humanities, and environmental studies.
Faculty: Chico Herbison and Amy Cook
Fields of Study: Biology, botany, ecology, environmental studies,
field studies, language studies, marine science, natural history,
study abroad and zoology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in field biology,
conservation, and Latin American studies.
Faculty: Erik Thuesen
Ideas matter. Words and music are powerful; they can profoundly
alter how we view ourselves, everything outside ourselves, and the
intersection of the two. What can the works of composer Ludwig
van Beethoven and poet William Blake teach us about the power of
imagination and the possibilities of human freedom? Through close
listening and reading, we will study the textures of their work in the
context of the 19th century, as well as consider several of their late
19th-century inheritors and 20th-century transformers and critics:
in poetry, the experimental formalism of Gertrude Stein and Louis
Zukofsky ("upper level music, lower level speech"); and in music,
the compositions of Richard Wagner, Gustav Mahler, and Arnold
Schoenberg. Other readings will include Nietzsche's The Birth
of Tragedy Out of The Spirit of Music, Georg Buchner's Lenz, and
Adalbert Stifter's Rock Crystal, as well as essays by Maynard Solomon,
Richard Taruskin, Edward Said , and Theodore Adorno. Particular
works of Beethoven to be considered are the 9th Symphony and the
opera Fidelia, as well as Blake's "The Marriage of Heaven and Hell."
-credits: 16
Enrollment: 50
Required Fees: $50 for entrance fees.
This program will explore issues of identity and our tendency
to see the world in binary (that is, "either/or") terms. We all rely,
in varying degrees, on certain categories and labels to help us
understand ourselves and our environment. What if those categories
blurred or merged and we began to see plants, animals, and people
in "and/both" terms rather than "either/or" fashion? What does it
mean to be "black and white" or "male and female" or "human
and machine"? One of the goals of this program is to expose flaws
in binary forms of thinking and analysis and, in the process, help
students question the very foundations of what is considered normal
in our world.
The sciences, the arts, and popular culture will be our primary
investigative tools. Topics for exploration will include race, biology,
and genetics; the fusion of human and machine (cyborgs, artificial
intelligence, implants, and prostheses); diversity, gender, and
sexuality in nature (for example, marine invertebrates that have
both male and female sex organs or transgender expression among
hummingbirds); how mixed-race and transgender identities help
challenge the mythologies of race and gender; and what cinematic
representations of vampires, monsters, and aliens can teach us about
the meanings of "human" and other topics.
Our learning goals will include development of analytical/critical
thinking, reading, and writing skills; communication skills; and the
ability to work across disciplines and differences. Weekly activities
will include lectures/presentations, labs, workshops, film screenings,
and seminars. Students will be required to submit weekly lab reports
and seminar assignments, maintain an Identity Journal, and produce
and present a final project.
Credits: 16
Enrollment: 40
In the 19th century, well-known European scientists such as
Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought
their knowledge of the flora and fauna back to Europe. The marine,
desert, and alpine environments of the Southern Cone harbor flora
and fauna are very different from similar environments in North
America. In this two-quarter program, we will carry out intensive
natural history studies of the unique organisms and ecosystems of
Argentina, focusing on those of Patagonia. After an introductory
week in Olympia at the start of fall quarter, the study-abroad portion
of the program will commence with a four-week intensive study of
Spanish language in Buenos Aires, which will prepare us for our
travels and studies in Argentina during fall and winter quarters.
We will read primary literature articles related to the biodiversity
of Argentina, and each student will be responsible for presenting
different topics during weekly seminars. We will begin to study the
flora and fauna of the Southern Cone through preliminary readings,
lectures, and classwork in Buenos Aires. We will take a short trip
to the subtropical province of Misiones, then move to the coastal
and mountain regions of Patagonia where we will study the area's
natural history, beginning with field studies on the Atlantic coast,
and then moving to the Andean Lakes District, taking advantage of
the progressively warmer weathe·r of the austral spring. Students will
conduct formal field exercises and keep field notebooks detailing
their work and observations.
During winter quarter (summer in the Southern Hemisphere),
students will reinforce their language skills with two weeks of intensive
Spanish studies in Patagonia, examine montane habitats, and
then work in small groups on focused projects examining topics of
biodiversity. It will be possible to conduct more focused studies on
specific ecosystems or organisms, including those of southern parts
of Patagonia. Clear project goals, reading lists, timelines, etc., will be
developed during fall quarter in order to ensure successful projects
in winter quarter. Examples of individual/small group projects include
comparisons of plant/animal biodiversity between coastal, desert,
and alpine zones; comparative studies on the impacts of ecotourism
activities on biodiversity; and examining community composition of
intertidal habitats along a gradient from north to south, among others.
Faculty signature. Students must complete an application survey
available from the faculty. Applications received by the Academic
Fair, May 13, 2015, will be given priority. Qualified students will
be accepted until the program fills. This program does not accept
winter enrollment.
Credits: 16
Enrollment: 20
Study Abroad: The student fee for this program is $5,850.
This covers most lodging, 50% of food, and most in-country
transportation. The student fee does not cover airfare, short-distance
local transportation, and lodging/food/travel/homestay during
breaks and 4 weeks while students are conducting projects. These
additional costs are approximately $3,100. The total estimated cost
is $8,950. Because of the low cost of living in Latin America, the costs
of participating in this program will be roughly the same as living
in Olympia. A nonrefundable deposit of $600 is due by August 1,
2015. Final payment deadline is September 10, 2015. For details
on study abroad, visit evergreen.edu/studyabroad or contact
Michael Clifthorne at clifthorn@evergreen.edu .
Fields of Study: Biochemistry, biology, chemistry, environmental
studies, field studies and geology
~ ,
Class Standing: Sophomore- Senior
Prerequisites: Previous college-level study required in geology
(one quarter), mathematics (one quarter), chemistry (one year) and
biology with a molecular emphasis (one year).
Preparatory for studies and careers in geology, chemistry,
microbiology, molecular biology, biochemistry, environmental
analysis, and environmental fieldwork.
' Faculty: Andrew Brabban and Abir Biswas
This upper-division science program will examine the interplay
between the biological and chemical processes of the Earth's
hydrosphere and lithosphere. Many environmental processes occur as
a result of specific microbial processes that are intrinsically controlled
by the substrate (geology) and the geochemical parameters (redox,
pH), making these studies inherently interdisciplinary.
Over the quarter, we will investigate biotic and abiotic controls'
on the cycling of important elements (specifically key biological and
chemical elements of carbon, nitrogen, iron, etc., and elements
we often consider toxic such as arsenic and heavy metals) in
both "pristine" and polluted systems, and in aerobic to anaerobic
systems. Students will cover topics in environmental microbiology
examining the roles microorganisms play in the environment, their
metabolism, and the broad diversity of the ecosystems they occupy.
Likewise, students will cover topics in geochemistry and geobiology
examining the role of microbes in element cycling at the Earth's
surface. Laboratory work will focus on both classical microbiological
methods, as well as newer biochemical and molecular procedures to
determine the biodiversity of soil and water samples and the activity
of specific organisms within an ecosystem. In addition, students will
learn field sampling techniques, collect soil and/or water samples in
the field during day trips, and conduct relevant geochemical analyses
in the laboratory to elucidate element cycles. Weekly seminars and
student presentations discussing recent research from the primary
literature will be important components of'the program.
Credits: 16
Enrollment: 50
-----· ~
30 I Programs
Bodies That Matter
-
..-.>
Programs I 31
Botany: Plants and People
The Business of Art: Earning a Living as an Artist
Fall 2015 and Winter 2016 quarters
Fall 2015 and Winter 2016 quarters
Fall 2015 and Winter 2016 quarters
Fields of Study: Anthropology, biology, gender and women's
studies, health, physiology, psychology and sociology
Clas5 Standing: Freshman -Sophomore
Preparatory for studies and careers in psychology, biology, health
sciences, anthropology, sociology, science, and technology studies.
Faculty: Carolyn Prouty, Laura Citrin and Rita Pougiales
Fields of Study: Botany, cultural studies, field studies, natural
history and writing
Class Standing: Freshman- Senior
.
Preparatory for studies and careers in conservation, ecological
agriculture, ecological restoration, forestry, natural resource
management, plant ecology, and plant taxonomy.
Faculty: Frederica Bowcutt
Fields of Study: Business and management, economics, music,
theater and visual arts
Class Standing: Freshman- Sophomore
Preparatory for studies and careers in business, finance, economics,
nonprofit and arts management, performing arts, visual arts.
Faculty: Andrew Buchman and John Filmer
Bodies are tangible; they have form and substance, a materiality
that we can perceive, sense, and touch. Bodies, too, can sense and
feel the world they inhabit, the heat of the sun, the pain of a thorn,
the coolness of water, the slap of an insult, the jolt from a pleasant
surprise. Bodies are organisms that grow, change, and die. It is within
these bodies that we experience what we call a life. And yet, bodies
are also signs; like a text, we learn to read (and misread) our body
and the bodies of others. The color, size, age, and sex of a body
(among other features) are computed to determine meaning and
value. Some bodies matter in our cultural, political, historical field
more than others; some bodies are prized and imitated.
The body, in its psychological, biological, and social realms, will
be at the center of our study. We will investigate the knowledge
we have created about the body and how that knowledge relates
to broader cultural, historical, environmental, and political forces.
Our study will integrate current research and scholarship from the
fields of psychology, biology, anthropology, feminist epistemology
and philosophy, public health, literature, and sociology. We will study
introductory anatomy and physiology, the basics of how our bodies
work, in order to know something about the physical matter of which
our bodies are comprised, and concepts in public health that help
us to understand the contexts which determine health and illness.
Our work in social psychology will examine the everyday interplay
between embodied individuals and the social world in which we live,
move, think, emote, and act. Through anthropological, sociological,
and feminist lenses, we will examine the history, institutions, and
cultural beliefs that shape how and why bodies are judged to be
healthy or sick, normal or abnormal, beautiful or ugly, virtuous or
deviant, powerful or weak.
In this lower-division program for freshmen and sophomores,
we will pay special attention to nurturing intellectual skills and
sensibilities. In particular, we will help students learn to listen and
observe attentively, do close and critical reading with challenging
texts, contribute clear and well developed writing, make relevant
contributions to seminar discussions, and acquire research and
laboratory skills in biology, social psychology, and anthropology.
Credits: 16
Enrollment: 60
Required Fees: $20 per quarter for entrance fees.
This program focuses on people's relationships with plants for
food, fiber, medicine, and aesthetics. Students will study economic
botany through seminar texts, film, 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 and natural history have played in
colonialism, imperialism, and globalization. Initiatives to foster more
socially just and environmentally sustainable relation!; 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 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 inf<)fmation abo!Jt 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 plants such as mosses, ferns, conifers, and
flowering plants. Students will get hands-on experience studying
plants under microscopes and in the field. Student~ will also learn
how to maintain a detailed and illustrated nature journal to develop
basic plant identification skills of common species.
Credits: 16
Enrollment: 24
Required Fees: $15 in fall for herbology workshop; $30 in winter
for entrance fees and other supplies.
This program is designed for business and arts students with a
strong interest in making a living as an entrepreneur, operating in
the nonprofit art world, or making a career in creative industries, and
bridging the conventional gaps between creativity, business sense,
and social engagement. An artist or entrepreneur who understands
the principles of a well-run organization and can deal effectively
with management issues like economics, finance, business planning,
marketing, negotiating contracts, legal issues such as free speech
and fair use, applying for grants, and strategic planning, we'll find,
is likely to gain more artistic and professional freedom. For-profit
and nonprofit organizations are different, and we want to make sure
students gain knowledge of the vast range of ways they can make a
living in and around the arts. By examining art, music, and theatre
worlds, we will discover structures that help foster vibrant artistic
communities, but also basic business and entrepreneurship pr'inciples
applicable in many other contexts, including the entertainment and
media industries. We'll meet business and nonprofit leaders (often
artists themselves) who bring artists and art lovers together. We'll
cover concepts in economics, gain critical reasoning skills, and learn
about entrepreneurship, how to start a business, and management
as a profession. We'll cover topics like strategic planning, tax
and copyright law, prices and markets, promotion and marketing,
budgeting, fundraising, job-hunting using social media, and working
with employees, customers, and boards of trustees.
Activities in the program will include options for related independent creative work ang, research on working artists, workshops on
how to create and read complex spreadsheets and budgets,.career
counseling, and a rich mix of critical and creative projects, inc1u~ing
a series of visits to local arts organizations and with Evergreen alumni active in many creative endeavors, followed by further research,
analysis, and critiques. Each quarter's work will include an optional
week of travel and study to a big city in the United States: to New
York City during the fall and Los Angeles during the winter. Students
unable to travel can pursue related fieldwork in the Pacific Northwest.
By the end of the program we expect you to have developed prac, ' tical skills in financial literacy and career-building, be able to think
creatively about ways to connect your own artistic and wage-earning
work lives, have an impact on organizations in communities you care
about, acquire firsthand knowledge of a diversity of successful arts
initiatives, and communicate effectively .in the languages of business
and nonprofit administration.
Accepts winter enrollment. We welcome new students, and
will start with some review of fall work. Please read all of T'he
Profitable Artist (on reserve at the library and for sale at the
bookstore), to help you catch up with our work from the fall.
Credits: 16
Enrollment: 40
Required Fees: $1,500 in fall and $1,400 in winter, for travel to
New York City (fall) and Los Angeles (winter}, for a total of $2,900.
The trips are optional, and local fieldwork may be substituted .
Internship Possibilities: Students are welcome to arrange
internships during spring quarter, and must complete an
In-program Internship Learning Contract (designed for this
program) in consultation with the faculty and A.-cademic Advising .
A similar program is expected to be offered in 2017-18.
-~
32 I Programs
~
Caliban and the Witch
Fall 2015 quarter
Fields of Study: Cultural studies, gender and women's studies,
literature, theater and writing
Class St~nding: Freshman -Sophomore
Preparatory for studies and careers in graduate study in the
humanities, writing, and theater.
Faculty: Miranda Mellis, Elizabeth Williamson and Peter Bohmer
How can monsters and witches, figured so closely in relation to
animals both in being. endangered and dangerous, help us think
about climate change, the sixth great extinction we are currently
undergoing, transition, transformation, and adaptation? How might
these-monsters, witches, and climate change-be tied to social
movements, political economy, and social change?
This intensive literature, creative writing, and political economy
program will take up the above questions and others. Students in this
program will learn to read, think, and discourse analytically and will
develop creative and critical writing and research skills through the
study of contemporary and historical relationships between climate
change, inequality, and capitalism. We'll learn about the changes in
the global political economy from the Middle Ages to the present
and its implications for daily life. Pivotal concepts will be introduced
to analyze the past, the present and possible futures through literary
a_nd economic lenses.
Shakespeare's The Tempest-whose anti-hero, Caliban, has
become a symbol of resistance to colonization-will form a core text.
The program title is taken from Silvia Federici's study Caliban and the
Witch, an illuminating analysis of the movements and peoples who
had to be suppressed in order to build the foundations of modern
capitalism.
Using these two texts as our focal points, students will be
introduced to key concepts in Marxist, feminist, economic, and
post-colonial theory as well as experimental approaches to
contemporary storytelling, including feminist and post-colonial
appropriations. Students will be invited to re-think the politicaleconomic underpinnings of inherited conceptions of space and
knowledge. We'll also consider the dominant role that storms,
droughts, shipwrecks, and other disasters have played in canonical
_and contemporary art, and participate, along with a consortium of
-ether programs in sciences and humanities, in shared curriculum
focused on climate change.
Credits: 16
Enrollment: 60
Programs I 33
Change Agents: Creating Pathways
in Uncertain Times (Tacoma Program)
China: Religion, Folklore, and Arts
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Cultural studies, language studies, religious
studies, study abroad, theater and visual arts
Class Standing: Freshman- Senior
Preparatory for studies and careers in cultural studies, Chinese
studies, religious studies, folklore, theatre, and visual arts.
Faculty: Rose Jang
Fields of Study: Computer science and mathematics
Class Standing: Freshman -Senior
Prerequisites: High school algebra II
Preparatory for studies and careers in computer science,
education, and mathematics.
Faculty: Neal Nelson, Sheryl Shulman and Richard Weiss
With China's_emergence as one of the world's leading political
players and economic powerhouses within the last four decades,
there has been increasing international attention and news coverage
on current Chinese political and economic developments. Today's
China, under a new generation of leadership ushering in many
unprecedented reform programs, remains an enigma for most
Westerners. The program aims to unravel part of that mystery
through study of China's cultural roots and ideological foundations.
We will dig the roots of Chinese culture by probing into Chinese
religion and folklore and examining several different forms of
Chinese artistic activities, including performing arts, visual arts, and
arts of self-cultivation.
The goal of this program is for students to learn the intellectual
concepts and skills that are essential for advanced work in computer
~cience and beneficial for computing work in support of other
d(sciplines. Students will have the opportunity to achieve a deeper
understanding of increasingly complex computing systems by
acquiring knowledge and skills in mathematical abstraction, problem
solving, and the organization and analysis of hardware and software
systems. The program covers material such as algorithms, data
structures, computer organization and architecture, logic, discrete
mathematics, and programming in the context of the liberal arts and
compatible with the model curriculum developed by the Assotiation '
for Computing Machinery's Liberal Arts Computer Science
Consortium.
Fields of Study: Biology, community studies, cultural studies,
environmental studies, government, law and public policy,
literature, mathematics, political economy and sociology
Class Standing: Junior- Senior
See page 81 for program description and more information.
Chemistry Counts!
Spring 2016 quarter
Fields of Study: Chemistry
Class Standing: Freshman -Senior
Preparatory for studies and careers in general chemistry,
environmental sciences, and natural sciences.
Faculty: Dharshi Bopegedera
This program will explore topics in chemistry at the introductory
level. It is designed for students who are eager to gain an
understanding of chemistry so that they can pursue further studies
at the general chemistry level and for those seeking to broaden
their liberal arts education. Program activities will include lectures,
workshops, and laboratory experiments.
We will begin the study of introductory chemistry by exploring
the structure of the atom and the nature of the chemical bond and
proceed towards an understanding of molecular geometry. This will
lead us to discussions of the periodic table, chemical reactions, mole
concepts, and stoichiometry. In the laboratory, we will develop bench
skills and lab techniques. In particular, we will focus on measurements,
preparing solutions, titrations, and spectroscopy while learning
how to use spreadsheet software for data collection and analysis.
In chemistry workshops, students will work in small groups to solve
problems that further their understanding of the topics covered in
lectures. Collaborative learning will be expected and emphasized
although students will be responsible for their individual work.
Students will have the opportunity to do an independent project
to demonstrate their understanding of chemistry by developing a
hands-on lab activity to teach chemistry and math concepts to
middle school children. Students will present these activities at the
annual Evergreen Science Carnival.
Credits: 16
Enrollment: 25
Fall 2015, Winter 2016 and Spring 2016 quarters
In fall quarter, we will study the religions and folk culture of China.
We will examine the formal histories and primary tenets of Chinese
"Three Teachings": Confucianism, Daoism, and Buddhism. Mythology,
fairy tales, and fantasies, transmitted either orally or in written texts,
will also inform our study as symbolic expressions of spiritual forces
and religious aspirations within the cultural psyche. The combined
energy of official and popular religions, spiritual and "superstitious"
practices, folk and secular act'ivities, with their literary and visual
manifestations, has affected Chinese society and political structure
over centuries. By reading translated texts and viewing different
religious and cultural activities on film, we will try to discover and
dissect the interlocked relationships between religion, spirituality,
philosophy, and folk culture in the Chinese contexts.
In winter quarter, we will focus on the arts of China, both
traditional and modern. Chinese arts have long been a necessary
vessel for the outpouring of spiritual and folk energy from all facets
of Chinese life and society. We will read Chinese literature and drama
that grew from the repertoire of popular stories, study Chinese
theatre as a continuation of Chinese storytelling and acrobatic
traditions, and delve into the spiritual core of Chinese visual arts.
Students will read texts as well as engage in movement workshops
and artistic experiments which connect cultural studies with practical,
hands-on exercises.
In spring quarter, the faculty will take interested students to
China. These students will study Chinese performing arts in one of
the most prestigious theatre schools in Beijing for four weeks, and
spend two more weeks traveling to the south to continue exploring
Chinese culture with a focus on religion, spirituality, and folk culture.
Students who do not go to China will conduct independent research
projects on Evergreen's campus.
A Chinese language class will be embedded within the program.
Students traveling to China will continue to study Chinese language
at the institutions we will visit and through daily functions and
encounters, which will provide incentives and opportunities for
further language study.
Credits: 16
Enrollment: 24
Study Abroad: Students have the opportunity to travel to China
for six weeks during spring quarter; approximately $5,000. For
details on study abroad, visit evergreen.edu/studyabroad or
contact Michael Clifthorne at clifthom@evergreen.edu.
Required Fees: $40 in winter and spring for admission to
museums and performances.
Computer Science Foundations
Fall 2015, Winter 2016 and Spring 2016 quarters
The program content will be organized around four interwoven
themes. The computational organization theme covers concepts and
structures of computing systems from digital logic to the computer
architecture and assembly language 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.
We will explore these themes throughout the year through'
lectures, programming labs, workshops, and seminars.
Accepts winter and spring enrollment with faculty signature.
Students must have completed coursework equivalent to
the program's previous quarter(s). In the winter quarter,
students must have completed the equival~nt of at least one
quarter of computer programming and must demonstrate
strong mathematical skills in precalculus or calculus. In the
spring, students must have completed coursework in discrete
mathematics, computer programming, and digital logic or
computer organization. Contact the faculty at the Academic Feir
or email faculty member Sheryl Shulman (sherri@evergreen.edu).
Credits: 16
Enrollment: 50
·--=-- --,.,._
Programs I 35
34 I Programs
Contemporary Native American Art
in Cultural and Historical Contexts
Crisis and Transformation in the U.S.:
Political Economy, Social Movements, and ~edia
Culture and Violence
Dangerous Reading: Readings in the History of Ideas
Fall 2015 and Winter 2016 quarters
Fall 2015 and Winter 2016 quarters
Fall 2015 quarter
Winter 2016 quarter
Fields of Study: Cultural studies, international studies, literature
and political science
Class Standing: Freshman- Senior
Preparatory for studies and careers in international politics,
Latin American studies, Middle East studies, cultural politics, and
literature.
Faculty: Steven Niva and Catalina Ocampo
Fields of Study: History, literature, philosophy and writing
Class Standing: Freshman
Preparatory for studies and careers in any field that demands
high-level skills in reading and writing; careers in the humanities,
and writing.
Faculty: Stacey Davis and Leonard Schwartz
Fields of Study: Native American studies, aesthetics, art history,
history ~nd writing
Class Standing: Sophomore- Senior
Preparatory for studies and careers in Native American art history,
Indigenous art criticism, museum education, and curatorial studies
with a special focus on institutions with Indigenous art collections or
an interest in building collections in Contemporary Native American
Art, Native American -history, and cultural studies with a particular
emphasis on preparing students to do graduate work. Also designed
to serve the needs of emerging Indigenous artists who wish to gain
an understanding of a number of the theories and paradigms that
have shaped the work of Indigenous artists over the last 55 years.
Faculty: Frances V. Rains and Gail Tremblay
~
-.
~
. This program will examine the work of Indigenous artists in North
America who have helped define the Contemporary Native American
Art movement since the 1960s and will trace the movement's evolution through 2015. Beginning with an examination of works by seminal
artists like Alan Houser, Oscar Howe, Fritz Scholder, and Helen Hardin, who transformed American Indian art, students will explore the
way that these artists and the Indigenous artists who came after them
became an innovative force that redefined the place of American lnaian/First Nations artists in the global art world. We will analyze the
way these various generations of artists have created movements in
the Americas that have challenged anthropological and colonial paradigms that define aesthetically exquisite objects made by Indigenous
peoples as artifacts to be studied in an ethnographic context rather
than as works of fine art. We will look at the way the art/craft divide
in European and American settler art discourse has affected the way
Indigenous art has been defined. Through detailed analyses, students
will critically reflect on not only the aesthetic principles inherent in
Indigenous artwork, but also on the historical and cultural contexts
which inform the artists of the Contemporary Native American Art
movement. Finally, students will learn how to look at, interpret, understand, and write about the works of contemporary Indigenous artists
in the U.S. and Canada.
Credits: 16
- Enrollment: 50
-Required Fees: $275 for entrance fees and supplies.
Fields of Study: Communications, history, media studies, political
economy, political science and sociology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in history, the social
sciences, media, teaching, and informed citizenship.
Faculty: Jeanne Hahn and Paul McMillin
While crises are often seen as rough times, unexpectedly and
temporarily interrupting what is taken as normal, we will study
them as aspects of fundamental change and restructuring resulting
in opportunities for some and reversals for others, often setting in
motion a new political-economic trajectory.
For many, the economic and political crisis of the past decade was
their first experience with a relatively sudden and severe economic
downturn in which political priorities are restructured and outcomes
uncertain. Similarly, for many, Occupy was their first experience of
a mass opposition movement. These were not new phenomena in
the United States. We will place our current crisis in historical and
theoretical context through the examination of fou~ periods of
political-economic crisis and transformation, focusing on political
economy, social movements, and the media. Two are well known:
our current crisis and the deep depression that bridged the close of
World War I to the opening of World War II. Another largely forgotten
period is the Great Depression of the late 19th century, out of which
emerged a modern industrialized United States. Additionally, we
will investigate the first crisis, spanning the end of the Revolutionary
War through the ratification of the Constitution. Each period was
characterized by economic crisis and social upheaval, ultimately
resulting in a transformation of U.S. capitalism.
The crisis of U.S. journalism and the media with their growing
potential to reach a large population will be placed in historical and
theoretical context. We will study the way critical junctures in the
evolution of the media (the advent of the newspaper, telegraph,
radio, and Internet) coincided with the major crises of capitalism,
how and when the media served the interests of the powerful, and
how and when the media served the interests of social movements.
Credits: 16
Enrollment: 50
Periods of war and violence are also periods of immense cultural
production. Those who engage in war and violence often draw upon
and rearrange existing cultures and forms; at other times, they invent
new cultural traditions and forms to legitimate and facilitate their
actions. At the same time, others draw upon resources in the existing
culture or invent new cultural forms to respond to, contest, and resist
war and violence. If war and violence can be made through culture,
they can also be unmade through cultural practices.
This two-quarter program will examine the production of culture
in a variety of wars and violent contexts drawn largely from the Middle
East and Latin America in the 20th and 21st centuries. Utilizing
theoretical perspectives and methods from political science, cultural
studies, and literature, we will examine questions such as: What
forms does violence take? What cultural forms facilitate violence?
What cultural forms are produced by violence? What cultural forms
can respond to or resist war and violence? We will examine diverse
types of war and violence in the modern period, from interstate
war to new forms of warfare and violence. We will focus on case
studies of insurgency, civil war; counterinsurgency, and the "drug
wars" in places such as Guatemala, Colombia, and Mexico, as well
as the U.S. invasion and occupation of Iraq and forms of violence
in Israel-Palestine and Lebanon. In all of these cases, we will study
representations of violence in literature and art, as well as cultural
production and resistance by artists observing and responding to
violence. For example, we will look at how a mayor used performance
to lower rates of urban violence in Bogota, Colombia, how an Iraqi
performance artist used his body to question war, and how a rebelpoet in Chiapas, Mexico, has led a revolution of indigenous peasants
largely through literary production.
The primary learning goals of the program include obtaining a
thorough knowledge of cases of war and violence in the present
period; furthering an understanding of cultural production in Latin
America and the Middle East; and developing skills in literary and
artistic interpretation, critical thinking, analytical and creative writing,
and cross-cultural communication.
The program will explore the meaning and practice of violence
through a variety of formats and media, including novels and
testimonies, films and video, and historical and analytical texts.
Exercises and assignments will include class presentations, role-plays,
writing workshops, and analytical papers. The program's objective is
to push us to think more deeply about how violence can transform
cultures and how cultural production can be mobilized to disrupt
cycles of violence. The program will provide a stimulating context for
political and intellectual dialogue and guidance on writing, research
methods, Internet research, and approaches to challenging texts
and ideas.
Credits: 16
Enrollment: 48
What does it mean to read? How does reading shape one's
identity, and how does identity shape how one reads, and what one
fip,ds in those books? In this two-quarter program, we will examine
the intertwined developments of poetry and history, and the
implications of those histories for a theory of reading. What is the
function of the poem, how is it to be heard or read, and how do its
metaphors and syntax shape the very way a people or person might
think and feel? What is the traditional role of the historian, and how
do historians produce texts that authorize their own truth? How do
historical and poetical works, and the various epistemological claims
made in their name, interact in the contemporary moment? What '
is the role of translation in the dissemination of literary texts and
shaping of the historical imagination?
In the past, reading was deadly serious business. In this program,
we'll explore the relationship between illuminated manuscripts,
medieval devotion, and power; how the advent of printed reading
rocked Europe and sparked 100 years of war in the 16th century; links
between political cartoons, scandalous pamphlets, and the terror of
the French Revolution; the ways in which readers in the Romantic
age fashioned a notion of themselves and their visions of a good life
through their readings; and how the advent of post-structuralism in
the 20th century has exploded the way we think oii reading today.
From Homer and Thucydides forward, there has been a,
competition between poetry and history over the right way to read
and remember. Readings will include Thucydides' The Peloponnesian
Wars, Homer's The /liad, Sappho's Poems, Plato's The Republic, and
St. Augustine's Confessions. We will also consider sections of Dante's
Divine Comedy, Montaigne's Essays, and Jean-Jacques Rousseau's
Reveries of a Solitary Walker, as well as, crucially, Marcel Proust's
Swanns Way. We'll delve into the cultural history of reading through
texts such as Robert Darnton's The Great Cat Massacre and Dena
Goodman's Marie Antoinette: Writings on the Body of A Queen.
Contemporary writers and texts to be considered in light of the
double imperatives of history and poetry include Marguerite D~o~ras'
The War, Alice Notley's The Descent of Alette, and Roberto Calasso's
The Marriage of Cadmus and Harmony.
Student activities will focus on reading, writing, and seminar
participation.
Credits: 16
Enrollment: 36
._;___ ......._
36 I Programs
Programs I 37
Eccentricities
Fall 2015 quarter
Fields of Study: Literature and queer studies
Class Standing: Junior- Senior
Prerequisites: So many short college essays under your belt that
you are eager to write longer and more complex essays; passion for
literature; a sense of humor, including a love of parody; readiness to
read about other people's genders and sexualities (with a chance,
but no guarantee, that your own will be represented).
Preparatory for studies and careers in critical and creative writing
and gender and sexuality studies with a focus on literature and
queer theory. This program is also preparatory for Literary Arts
Toolkit (page 47) offered winter and spring quarters.
Faculty: Greg Mullins
Diversity and Multiculturalism:
.Historical and Contemporary Perspectives
Fall 2015 quarter
Fields of Study: American studies, history and political economy
Class Standing: Junior- Senior
Preparatory for studies and careers in social sciences,
humanities, law, and education.
Faculty: Michael Vavrus
~ -.
~
What is it about diversity per se that creates social divisions
within a society? What diversity topics in particular create passionate
opinions across the political spectrum? How can we explain these
varying worldviews so that we come away with a deeper and fuller
understanding of why these debates endure? What is it about
diversity and multiculturalism that can elicit such strong emotions, so
much so that diversity as a concept can have varying effects on the
-_..JOCial and economic well-being of individuals and groups? These are
among the questions explored in this program.
This fast-paced program provides an overview of contemporary
diversity issues that manifest in contentious debates in countless
settings around the world. The primary focus is on the United States,
with examples of the effects of these issues for school-age children
on their life opportunities and economic well-being. This survey uses
history and political economy to find patterns and connections from
the past to the present, including how multiculturalism has its roots
in contested diversity. This further requires an inquiry into different
worldviews or ideologies.
Through texts, films, lectures, seminars, and contemporary
news accounts, students will engage in critical pedagogy. Critical
pedagogy serves as a teaching-learning approach that can help us
look beneath common-sense explanations for differences. Among
the topics considered are skin-color consciousness and racial
colorblindness; the impact of racial and ethnic identification; what
constitutes a crime and just punishment; analysis of economic class in
interaction with culture; immigrant and indigenous experiences; and
patriarchy and its intersections with gender, sexuality, and religion.
Through frequent writing assignments and sr~aking opportunities,
students can expect to leave this program with a ueeper understanding
of the roots and implications of some of the major social issues
regarding diversity and multiculturalism in the 21st century.
Credits: 16
Enrollment: 2S
Required Fees: $20 for museum entrance and guided tour fee.
Drawn from Life
Spring 2016 quarter
Fields of Study: Art history, literature and visual arts
Class Standing: Freshman
Prerequisites: College-level writing skills.
Preparatory for studies and careers in visual arts, the humanities.
Faculty: Bob Haft
This is an introductory program for students who don't consider
themselves artists but who wish to explore the visual arts and what it
means to be an artist. It includes a component on art history, a handson studio arts component, reading fiction and nonfiction about the
theory and practice of art, and learning to write about art. The studio
component for the first half of the quarter will be devoted to the study
of drawing the human figure; the last five weeks will be devoted to
black-and-white film photography. Some of the main objectives of this
program are instilling a basic knowledge of the history of Western art,
the development of students' skills in two-dimensional image making
by learning disciplined work habits in the art studios, visual thinking,
and adapting a working vocabulary for talking and writing intelligently
about art. Expanding students' visual literacy will be emphasized
along with the study of traditional studio techniques. Reading
materials and films have been selected to initiate class discussion and
encourage an ongoing dialogue on topics related to aesthetics and
art history. Our seminar texts are a combination of nonfiction works
dealing with aesthetics and the practices both of making and viewing
art, and novels which attempt to portray the lives of artists. In addition,
practicing artists will come and talk about their lives, especially in
terms of their daily activities and their decisions to become artists.
Credits: 16
Enrollment: 23
Required Fees: $105 for museum admission, photography supplies.
For a quarter century, queer theory has challenged the
stultifying and tedious impositions of sexual conformity. Little
wonder that literature departments provide the home for so much
· of the critical work of queer theory: literature is, or at least can be,
dissonant, insurgent, unruly, sexy, ironic, satirical, parodic, disruptive,
extraordinary, unbalanced, obscure, elusive. The eccentricities of
literary arts provide one of the vocabularies through which queer
gender and sexuality can be elaborated.
In this program, we will read both literature and theory. Lectures
and workshops will model ways of pursing literary criticism. Seminars
will place the texts at the center of the work. Writing assignments
will emphasize expository composition. Readings will emphasize
edginess, margins, and willful alienation from any of a number of
centers. They will also emphasi.te sex, pleasure, desire, dissidence,
camp, politics, and power.
It is likely that this program will share a lecture series in common
with related programs in cultural studies.
Credits: 16
Enrollment: 25
Required Fees: $50 for film and museum admission expenses.
Ecological Agriculture:
Crop Botany and Plant Genetics
Fall 2015 quarter
Fields of Study: Agriculture, biology, botany, ecology and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in botany, agriculture, seed
production, and farming.
Faculty: Donald Morisato and Martha Rosemeyer
How do seeds form? How do plants develop from seeds?
How do plants adapt to particular environmental conditions? The
modification of plant evolution by human selection has played a
major role in the history of agriculture. Ecological agriculture is based
on an understanding of plant biology, either through the grazing of
livestock or the growing of food crops. This program focuses on
the science of crop botany and genetics as a basis for propagation,
seed-saving, and plant breeding.
In one strand, the basic life cycle apd reproductive botany of crop
members of the most important plant families will be explored. This
systematic survey will make connections to their center of diversity
and origin. In a second strand, the principles of plant breeding will
be presented through an introduction to Mendelian and quantitative
genetics. Some of the agricultural methods of plant reproduction,
by both sexual and vegetative propagation, will be considered.
Readings may include Kingsbury's Hybrid: The History and Science
of Plant Breeding, Nabhan's Where Our Food Comes From, and
Navazio's The Organic Seed Grower.
The adaptation of crop plants to specific environments, especially
in this era of climate change, becomes increasingly critical for the
future of sustainable agriculture. Laboratory and field experiments,
as well as field trips to local farms and plant breeding centers, will
provide an applied context 1'br our inquiry.
Credits: 16
Enrollment: 50
Required Fees: $260 to attend the Washington Tilth Symposium
and Organic Seed Alliance workshop, take a two-day field trip
visiting farms producing vegetable seed in the Skagit Valley, and
purchase supplies.
A similar program is expected to be offered in 2017-18.
E~logical Agriculture: Healthy Soil, Healthy People
Spring 2016 quarter
Fields of Study: Agriculture, biology, botany, environmental
studies, health, international studies, political economy and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in farm, nursery, and garden
management; agriculture, food system and environmental consulting
firms; state and county agricultural and natural resource agencies;
occupational health; farming internships abroad, Peace Corps
service, and agricultural and food justice nonprofit organizations .
Faculty: Martha Rosemeyer and Carolyn Prouty
Currently, more than three-quarters of the arable land mass of the
planet is influenced by human needs and desires for food and fiber.
There are competing visions for the future of our agriculture and food
systems. A global, fossil-fuel-based system provides large quantities
of inexpensive food along with significant environmental and social
impacts. Another vision is a local, community-based system that
produces higher quality, but more expensive food while seeking to •
minimize environmental and social impacts. Critical questions that
will inform our inquiry include: Can we grow high-quality food that is
available to everyone? How did we get into this current agricultural
predicament of industrial production and a global population that is
simultaneously both "stuffed" and "starved?~ How can an individual
make a difference?
This program will provide an interdisciplinary study of agriculture
in the context of food systems. We will explore competing ideas
while developing ecological and holistic thinking, which will 'be
applied in hands-on laboratory and field exercises, expository and
scientific report writing, critical analysis of film, and quantitative
reasoning. Seminar will examine history, policy, and socioeconomic
and political contexts of agriculture and health.
We will combine the topics of tropical farming systems, global
health, and the health of agricultural workers. We will study agroecology,
indigenous agriculture, and permaculture in a tropical context. As a final
project, students wjll apply their knowledge to create a farm plan in a
geographic area of their choice. Tropical farming intersects with larger
questions of occupational health, including health-related burdens
of workers in agriculture broadly and specifically in migrant laborers
in the United States. Integrating scientific and political populationbased analyses, students will examine public health principles and
policies related to pesticide exposure and other chemical, biological,
and physical risks faced by agricultural workers. Seminar will focus
on understanding structural causes of global hunger, poverty, and
disease, exploring the common roots of both malnutrition and obesity._ _
Credits: 16
Enrollment: 50
Required Fees: $250 for an overnight field trip.
A similar program is expected to be offered in 2017-18.
Programs I 39
38 I Programs
Ecology of Grazing and Grasslands
in the Pacific Northwest
Energy Systems and Climate Change
Spring 2016 quarter
Fields of Study: Agriculture, environmental studies, physics and
sustainability studies
Class Standing: Sophomore- Senior
Prerequisites: Good reading skills, decent writing skills, and
a willingness to work in teams and use computers for online
assignments and information will be necessary. No math or
science prerequisites for fall quarter; mastery of algebra is
essential for success in winter quarter, we will not teach algebra,
but will build on it. Students should have some college-level
science (there is no physics prerequisite).
Preparatory for studies and careers in energy, physics,
environment, climate, sustainability, teaching, farming,
engineering, and natural science.
Faculty: EJ Zita
Fields of Study: Agriculture, biology and ecology
Class Sfanding: Freshman- Senior
Preparatory for studies and careers in animal agriculture,
ecology, conservation, rangeland management, animal physiology
and behavior.
Faculty: Michael Paros
This academically_ rigorous, field-based program will provide
students with the fundamental tools to manage livestock and
grasslands by exploring the ecological relationships between
ruminants and the land. We will begin the quarter learning about
the physiology of grasses and their response to grazing and fire.
Practical forage identification, morphology, and production will
be taught. Ruminant nutrition, foraging behavior, and digestive
physiology will be covered as a precursor to learning about the
practical aspects of establishing, assessing, and managing livestock
rotational grazing operations. Ecological assessments of energy flow
and nutrient cycling in grassland systems will be emphasized. We
will divide our time equally between intensive grazing west of the
Cascades and extensive rangeland systems in the east. Classroom
lectures, workshops, and guest speakers will be paired with weekly
field trips to dairy, beef, sheep, and goat grazing farms. There
will be overnight trips to Willamette Valley, where we will study
managed intensive grazing dairy operations and forage production,
and Eastern Washington/Oregon, where students can practice
their skills in rangeland monitoring and grazing plan development.
Other special topics that will be covered in the program include coevolutionary relationships between ruminants and grasses, targeted
and multi-species grazing, prairie ecology and restoration, riparian
ecosystems, controversies in public land grazing, interactions
between wildlife and domestic ruminants, and analysis of large-scale
livestock production systems.
~ --
~
Faculty signature. Students seeking to earn upper-division credit
must contact the faculty to discuss options prior to the start of the
quarter.
Credits: 16
Enrollment: 24
-__Bequired Fees: $2SO for three overnight field trips.
The Emerging Self
Fall 2015 quarter
Fields of Study: Gender and women's studies, psychology and
queer studies
Class Standing: Junior- Senior
Preparatory for studies and careers in education, social services,
and graduate study of psychology.
Faculty: George Freeman
The "emerging self" connotes our continued process of development through the life span. This program explores the concept of
the self, a range of developmental theories, and frames the question
of "Wh'b am I?" as a therapeutic endeavor. We will use our personal
journey of self discovery as one aspect of the emergent self. We will
explore both established theoretical models as well as the literature
of "self-help" to come to an understanding of the academic as well
as the layperson's views of the self.
Credits: 16
Enrollment: 2S
Required Fees: $40 for museums entrance fees and supplies for a
mask making workshop.
Fall 2015 and Winter 2016 quarters
This interdisciplinary program will study how energy is harvested
and transformed, used or abused by humans. Wf! will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is
the evidence for, what are the consequences of, and what can be
done about global warming? How can we find our personal roles in
addressing the challenges facing Earth and its inhabitants?
We will study solutions ranging from renewable energy to
sustainable farming and (insert your idea here). Our approach is
based in natural science, with an emphasis on critical thinking. This
challenging and rewarding two-quarter program will include lectures
and workshops by faculty and guest lecturers; seminars on books and
articles; inquiry-based writing and peer feedback; qualitative and
quantitative reasoning and problem solving; and hands-on research
projects in spring, to engage our inquiry and learning together.
In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write
several short inquiry-based essays, and will respond to peers' writing,
in addition to participating in face-to-face seminars. Small teams will
meet at least twice weekly to discuss readings and prepare for class
together. Students will make presentations in class on current topics
of interest, and teams will facilitate discussions. No mathematical or
technical design texts or prerequisites are required in winter quarter.
Our efforts in winter will include more challenging quantitative
work, including research projects. Every student will write several
short inquiry-based essays, and will respond to peer5' writing, in
addition to face-to-face seminars. Students will build on quantitative
problem solving begun together in the classroom. Small teams of
your choice will meet weekly to discuss readings and prepare for class
together. Students will do research projects, make presentations in
class and at regional meetings, and write research reports. Research
projects typically range from greenhouse gas reduction projects to
sustainable energy, agriculture, building, or urban plan~ing.
Accepts winter enrollment with faculty signature. New
students must pass the final exam of Energy Systems and Climate
Change by week 11 of fall quarter. Email E.J. Zita (zita@evergreen.
edu) by week 10 for the exam .
Credits: 16
Enrollment: 25
Required Fees: $100 in fall and $150 in winterfor registration fees
and overnight field trips .
Equality and the Constitution
Fall 2015 quarter
Fields of Study: African Ame(ican studies, government, law and
government policy, law and public policy, political science and
writing
Class Standing: Sophomore- Senior
Preparatory for studies and careers in law, education, public
policy, political theory, history, and political science.
Faculty: Jose Gomez
Equality is an ancient ideal, yet at best, the United States has
embraced it ambivalently throughout its history. Thomas Jefferson
wrote in the Declaration of Independence that "all men are created
equal," yet he owned slaves; the framers claimed to cherish equality,
yet they chose not to enshrine it in the Constitution. Even the
Fourteenth Amendment's guarantee of equal protection did not
prevent the states from passing Jim Crow laws to maintain white
supremacy or the Supreme Court from ruling that the amendment
did not mean what it said. Women were denied the right to vote until
the ratification of the Nineteenth Amendment in 1920. The struggle
to secure equal rights for all Americans continues to this very day.
We will begin by taking a critical look at the early cases in which
the Supreme Court eviscerated the ideal of equality by circumventing
the Thirteenth, Fourteenth, and Fifteenth amendments. Then we will
study the many cases in the 20th and 21st centuries that have chipped
away at Jim Crow and inequality. These involve struggles for equal
rights in education, employment, public accommodations, housing,
voting, and university admissions. We will also examine the modern
cases that have gone beyond race to fight discrimination based on
sex, age, disability, indigence, alienage, wealth, and sexual orientation.
Working in legal teams, students will develop appellate briefs on
real equal protection cases and will present oral arguments before
the "Evergreen Supreme Court." Students will also rotate as justices
to read their peers' appellate briefs, to hear arguments, and to
render decisions. Students should expect to devote long hours to
reading court opinions and legal analysis. The principal text will be a
law school casebook.
Credits: 16
Enrollment: 25
The Essential Ingredients
of Intercultural Competence
Spring 2016 quarter
Fields of Study: Cultural studies and psychology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in cultural studies, human
development, and psychology.
Faculty: Stephanie Kozick and Heesoon Jun
This program offers a special opportunity for Evergreen students
to study the topic of intercultural competence with students from
Daejeon University in South Korea. lnteroultural competence concerns a set of variables or "ingredients" that make up one's ability to
develop styles and attitudes that lead to successful interactions with
persons of diverse backgrounds with respect to values, beliefs, hi:;tory.
and behaviors. These ingredients arise from a number of spheres of' •
influence which we will explore through an integrated study of psychology and human development in two cultures.
•
We will examine societal, institutional (e.g., school systems,
religious communities), and familial spheres of influence on the
development of self, core values, and beliefs. For example, what
cultural beliefs inhibit Korean students from addressing faculty by
their first names? How do we increase intercultural competence
when cultural beliefs and values contradict each other?
The study of cultural competence demands examination of a
number of other related topics such as the study of morality, social
justice, politics, anti-oppression, cultural identity, body awareness,
cognition, social media, and normal vs. abnormal. These related
topics will be presented to students in various instructional forms
ranging from lectures, workshops, a field trip, seminars, guest
speakers, reflective and expressive writing, cross- and monocultural small-group discussions, mindful movement, and creative
project presentations by intercultural small groups. Consciousness- - ~
and introspection will be emphasized for students to understand
their multiples identities and intersections in order to develop
effective inter- and intrapersonal communication. Workshops and
other learning activities will facilitate student interaction, taking full
advantage of the program's intercultural learning environment.
The goal of this program is to help students mindfully ~xpand
their worldviews and identify the kinds or types of ingredients they
need to add or subtract to increase their intercultural competence.
Credits: 16
Enrollment: 25
40
I Programs
Eugenics: Toward the "Perfect" Human
Spring 2016 quarter
Fields of Study: Biology and philosophy
Class Standing: Freshman
Prerequisites: Students should have a background of at least one
year of high school biology.
Preparatory for studies and careers in biology, philosophy, and
medicine.
Faculty: Donald Morisato and Joseph Tougas
In what ways can the human being "improve"? Can improvements
be made before birth as well as after birth? In seeking improvement,
what is the proper balance between what we can do and what we
should do?
In this program, we consider the history of eugenics, the
application of genetic principles to "improving" the human
species, from its inception in the late 19th century to its most recent
manifestation in contemporary medicine. We will study concepts
· in genetics, molecular biology, and reproductive biology to help
us understand what is scientifically possible for altering human
development. Additionally, we will read philosophy and literature to
help us investigate what might be desirable and perhaps dangerous
in th is quest for "improvement."
Program activities will include a laboratory component with
experimental work in genetics and molecular biology. Regular writing
- assignments will be used to strengthen and deepen communication
and analytical thinking skills. We anticipate reading such authors
as Plato, Aristotle, Jean-Jacques Rousseau, Mary Shelley, Francis
Galton, Daniel Kevles, Michel Foucault, and Richard Powers.
Credits: 16
Enrollment: 36
Required Fees: $20 for museum entrance fees.
Evolution and Ecology Across Latitudes
Fall 2015, Winter 2016 and Spring 2016 quarters
~-.
,__.----
Fields of Study: Anthropology, biology, consciousness studies,
ecology, environmental studies, field studies, natural history,
philosophy of science, study abroad, writing and zoology
Class Standing: Sophomore- Senior
~Jrerequisites: one year of college-level biology, and demonstrated
skill in college-level writing, both scientific and narrative.
Preparatory for studies and careers in biology and
environmental or health-related fields.
Faculty: Heather Heying and Bret Weinstein
Why are there so many species on the planet? Why are there more
species nearer the equator than at the poles? This program seeks
robust, meaningful explanations for these complex phenomena. In
parallel, it approaches human cultural variation in a biotic context,
addressing the questions: Where have humans traditionally fit in
relation to biological nature, and how has our unparalleled withinspecies diversity been shaped by nonhuman forces? This program
will introduce students to a unique and broadly applicable set of
analytical tools, and apply them across a range of settings and scales
that w"uld be impossible in a traditional academic context.
We will study patterns across space and time, revealing the
selective forces that shaped the distribution, form, behavior, and
interaction of organisms from all extant branches of the tree of life.
~rom mycorrhizal fungi that live in the roots of trees to bats collecting
fruit high in the moonlit canopy, organisms are best understood
embedded in the context of the forces that gave rise to them.
Though all sciences share a method of inquiry, the theoretical
toolkit necessary to understand complex biological systems is
different from the more familiar tools of the fundamental sciences,
such as chemistry and physics. When an insect extracts nutrients
Programs I 41
from a leaf by detoxifying compounds built to deter herbivory, both
the insect, and the plant whose leaf is consumed, have invested
resources in an objective, and their gains and losses can be evaluated
in terms similar to those in economics and engineering. We will
apply concepts such as sunk costs, zero-sum game, and adaptive
landscapes across systems and taxa.
We will compare Pacific Northwest rainforest to the Ecuadorian
Amazon, witnessing ecology's most extreme, ubiquitous, and
mysterious species-diversity pattern: the latitudinal diversity gradient.
We will compare the Amazon at Earth's most species-rich location,
Yasuna, with equatorial montane, cloud forest, and altiplano habitats,
revealing dramatic predictable reductions in species diversity that
occur at a given latitude, with increases in elevation. And we will
compare the high-diversity Amazonian habitat in the humid lowland
east to the comparatively low-diversity habitats of the arid Andean
rainshadow to the west.
In tandem with our study of habitats, we will seek to understand
indigenous cultures that have historically inhabited these biomes.
We will consider the impact of glaciation and the role it played in
initiating the diaspora of New World populations-which diversified
across the entirety of the Americas before Europeans arrived in
the 15th century. Where there is archaeological evidence, we will
interpret it in the context of the precolonial world.
In fall, we will focus on logical tools, concepts, and language
needed to understand evolutionary patterns. We will investigate
levels of selection, and grapple with the relationship between
genes, cultural memes, and epigenetic markers. We will take several
field trips within Washington to experience relevant phenomena
(e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the
channeled scablands). In winter and spring, we will travel to Ecuador,
visit several sites, and spend extended field time investigating
patterns across a tropical landscape of unparalleled diversity.
Faculty signature. Interested students must apply for the
program in the spring of 2015. Applications will be available on a
WordPress site by February 2015. Decisions will be made before
registration for fall quarter begins. Decisions will be based on
academic background and preparedness for fieldwork and travel
in the Pacific Northwest and abroad. Among students admitted
in fall, those students who are ready for upper-division work and
fieldwork and travel in tropical ecosystems will be allowed and
encouraged to continue in winter and spring. This program does
not accept winter and spring enrollment.
Credits: 16
Enrollment: 50
Study Abroad: Winter quarter: Ecuador, 8-10 weeks,
approximately $5,500 (not including international airfare). Spring
quarter: Ecuador (or elsewhere in the neotropics), 6-8 weeks,
variable expense (approximately $2000). For details on study
abroad, visit evergreen .edu/studyabroad or contact Michael
Clifthorne at clifthom@evergreen.edu.
A similar program is expected to be offered in 2018-2019.
Extremophiles and Ecosystems
Field Ecology
Winter 2016 and Spring 2016 quarters
Spring 2016 quarter
Fields of Study: Biology, ecology, environmental studies and field
studies
Class Standing: Freshman
Preparatory for studies and careers in biology, ecology,
microbiology, and environmental studies.
Faculty: Clarissa Dirks and Carri LeRoy
Fields of Study: Biology, botany, ecology, environmental studies,
field studies, marine science, natural history, writing, zoology
Class Standing: Junior- Senior
Prerequisites: Two quarters of college biology with labs, two
quarters of college chemistry with labs, and the ability to work
comfortably with quantitive information are required to join this
program. These prerequisites will be verified on tile first day of class.
Preparatory for studies and careers in biology, botany, ecology,
environmental studies, field studies, natural history, and writing. '
Faculty: Dylan Fischer, Erik Thuesen and Alison Styring
Some organisms have adaptations that allow them to survive in
extreme environments such as those with high temperatures, high
salt concentrations, extreme cold, or without water. This program
will focus on the biology, ecology, and physiology of microorganisms,
fungi, plants, and animals which call extreme environments
home. Specifically, we will be interested in the various behavioral,
physiological, and morphological adaptations organisms have
developed that allow them to live in places we would not expect
to find life. In this program, we will undertake an exploration of
extremophiles across the globe. We will explore organisms that
dwell in deep sea vents, hot springs, polar regions, vast deserts,
clouds, lava fields, caves, salt flats, and other extreme habitats. We
will also explore the unique environments parasitic organisms inhabit
and their interactions with host species. We will engage in the study
of some of these environments with laboratory exercises and spring
field trips to locations harboring these organisms.
We will pair our studies of extreme organisms with studies of
climate instability and considerations of how humans will need to
adapt to changing environmental conditions. We will engage in
these topics through readings and other media. Seminar discussions
of these readings along with readings in the primary literature will
provide us with a deep understanding of the range of responses
humans and other living things have to extreme environments. We
will engage with topics in evolutionary biology and natural selection
and discuss assisted migration and ecosystem restoration.
Through this program, you will also have an opportunity to
undertake group research projects and focused study in a related
area, thereby developing important skills. These are skills that are
useful broadly in the life sciences and will help you apply your handson experience to understanding morphological and physiological
adaptations and designing scientific experiments.
Credits: 16
Enrollment: 46
Required Fees: $400 in spring for a 10-day field trip.
This program is designed to provide a premier hands-on
experience in learning how to conduct field science in ecology at the
advanced undergraduate level. We will focljs on group and individual
field research to address patterns in ecological composition, structure,
and function in natural environments. Students will participate in
field trips to local and remote field sites and will develop multiple
independent and group research projects in unique marine and ~
terrestrial ecosystems from the Puget Sound to the east side of the
Cascades (in Washington).
•
We will work as a community to develop and implement field
projects based on: 1) workshops in rapid observation and field data
collection; 2) participation in large multiyear studies in collaboration
with other universities and agencies; and 3) student originated
short- and long-term studies. Students will focus on field sampling,
natural history, and library research to develop workable field-data
collection protocols. Students will im plement observation- and
hypothesis-driven field projects. We will learn to analyze ecological
data through a series of intensive workshops on understanding and
using statistics in ecology. Students will demonstrate their research
and analytical skills through scientific writing and presentation of all
group and individual research projects.
Specific topics of study will include community and ecosystem
ecology, plant physiology, forest ecology, marine ecology, ecological
restoration, riparian ecology, fire disturbance effects, bird abundaAGe- - -~
and monitoring, soundscape ecology, insect-plant interactions,
disturbance ecology, and statistics in biology. We will emphasize
identification of original field research problems in diverse habitats,
experimentation, statistical analysis, and writing in journal format. All
students will be expected to gain competency in advanced statistics
and scientific writing.
Credits: 16
Enrollment: 75
Required Fees: $450 for a two-week field trip to remote sites in
the Northwest.
42
,__-----
I Programs
Programs I 43
Genes and Development
Health and Human Development
Home on the Range
Hydrogeology
Winter 2016 quarter
Fall 2015 and Winter 2016 quarters
Fall 2015 and Winter 2016 quarters
Spring 2016 quarter
Fields of Study: Biology
Class Standing: Junior- Senior
Prerequi?ites: One year of laboratory biology and one year of
chemistry.
Preparatory for studies and careers in genetics, developmental
biology, molecular biology, and medicine.
Faculty: Donald Morisato
Fields of Study: Biology, consciousness studies, health,
physiology and psychology
Class Standing: Sophomore- Senior
Prerequisites: proficiency in high school algebra/science and
college-level writing.
Preparatory for studies and careers in health-related fields,
biology, psychology, and human and social services.
Faculty: Andrew Brabban and Heesoon Jun
Fields of Study: Environmental studies, gender and women's
studies, geography and music •
Class Standing: Sophomore- Senior
Preparatory for studies and careers in natural resource
management, rural community studies, environmental history,
home economics, geography, teaching and education.
Faculty: Martha _Henderson
Fields of Study: Environ,;:; ental studies, geology and hydrology
Class Standing: Junior- Senior
~
Prerequisites: Students must have previous college-level physical
geology, proficiency in algebra, and an ability to use Excel. If you
haven't had college-level physical geology but are interested in
the program, please talk to the instructor about options. Students
do not need previous experience with GIS.
Preparatory for studies and careers in hydrogeology and earth
sciences.
Faculty: Kenneth Tabbutt
The union of a sperm ;md egg initiates the process of development
in which a single cell, the fertilized egg, eventually produces
hundreds of different cell types that form distinctive tissues and
organs. If the developmental program is encoded in the genome,
how are the key regulatory genes expressed in the right place and
at the right time, and what do these genes do? Genetics provides
a powerful approach for studying complex biological pathways. By
analyzing mutations that result in developmental defects, geneticists
can not only learn how normal genes control cell growth and cell
communication, but can also gain insights into the logic of how
an organism establishes its major body axes and achieves spatial
patterning.
This advanced program will provide an overview of the genetic
strategies used to study questions in developmental biology. How
do_ we make and isolate mutations that affect a complex process?
How do we analyze the order and location of gene action in
developmental pathways? How do we identify the gene that
corresponds to a mutant phenotype and analyze its function at the
molecular level? We will focus on several model organisms, including
the fruit fly Drosophila melanogaster. We will also consider several
-developmental mechanisms underlying evolutionary change.
A key aim of this program will be the analysis of experimental
design and logic. Emphasis will be placed on reading and interpreting primary research papers, in both seminar discussions and written
critiques. There will be a significant laboratory component applying
contemporary genetic and molecular biological techniques to the
study of development. We will also consider some of the philosophical and ethical implications of this scientific work by reading and discussing novels that explore these topics.
F_aculty signature. Students will need to demonstrate an
understanding of basic concepts in molecular and cell biology by
completing an application that can be obtained by contacting the
faculty (donaldm@evergreen.edu).
Credits: 16
Enrollment: 25
Human life begins as a combination of the parental genetic material
in a single fertilized egg and, through development, it becomes an
intricate and reactive organism composed of ten trillion differentiated
cells. The nervous system alone contains hundreds of billions of cells,
forming trillions of electrical connections and serving as the foundation
for an immensely complex consciousness capable of thousands of
thoughts and feelings per day. In this two-quarter irtterdisciplinary
program, we will examine health and human development from
evolutionary, developmental, physiological, integrative (allopathic and
complementary), and psychological perspectives.
Within the psychological component of our program·, students
will explore the diagnosis and treatment of mental disorders and
essentials of healthy development from a holistic perspective. This
will include understanding the interaction between nervous systems
and environment and examining Diagnostic Statistical Manual Menta/
Disorders (DSM) from developmental, sociopolitical, and cultural
aspects. We shall also focus on the biochemical, psychosocial, and
spiritual aspects of specific conditions (e.g., trauma, the repeated
experience of not being good enough, the profound psychological
effects resulting from betrayal, etc.) on the development of psyche
and its impact on healthy/unhealthy development. The importance of
mindfulness for staying healthy will be emphasized and students are
encouraged to practice mindfulness daily. Attention will also be paid
to the psychopharmacology of legal and illegal drugs. In addition,
we will explore multicultural perspectives of health and human
development. No one model will prevail over another, but rather
an integration of ideas, concepts, and thoughts will be presented.
Within the biological component, we will approach the human body
from an evolutionary and structural/functional perspective. Starting
at a molecular level (genetics, cell structure, biochemistry, and gene
regulation) and building through cell processes to organ systems, we
will examine the human body as an integrated system that reacts to
physiological and environmental factors (diet, stress, disease, and
pharmacology).
The program activities will provide students an opportunity
to work collaboratively. Students will develop critical thinking,
quantitative reasoning and writing skills and will learn that human
health and development are complex, fluid, and dynam[c through
workshops, lectures, seminars, guest presentations, laboratory work,
and group and individual projects. This is a full-time program and
students will be expected to work efficiently for a total of 40 hours
each week.
Accepts winter enrollment with signature. In addition t0 the
prerequisites, students must also have completed one quarter
each of the disciplines covered in fall quarter or the equivalent.
Interested students should contact Andrew Brabban by email
(brabbana@evergreen.edu) or in person at the Academic Fair.
Credits: 16
Enrollment: 50
This environmental studies program will focus on the intersection
of historical settlement of the American West, especially the Great
Basin, women's roles and work associated with settlement, patterns
of settlement on the landscape, and public land policies that created
the geographical patterns of settlement. The program will trace
the spaces of settlement to the current land ownership and land
use patterns of the contemporary American Western environment.
Conditions of effective settlement will be considered from women's
perspectives, including food acquisition and processing, family
relations and childrearing, home furnishings and materials, and
community relationships.
During the fall quarter, students will read texts and engage
in discussions about the realities of life in 19th-century Western
locations. Our goal is to demystify and de-romanticize the period
and places of habitation. Student skill building and capacity to
read landscapes as products of human-land relationships will be
developed during the fall. A lengthy field trip into the Great Basin,
with extended stays in historicpl locations, will generate a sense of
knowing about 19th-century life and landscapes.
During the winter quarter, work on campus will focus on landuse policies, natural environments, and social needs that created the
20th-century landscape. The program will conclude with an analysis
of contemporary environmental issues and community needs as a
result of historical human-land relationships. Environmental studies
skill building will include map reading, use of historical documents,
identification and uses of native plants, door-yard gardening, food
preservation, home implement tool building, and communication
and negotiation skills. Field observations and note-taking will be
developed in the fall quarter. Winter quarter skill building will include
qualitative research methods, mapping and GIS skills, and writing
for personal and public audiences. As part of community building
and landscape documentation, the program will include folk music
of the American West. No previous musical skills are required. This
program will support student interests in geography of the American
West, historical development of environmental policies in the West,
natural history and field studies, and women's studies.
Faculty signature. This program includes an extended, fourweek trip away from campus; students need to have previous
experience with overnight field trips in an academic setting.
Contact the faculty for more information.
Credits: 16
Enrollment: 25
Required Fees: $700 in fall for an extended overnight field trip.
Hydrogeology, the study of the interaction between water and
earth materials, is commonly divided into surface water and ground
water, but these systems are intimately linked. Fresh water, even in
regions with significant precipitation, is becoming an increasingly
valuable resource . Water quality and qu'!ntity are being affected by
contamination, over-allocation, and global climate change, problems
that require technical and social solutions.
•
Students in this upper-division program will learn about the
physical properties of water flow and the impacts of surface and
ground water extraction. Students will learn to determine drainage
basin characteristics, surface water discharge, ground water flow
rates and directions, subsurface water pressure (hydraulic head), as
well as the impacts of wells and contamination . Field studies will
be an important component of the program . There will be several
daylong field trips and one extended (three- to four-day) excursion.
Geographic Information Systems (GIS) will be used to assess stream
networks and watershed characteristics.
Credits: 16
Enrollment: 25
Required Fees: $200 for an overnight field trip.
Individual Study: Statistical Mechanics
Winter 2016 and Spring 2016 quarter-s
Fields of Study: Astronomy, biochemistry, biology, chemistry,
mathematics and physics
Class Standing: Freshman -Senior
Prerequisites: One year of introductory calculus (including both
differential and integral calculus, including multiple integrals).
and one year of calculus-based physics or chemistry (including
introductory modern physics).
Preparatory for studies and careers in physics, astronomy,
chemistry, biochemistry, mathematics, engineering , biology, and
math and science education.
Faculty: Neil Switz
This is an opportunity for intermediate- to advanced-level students
to be introduced to one of the crowning achievements of physics and
physical chemistry: the ability to make fundamental and extremely
general predictions about the behavior of large numbers of particles.
The statistical nature of the conclusions helped lay the groundwork
for the similar (but even more profound) statistical interpretation
underlying quantum mechanics, and the predictions of the theory
regarding the spectrum of light from hot objects (black-body radiation)
is in fact what led Planck to first introduce the quantum hypothesis . . _
.
Students will start with an introduction to the required math: - ,...
probability theory, primarily the binomial distribution and its special
cases, the Poisson and Gaussian distributions. These, combined with
surprisingly few physical hypotheses, lead directly to remarkable
quantitative results . For example, statistical mechanics leads in
physics to the nature of diffusion, the spectrum of blac)<-body
radiation (e.g., the cosmic microwave background). the behavior of
semiconductors (solar cells and computer chips). and wh ite dwarf
stars; in chemistry to the law of mass action for chemical equilibria,
Programs I 45
44 I Programs
the Maxwell-Boltzmann distribution for molecular velocities, and
the Arrhenius equation for the rates of chemical and biochemical _
reactions; and in biology to the chemotaxis of bacteria, transduction
of nerve impulses (Nernst equation). and functioning of biochemical
techniques such as ultracentrifugation and gel electrophoresis.
Underlying it all is the remarkable Boltzmann distribution, also known
as the Gibbs distribution and Arrhenius factor.
The material will be challenging, but the results in terms of
understanding of the physical world extraordinarily exciting. The
material is fundamental to the fields of physics, chemistry, and
parts of biochemistry and molecular biology; a major goal is to help
prepare students for adl(anced study in those disciplines. Due to the
fundamental importance of this material to physical chemistry, there
is a significant likelihood that this offering will be combined with
Atoms, Molecules, and Reactions, also offered in 2015-16.
Faculty signature. This program accepts spring enrollment. To
enroll, students must develop an Individual Learning Contract in
consultation with the faculty member.
Enrollment: 25
A similar program is expected to be offered in 2017-18.
Inside Language
Fall 2015 and Winter 2016 quarters
Fields of Study: Communication, language studies, linguistics
Class Standing: Freshman- Sophomore
Preparatory for studies and careers in linguistics,
communication, and education .
Faculty: Diego de Acosta
~--
~
This program explores the fascinating world of languages. What
"do you know when you know a language? How do you get that
knowledge? Are there properties that all languages share? How do
languages change over time? Why are half of the world's languages
now under threat of extinction? How are communities held together
or torn apart by the languages they speak?
We will consider these questions and others through the lens of
linguistics. Topics for fall include phonetics, phonology, morphology,
language change, the history of English and English dialects, key
issues facing multilingual communities, and language planning.
In winter, topics will include syntax, semantics, pragmatics, first
r®guage acquisition, language and gender and linguistic politeness.
We will look at well-known languages and lesser-known languages
and discover why they matter in our lives today. Throughout the
program, students will learn a variety of conceptual and empirical
techniques, from analyzing speech sounds to interpreting the
rationale behind current language policy. This program will be an
intensive examination of topics requiring a significant amount of
reading as well as regular problem sets and essays.
Credits: 16
Enrollment: 23
Introduction to Environmental Studies
Introduction to Natural Science
Fall 2015 and Winter 2016 quarters
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Biology, ecology, environmental studies, field
studies, geography, international studies, law and public policy,
'
natural history, sustainability studies and zoology
Class Standing: Freshman- Senior
Preparatory for studies and careers in environmental
studies, sustainability, natural history, environmental advocacy,
environmental justice, environmental regulation, ecology, natural
resource management and public policy, ecological restoration,
conservation, and climate impacts analysis.
Faculty: Ted Whitesell and Alison Styring
Fields of Study: Biology, chemistry and mathematics
Class Standing: Freshman- Senior
Prerequisites: Proficiency with high school algebra.
Preparatory for studies and careers in biology, chemistry,
environmental studies and health-related fields. This program
will prepare students for more advanced work in biology and
chemistry, such as in the programs Molecule to Organism and
Environmental Analysis.
Faculty: Nancy Murray and Lydia McKinstry
This two-quarter program is designed to introduce the
interdisciplinary field of environmental studies. This field employs
the tools of natural and social sciences as well as the humanities
to understand and effectively address the enormous environmental
challenges of this generation. The program will us~ a variety of
teaching styles, including field trips, films, guest speakers, case study
and research projects, as well as lectures and seminars on a wide
array of critical environmental issues. Readings will include classics
of environmental literature that have inspired and informed citizens
for generations, notable contemporary books in the field, textbooks,
scientific articles, and a novel. A central goal of this program is
to advance students' ability to think critically and in-depth about
environmental challenges and solutions. The program will expose
students to the following range of topics: climate change; pollutants
in our air, freshwater, oceans, and soils; the mass extinction of species;
sustainability and sustainable development; ecological restoration;
environmental justice; protected areas; sustainable energy; human
population and the environment; science and advocacy; and threats
to Puget Sound, along with efforts to protect it.
Focusing on ecosystems and environmental issues in the
Pacific Northwest, the fall quarter will emphasize development
of the skills and tools necessary to pursue environmental studies
at a more advanced level. This means instruction and practice in
using the following : systems-thinking; the principles of population,
community, ecosystem, and landscape ecology; ornithology; the
study of landscapes and soundscapes; urban ecology; social science
principles essential for understanding sustainability and conservation;
field research methods; introductory statistics and qualitative
analytical methods; and the general nature of biogeochemical cycles.
Emphasis will also be placed on developing skill in analytical writing
as practiced in the social and natural sciences, based on research
using library databases of peer-reviewed journal art~cles, and
demonstrating competency in formatting citations and references.
The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more
fully develop the skills and knowledge introduced in the fall quarter
through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose
students to a more advanced and in-depth examination of critical
environmental problems and solutions around the world.
Accepts winter enrollment with signature. Interested students
must contact faculty before the end of the fall quarter about
makeup work necessary for permission to enroll in the winter
quarter.
Credits: 16
Enrollment: 48
This introductory-level program is designed for students who
are prepared to take their first year of college-level science using
an interdisciplinary framework. This program offers an integrated
study of biology and chemistry that serves as an introduction to
the concepts, theories, and structures which underlie the natural
sciences. The goal is to equip students with the conceptual,
methodological, and quantitative tools they need to ask and answer
questions in a variety of disciplines using the models and tools of
chemistry and biology. Students will also gain a strong appreciation
of the interconnectedness of biological and chemical systems, and
an ability to apply this knowledge to complex problems.
Program activities will include lectures and small-group problemsolving workshops, where conceptual and technical skills will be
developed. 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. We will make
extensive use of quantitative applications in all program activities.
All laboratory work and approximately one-half of the non-lecture
time will be spent working in collaborative problem-solving groups.
It will be a rigorous program, requiring a serious commitment of time
and effort. Overall, we expect students to end the program in the
spring with a solid working knowledge of scientific and quantitative
concepts and the ability to reason critically and solve problems.
Students completing this program will have covered material
equivalent to one year of general biology and general chemistry.
Successful students will be prepared to pursue upper-division work
in chemistry, biology, and environmental science.
Accepts winter and spring enrollment with signature. In winter,
students will need to have previous study in the topics studied
in the fall quarter (one quarter of college-level general chemistry
and one quarter of college-level general biology). In spring,
students will need to have previous study in the topics studied in
the fall and winter quarters (two quarters of college-level general
chemistry and two quarters of college-level general biology).
Credits: 16
Enrollment: 46
Knowing the World
through Thought, Sound, and Vision
Fall 2015 and Winter 2016 quarters
•
Fields of Study: Biology, cultural studies, marine science, music, '
philosophy, philosophy of science and visual arts
Class Standing: Freshman
Preparatory for studies and careers in visual and performing
arts, biological sciences, and communications.
Faculty: Joseph Tougas, Pauline Yu and Sean Williams
·This first-year program focuses attention on the idea that each
6f us has a unique way of understanding the world because of the
contexts to which we have been exposed. What is your context?
How has it shaped the ways you interact with humans, institutions,
and the natural world? Considering these questions opens the idea
of having not just one, but several lenses through which we have
built our understanding: we use all of our senses in addition to larger
societal, linguistic, and biological structures to inform and guide us.
The languages we use and the social structures in which we ,
live can be thought of as systems of representation, tools that
living organisms can use to get a grip on reality. In the case of
language, we might say that vocabulary is the material we have to
work with, grammar (syntax) is the order in which we can combine
those materials, and context is the place where language becomes
meaningful or useful. Other systems of repr~sentation, in music,
visual art, and science, for example, have similar structures.
How do you make sense of the world when your" lived vocabulary"
includes rhythms and notes, shapes and lines, molecules and
ecosystems, or color and light? How does your picture of the world
change when your epistemology, your way of J<nowing, includes
multiple systems of representation and is not limited to just words
and syntax? In learning by doing, we will explore how artists use
geometry and math, how musicians use physics, and how scientists
engage the mystery of their environment. We will examine these
systems of representation and develop new ones through creative
play to explore the range of human experiences.
Weekly activities will include lectures, films, and seminars. There
will also be field trips in each quarter, workshops, collaborative
presentations, and guest lectures. Students are expected to focus on
enhancing their college-level writing skills throughout the program;
each quarter's major writing assignments will require students - •
to master the process of revision. In fall quarter, students will be
introduced to important skills in approaching this material through
multiple modes; issues of perspective, critical analysis, and context
are important factors in deepening our understanding . As we move
into winter quarter, students will have more chances to develop
individual and collaborative projects focusing on particular areas of
interest.
Credits: 16
Enrollment: 54
Required Fees: $60 per quarter for entrance fees, overnight field
trips, and lab supplies.
----
......
46 I Programs
Language and Power
Spring 2016 quarter
fields of Study: Anthropology, classics, cultural studies, history
and linguistics
Class Standing: Sophomore- Senior
Preparatory for studies and careers in linguistics, classics,
anthropology, politics, and law.
Faculty: Ulrike Krotscheck, Diego de Acosta and Eric Stein
~-.
~
To what extent does language have the power to shape the way
we think and define ourselves? How can language be used to project
power or authority? What are the possibilities and limitations of the
seoken word, as opposed to the written word? How do differences
in _language and speech encode class, race, gender, or other social
hierarchies? Who, or what, controls language?
This program will explore these questions and others through the
lenses of linguistics, anthropology, history, folklore, and classics. We
will consider how Aristotle's classical rhetoric gets taken up in the art of
contemporary trial lawyers in the U.S. Drawing on the work of Michel
Foucault, we will explore how medical discourses have structured
sexual identities and pathologies. We will see how folk heroes have
been immortalized in legends, songs, and community performances of
· resistance to colonial subjugation. We will build foundations in several
disciplines: in linguistics, by considering dialects, standard languages,
and language policy; in anthropology, through critical studies of cultural
representation, ethnography, and power; and in classics, through
examination of the origins of rhetorical theory and practice.
Our sources include novels, articles, scholarly texts, classical literature, an"d films. Students can expect to learn the ways that words
create and maintain world views and ideologies, from the vast workings
of totalitarian regimes to everyday interactions with those around us.
Assignments will include weekly analytical responses to program
material, and one individual, empirically-based research project on
a topic related to anthropology, linguistics, or classics. This program
will be an intensive examination of these topics. Students should
expect to spend 40 hours per week on this program. Successful
students in this program will emerge having gained an introduction
to linguistics, cultural anthropology, history, classics and rhetoric.
Credits: 16
Enrollment: 75
Programs I 47
Light and Terror:
The Enlightenment and Revolutionary France
Spring 2016 quarter
Fields of Study: History and philosophy
Class Standing: Freshman
Preparatory for studies and careers in history, literature, art
history, philosophy, and cultural studies.
Faculty: Stacey Davis
This program explores the links between the European Enlightenment and the French Revolution. We start with a study of ancien
regime French society, beginning with the reign of Louis XIV, and
then turn to Enlightenment critics of the monarchy and its nobles.
Finally, we explore the French Revolution from its beginnings with
the fall of the Bastille through the violent days of the Terrqr and the
rise of the powerful Napoleonic Empire. Throughout, a main question will be: to what extent did the political theory, philosophy, and
literature of Voltaire, Rousseau, and their more humble " Grub Street"
imitators influence the course of the Revolution?
To aid our inquiries, we will read literature of all stripes, from
the lofty Persian Letters by Montesquieu to the sexual intrigue of
Laclos' Dangerous Liaisons to the frankly bawdy popular fi>amphlets
satirizing the life of Marie Antoinette. We will study the political
theory of Rousseau, Voltaire, and Montesquieu. We will examine
the fine arts, including paintings from Watteau to David, as well as
architecture and decorative style. Finally, we will cement our studies
with a variety of texts on social, cultural, intellectual, and gender
history, both secondary works and primary sources, that will allow
us to uncover the lives and passions of common folk throughout this
tumultuous time.
Students will work with both primary source material and
secondary scholarly essays. They will complete intensive writing
assignments, lead seminars, and give oral presentations.
Credit earned in European history, political philosophy, literature,
and art history.
Credits: 16
Enrollment: 23
Literary Arts Toolkit:
Writing and Reading Contemporary Prose
Local Knowledge:
Building Just and Sustainable Communities
Winter 2016 and Spring 2016 quarters
Fall 2015 and Winter 2016 quarters
Fields of Study: Cultural studies, literature and writing
Class Standing: Junior- Senior
Prerequisites: A strong foundation in expository writing,
demonstrated by a minimum of 32 college credits earned in some
combination of college writing/literature/humanities coordinated
studies programs or courses. Prior study of college writing
must have included thesis-based arguments, original analysis of
evidence, and synthesis of variant ideas.
Preparatory for studies and careers in engagements involving
writing, literary arts, and cultural studies.
Faculty: Miranda Mellis and Greg Mullins
Fields of Study: Community studies, cultural studies, education,'
media arts and sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in education, media arts,
community organizing, literacy education, journalism, a:1d work
with nonprofit organizations.
Fa,culty: Anne Fischel and Grace Huerta
In this advanced, two-quarter critical and creative writing
and literature program, students will develop and hone the skills,
practices, and theories of literary study. We posit critical and creative
writing as mutually enabling processes. In other words, students will
work on essays that are inventive and lyrical, and stories that are
critical and theoretically informed. Students' writing practices will be
honed through a focused reading practice.
Workshops and lectures will enable students to develop skills
needed for writing critical essays about literature and for close
analysis of texts. Writing assignments will include storytelling
exercises and experiments in generating cross-genre essays. The
program includes discussion of the formal conventions of major
literary genres as well concepts such as: relationships of literary
texts to histories and cultures, the formation of canons, literary
movements, and theoretical perspectives that inform literary analysis.
Students will read widely and diversely so as to gain fluency in the
history, aesthetics, social uses, and distributions of fictive and nonfictive prose works. Our reading will include a range of authors and
theorists with an emphasis on queer literature and contemporary
writers working in experimental and post-genre registers. Our
reading list may include Pierre Bourdieu, Eve Sedgwick, Herman
Melville, Jean Genet, Jane Bowles, and Anne Carson.
This program is designed to enable students to become versed in
the elements of strong and lively prose, to understand the complex
relationship between language and rhetoric, and to develop literarycritical fluency. In the winter quarter, students will develop their own
writing strengths and then build on those skills to formulate their
own questions for research and discussion and generate writing
topics. The spring quarter will entail a focus on individualized writing
and research projects and will include several individual tutorials.
This program will provide a supportive environment for growing as a
writer in community and will include a weekly seminar, weekly small
group writing workshops, study and research groups, lectures, and
occasional screenings and guest authors.
Credits: 16
Enrollment: 50
•
In this program, we will develop skills to support collaboration
and learning with local communities, including media and qualitative
research skills. Our starting place will be the identification of local
knowledge: how communities view themselves; their sense of place,
history and identity; the issues that challenge them and the solutions
they envision. In these days of globalization, mass marketing and
celebrity, what people know at the local level is often trivialized or
ignored. We will explore the dynamics of community life tbrough ,
collaborative efforts with people in our region as they work to create
sustainability and justice.
Our program is largely focused on Mason County. One of our
goals is to work with community members to build a place-based,
multidisciplinary portrait of this complex region utilizing written and
visual media, including documentary video. W~'lllearn about literacy,
immigration, education, and economic development. We'll develop
our sense of global context in relationship to local experience and
action. We'll learn about local history and changes in livelihood, study
the distinctive ecology of the region, and explore community cultures
and traditions. We'll learn about organizations and individuals that
are tackling issues in innovative ways. Our work ~ill be informed by
perspectives from popular education and community-based research
that represent respectful, effective approaches to community work.
Workshops will be offered in qualitative research, ethnographic
observation, documentary video, public art, grant writing, media
literacy, and oral history.
In fall, we will learn about people and organizations doing
significant work in the region. Once a week, classes will be held
off campus, and students will be able to observe and collaborate
with innovative school and community programs. We'll explore
the importance of dual-language programs and culturally relevanf •
pedagogy to a diverse, changing community. We will build case
studies of the region, contextualized by research on other "areas
of the U.S. Through these studies, we will build a foundation for
collaborative community work.
In winter, we will continue developing research and media skills.
We'll deepen our understanding of how culture, language, and
place shape personal and social identity. We'll continue working with
organizations that are building sustainability and justice in Mason
County and we'll carry out community-based collaborative projects
that put into practice the skills, knowledge, and relationships we
have developed.
Accepts winter enrollment with signature. Students must ·
demonstrate prior experience with or studies in education,
community-based work, or media, and should be willing to read
one to two fall texts before joining the program. Check with
faculty for details.
Credits: 16
~Enrollment: 50
Required Fees: $50 per quarter for project materials.
~
Programs I 49
48 I Programs
Madness and Creativity: The Psychological Link
Making Meaning: Teaching English Language Learners
Fall 2015 and Winter 2016 quarters
Spring 2016 quarter
Fields of Study: Cultural studies, literature and psychology
Class Standing: Freshman
Preparatofy for studies and careers in psychology, education,
literary and film studies, world literature, cultural studies, and the
arts.
Faculty: Patricia Krafcik and Carrie Margolin
Fields of Study: Cultural studies, education and language studies
Class Standing: Junior- Senior
Preparatory for studies and careers in education, K-12 teaching,
and teaching English to speakers of other languages and adult
learners in international settings.
Faculty: Grace Huerta
What is creativity? Is there a relationship between states of mind
and a fertile imagination? What are the psychological mechanisms
involved in the larger action of the human imagination, urging us to
explore new avenues, to see what others have not seen, to create what
no one has yet created? Many of the world's greatest writers, artists,
and thinkers have been known to struggle with conditions classified as
abnormal by psychologists. We will explore these conditions and their
impact on creativity, searching further for any special links between
certain abnormal psychological conditions and the drive to create.
Our program is not intended to serve as therapy, but rather is a
serious study of psychology, literature, the arts, imagination, and the
creative impulse. We will approach our questions through various
modes of inquiry. Through an in-depth study of abnormal psychology,
we will learn to identify and understand a number of conditions .
Our readings combine art theory with psychological case studies
by writers such as Sacks and Ramachandran and with imaginative
literature by Gogo I, Dostoevsky, Poe, Kafka, Plath, Gilman, and many
others that all describe abnormal psychological conditions. We will
respond to our readings by channeling the imagination with a variety
of creative projects. Finally, we will also study the normal mind and
how it functions in both mundane and creative ways.
Students will discuss readings in seminars, engage in active
writing exercises, and develop projects designed to explore and
stimulate creativity. Assignments may include research papers,
poster projects, and other creative activities. Weekly films and
discussions will enhance our examination of the uses or influence of
psychological conditions in the creation of literature, art, and music.
Guest speakers will provide additional workshops and lectures in
various artistic modalities. We will take field trips to the Tacoma
Art Museum and the Museum of Glass, as well as to the Seattle
Art Museum, and our work will prepare students to undertake a
~- _ _ cu1_E!!inating project in winter. Students will have ample opportunities
~ to explore their own creativity and imagination.
Credits: 16
Enrollment: 36
Required Fees: $123 in fall for entrance fees, workshop supplies, and
art supplies; $105 in winter for workshop supplies and art supplies.
This program introduces undergraduates to the foundational
theories, research, and pedagogies specific to teaching English
language learners (ELLs) in adult and K-12 classroom or international
settings. Students will examine how such conditions as history,
political climate, school policies, and program models impact the
access and quality of education ELLs receive.
Students will focus on the study of language as a system with
an emphasis on three important aspects of ELL pedagogy: literacy
development, academic language/ content area instruc;tion, and assessment of language proficiency and performance. Students will
analyze the central theories, structures, and conventions presented
in functional linguistics and language-acquisition research . With this
knowledge base, students will design literacy curriculum arid instructional strategies that align with Washington's K-12 English language
development and Common Core standards and competencies, or
the Teachers of English to Speakers of Other Languages (TESOL)
standards for adult ELLs.
Students will also explore methods for content-area teaching
(i.e., math, science, social studies) and assessment specific to the
Common Core, four language domains (listening, speaking, reading, and writing), and the four developmental levels of language
proficiency (preproduction, beginner, intermediate, and advanced).
Students will learn the principles of backward design lesson "planning,
analyze instructional tasks for ELLs, provide ELLs opportunities for
comprehensible input (receptive language instruction) and comprehensible output (productive language instruction), and offer contentarea lesson demonstrations for peer feedback.
Credits: 16
Enrollment: 25
Marine Ufe: Marine Organisms and Their
Environments
Mathematical Systems
Winter 2016 and Spring 2016 quarters
Fields of Study: Mathematics and philosophy of science
Class Standing: Sophomore- Senior
Prerequisites: One year of Calculus.
Preparatory for studies and careers in mathematics, math
education, history and philosophy of math, and physical sciences.
Faculty: Rachel Hastings
Fields of Study: Biology, ecology, field studies, marine science
and zoology
Class Standing: Junior- Senior
Prerequisites: At least two quarters of college chemistry with
labs, two quarters of college biological sciences with lab or
fieldwork, and ability to work easily with numbers and equations.
Preparatory for studies and careers in marine science,
environmental science, and other life sciences.
Faculty: Amy Cook and Pauline Yu
This program focuses on marine organisms, the sea as a habitat,
the relationships between the organisms, and the physical/chemical
properties of their environments and their adaptations to those
environments. Students will study the biology and ecology of marine
organisms and physical and chemical oceanographic concepts
as they apply to those organisms. The program will offer students
the opportunity to refine their field sampling skills and associated
statistics and laboratory techniques. Throughout the program,
students will focus on the identification of marine organisms and key
aspects of the ecology of selected species and marine habitats and
develop their understanding of impacts on the marine habitat as a
result of the Anthropocene, the era of human influence. Physiological
adaptations to diverse marine environments and the evolutionary
history of the sea will be also be emphasized.
We will study physical features of marine waters, nutrients,
biological productivity, and regional topics in marine science.
Concepts will be applied in faculty-designed experiments and
student-designed research projects both in the lab and in the field.
Data analysis will be facilitated through the use of Excel spreadsheets
and elementary statistics. Seminars will analyze appropriate primary
literature on topics from lectures and research projects.
The faculty will facilitate identification of student research projects,
which may range from studies of trace metals in local organisms and
sediments to ecological investigations of local estuarine animals.
Students will design their research projects during winter quarter and
write a research proposal that will undergo class-wide peer review.
The research projects will then be carried out during spring quarter
and, at the end of spring quarter, students will document their work
in written research papers and oral presentations.
Does not accept new enrollment in spring.
Credits: 16
Enrollment: 50
Required Fees: $400 in winter for a five-day trip to Friday Harbor
Labs on San Juan Island; $100 in spring for an aquarium trip or a
whale-watching tour.
Fall 2015, Winter 20j6 and Spring 2016 quarters
This program is built around intensive study of several
fundamental areas of pure mathematics. Topics are likely to include
' abstract algebra, real analysis, geometry, and topology.
The work in this advanced-level mathematics program is likely to
differ from students' previous work in mathematics, including calculus,
in a number of ways. We will emphasize the careful understanding of
the definitions of mathematical terms and the statements and proofs
of the theorems that capture the main conceptual landmarks in the
areas we study. Hence, the largest portion of our work will involve
the reading and writing of rigorous proofs in axiomatic ?YStems,
These skills are valuable not only for continued study of mathematics
but also in many areas of thought in which arguments are set forth
according to strict criteria of logical deduction. Students will gain
experience in articulating their evidence for claims and in expressing
their ideas with precise and transparent reasoning.
In addition to work in core areas of advanced mathematics,
we will devote seminar time to looking at o~r studies in a broader
historical and philosophical context, working toward answers to
critical questions such as: Are mathematical systems discovered
or created? Do mathematical objects actually exist? How did the
current mode of mathematical thinking come. to be developed?
What is current mathematical practice? What are the connections
between mathematics and culture?
This program is designed for students who intend to pursue
graduate studies or teach in mathematics and the sciences, as well
as for those who want to know more about mathematical thinking.
Accepts winter and spring enrollment with signature. Students
must demonstrate that they have completed previous coursework
in upper-division pure mathematics. This should include at least
one quarter of abstract algebra with proofs and another proofbased course in pure math. Email instructor (hastingr@evergreer.edu)
to determine your eligibility.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2017-2018.
- ~ -
50 I Programs
Media Artists Studio
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Art history, communications, cultural studies,
media arts, 111edia studies and moving image
Class Standing: Junior- Senior
Preparatory-for studies and careers in media arts and digital
communications.
Faculty: Laurie Meeker
This advanced offering in the media arts is for students interested
in working individually or collaboratively on yearlong media projects
with the support of a learning community. The studio setting
provides students with the opportunity to help shape one another's
work through extensive critical review of ideas at each stage of
production and through technical support on one another's projects.
Engagement with critical theory on representation informs each
student's creative approach to their media production work. The
creative work produced over the year is research-based. Each media
artist or collaborative team will engage in extensive research and
writing to develop and support their creative ideas, including research
papers, grant writing, script outlines, etc. A wide range of media
projects and genres are possible, with a focus on creative nonfiction
and documentary, as long as the media artist(s) demonstrate a strong
foundation for potential success in that genre. Past participants have
created participatory/interactive documentary, experimental film/
video, autobiographical video, experimental narrative, essayistic
video, animation, online documentary series, mixed media gallery
installation, remix political satire, interactive Web installation, as well
as standard documentary. Students are expected to build on existing
_skills developed in past academic work, .· developing advanced
production skills rather than undertaking wholly new areas of media
production. Participants work closely with on·e another throughout
the year as co-learners and collaborators, collectively shaping the
output of the studio and developing a program of shorts to be
screened to the public at the end of spring quarter.
An integrated approach to media history/theory and production
is essential to the development of advanced media work. Students
will explore strategies of representation through readings,
screenings seminars, and research presentations, continuing to
buUd their skills in critical thinking and critical analysis. Individual
,_..--------research projects will explore contemporary media artists who have
made special contributions to the development of experimental
media practice. Students will also conduct research into new and old
media technologies, presenting their findings to the group. Students
will continue to develop their production skills through workshops,
exercises, and a collaborative project. CinemJtography workshops
will deepen student understanding of light, expos1:1re, and -i[T'age
quality in the 16mm format and/or HD digital video. Audio production
workshops will be offered to expand _student expertise with sound
design and technology.
Fall quarter involves a period of reflection, research, and idea
_development, including a two- to three-day retreat for concentrated
work. Students are asked to think broadly about their work, to
research and explore a number of project ideas before settling on
the final topic. During winter quarter, the focus will shift from idea
development to the production phase, when students will acquire
all their images and production materials. The critique process will
be a central focus for the learning community during winter and
spring, requiring students to participate regularly in the critical
analysis of one another's creative work. During spring, each student
will complete post-production work, engage in extensive critique
sessions, and participate in producing a public screening of their
work.
Faculty signature. Students must submit a portfolio that
includes copies of two recent faculty evaluations or two letters of
recommendation (for transfer students) and a DVD which contains
Programs 151
two examples of their best work in film, video, or audio (or links
to online materials). All prospective students must complete the
written application (available from Laurie Meeker at meeker!@
evergreen .edu). Portfolios and applications received by the
Academic Fair in May 2015 will be given priority. After the Fair,
applications will be reviewed as submitted; qualified students will
be accepted until the program fills. Students will be individually
notified by email of their acceptance into this program. Accepts
winter enrollment with signature. Portfolios and applications
received by the Academic Fair in December 2015 will be given
priority. This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Required Fees: $550 in fall for an overnight field trip and
cinematography workshop, and $200 in spring for an overnight
field trip.
Media Internships
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Media arts, media studies and moving image
Class Standing: Junior- Senior
Prerequisites: Students entering this internship program should
have experience in media production, the history and theory of
media, and/or experience with audio production and the history
and theory of audio technology and music.
Preparatory for studies and careers in media production,
professional studio management, and computer applications in
media art.
Faculty: Peter Randlette and Laurie Meeker
The Electronic Media internships provide opportunities for
in-depth learning of a variety of media skills ·and concepts. They
require a yearlong commitment for fall, winter, and spring quarters.
Interns enroll for 12-16 credits per quarter with room for a 4-credit
part-time class or other academic components. Interns work 30 to 40
hours a week and are paid 15 to 19 hours a week, depending on credit
distribution. The intern's primary responsibilities are focused on supporting instruction, maintenance, and administration for specific labs,
facilities, and production needs under the supervision ofthe staff. The
interns meet weekly as a group to share skills, collaborate on projects,
and facilitate working together on productions and cross training between areas. All interns will be working in the Center for Creative and
Applied Media, the rebuilt HD video and 5.1 surround audio 'production studios. For specific descriptions of the internships, please refer to
evergreen.edu/electronicmedia/eminternships.htm.
Faculty signature. Students may apply to a variety of internships
in different areas of Electronic Media. Contact Peter Randlette
at pbr@evergreen.edu for information and an application for
specific internships. Prerequisite skills and competencies ~ill
be demonstrated through completion of an application that
includes references, program evaluations, and a professional
resume. Students will also be expected to demonstrate capacity
to work in a professional environment and as a member of various
collaborative and creative teams. This program does not aq:ept
new students in winter or spring .
Credits: 12-16
Enrollment: 8
Mediaworks:
Signifying Power and Difference on Screen(s)
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: African American studies, art history,
communications, cultural studies, gender and women's studies,
media arts, media studies, moving image, queer studies, visual
arts and writing
Class Standing: Sophomore- Senior
Prerequisites: Must demonstrate upper division college-level
reading, writing and critical thinking skills. 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,
journalism, communication, education, and the humanities.
Faculty: Naima Lowe and Julie Russo
What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across
race, class, gender, and other axes of difference? How can we understand the interplay between popular media and experimental modes?
How do we critically engage with the history and traditions of media
practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects
and audiences? How can media makers represent or transform the
"real" world? Students will engage with these questions as they gain
skills in film/video/television hi~tory and theory, critical analysis, media
production, collaboration, and critique.
This yearlong program links media theory with practice. We will
explore a variety of media modes and communication strategies,
primarily interrogating representations of the "real" in media texts
spanning the continuum between popular entertainment and artistic practice. As creative critics, we will gain fluency in methodologies
including: close reading and formal analysis; mapping narrative and
genre; unpacking power from feminist, critical race, decolonial, and
anti-capitalist perspectives; and cultural, historical, and technological framing of commercial and independent media production. These
analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media
forms. As critical creators, we'll learn foundational production skills
and experiment with alternative approaches, including nonfiction,
video art, writing for and about media, autobiography, essay films,
remix, installations, and performance. In addition to production assignments, program activities will encompass analysis and criticism
through screenings, readings, seminars, research, and critical writing.
We'll also spend significant time in critique sessions discussing our
creative and critical work .
In fall, students will explorewaysofseeing, listening, and observing
in various formats, focusing intensively on 16mm film production and
completing both skill-building exercises and short projects. These
collaborative exercises and projects will have thematic and technical
guidelines consistent with the program curriculum. Our production
work will be grounded in the study of concepts and methodologies
from media history and theory, including significant critical reading,
research, and writing. In hands-on workshops and assignments, we'll
analyze images as communication and commodities and investigate
how images create and contest meaning in art, politics, and
consumer culture.
In winter, students will delve deeply into field- and studio-based
video/audio production and digital editing, using the CCAM studio
and HD video technologies. We'll do this learning in conjunction
with studying the social and technological history of television and
video. Our production work will be primarily collaborative, though
students will conclude the quarter by working on an independent
project proposal.
In spring, as a culmination of the conceptual, collaboration, and
production skills developed in fall and winter, each student will
create an independent project. Possible forms include video or film,
installation, web-based rrojects, research projects, and internships.
Technical workshops, screenings, research presentations, ~ a~d
critique discussions will support this emerging work.
·
Faculty Signature. Students must submit an application
demonstrating how they meet the prerequisites. Applications
will be available from Academic Advising, the Seminar II program
office, and the faculty. Applications will be reviewed until the
program fills. We will start accepting students into the program
after the spring quarter Academic Fair, May 13, 2015. This
·program does not accept new enrollment in winter or spring.
Credits: 16
Enrollment: 48
Required Fees: $250 in fall for film festival admission, an
overnight field trip, film production expenses, and supplies;
$120 in winter for entrance fees, studio production expenses,
and supplies; and $20 in spring for film festival admission.
Internship Possibilities: Students may choose to do an intl}rnship ,
in a local or regional organization focusing on media production,
media education or a related subject. 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 2016-17.
52 I Programs
Programs I 53
Models of Motion
.Molecule to Organism
Fall 2015, Winter 2016 and Spring 2016 quarters
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Mathematics, philosophy of science, physics
Class Standing: Freshman -Senior
Prerequisites: Proficiency in precalculus, including algebra and
trigonometry; is required.
Preparatory for studies and careers in mathematics, physics, other
natural sciences, engineering, and math and science education.
Faculty: Krishna Chowdary
Fields of Study: Biochemistry, biology and chemistry
Class Standing: Sophomore- Senior
Prerequisites: One year of college-level general biology with
laboratory and one year of college-level general chemistry with
laboratory
Preparatory for studies and careers in biology, chemistry,
education, medicine, and health science.
Faculty: Paula Schofield, Thane Taylor and James Neitzel
In this program, we will integrate material from first-year college
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.
We will study the fundamental laws of nature and the mathematics
used to describe them, investigating the nature of motion, space,
time, infinity, matter, energy, light, heat, and electromagnetism (to
name just a few) . Students will be supported in developing a firm
background 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.
One of the major goals will be to learn how to create and
apply mathematical and computational methods to models in
physics. Scientists make observations, look for patterns, and then
build -models and use those models to understand and predict
the behavior of the natural world. The development of many
mathematical methods, most notably calculus, has been motivated
by the desire to understand the behavior of physical systems. In a
related way, computer simulations allow for examination of physical
bebavior for which the mathematical models are too difficult (or time
consuming) to solve by hand. Students will learn both the underlying
mathematics and how to create and use such simulations.
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 collaborative 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
~mathematics; in particular, a good grasp of precalculus (including
algebra and trigonometry) will be assumed. Equally important,
however, will be a commitment to working hard and learning together.
The work will be intensive and challenging but also exciting.
Students should expect to spend more than 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, weekly homework, papers, presentations,
and exams.
-Accepts winter and spring enrollment with signature. Students
will need to demonstrate prerequisite knowledge equivalent
to mathematics and physics content covered in the previous
quarter(s). Contact Krishna Chowdary (chowdary@evergreen.edu)
for more information.
Credits: 16
Enrollment: 32
Required Fees: $350 in fall, $325 in winter, and $150 in spring for
math/physics conferences and physics kits.
This program develops and interrelates concepts in experimental
(laboratory) biology, organic chemistry, and biochemistry, thus
providing a foundation for students who plan to continue studies in
chemistry, laboratory biology, field biology, and medicine. Students
will carry out upper-division work in organic chemistry, biochemistry,
cellular and molecular biology, and genetics in a yearlong sequence.
The program integrates two themes, one at the cell level and the other
at the molecule level. In the cell theme, we start with the cell and
microbiology and proceed to the whole organism with the examination
of structure/function relationships at all levels. In the molecular
theme, we will examine organic chemistry, the nature of organic
compounds and reactions, and carry this theme into biochemistry
and the fundamental chemical reactions of living systems. As the year
progresses, the two themes continually merge through studies of
cellular and molecular processes in biological systems.
Each aspect of the program will contain a significant laboratory
component. On a weekly basis, students will write papers and maintain
laboratory notebooks. All laboratory work and approximately half of
the non-lecture time will be spent working in collaborative problemsolving groups. Spring quarter student-designed research projects
are a culmination of all major concepts learned throughout the year.
This is an intensive program . The subjects are complex, and
the sophisticated understanding we expect to develop will require
devoted attention and many hours of scheduled lab work each week.
Accepts winter and spring enrollment with faculty signature.
Students entering in winter must have completed one quarter
each of the disciplines covered in fall quarter or the equivalent.
Students entering in spring must have completed two quarters
each of the disciplines covered in the fall and winter quarters or
the equivalent. Interested students should contact the program
coordinator by email or in person at the Academic Fair.
Credits: 16
Enrollment: 75
Music Addressing Complexity: Countershapes,
Counterpoints, and the Resistance to Homophony
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Aesthetics, computer science, media studies, and
music
Class Standing: Junior- Senior
Prerequisites: One year of college-level music theory.
Preparatory for studies and careers in music composition,
computer science, and liberal arts.
Faculty: Arun Chandra
Western European music has had a long development of
simultaneous complexity, from the introduction during Medieval
times of independent voice leading, to the multi-voiced complexity
of Gyorgi Ligeti's "micro-polyphony" in the 1960s. "Polyphony" is
the presence of multiple, independent musical voices, where the
differences of each voice emphasize the differences of the others.
It is the opposite of "homophony," in which musical lines are
hierarchically bound to one another, harmonically and metrically, as
in a barbershop quartet.
From the 1920s through the 1940s, the anthropologists Gregory
Bateson and Margaret Mead studied the cultures of the South
Pacific, as well as those of North America and Europe. They traced
and articulated the differences between cultures, while noting the
simultaneous shared properties held between them. In the 1940s,
Bateson and Mead (along with Heinz von Foerster, W. Ross Ashby, and
others) began what was later called cybernetics. In our program, we
will be reading papers by Bateson, Mead, von Foerester, and others.
We will study the mathematical theory of information and create
compositions in sound that mirror and address the complexities that
these scientists wrote about, by means of t,he musical techniques of
polyphony and voice-misleading .
We will also investigate and learn how to program in the
C programming language under the Linux operating system, i·n an
attempt to create acoustic events that might begin to match the· •
complexity of our own times, using polyphony, and study the ideas
of counterpoint as shown in the compositions of J. S. Bach, A'tnold
Schoenberg, Gyorgi Ligeti, and contemporary composers.
During fall quarter, we'll study the basics of C programming, getting familiar with the fundamentals of digital synthesis and the Linux
operating system . Projects will include the creation of single-channel
sound files and learning about the fundamental waveforms, additive
synthesis, mixing, and frequency modulation. By winter, we'll expand
the work to include two-channel sounds, algorithms for equal-power
panning, filtering and granular synthesis. In the spring quarter, students will create 8-channel compositions, study direct waveform
synthesis, and utilize all the algorithms that we studied through the
year. Throughout the year, students will also be expected to write
and perform vocal exercises in musical counterpoint, which they will
perform in groups.
There will be regular listening sessions, musical projects, and
writing assignments using the writings of cyberneticians as models,..
The program will attend concerts of music in Seattle and Portland
and give a public concert of our final compositions.
This program accepts new enrollment in winter with signature.
Prospective students should contact the faculty to take the fall
final exam. This program does not accept spring enrollment.
Credits: 16
Enrollment: 25
Required Fees: $100 per quarter for performance tickets.
;4 I Programs
Music Creation and Performance
Winter 2016 quarter
- Fields of Study: Music
Class Standing: Junior- Senior
Prerequisites:'One year of formal, college-level study in music
performance, composition, or theory.
Preparatory for studies and careers in music composition and
performance.
Faculty: Terry Setter and Andrea Gullickson
This program will investigate the relationship between music
composition and music performance. The program structure mixes
independent work in music with weekly lectures, seminars, and
performance workshops. Students will compose original pieces
that explore contemporary compositional techniques and work to
improve their performance skills. The program is for experienced
composers and performers. It is not a course in songwriting, beat
making,. or popular music.
The goal of the program is for students to become better
composers and performers. To do this, we will have weekly workshops
in performance practice, as well as composition forums to review
and help the members of the group refine their ideas. Students will
work to develop greater understanding of the qualitative aspects of
listening and how music "functions" in their lives. We will read texts
that de_al with established contemporary compositional techniques,
such as Techniques of the Contemporary Composer, by David Cope,
as well as recent findings related to the effects of music on the body.
We will also read texts related to various aspects of performance,
such as Integrated Practice, by Pedro de Alcantara. These readings
will help students build vocabulary and a broad spectrum of
- ~ approaches to our work. They will also help us develop useful
critical skills. All students will select a topic for a 20-minute formal
research presentation that will be presented orally during week 9 as
the culmination of their independent work during the quarter. There
will be an overnight retreat during which guest musicians will work
with the students and share information about their approaches to
the creation and performance of music. There will also be a public
concert of original pieces at the end of the winter quarter.
Credits: 16
Enrollment: SO
Jecjurr~ Fees: $7S for an overnight retreat with guest artists.
Programs I 55
The Nature of Music:
Patterns, Paradox, and Possibilities
The New Puritans:
Studies of Anglo-American Social Conscience
Fall 2015 quarter
Fall 2015 and Winter 2016 quarters
Fields of Study: Music
Class Standing: Freshman -Senior
Preparatory for studies and careers in music, performance,
education and arts-related fields.
Faculty: Andrea Gullickson
"Our humanity rests upon a series of learned behaviors,
woven together into patterns that are infinitely fragile and
never directly inherited." Margaret Mead
"Intelligence is the ability to take in information from the
world and to find patterns in that information that allow you
to organize your perceptions and understand the external
world." Brian Greene
The human brain seeks comprehension through the identification
of patterns. Yet while we seek predictable organization,_ we also
crave the excitement of the unexpected. Could an examination
of this paradoxical human desire increase our understanding of
the powerful role music plays in the lives of individuals and the
communities in which they live? In this program, we will examine the
many layers of patterns that fill our music as well as the unexpected
disruptions within those patterns that captivate our imagination. We
will consider corresponding patterns in the natural world and other
human endeavors in order to better understand our environment,
our place in it, and the role of art in shaping our experiences.
Our work with progressive skill development will require physical
immersion into the practices of listening, moving, and making music.
Theory and literature studies will require the development of a
common working vocabulary, writing skills, quantitative reasoning, and
critical-thinking skills. Weekly activities will include readings, lectures,
seminars, and interactive workshops designed to encourage students
to expand and meld their creative interests within an intellectual
infrastructure. Performance workshops will provide opportunities
to gain firsthand understanding of fundamental skills and concepts
as well as the transformative possibilities that exist through honest
confrontation of challenging experiences. Writing workshops and
assignments will encourage thoughtful consideration of a broad range
of program topics. This balanced approach to the development of
physical craft, artistry, and intellectual engagement is expected to
culminate in a significant written and performance project.
Credits: 16
Enrollment: 24
Fields of Study: American studies, cultural studies, history,
literature, philosophy, religious studies and writing
Class Standing: Junior- Senior
Preparatory for studies and careers in humanities, education,
and writing.
Faculty: Nancy Koppelman and Trevor Speller
Puritans are caricatured as strict prudish moralists. Yet they were
avid readers and writers who believed in the life of the mind. They
socialized, partied, drank alcohol, played sports, and married young if
at all. About a third oftheir children were born out of wedlock; efforts to
purify themselves of sin were not completely successful. Nevertheless,
the wish for self-purification captures the American imagination, and
its roots are deep in the Puritan past. In the 19SOs, the path-breaking
historian Perry Miller wrote, "Without understanding Puritanism, and
that at its source, there is no understanding of America." Students will
study what Miller meant, learn about generations of "new Puritans"
over three centuries of American history, and evaluate whether he was,
and is, correct. Puritanism has changed, but its basic "structures of
feeling," to borrow a phrase from Raymond Williams, are still with us,
and will be the subject of our studies.
This program will give an overview of progressive movements
and ideas in a transatlantic context (i .e., spanning Great Britain to the
U.S.). Students will read history, literature, religious tracts, and political
philosophy. Our cast of historical characters will include 18th-century
idealists, 19th-century reformers, 20th-century progressives, and
"new radicals." We'll encounter abolitionists, utopians, vegetarians,
temperance advocates, lots of women (some of them feminists).
communists, radicals, and counter-culturists, including idealists in our
own time who address challenges of the human condition.
In the fall, we will take a 10-day trip to New England to visit sites
of early Puritan settlement such as Plymouth, Boston, and Salem. Our
studies will begin in 16th-century England, with an examination of
the Protestant Reformation and the political questions it inspired. We
will consider how and why religious ideas about individual agency
and rights shaped social change and inspired social movements,
including the American Revolution and beyond. In the winter,
students will pursue a research project on a topic of their choice.
The Puritans were concerned with the dignity of everyday people,
skeptical or outright hostile to state power, troubled by hierarchy,
compelled to purge corrupting influences, attracted to disciplined
bodily habits, worried that society was ever more unethical, committed
to influence minds and hearts, and convinced that "everything
happens for a reason." If you share any of these concerns, you may be
a "new Puritan." Take this program and find out.
Credits: 16
Enrollment: SO
Required Fees: $900 in fall for entrance fees and a 10-day field trip.
Of Blood and Beauty: The Thought,
Literature and Art of German-Speaking Cultures
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Aesthetics, art history, cultural studies,
international studies, language studies, literature, music,
philosophy, psychology and theater
Class Standing: Sophomore- Senior
Prerequisites: One year college-level study in the humanities.
German is not required; beginning language will be offered.
Preparatory for studies and careers in graduate study in literature,
philosophy, cultural studies, German studies, art history, international
affairs and government, international business, nonprofit work.
Faculty: Marianne Bailey and Kathleen Eamon
Our program will explore the productive paradoxes of Germanic
sensibilities by working through foundational works in literature,
philosophy, psychoanalysis, music, and visual arts from GerrQanspeaking thinkers and makers. We will be especially concerned witn
the unmistakable coexistence of a drive toward order, structure,
technology, and systems, with an equally persistent melancholy, deep
inwardness, and mysticism. Goethe's Faust is written in German; so,
too, is the Dada Manifesto. The philosophical systems of Kant and
Hegel, for example, feed Nietzsche's critical tongue. Freud and the
psychoanalytic tradition name and analyze the chaotic forces of
h,yrilan depths decades after German Romantics intimated and sang
praises of that darkness, figuring its caves, jewels, and labyrinths in
their poems and paintings. The operatic wave of Wagnerian ritual
"Gesamtkunst" (total art) joins, in the German canon, the ethereal
choirs of medieval mystic, Hildegard of Bingen, and the perfect
symmetry of a piece from Mozart. We will ask what in this dual
mentality allowed the rise of fascism, and how the artists and thinkers
who opposed it and came of age in its wake were radically changed
in their understanding of their language, their work, themselve!;, and '
their notions of art and of humanism.
In fall and winter quarters, we will work across a long history,
drawing from the Medieval and Renaissance eras with the aim of better
understanding German Romantic literature, art, and philosophy of
the late 18th and 19th centuries, and studying that period in turn so
that we can approach works from 20th-century'moderns, as well as
works by outsider artists found in the fringe galleries and theaters in
contemporary Berlin. Language study (beginning and intermediate)
will be integral to our work for all students who plan on traveling to
Germany in spring quarter.
Spring quarter will include further language, ~hilosophical, and
cultural study, as well as significant individual project work. Students.
may elect to travel to Germany for nine weeks of field study, first
in Berlin for intensive language and cultural studies, and then on
excursions into, for example, Austria, Switzerland, and southwestern
Germany during students' Wanderzeit (walking time). In Berlin, we
will continue our historical trajectory with an emphasis on works of
post-modernity and the situation of the contemporary European and
world city, studying Berlin's art, music, drama, and architecture. During
the Wanderzeit, students will pursue their self-designed curriculum
incorporating travel and cultural research; a portion of winter quarter _
will be devoted to developing those projects. Students on campus •
will engage a version of the all-program syllabus while developing
their own individual projects with the support and help of faculty
and one another. These students will have their own version of the
Wanderzeit, when they can make field trips of their choosing. These
might include touring independent poetry publishers, traveling to
a nearby or distant museum or archive important to their research,
or wandering the mountains or seashore reading and writing about
the German Romantic poets and thinkers like Nietzsche, Navalis, or
Hesse. All students will join together at year's end to present their
spring experiences and projects.
This program will offer advanced work in the humanities and
excellent preparation for graduate work.
Credits: 16
Enrollment: SO
Study Abroad: Students who choose to travel will spend approx. five
weeks doing cultural fieldwork and German language study in Berlio._
at the International Institute CIEE. Then students will pursue personal travel and research agendas developed during winter quarter.
Costs to students will vary according to individual choices and travel
agendas; $7,SOO is an approximate maximum cost, including airfare.
For details on study abroad, visit evergreen.edu/studyabroad or
contact Michael Clifthorne at clifthom@evergreen.edu.
Required Fees: $40 in fall and winter for entrance fees.
A similar program is expected to be offered in 2018-19.
Programs I 57
56 I Programs
Out of the Shadows:
Women of Color in the Era of Civil Rights
- Winter 2016 OR Spring 2016 quarter
Fields of Study: African American studies, Native American
studies, cultural studies, gender and women's studies, history and
literature
Class Standing: Freshman
Preparatory for studies and careers in American studies, U.S.
history and literature, cultural studies, political science, education.
Faculty: Elizabeth Williamson and Frances V. Rains
This program repeats the content from winter quarter for
Spt"ing quarter. Students who take the winter quarter program
~ - may'"not sign up for the spring repeat program.
The Civil Rights era is typically described as a set of movements
inching towards justice through the hard work of individual organizers,
predominantly African-American males. When an entire historical
moment is narrated in this way, women of color, their actions, their
contributions, and their leadership, are implicitly relegated to the
shadows. Students who are taught history in this way learn not to
question what is "unseen," which in turn reinforces the patriarchal
status quo. This program seeks to resist that status quo by shining
light on the leadership and work of many erased women of color
across the decades of the 1950s-1970s.
In addition to studying the crucial roles women of color played
in the era of Civil Rights, we will learn about the critiques women
of color provided of both white feminism and the male-dominated
· Black Power movement. In other words, we will highlight the role
of women-of-color activists, writers, singers, and leaders in the
struggle to forge a truly intersectional analysis of American systems
of oppression. Because our 10-week study will necessarily be
incomplete, students will be invited to do biographical or creative
projects on figures and topics not covered in our syllabus.
Significant attention will be paid to helping students develop
their reading and critical thinking skills, and we will also supplement
our textual analysis with films and music from the period.
Credits: 16
Enrollment: 36
Required Fees: $15 for museum tickets.
Painting in the 21st Century
Spring 2016 quarter
Fields of Study: Art history and visual arts
Class Standing: Sophomore- Senior
Prerequisites: Students entering the program must have a solid
background in representational drawing.
Preparatory for studies and careers in visual arts, art history,
and the humanities.
Faculty: Susan Aurand
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 who 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 or submitted to the faculty at the Academic Fair.
Credits: 16
Enrollment: 25
Perspectives of Diversity and Multiculturalism
Picturing Plants
Spring 2016 quarter
Spring 2016 quarter
Fields of Study: American studies, history and political economy
Class Standing: Freshman
Preparatory for studies and careers in social sciences,
humanities, law, and education.
Faculty: Michael Vavrus
Fields of Study: Botany, ecology, field studies, natural histo~y and
visual arts
• '
Class Standing: Junior- Senior
Prerequisites: Botany: People & Plants (page 30) or equivalent
introductory plant biology and basic drawing.
Preparatory for studies and careers in botany, vegetation
ecology, and scientific illustration.
Faculty: Frederica Bowcutt
What is it about diversity per se that creates social divisions
within a society? What diversity topics in particular create passionate
opinions across the political spectrum? How can we explain these
varying world views so that we come away with a deeper and fuller
understanding of why these debates endure? What was it about
diversity and multiculturalism that can elicit such strong emotions, so
much so that diversity as a concept can have varying effects on the
social and economic well-being of individuals and groups? These are
among the questions explored in this program.
This introductory program provides an overview of contemporary
diversity issues that manifest in contentious debates in countless
settings around the world. The primary focus is on the United States
with examples of the effects of these issues for school-age children
on their life opportunities and economic well-being. This survey uses
history and political economy to find patterns and connections from
the past to the present, including how multiculturalism has its roots
in contested diversity. This further requires an inquiry into different
world views or ideologies.
Through texts, films, lectures, seminars, and contemporary
news accounts, students wiiJ engage in critical pedagogy. Critical
pedagogy serves as a teaching-learning approach that can help us
look beneath common-sense explanations for differences. Among
the topics considered are skin color-consciousness and racial
color-blindness; the impact of racial and ethnic identification; what
constitutes a crime and just punishment; analysis of economic class in
interaction with culture; immigrant and indigenous experiences; and
patriarchy and its intersections with gender, sexuality, and religion.
Through
frequent
writing
assignments
and
speaking
opportunities, students can expect to leave this program with a
deeper understanding of the roots and implications of some of the
major social issues regarding diversity and multiculturalism in the
21st century.
Credits: 16
Enrollment: 23
Required Fees: $20 for museum entrance and guided tour fee.
•/
In this program, students learn how to use Hitchcock and Cronquist's Flora of the Pacific Northwest, a technical key for identifying unknown plants. In the field and laboratory, they will hone their
ability to recognize diagnostic characters of plant families. Students
will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project.
Through field trips, lectures, and readLngs, students will learn about
Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. ~tudent;
can expect to dedicate a significant amount of time to maintaining
a detailed field journal, which will be used to assess their field skills.
Another significant focus of the quarter is botanical illustration.
Students will create a portfolio of artwork and participate in the
curation of a show. In lectures, readings and critiques, participants
will study the cultural history of botanical illustration. In workshops,
students can expect to develop skills in pen and ink, scratchboard,
and watercolor techniques. Students will practice these skills in the
execution of a portfolio of illustrations. They will also learn to digitally
reproduce and manipulate their images for publication. A five-day
field trip to Sun Lakes State Park is critical to the"'Work of this program.
Participation in this and other field trips is required.
Credits: 16
Enrollment: 25
Required Fees: $250 for multi-day field trip.
58
Plant Ecology and Physiology
Winter 2016 quarter
Fields of Study: Biology, botany, ecology, environmental studies,
field studies, natural history and writing
Class Stanping: Sophomore- Senior
Preparatory for studies and careers in biology, botany, ecology,
environmental studies, field studies, natural history, and technical
writing.
Faculty: Dylan Fischer
How do plants and plant communities function? How do plants
differ in function above ground and below ground? We will closely
examine the ecology and physiology of plants and current methods
in plant ecology. Our studies will be divided among those that focus
on individual plants (autecology), the interactions among plants
(synecology). and physiological interactions with the environment
(ecophysiology). Topics will include plant communities; competition
and facilitation ecology; plant physiology; water use; photosynthesis;
plant growth and form; rooting; and the potential effects of largescale disturbances, such as climate change, on plant communities.
We will apply what we learn about plant ecology to better
understand current research in the broader fields of ecosystem and
community ecology. Our readings will be divided between current
widely used texts in plant physiology and ecology, historical papers
of great importance, and current research papers from technical
journals. Local day trips, workshops, labs, and a multiple-day field
trip will allow us to observe field research on plant physiology, plant
restoration, and the plant ecology of diverse environments, as well
as conduct student-driven research on plant ecology and physiology.
This is also a writing intensive program for technical science
~riting. Communication skills will be emphasized, particularly
reading scientific articles and writing for scientific audiences.
Credits: 16
Enrollment: 25
Required Fees: $350 for an optional multi-day field trip.
~
Programs I 59
I Programs
_.>
Political Ecology of Land: Urban Planning,
Property Rights, and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
Political Economy of Power in American Society
Fall 2015, Winter 2016 and Spring 2016 quarters
Spring 2016 quarter
Fields of Study: Community studies, environmental studies,
geography, government, law and government policy, po~itical
economy, political science and sustainability studies
Class Standing: Junior- Senior
Preparatory for studies and careers in government, urban
planning, architecture, non-profit sector, public/environmental
policy, and economic development.
Faculty: Jennifer Gerend and Ralph Murphy
Fields of Study: African American studies, American studies,
economics, government, history, international studies, political
economy, political science and sociology
Class Standing: Sophomore- Senior
Preparatory for studies and careers in political economy, sociology,
economics, history, education, community and labor organizing,
global justice movement, law, development, and social work.
Faculty: Peter Bohmer
Fields of Study: Government, history and political economy
Class Standing: Sophomore- Senior
Preparatory for studies and careers in foreign policy, advanced
political economy, government, history, and public policy.
Faculty: Lawrence Mosqueda
This yearlong upper-division program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by
humans historically and in contemporary times. How can today's built
environments be explained, and what should be preserved? We will
give special attention to the political, legal, economic, social/cultural,
environmental , and justice contexts of land use. We will also look
at land ethics, concepts of land ownership, and efforts to regulate
land uses and protect lands that have been defined as valuable by
society. We will consider more sustainable development patterns to
accommodate population growth and improve public health, especially walkable urban density.
To understand the purpose of land use policy and regulation,
the following topics and disciplines will be used to evaluate the
human treatment of land, primarily in the United States: history
and theory of land use planning; economic and community
development; the structure and function of American government
and federalism; public policy formation and implementation;
contemporary land use planning and growth management; elements
of environmental and land use law; economics; fiscal analysis of state
and local governments; and selected applications of qualitative and
quantitative research methods, such as statistics and Geographic
Information Systems (GIS). Our goal is to have students leave the
program with a comprehensive understanding of the complexity
of issues surrounding land use planning, restoration, urban
redevelopment, stewardship, conservation, and the specific skills
sets required for professional level work in this dynamic field .
The program will include lectures, seminars, guest speakers, films,
workshops and in-class simulations (e.g., a mock public hearing),
field trips in western Washington and individual and group research
projects and presentations. Students will also acquire professional
writing skills through instruction and practice in formats • such as
the policy briefing paper. Fall quarter will focus on developing an
understanding of the political and economic history that brought
about the need for land use regulation. This will include understanding
the political, legal, theoretical, and economic context. Winter and
spring quarters will continue these themes into contemporary
applications and the professional world of land use planning, such
as understanding the legislative and public policy protesses in
Washington at the state and local government levels, major policies
such as the Washington State Growth Management Act, historic
preservation, and economic development. During spring quarter,
additional subtopics of interest to the program will be explored
through major group projects and presentations or internships.
Students will leave the program with credits for an emphasis in land
use planning, an excellent preparation for potential professional
careers and the prerequisites for many graduate programs in land
use planning, public administration, and public policy.
We will examine the nature, development, and concrete workings
of modern capitalism and the interrelationship of race, class, and
gender, primarily in the contemporary context. We will focus on the
themes oppression, exploitation, social movements, reform, and
fundamental change, as well as the construction of alternatives to
capitalism, nationally and globally. We will examine social changes
that have occurred in the past, present trends, and alternatives
for the future. We will examine different theoretical frameworks
such as liberalism, Marxism, feminism, anarchism, and neoclassical
economics, and their explanations of the current United States and
global political economy and of key issues such as climate change,
poverty and inequality, immigration and the criminal justice system.
In studying the U.S. experience, we will study linkages from
the past to the present, between the economic core of capitalism,
political and social structures, and gender, race, and class relations.
Resistance and social moveme)ltS will be a central theme. We will also
investigate the interrelationshl p between the U.S. political economy
and the chang ing global system, historically and in the present. We
will study causes and consequences of the globalization of capital
and its effects in our daily lives, and the role of multilateral institutions.
We will analyze the responses of societies such as Venezuela and
social movements such as labor, feminist, anti-war, environmental,
anti-racist, indigenous, and youth , and the global justice movement
in the U.S. and internationally in opposing the global order. We will
look at alternatives to neoliberal capitalism, including participatory
socialism and strategies for fundamental change.
Students will be introduced to economics from a neoclassical
and political economy perspective. Within microeconomics, we will
study topics such as the structure and failure of markets, work and
wages, growing economic inequality, poverty, and the gender and
racial division of labor. We will study macroeconomics, including
austerity policies and critiques of it, the role of debt, and causes
and solutions to unemployment and economic instability. Students
will engage the material through seminars, lectures, guest speakers,
films, workshops, synthesis papers based on program material and
concepts, and a take-home exam.
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2016-2017.
Accepts winter and spring enrollment. For winter, faculty w ill
compile a list of catch-up readings from fall quarter, and new
students will have to show their comprehension in a makeup
seminar. For spring, new students must meet with faculty prior to
enrolling and perform makeup work.
Credits: 16
Enrollment: 50
Fall 2015 quarter
This program focuses on the issue of power in American society.
We will investigate the nature of economic, political, social, military,
ideological, and interpersonal power. The interrelationships of these
.<;Jimensions will be a primary area of study. We will explore these
themes through lectures, films, seminars, a journal, and short papers.
The analysis will be guided by the following questions, as well as
others that may emerge from our discussions: What is meant by the
term "power"? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How ls 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
current power structures? What responsibilities do citizens have to
alter the structure of power? What alternative structures are possible,
probable, necessary, or desirable?
In a time of war and economic, social, 'and political crisis, a
good deal of the program will focus on international relations
in a systematic and intellectual manner. This is a serious class for
serious people. There is a good deal of reading and some weeks are
more complex that others. Please be prepared to work hard and to
challenge your previous thinking.
•
Credits: 16
Enrollment: 25
A similar program is expected to be offered in 2016-2017.
----.._
Programs 161
60 I Programs
The Postcolonial Novel
Practice of Organic Agriculture
Reality and Dreams: Seeing the Inner and the Outer
Spring 2016 quarter
Spring, Summer and Fall 2016 quarters*
Fall 2015 and Winter 2016 quarters
Fields of Study: Cultural studies, literature and writing
Class Standing: Junior- Senior
Prerequisites: Well-prepared students will have previously
studied literature and/or the humanities, and will have written a
significant paper (10+ pp.) on the topic. Lower-division students
may be admitted pending an assessment of written work.
Preparatory for studies and careers in literary criticism, cultural
studies, and education.
Faculty: Trevor Speller
With the breakup of the British Empire following World War II, a
new set of states emerged into the world, each with particular cultural
concerns. Many of those concerns are described in the imaginative
genre of the novel. This program will explore the aesthetic and
political issues around the novel, from the early 20th century to the
present, with a focus on Anglophone writing from current and former
commonwealth countries.
The intersection of colonialism, nationalism, cultural identity, and
the novel will be an important locus of attention. What makes a novel
"British," "colonial," or "postcolonial"? What happens when politics and
art are married, and what is gained and lost in this relationship?
In what ways can writers and their work be representative, or not
representative, of a so-called "genuine national tradition"? What
con!i_titutes a progressive or moral artwork, and does that have any
special value?
Our reading list will begin with Joseph Conrad's Heart of Darkness,
and will go on to consider a number of other novels and writers such
as Salman Rushdie, Chinua Achebe, Nadine Gordimer, J.M. Coetzee,
V.S. Naipaul, Jean Rhys, Kiran Desai, E.M. Forster, Ben Okri, and/or
· ·Zadie Smith. We will read excerpts from other works of fiction, critical
views on the postcolonial novel, and contemporary literary theory.
Films may be screened in class. By the end of the program, students
will have a firm foundation in postcolonial literature, exposure to
significant strands of literary theory, and experience with upperdivision literary research .
Students will be asked to read various texts, prepare presentations,
lead class discussions, and produce a critical paper (1 S+ pages), in
addition to minor assignments. The best work in this program will be
~_
usgful for graduate school applications.
~ -credits : 16
.
Enrollment: 25
Required Fees: $50 for entrance fees to plays, tours, and films.
Fields of Study: Conscieusness studies, literature, psychology
and visual arts
~
Class Standing: Freshman- Senior
Prerequisites: Students must have college-level skills in reading,
writing, and pursuing research topics, as well as a strong interest
in the experiential study of the relationships between our creative
endeavors, our inner experiences, and our beliefs. Effort, selfmotivation, and commitment will be essential for succeeding in
t~is rigorous program.
-Preparatory for studies and careers in photography,
consciousness studies, philosophy, and psychology.
Faculty: Bob Haft and Donald Middendorf
Fields of Study: Agriculture, botany, business and management,
ecology and environmental studies
Class Standing: Freshman- Senior
Prerequisites: High school algebra, biology and chemistry;
good communication skills; and ability/willingness to adhere to
a structured work schedule, follow detailed directions in a work
environment, and resolve conflicts in a group setting .
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
*This program begins in spring of 2016 and spans academic years.
This three-quarter program (spring, summer, and fall quarters)
will explore the details of organic farming and food prqduction systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (botany,
soils, horticulture, business, etc.) will be presented throughout all
three quarters, and while our primary focus will be on small-scale
organic production, we will examine a variety of production systems.
Our emphasis will be on the scientific underpinnings and practical
applications critical for growing 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, from starting seed to the sale of
farm products. This includes an on-campus 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 may 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. Water management,
irrigation system design, maximizing market and value-added
opportunities, and regulatory issues will also be covered. Focus
during fall will be on farm and business planning, crop physiology,
storage techniques, and cover crops.
If you are a student with a disability and would like to request
accommodations, please contact the faculty or Access Services
(Library Rm. 2153, (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.
Students planning to take this program need to develop a
plan that includes financial aid to cover summer quarter 2016,
contact Financial Aid early in fall quarter 2015.
Faculty signature. Interested students send a letter that details how
they have met the specific prerequisites listed to Paul Przybylowicz
(przybylo@evergreen.edu). Applications received by the Academic
Fair will be given priority. After the Academic Fair, applications
will be reviewed as submitted and qualified students will be
accepted until the program fills. Students will be individually
notified by email of their acceptance into this program.
Credits: 16
Enrollment: 48
Required Fees: $250 in spring, $250 in summer, and $400 in fall
for overnight field trips and supplies.
Psychology and the Arts
Spring 2016 quarter
, Fields of Study: Community "studies, consciousness studies and
psychology
Class Standing: Junior- Senior
Preparatory for studies and careers in psychology and the
expressive arts.
Faculty: Mukti Khanna and Terry Setter
The arts allow us to access deep components of ourselves that
are not easily available through other means. They also allow us
to gain new perspectives on our culture and the world around us.
Perhaps this is at the heart of why people are so passionate about art.
In this team-taught, full-time program, students will study
developmental psychology and psychological underpinnings of
artistic expression and will design arts activities for presentation
within the class and for use as social health care projects beyond the
campus. Students will integrate their knowledge of these areas to
create inter-modal art-centered activities designed to reduce stress
and increase resilience and social skills for diverse communities
and age groups, including international refugee populations. The
student-designed, art-centered activities might take many forms,
such as online instructions, a video piece, a tabletop game or
interactive theatre workshops.
We will make use of cognitive and experiential approaches to
learning in order to introduce students to skills and concepts needed
to increase their understanding of cognitive, emotional, mental,
and physical contexts of developmental psychology. The program
will integrate theories with practice to explore diverse resources
from personal to global in scale, as well as guide students toward
creating multi-modal arts-based modules that can become part of an
international curriculum on social health care to build resilience and
promote creativity for people of diverse ages, and to reduce conflict
in displaced communities. Students will also develop knowledge
and presentation skills by conducting research into a topic of their
choosing, related to their arts-presentation project, and presenting it
in an appropriate format at the end of the term.
Credits: 16
Enrollment: 50
Required Fees: $50 for art supplies and concert tickets.
From the Old Testament to Sigmund Freud, from August Kekul's
vision of the ouroboros to Salvador Dali's melting clocks, dreams
have been an integral part of both an individual's well-being and
the creative spirit. Dreams have manifested themselves as clues to
personal problems, solutions to stubborn intellectual conundrums,.
and even as works of art. What role do they play in our own inner
and outer lives?
This two-quarter, interdisciplinary program will provide an
opportunity for students who are interested in doing intensive work
in the areas of dreams and photography to cultivate awareness of
the interplay of inner and outer experiencs through challenging
readings, creative work, and self-reflection. We will examine our
beliefs about the nature of reality as manifest in the expressive arts
and physical reality from a variety of disciplinary viewpoints including
photography, psychology, literature, and biology.
During fall quarter, we will study the basic~ of black-and-white
photography as a means of learning how to see and appreciate the
world around us. We'll also learn how we (and others throughout
history) have used dreams to "see" our inner world. We'll use Greek
literature to examine the emotional and behavioral interactions that
we call "love" and try to understand the concept of "light" from
both a physical and philosophical perspective. During winter quarter,
we'll continue and deepen our study and'use of photography and
dreams and include a study of relevant topics in biology such as
neuroplasticity, epigenetics, and the physiology of the eye. We'll also
examine alternative areas of research such as lucid dreaming and
paranormal phenomena, as well as the approach of the Surrealists to '
examining the nature of reality through art and dreams. Students will
have the opportunity to give a presentation to their peers usi~g the
skills learned during the two quarters.
This is an experiential and rigorous full-time program in which
students will be expected to participate in all program activities and
document 48 hours of program-related work per week.
Faculty signature. Students must demonstrate collegelevel writing skills. For admission in the fall quarter, an online
assessment will be available by the Academic Fair, May 13, 2015.
This program accepts winter enrollment with faculty signature.
For admission in winter, an assessment of writing skills will be
available from either faculty member.
.
Credits: 16
Enrollment: 48
Required Fees: $160 per quarter for museum entrance fees and
photographic supplies.
Programs I 63
62 I Programs
Reinterpreting Liberation:
Third World Movements and Migrations
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Cultural studies, gender and women's studies,
history, intJrnational studies, literature and political economy
Class Stan~ing: Sophomore- Senior
Preparatory for studies and careers in education, international
studies, community advocacy, and foreign service.
Faculty: Alice Nelson, Savvina Chowdhury and Therese Saliba
For centuries, shouts of liberation have echoed through the
streets, from Kolkata, India, to Caracas, Venezuela. Today, new
movements are afoot, inviting us to revisit the question, "What does
independence mean in the cultural, historical, political, and economic
context of the global South?" Third World liberation movements that
arose in the aftermath of World War II did so not only as organized
_ resistance to colonial forms of oppression and domination, but
also. as attempts to reconceptualize an alternative, anti-imperial
and anti-racist world view. While gaining some measure of political
independence, nations such as India, Egypt, Algeria, Mexico, and
Nicaragua found that they remained enmeshed in neocolonial
relations of exploitation vis-a-vis the former colonial masters and the
emerging U.S. empire. Their post-colonial experience with nationbuilding bears witness to the actuality that political liberation remains
ins~parable from economic independence.
Through the disciplinary lenses of literature, cultural studies,
political economy, and feminist theory, this program will explore how
various ideas of liberation (sometimes complementary, sometimes
contradictory) have emerged and changed over time, in the contexts
of Latin America, the Middle East, and the Indian subcontinent.
We will explore religious, national, gender, ethnic, and cultural
identities that shape narratives of liberation through the discourses
of colonialism, neocolonialism, religious traditions, and other mythic
constructions of the past. We will examine how deep structural
inequalities have produced the occupation and partitioning of land
and migrations, both forced and "chosen."
With emphasis on a variety of texts, we will examine the ways in
which authors revisit their histories of European and U.S. colonialism
and imperialism, question the ways stories have been written, and
~s~ek to tell another story, reinterpreting liberation. In fall, we will
· _ - explore several historical models of liberation and critique dominant
~
representations of Third World nations. We will focus especially on
India's path to independence, the Algerian and Cuban revolutions,
Egypt/Arab nationalism, and the Chilean Road to Socialism. In winter,
we will move forward chronologically, framing our cases within the
current context of neoliberalism. Our case studies will include Iran
and Nicaragua in 1979 and afterwards, the Israeli/Palestinian conflict,
post-nationalist resistance movements in Mexico, opposition to
U.S.-Ied wars in Afghanistan and Iraq, the Bolivarian Revolution in
Venezuela, the recent Arab uprisings, and issues of ecology and
resource sovereignty affecting the three regions . We will look at
feminist involvement in these contexts, as well as the role of U.S.
foreign and economic policy in suppressing liberatory movements.
In spring quarter, we will focus on migration as a legacy of colonial
relations, neoliberal globalization, and heightened militarization.
We will examine border cultures and the day-to-day realities of
dislocation through the literature of various diasporas, and the quest
for community, sovereignty, and economic security in the post 9-11
era. For part of their spring quarter credit, students will have the
opportunity to engage in community-based internships around
issues of immigration and human rights or project work related to
program themes.
Accepts winter and spring enrollment with signature. New
students joining in winter will be required to read one of our texts
from fall, as well as the first text for winter, over break. In spring,
new students should contact the Center for Community-Based
Learning and Action (CCBLA) to discuss options for an 8-credit (20
hour) community-based internship. All interested new students
should write a paragraph about their preparation for the program,
(bearing in mind that the program involves intensive reading and
writing), prior undergraduate studies, and internship plans or
interests. Email the paragraph along with your student A number
and class standing to Therese Saliba (salibat@evergreen .edu).
Credits: 16
Enrollment: 75
Required Fees: $150 per quarter for overnight field trips.
Internship Possibilities: Students will have the opportunity
to engage in community-based internships around issues of
immigration and human rights or project work related to program
themes. Students must complete an In-program Internship
Learning Contract (designed for this program) in consultation with
the faculty and Academic Advising.
Research Capstone in Psychology
Spring 2016 quarter
Fields of Study: Psychology and sociology
Class Standing: Senior
Prerequisites: Students should have familiarity with empirical
research methods in the social sciences, quantitative or qualitative
analysis, and study design; previous study (two or more programs
preferred) in one or more interdisciplinary social science programs
(psychology, sociology, political science, or anthropology); and a
preliminary plaA for research topic. Students should be academically,
intellectually, and emotionally prepared for conducting an independent
research project with other students who are similarly prepared.
Students who apply to participate should take their intellectual life
seriously, be prepared for critical thinking, and be able to engage
in constructive collaboration with other students.
Preparatory for studies and careers in psychology.
Faculty: Laura Citrin
This program is designed to provide a capstone opportunity for
seniors within psychology or closely related social science disciplines
(sociology, anthropology) to conduct independent research projects
within a supportive intellectual environment of other researchers.
Research projects may be inductive or deductive in their approach,
and may utilize qualitative or quantitative methodology. Research
may be aimed at testing a well-established theory, replicating a
study, crafting an elegant psychological experiment, designing and
executing a written survey, conducting interviews, or engaging in
observational ethnographic resea rch.
Students will form resear<;h groups within the program based on
shared research interests (or methodological interests or theoretical
interests). Faculty will provide structured support to these learning
communities across all aspects of the research process. Students
entering this program should do so with a research project in
mind, although faculty will work one-on-one with students to help
shape the nature of their project in both practical and theoretically
meaningful ways.
Students will attend the annual meeting of the Western
Psychological Association (WPA) in Long Beach, CA, from April 28May 1, 2016. This will enable students to talk with other researchers,
find out about the latest trends in research psychology, and be
intellectually stimulated by poster sessions, panel presentations, and
talks by well-known scholars in the field.
Students who successfully complete this capstone program will
have collected, analyzed, and written up their findings by the end
of the spring 2016 quarter. This program is timed to correspond
with the November 2016 deadline to apply to present research
findings at WPA the following spring of 2017 . Those who wish to
continue their project work past the end of the quarter in order to
prepare their work for conference submission or even publication in
an academic journal may inquire about developing an Independent
Learning Contract with the faculty in the summer of 2016.
Faculty signature. Students must fill out an assessment form
designed to demonstrate level of preparation for a capstone
project in research psychology (see prerequisites). This form
is available at blogs.evergreen.edu/citrinl. Please submit the
completed form to Laura Citrin via faculty mailbox (Sem II A2117)
before or at the winter 2016 Academic Fair.
Credits: 16
Enrollment: 25
Required Fees: $265 for costs associated with attending the
Western Psychological Association conference in Long Beach, CA,
from April 28-May 1, 2016 (membership, registration, and lodging),
research project equipment and supplies for conducting primary
research projects with human subjects, and entrance fees (not
related to attending the WPA conference).
Resource Rebels: ·
Environmental Justice Movements Building Hope
Fall 2015 and Winter 2016 quarters
Fields of Study: Native American studies, anthropology,
communications, environmental studies, geography and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in environmental work;
cultural and natural resource management; sustainability planning;
community organizing, nonprofit management, communication,
C~nd public relations; cross-cultural and international citizens'
-.diplomacy; and Indigenous advocacy.
Faculty: Karen Gaul and Zoltan Grossman
"The only way to build hope is through the Earth." Vandana Shiva
Environmental justice makes connections between environmental
protection and social justice. This includes addressing inequalities
between racial and ethnic groups, social classes, genders, and "North"
and "South" world regions widened by capitalist industrialization
and Western colonization . Since the 1970s, environmenta1 justice'
has provided a framework for growing movements of ecologically
minded citizens, Indigenous nations, and other land-based peoples
(which AI Gedicks calls "resource rebels") in North America and
around the world. These social movements have taken stands against
the cultural and economic systems based on resource extraction (of
minerals, freshwater, hydropower, etc.). or what Naomi Klein terms
"extractivism," and the industrial production and military projects that
harm local communities.
In . the 21st century, their work has expanded to encompass
climate justice, including mitigation of greenhouse gases by resisting
the fossil fuel industry and adaptation to the effed:s of climate change
through strengthening collaborative resilience through sustainable
methods to procure food, water, and energy. Key aspects of resilience
also include building alliances across cultural and economic divides,
and revitalizing Indigenous cultures that provide alternate models
through "recovering the sacred," in the words of Winona LaDuke.
In fall quarter, this program will briefly review environmental
problems and policies, but more deeply' focus on what organized
local communities are doing to respond to these problems, using
their local and regional "sense of place," and organizing regional,
national, and global networks to change the policies. Our fall
inquiry will examine movements in North America and around the '
world through the lenses of geography, anthropology, social.theory,
sustainability stuJies, and Native studies, and immerse students in
the work of these movetnents through lectures, readings, films, guest
speakers, field trips, and sited research projects.
In winter quarter, we will examine resilience strategies at the local and regional scale and develop grassroots social movement skills.
These skills include devisir1g public relations and media strategies;
presenting information through popular education; using effective
and accessible language and imagery; writing press releases, testimony, and grant proposals; facilitating meetings; cross-cultural
training; using social media and multimedia; organizing rallies and
funding events; and building alliances among communities and coalitions between organizations. The final project will involve developing collaborative relationships with community-based organizations,
conducting ethnographic research, and using the research and social
movement skills set to make an impact on a particular environmental
justice issue.
- ~-
Credits: 16
Enrollment: 50
Required Fees: $100 per quarter for overnight field trips.
Programs I 65
64 I Programs
The Science of Sensory Perception
Reservation-Based, Community-Determined:
Foundations for Sustainable Tribal Nations
I Fall 2015, Winter 2016 and Spring 2016 quarters
Fall 2015 quarter
I
Fields of Study: Native American studies, community studies,
cultural stJdies, economics, government, history, law and
government policy, law and public policy, leadership studies and
political science
Class Standing: Junior- Senior
See page 78 for program description and more information.
River Reciprocity
Fall 2015 quarter
Fields of Study: Aesthetics, ecology, environmental studies, field
studies, natural history and visual arts
Class Standing: Freshman
Preparatory for studies and careers in visual arts, ecology,
restoration, natural resource management, and environmental
education .
Faculty: Carri LeRoy and Lucia Harrison
~-.
,...----
This interdisciplinary science and visual arts program is focused
on rivers, streams, and watersheds and is designed for beginning
students in art and ecology. Students will explore the role of art and
science in helping people develop a deep and reciprocal relationship
with a watershed. We will study physical stream characteristics that
affect the distributions and relationships among biological organisms.
We will develop observational skills in both art and science as well
as keep illustrated field journals that are inspired by a connection to
a specific stream.
The first half of the program focuses on the Nisqually River
watershed. Through readings and field studies, students will learn
the history of the watershed, study concepts in stream ecology,
learn to identify native plants in the watershed, and learn about
current conservation efforts. We will work with local K-12 schools to
conduct water quality testing, identify aquatic macroinvertebrates,
and provide environmental education to elementary school students.
The study of freshwater ecology will include basic water chemistry,
stream flow dynamics, primary productivity, organic matter and
nutrient dynamics, aquatic insect taxonomy, ecological interactions,
current threats to freshwater ecosystems, and ecological restoration.
The program will focus on current research in riparian zones, streams,
rivers, and watersheds. Students will have opportunities to be
involved in small-scale group research projects in stream ecology. An
overnight field trip will be organized to provide in-depth experiences
in the field and study of rivers on the Olympic Peninsula.
Students will develop beginning drawing skills and practice
techniques for keeping an illustrated field journal. They will work
· in charcoal, chalk pastel, watercolor, and colored pencil. They will
explore strategies for using notes and sketches to inspire more
finished artworks. Through lectures and readings, students will study
artists whose work is inspired by their deep connection to a place.
Each student will visit a local stream regularly and, in the second half
. of the quarter, will create a series of artworks or an environmental
education project that gives something back to their watershed.
Credits: 16
Enrollment: 36
Required Fees: $125 for an overnight field trip.
Fields of Study: Biochemistry, biology, physics and physiology
Class Standing: Sophomore- Senior
Prerequisites: One year each of precalculus, general biol,ogy
and general chemistry. Students will need to be familiar with
basic DNA and protein biochemistry. A good working knowledge
of precalculus (functions, algebra and trigonometry) will be
necessary for success in this program.
Preparatory for studies and careers in biochemistry, biology,
neurobiology, biophysics, biological research, biomedical
sciences and engineering, and veterinary medicine.
Faculty: Neil Switz and Michael Paros
Students in this lower-division physics/optics and upper-division
biology program will gain exposure to how the sensory organs
and systems for touch, taste, smell, hearing, and vision work on a
basic scientific level. Students will learn the fundamental steps in
sensory perception, starting with the transmission of a given physical
phenomenon from the outside world to a molecular cell receptor
and ending with neurophysiologic interpretation by the brain.
The physics component of the program will focus primarily on
elements of nerve transduction as well as the behavior and detection
of sound and light. In the biology component, the somatosensory,
olfactory, gustatory, auditory, and visual systems will be used as
focused topics to study more general concepts in molecular cell
biology and neuroscience.
Weekly assignments will consist of textbook readings with
assigned problems as well as primary scientific and review papers.
Electrophysiology, cell signaling, synaptic function, neuroanatomy,
psychophysics, and neural integration will be emphasized for each
sensory system studied, with special emphasis on physics of the
auditory and visual systems (wave propagation, interference, and
introductory optics). Laboratory sessions will reinforce the physics
and biology concepts learned in lecture and provide students with
opportunities to learn fundamental optical, cell, and molecular
biology techniques.
This program is appropriate for students interested in pursuing
further work in biophysics, biological research, neurobiology, and
the biomedical sciences. Students who successfully complete this
program will attain upper-division credit in cell biology, molecular
biology, and neuroscience, and lower-division credit in introductory
biophysics.*
*Note: For purposes of graduate and medical school prerequisites, the physics in this program is not intended to replace a standard introductory physics sequence.
·
Credits: 16
Enrollment: 50
Required Fees: $200 for lab kits and experimental materials.
Science Seminar in Astronomy and Cosmologies
Spring 2016 quarter
Fields of Study: Astronomy, cultural studies, philosophy of
science and physics
Class Standing: Freshman- Senior
Prerequisites: Students must be willing to work in teams and online,
and should have good reading skills and decent writing skills.
Preparatory for studies and careers in conceptual astronomy
and cosmology, history and philosophy of science.
Faculty: EJ Zita
How have humans understood the universe and our place in it,
from ancient to modern times? Our readings will explore questions
like this, from the perspective of several cultures.
In conjunction with the program Astronomy and Cosmologies,
a limited number of students are invited to join our seminar to
discuss the idea of cosmologies. We will study creation stories and
worldviews, from those of ancient peoples to modern astrophysicists.
Science Seminar students will read the same seminar texts as
Astronomy and Cosmologies, but will do half the work, no math, half
the class meetings, and a little more writing.
Students will work in teams to prepare for each seminar. Teams
will post pre-seminar assignments online, and individuals will post
essays (and responses to peers' essays) online. We will have two
seminars per week. Our class meetings will be in person, and the
online work will contribute importantly to our community-based
learning.
Faculty signature. Students must email EJ Zita (zita@evergreen.
edu) both faculty evaluation of student performance and student
self-evaluation from their most recent Evergreen program(s).
Credits: 8
Enrollment: 15
Science Seminar in Energy Systems
and Climate Change
Winter 2016 quarter
Fields of Study: Agriculture, environmental studies, physics and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in environmental science,
energy studies, sustainability, policy, teaching, and physics. •
Faculty: EJ Zita
How is energy harvested and transformed, used or abused?
What effects do human systems have on Earth's climate? What are
the consequences for human societies? What can we learn from the
past? How can we live more sustainably?
We will investigate questions such as these, as a learning
community seeking deeper knowledge and wisdom together. One
of our primary means of inquiry is seminar: small teams pre-seminar
on weekly readings in advance, we all seminar together twice a week,
and we share essays and peer responses online. This seminar is
shared with students in Energy Systems and Climate Change.
Students will share questions and growing understanding
about readings, and will discuss ideas and concern for the future.
Students will write three to four essays and many peer responses
individually, and will post pre-seminar assignments with team·s-:-Learning goals include deeper understanding of sustainability and
climate change, science and scientific methods, and improved skills
in writing, teamwork, and communication. Details will be available at
http:l/192.211.16.13/z/zita/scisem.htm.
Credits: 8
Enrollment: 12
~
66 I Programs
Programs I 67
Selves and Others:
Representation and Performance
Shaping Place
Shipping Out and Writing Home
So You Want to be a Psychologist
Fall 2015 and Winter 2016 quarters
Fall 2015 quarter
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Anthropology, architecture, history and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in architecture: design,
sustainability studies, anthropology, and history.
Faculty: Anthony Tindill and Eric Stein
Spring 2016 quarter
Fields of Study: History, literature, maritjme studies and
philosophy
Class Standing: Sophomore- Senior
Preparatory for studies and careers in literature, philosophy (of
language and the arts), Pacific Northwest studies, maritime trades,
Pacific Northwest history, and maritime history.
Faculty: Charle_s Pailthorp and Sarah Pedersen
Fields of Study: Psychology
Class Standing: Freshman- Senior
Preparatory for studies and careers in psychology, education
and social work.
Faculty: Carrie Margolin
Fields of Study: Gender and women's studies, literature,
sociolqgy, theater and writing
Class Standing: Freshman- Sophomore
Preparatory for studies and careers in sociology, writing, and
performance.
Faculty: Steven Hendricks, Brian Walter and Toska Olson
Writers, performers, and scholars of social behavior all engage
with deep inquiries into what it's like to be a person, what it means
to live within a society that made us and yet feels separate from
us, and how we shape our lives despite the difficulty of ascertaining
purpose or meaning.
In this program, we'll examine the cultural norms that shape
our notions of selfhood and the forces that compel individuals to
construct their identities and their bodies in relation to society and
'ideologies. We won't simply valorize the heroic individual as the
victim of an oppressive, alienating society. We'll look for positive
potential in relationships between individuals and groups. We'll do
this through specific disciplinary perspectives and by synthesizing
new ideas across three disciplines: improvisational performance,
sociology, and literature.
For us, improvisational theater will open up the imaginative
-play of everyday life and offer models for complex collaborations.
Sociological insights into behavior will focus on individual agency,
social expectations, and institutional power structures. Literary
explorations of selfhood can lead us to profound skepticism but
also toward the value of forming communities of writers and readers.
These and other inquiries will inform our collective conversation,
student research, and collaborative creative efforts.
Readings will include sociological studies and theoretical texts,
a selection of 20th-century literature and theory, and texts on
improvisational performance. Research, creative writing, and critical
essay projects will challenge students to develop their own inquiries
in relation to program themes.
We'll spend the first half of the year learning fundamental skills
and concepts of sociology, literature, and improvisational theater
through lectures, workshops, seminars, fieldwork exercises, and
- individual and collaborative projects. Beginning in winter, students
__.,.will develop major projects integrating what they've learned in all
three disciplines, including sociological research and creative writing,
culminating in the development of collaborative performance pieces
in spring quarter.
This program is not preparatory for studies of, or careers in,
psychology or counseling, nor is it designed as a forum for emotional
growth or personal discovery. Rather, we will examine disciplinary
perspectives on the idea of the individual in order to understand the
makeup and features of the social being.
Accepts spring enrollment with faculty signature. Students
must have a suitable background in sociology and performance.
Contact the faculty to discuss your level of preparation.
Credits: 16
Enrollment: 60
Required Fees: $120 in fall, $50 in winter, and $120 in spring for
entrance fees and overnight field trips.
How do the places that we build and inhabit shape who we
become and with whom we belong? What are the ways we can design
places that last in time, remain relevant to our lives, include the desires
and voices of diverse communities, and establish a balance with our
environment? This intermediate-level program explores themes of
design and place through the lenses of anthropology, history, and
architecture. We will develop a broad understanding of how human
beings have created a sense of place in their environments past
and present, looking at nomadic life ways, rural settlements, urban
shantytowns, and contemporary gated communitie£.
In fall quarter, we will study archaeology and architectural history,
looking at the material and meaningful aspects of human dwellings
and institutions. We will learn techniques of drawing and ethnography
to document various field sites in Olympia and in the wider Pacific
Northwest. Winter quarter, we will deepen our understandings of the
cultural features of lived spaces and shift to more extensive design
processes. We will focus on sustainable and accessible building
techniques and methods of engaged research that aim for inclusiveness
and community participation. Students will complete individual and
collaborative projects that engage with real-world design problems
using ethnographic approaches. Case studies may include the Rural
Studio architectural project in Alabama, Tumwater's Camp Quixote, a
local elementary school design-and-build project, res~ttlement and
refugee camps in Haiti and other locations, gendered households in
Southeast Asia, and the ruins and rebirth of urban Detroit.
Credits: 16
Enrollment: 50
Required Fees: $130 in fall for design materials and an overnight
field trip; $30 in winter for design materials.
Internship Possibilities: In spring quarter, advanced students
have the opportunity to carry out relevant internship work in
conjunction with program activities.
In the maritime Pacific Northwest, we find ourselves in a place
defined by its weather, its rhythms of light and dark, its tides, its
dramatic geography. Living here, we come to know this place for its
gorgeous vistas, its gentle, characteristic sounds and smells, and its
cataclysmic threats of earthquakes, eruptions, landslides, fires, floods,
and storms. All living here sense and know that this place wouldn't
be as it is if a vast ocean were not lying to the west. In this program,
we will explore our sense of place in the maritime Pacific Northwest
and the deep and complex ways our sense of place includes and
depends on the sea, whether the inland waters of Puget Sound, the
inside passage to Alaska or the larger oceans that connect us to
global history and commerce.
We will begin with four days aboard a tall ship in the Salish Sea,
an introduction to our maritime environment and to one another.
Most of our sources will be literary: poetic and narrative, fictional
and factual, imaginative and thoughtful. We will study classic texts
by those who have shipped out (short works by Melville for example)
and more contemporary work;; by regional authors. We will explore
visual representations (both static and moving) of the sea and shore,
and musical depictions of the sea and maritime work. Students
will read and write thoughtfully about what they experience and
discover. We will create theatrical readings, musical performances or
other presentations related to the program themes. Upper-division
students will be expected to complete a larger project and all
students will find exceptional support and connection in their work
as members of a learning community.
Credits: 16
Enrollment: 50
Required Fees: $609 for an overnight field trip.
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, a[ld applied research settings.
Among our studies will be ethical quandaries in psy~hology,.
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 0/VPA), the western regional arm" of the APA. This
year's convention will be held Aprii28-May 1, 2016, in Long Beac~,
California.
Credits: 16
Enrollment: 24
68
Programs I 69
I Programs
~
Stalin: Legacy in Stone, Steel, and Blood
Spring 2016 quarter
Fields of Study: Cultural studies, history and international studies
Class Stancjing: Sophomore- Senior
Preparatory for studies and careers in history, literature, cultural
studies, writing, education, diplomatic and security services,
graduate studies in international affairs and in Russian, Slavic, and
Eurasian studies, and international business.
Faculty: Robert Smurr and Patricia Krafcik
Stalin is a pivotal figure not only in Russian and Soviet history,
but also world history. Through his mandates, he had a phenomenal
impact on Russia's and the Soviet Union's art, literature, politics,
courts, prisons, economy, and natural environment, as well as on
agricultural and urban life . Guided by Stalin, the U.S.S.R. abolished
private property; compelled peasants to work on state-owned
collective farms; forced rapid industrialization throughout the
empire; redefined education and political loyalty; sent millions of
citizens to notorious Gulag "work camps" ; and proudly declared war
against Nature. At the same time, Stalin's U.S.S.R. also did more than
any other country to crush Nazi Germany. And under his rule, the
U.S.S.R. transformed a mostly illiterate culture to one which became
nearly entirely literate. It also developed a nuclear arsenal second
only to that of the U.S. and kept an uneasy peace with its ideological
enemies after the close of World War II.
In lectures and seminars, we will examine issues raised in a
selection of readings from history, literature, and culture, all geared
to helping us answer questions raised by our exploration . Viewing
and discussing relevant films will also aid in our examination of a
yariety of issues. How did Stalin manage to rise to power? How did
his totalitarian regime take root? How was it that so many Soviet
citizens, as well as foreigners, were incarcerated without any upsurge
of protest? Did the Stalin legacy live on in the Soviet Union, and has
it survived the 1991 fall of that empire? Might we discern this legacy
in some aspects of post-Soviet Russia at the present moment? Such
questions will lead us to analyzing and understanding these issues
both specifically in the case of Stalin and theoretically in instances of
coercive government in general.
Students will write a major research paper on a topic of choice
. relevant to our exploration, producing drafts during the course of
the-'quarter, and will also present the results of their research to their
peers in poster projects at the end of the term. We will spend the
last week of class away from campus, exhibiting and explaining our
posters, decompressing in the beauty of Nature and the kind of
natural environment which seemed expendable to Stalin in his drive,
no matter the cost, to industrialize the Soviet Union.
Credits: 16
Enrollment: 50
Student-Originated Software
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Computer science and mathematics
Class Standing: Sophomore- Senior
Prerequisites: Students are expected to have completed.
Computer Science Foundations or equivalent, including discrete
mathematics, computer architecture and one year of computer
programming .
Preparatory for studies and careers in computer science,
software engineering, and technology use and development in an
application area .
Faculty: Neal Nelson, Richard Weiss and Sheryl Shulman
Large software systems have proven to be notoriously difficult
to build, modify, and maintain despite the best efforts of many very
capable people over the last 50 years . This is an upper-division
program intended to help students gain the technical knowledge
required to understand, analyze, modify, and build complex software
~~ms.
We will concentrate on learning the organization and complexity
of large software systems that we do understand, and gaining
practical experience in order to achieve a deeper understanding of
the art, science, collaboration , and multidisciplinary skills required
to work on computing solutions in real-world application domains.
The technical topics will be selected from data structures, algorithm
analysis, operating systems, networks, information security, objectoriented design, and analysis. The program seminar will focus on
various technical topics in the software industry. Students will have
an opportunity to engage in a substantial computing project through
all the development phases of proposal, requirements, specification,
design, and implementation.
This program is for advanced computer science students who
satisfy the prerequisites. We also expect students to have the
discipline, intellectual maturity, and self motivation to complete
homework at an advanced level, identify project topics, organize
project teams and resources, and complete advanced project work
independently.
Faculty signature. Satisfactory completion of Computer Science
Foundations or equivalent, including discrete mathematics,
computer architecture, and one year of computer programming.
Student background will be assessed based on an informal
transcript of prior coursework and/ or an interview with the
faculty. Contact Sherri Shulman (sherri@evergreen.edu) before
week one of classes. Accepts winter enrollment with faculty
signature. Satisfactory completion required of fall quarter Student
Originated Software or equivalent, including prior coursework
in intermediate-level computer programming; computer
architecture; and discrete mathematics; and upper division work
in data structures, operating systems, and computer networking .
For more information, contact Sherri Shulman (sherri@evergreen.
edu). Qualified students will be admitted on a space-available
basis. This program does not accept new enrollment in spring.
Credits: 16
Enrollment: 25
Student-Originated Studies:
Community-Based Learning and Action
Student-Originated Studies: Community-Based
Learning and Action at Evergreen
Spring 2016 quarter
Fall 2015 OR Winter 2016 quarter
Fields of Study: Community studies, field studies and
sustainability studies
Class Standing: Junior- Senior
This program will provide knowledge, contacts, and essential
experience for students interested in working on a wide variety of
community issuesjn the future.
Faculty: Ted Whitesell
·
Fields of Study: Community studies, psychology and
sustainability studies
Class Standing: Sophomore- Senior
Preparatory for studies and careers in social science,
psychology, education, and health, community organizing, and
social change
Faculty: Mukti Khanna (fall) or Lin Nelson (winter)
This Student-Originated Studies (SOS) program is intended
for upper-level students with a background in community-based
learning, who have made arrangements to carry out a focused
project within an organized community center, workshop, agency,
organization, or school setting. Community projects are to be carried
out through internships, mentoring situations, or apprenticeships that
support students' interests in community development. Students will
submit weekly written progress/ reflection reports, and will meet as a
whole group in a weekly seminar on Wednesday mornings to share
successes and challenges, and to discuss occasional short readings.
Students will also organize small interest/support groups to discuss
their specific projects and to collaborate on a final presentation.
Occasionally, seminars will be replaced with relevant campus and
community workshops or events. The program is connected to
Evergreen's Center for Community-Based Learning and Action
(CCBLA). As such, this program benefits from the rich resource
library, staff, internship suggestiqns, and workshops offered through
the Center.
·
The range of activities suited to this program includes
working in an official capacity as an intern with defined duties at
a community agency, organ ization, or school; working with one or
more commun ity members (elders, mentors, artists, teachers, skilled
laborers, community organizers) to learn about a special line of
work or skills that enrich the commun ity as a whole; or designing
a community action plan or case study aimed at problem solving a
particular community challenge or need.
A combination of internship and academic credit will be awarded
in this program . Students may arrange an internship of up to 36
hours a week for a 12-credit internship. Four academic credits will
be awarded for seminar participation and weekly journal writing.
Students may distribute their program credits to include less than
12 credits of internship when accompanying research, reading, and
writing credits associated with their community work are included .
" This Student-Originated Studies (SOS) program is intended
for students interested in psychology, health, sustainability, and
community development who have made arrangements to carry out
a project in a community-based setting, such as health care agencies,
schools, and organizations. The range of academic/community work
suited to this program includes working in an official capacity as
an intern with defined duties at a community agency, organization,
or school; working with one or more community members (e[ders,
mentors, artists, teachers, skilled laborers, community organizers)
to learn about a special line of work or skills that enriches the
community as a whole; or designing a community action plan or case
study aimed at problem solving a particular community challenge
or need.
A combination of internship and academic cn;dit will be awarded
in this program. Students may arrange an internship up to 25 hours a
week, for up to 10 credits. Four academic credits will be awarded for
seminar work on community-based studies and social science writing.
Students with less than 10 credits of internship may supplement their
project with accompanying research , reading, and writing associated
"
with their community work.
The program also includes a required weekly program meeting
that will focus on social science writing, community-based learning,
and integrating theory and practice. Students will also organize
small interest/support groups to discuss issues related to their
specific projects and to collaborate on a presentation at the end of
the quarter. Students will submit weekly written progress/reflection
reports to the faculty sponsor. Contact faculty member Mukti Khanna
khannam@evergreen.edu if further information is needed for fall
quarter, or faculty member Lin Nelson nelsonl@evergreen.edu if
further information is needed for winter quarter.
·
The program is connected to Evergreen's Center for CommunityBased Learning and Action (CCBLA), which supports learning about,
engaging with, and contributing to community life in the region.
As such, this program benefits from the rich resource library, staff,
internship suggestions, and workshops offered through the Center.
Faculty signature. Students interested in enrolling in this
program must complete and submit a Project Proposal form
found at blogs.evergreen.edu / sosccbla. The completed form will
be automatically sent to faculty member Ted Whitesell for review
and approval. After a student registers for the program, she or
he will be required to fill out and submit an online in-program
internship form found on my.evergreen .edu. Contact Academic
Advising if questions arise about this online form.
Credits: 16
Enrollment: 25
Faculty signature. Students must submit a Project Proposal form
available from Mukti Khanna, khannam@evergreen.edu.
Credits: 16
Enrollment: 25 each quarter
Required Fees: $25 for art supplies to be used for mind mapping
and other reflective processes to integrate learning .
70 I Programs
Student-Originated Studies:
Social Sciences, History, Multiculturalism/Diversity
Student-Originated Studies:
- Social Work/Human Services Skill Sets
Winter 2016 quarter
Fall 2015 quarter
Fields of St4dy: History, law and government policy and political
economy
Class Standing: Sophomore- Senior
Preparatory for studies and careers in social sciences, history,
law, and education .
Faculty: Michael Vavrus
Fields of Study: Native American studies, cultural studies,
education, gender and women's studies, history, law and public
policy and sociology
Class Standing: Freshman- Senior
Preparatory for studies and careers in social work/human
services work in state, private, or tribal organizations.
Faculty: Gary Peterson
This Student-Originated Studies program is an opportunity
for students to do intermediate to advanced work in topics in the
social sciences and history. Students will work in small groups or
independently on their own in-depth projects or areas of study and
may include an internship component if the student has already
researched and started the process to get approval from an outside
agency with an identified supervisor. Priority is given to students who
want to learn about diversity, multiculturalism, and social justice. The
format of this program includes weekly meetings to discuss particular
assignments and updates on student work.
Faculty signature. Students must a create: (a) a one- or twoparagraph description of the proposed project, and (b) develop a
weekly outline of what they intend to accomplish for each of the
program's 10 weeks.
Credits: 16
Enrollment: 25
Internship Possibilities: An internship component is possible if
(1) related to theme of this student originated studies program
and (2) the student has already researched and started the
. p[ocess to get approval from an outside agency with an identified
-supervisor. Students pursuing this option must complete an
In-program Internship Learning Contract (designed for this
program) in consultation with the faculty and Academic Advising .
~-.
~
Programs I 71
_ _.>
This one-quarter, student-centered program allows students to
study social work as a career option. The program is designed to
meet the needs of students with differing interests in the social work
field. Because of this, we will create the syllabus as we proceed to
include a variety of student interests. Students are encouraged to
invite guest speakers, bring videos, and suggest books. The faculty
will work with students to ensure that their learning goals. are met.
Program activities will consist of lectures, guest speakers,
seminars, videos, etc. As foundational information, all students
will read Pedagogy of the Oppressed by Paulo Friere. From there,
students will create their own reading lists based on their areas of
interest.
A history component w ill introduce students to the historical
and cultural experiences of groups served by the social services
system, such as women, Native Americans, African Americans, the
poor, youth, etc. A cultural competence component will be selfexploratory, enabling students to understand what they bring to
a cultural encounter in a service-providing role. Students will use
online tools and related readings to gain an understanding of the
Indian Child Welfare Act and the cultural factors to consider when
handling cases involving Indian children and families .
Students may work in groups on projects of common interest.
Students are encouraged to present what they learn to the class
as well as write reflectively. Students will write at least one poem,
based on George Ella Lyon's poem, "Where I'm From." A portfolio
of student work will be maintained .
Credits: 16
Enrollment: 24
Internship Possibilities: Students may arrange an internship.
Students pursuing this option must complete an In-program
Internship Learning Contract (designed for this program) in,
consultation with the faculty and Academic Advising .
Studio Projects: Material Gestures in a Shared Space
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Aesthetics, art history, cultural studies, visual arts
Class Standing: Freshman- Sophomore
Preparatory for studies and careers in the arts and humanities.
Faculty: Shaw Osha (Flores) and Evan Blackwell
This is an entry-level visual arts program emphasizing 2- and
3-D studio practices, art history, visual literacy, artistic research, and
writing. We will delve intensively into the development of studio
skills in design, ceramics, sculpture, mixed media, life drawing and
painting, and monotype printmaking, while exploring how these
material gestures express content. As a working group, students
will engage in an art practice that explores what it means to be in
conversation with art history and the sociopolitical world, drawing
encouragement and influence from a greater community of artists,
philosophers, writers, and social critics.
The program is designed to support students interested in the
visual arts, as well as those who are curious about visual literacy and
want to experience using materials as an approach to inquiry and
expression. No prior art experience is necessary, but enthusiasm,
curiosity, and a strong work ethic are required . Students should be
prepared to dedicate at least 40 hours per week to studio work and
rigorous reading and writing on topics related to the concepts of
20th- and 21st-century art history and critical theory. Students will
be exposed to an interdivisional approach to visual arts that includes
both art and humanities work: studio work; art history; visual/cultural
studies, including literature, philosophy, and history; and a significant
writing component.
Fall and winter quarters will provide students with basic studio
experience with several material approaches and will offer design
and drawing workshops. Students will work in either 2-D or 3-D fall
quarter, switching to the other medium in winter. There will be visits
to regional museums and we will attend the Art Lecture Series. In
the spring, students will have the opportunity to apply their learning
to individual projects, utilizing knowledge and skills gained over fall
and winter. There will also be an opportunity to go to New York City
for three weeks to attend the Whitney Biennial, visit artists' studios,
attend talks, and draw from observation at the Metropolitan Muse- •
urn of Art. By the end of this program, students will understand how
one engages with an art community to share support and inspiration,
and how the artist's work expands beyond that community and connects to critical issues. Students will begin to imagine how to situate
their own projects in terms of the world aroul)d them.
Credits: 16
Enrollment: 40
Required Fees: $190 in fall for an overnight field trip to Portland,
museum entrance fees, and studio supplies; $140 in winter for •
museum entrance fees and studio supplies; and $75 in spring for
studio supplies. Also in spring, an additional $225 for for musetlm
entr-ance fees, artists' studio visits and classroom/studio rental
for NYC trip (optional). Students will take projects and unused
supplies with them at the end of the program.
Study Abroad Consortium Partnerships
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Study abroad
Class Standing: Sophomore- Senior
Faculty: Michael Clifthorne
A 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.
1
Alliance for Global Education offers interdisciplinary study
programs in India and China . In India, students can focus on issues
72 I Programs
~
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 global ization, development, business, politics,
socia l change and Chinese language, in programs located in Xi'an,
Beijing or Shanghai. Internship opportunities are available in both
countries., Fu ll semester and summer options. Students earn 1S
semester credits (22 quarter credits).
American University in Cairo is a premier, full-service, Englishlanguage university founded in Cairo, Egypt, in 1919. Students can
focus on a wide range of disciplinary studies through the semester or
summer options as study abroad, non-degree students or they can
focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range
from 1S 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 1S 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, Pre-Architecture, Psychology,
Public Health, and Sustainability in Europe. All programs and courses
a.re- taught in English, with the exception of Danish language and
culture studies. Students earn 15-18 semester credits (22-27 quarter
credits).
Educational Programs Abroad arranges internship placements
in several European countries: England, Scotland, Germany, Belgium
and Spain. Students typically intern 30-35 hours per week, with one
or two supplemental classes. Adequate fluency in the language is
often, but not always, required. Students earn 16 quarter credits, with
options to earn more through special coursework with the University
of Rochester and at additional cost.
Institute For Study Abroad - Butler 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 1518 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 on
Programs I 73
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.
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 an'd 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,
China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru,
South Africa, Thailand and Zambia. Wildlands' domestic US programs
are not eligible for consortium status. Students are engaged in field
studies for seven-week periods typically and many inclu<;le cultural
studies, since communities are part of local environmental systems.
Student earn 12 semester credits (18 quarter credits) at the upperdivision 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 evergreen.edu/studyabroad/consortium or
contact Michael Clifthorne at clifthom@evergreen.edu .
Sustainable Work and Workplaces
Spring 2016 quarter
Fields of Study: Architecture, business and management,
environmental studies and sustainability studies
Class Standing: Freshman- ~enior
Prerequisites: Students must be able to spend extensive time
in-studio.
Preparatory for studies and careers in business, management,
architecture, interior design, and urban sustainability.
Faculty: Robert Knapp and Anthony Tindill
Like other aspects of present-day life, most jobs and workplaces as
now arranged are unsustainable, resource intensive, uncomfortable,
often unsatisfying, oppressive, or ugly. Clues are emerging, however,
that point toward sustainability in both planetary and personal terms.
Job definitions that value initiative and collaboration are developing
alongside physical workplaces that support these qualities. This
program will take a design studio approach to understanding the
potentials and limitations of these ongoing developments. Readings,
lectures, films, interviews, and students' own personal accounts will
provide background for studio projects of two kinds: case studies of
existing or proposed on-campus workplaces, such as the Flaming
Eggplant Cafe, Lab Stores, or the Construction Lab, and visionary
designs for improving work environments in selected real-world
occupations. Projects will culminate in poster displays, 3-D models
and full-scale mockups.
This program will bring together students with a variety of talents
and backgrounds-visual, design-based, technical, psychological,
organizational-in ways that develop their skills and enrich their
understanding of how to use them effectively in real-world situations.
Issues of management, energy, sensory perception, ecology, and
politics all weave together to make the fabric of work and workplaces,
and we will attend to all these strands. The program will be genuinely
all-level, and will share some activities with the graduate elective,
Brave New Workplace. The topic calls on personal experience,
societal patterns, and physical arrangements in ways that are rarely
studied at any level. The concepts and methods will require good
thinking but not extensive previous background. All students will
find challenge; they will also find that their previous work experience
and future work intentions are relevant raw material to our inquiry.
Between studio time and required research and readings, students
should expect to spend a full 40 hours per week on program work,
in or out of class.
Credits: 16
Enrollment: 40
Temperate Rainforests:
Genetics and Biogeochemistry
Fall 2015 quarter
Fields of Study: Biochemistry, biology, ecology and
environmental studies
Class Standing: Junior- Senior
Preparatory for studies and careers in ecology, biology,
environmental science, and biochemistry.
•
Faculty: Dylan Fischer and Clarissa Dirks
Forested ecosystems are complex biogeochemical systems
represented by a genetically diverse array of species. Forests are
some of the largest carbon sinks on Earth , while hosting a complex
array of ecological interactions linked to ecosystem processes.
Further, genetic variation is poorly understood in these systems for
both macro- and microorganisms. By focusing on genetic variation,
evolutionary history, and biogeochemistry in these forests, we will
learn about the interplay between biotic and abiotic phenomena_.
We will examine techniques for assessing genetic diversity, ways of >understanding patterns in population genetics, and the potential
for linkages between genetic variation in forest organisms and
ecological processes in forests.
Our lectures, laboratory work, and field labs will focus on forests
across a range of elevations, latitudes, and climates. We will also
have a multi-day overnight trip at the beginning of the quarter to see
patterns in forest ecosystems and large-scale experiments firsthand.
Laboratory work will allow students to learn about new methods and
applications in molecular biology and ecological genetics. Students
will also acquire experience with various sampling techniques that are
used to measure nitrogen, water, and carbon in forested ecosystems.
Weekly seminars will focus on understanding scientific articles from
the primary literature. Students will develop scientific research
projects throughout the quarter that require the development of
research and quantitative skills. We will emphasize fundamental
concepts in ecology and genetics, techniques in molecular biology
and biogeochemistry, scientific writing, and communication skills. - - -~
Credits: 16
Enrollment: 50
Required Fees: $400 for an overnight field trip.
Programs I 75
741 Programs
Terroir: Chocolate, Oysters,
and Other Place-Flavored Foods
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Agriculture, anthropology, business and
managemen( environmental studies, field studies, gender and
women's studies, geology and sustainability studies
Class Standing: Freshman -Senior
Preparatory for studies and careers in agriculture, business,
natural sciences, and social sciences.
Faculty: Sarah Williams, Steven Scheuerell and Abir Biswas
"The day is coming when a single carrot, freshly engaged, will
set off a revolution." Paul Cezanne
If you crunch on a carrot, savor a cacao nib, or sip a coffee
while learning about terroir with a geologist, a permaculturalist,
and a cultural theorist, what will you taste? Often associated with
wine, terroir is a French word that distinguishes a food that is what
it is because of a taste of the place from which it comes. There are
complex cultural traditions alongside the scientific factors we will
explore for describing the effects of climate, soil, environment, and
agricultural practices on our perception of flavor. We'll also explore
the combined effects of smell and taste and their expression in
terroir in relation to scientific and consumer objectivity. We will focus
on case studies of specific foods to explore terroir from a variety
of methodologies and disciplinary perspectives via faculty lectures,
readings, seminar, writing, field trips, films, community-based service
learning, independent field studies, and an alumni lecture series.
Fall quarter, we'll focus on the terroir of coffee, chocolate, and
wine . We'll begin with a program retreat and service-learning project
at _a biodynamic vineyard, during which students will learn about
-terroir as a special quality of Oregon's pinot noir grapes. Faculty
will provide an introduction to their disciplines in relation to terroir's
expression in coffee, chocolate, and wine through a combination
of lectures and tastings (grapes in the case of wine). Students will
choose modules in physical geology, permaculture design, or cultural
theory. The physical geology module will focus on the broader plate
tectonics and volcanic processes. In the permaculture design module,
students will study how the landscape properties of a particular place
can be modified and combined to create a unique entity. Students
~
in th~e cultural theory module will explore how terroir is a relation of
~cipr~ity between subject and object using poststructuralist theory
·
infused with gender and colonial critique as well as ethnographic
strategies. We will engage the complexity of terroir as perception
and history, place and soil, molecules and marketing.
Winter quarter, we'll focus on oysters, chocolate, and tea.
Students may attend the EcoFarm Conference in California. Students
will again choose a module: permaculture, cultural theory, or soil
development processes and the effects of climate change on the
terroir of place-flavored foods, including the effects of changes in
ocean chemistry on the terroir of oysters.
Spring will begin with the study of terroir's expression in
boney, chocolate, and potatoes, while students engage in handson agricultural and permaculture training at Demeter's Garden on
Evergreen's farm. Then everyone will complete a multi-week research
project, comrvunity-based service-learning experience, or field study,
and will share their progress via a structured online program forum.
Texts may include: Desert Terroir (Nabhan). The Taste of Place
(Trubek), Voodoo Vintners (Cole). The New Taste of Chocolate
(Presilla), Sweetness & Power (Mintz), Coffee & Coffeehouses
(Hattox); American Terroir (Jacobsen). Puer Tea (Zhang), The Body
of the Conquistador (Earle). Bittersweet Journey (Futterman). More
than Honey (lmhoof), Neurogastronomy (Shepherd), Dirt (Logan or
Montgomery), Consider the Oyster (Fisher).
Credits: 16
Enrollment: 69
Required Fees: $175 in fall, $800 in winter for optional conference
in Montery, Calif., and $100 in spring for overnight field trips.
Thinking Through Craft
Time Past: Earth Processes and Human History
U.S. Foreign Policy and the Roots of Terrorism
Fall 2015, Winter 2016 and Spring 2016 quarters
Fall 2015 and Winter 2016 quarters
Spring 2016 quarter
Fields of Study: Visual arts
Class Standing: Sophomore- Senior
Preparatory for studies and careers in visual arts, design;
architecture, and craft.
Faculty: Robert Leverich
Fields of Study: Anthropology, cultural studies, environmental
studies, geology and history
Class Standing: Freshman
Preparatory for studies and careers in environmental studies,
geology, anthropology, archaeology, and history.
Faculty: Kenneth Tabbutt and Ulrike Krotscheck
Fields of Study: History, international studies and political science
Class Standing: Freshman
: '
Preparatory for studies and careers in politics and public policy,
international politics, and Middle East studies.
Faculty: Steven Niva
What if we acknowledge the recent historical status of craft as
"inferior" to fine art and then seek out the potential of that unique
vantage point? What if contemporary craft is used as a subversive
strategy to question issues such as function, materiality, skill, and
the role of the amateur in our culture? What if we propose craft
as foundational to environmental awareness? The impetus for this
program is Glenn Adamson's book of the same title, which treats
craft as an idea that transcends discipline. This program will center
on a studio practice working with wood, metals, and other materials.
There will be collaborative workshops and seminars,. ~s well as
lectures, design challenges, and research assignments.
Work in wood and metal readily deals with issues of function,
structure, ornament, finish, and comfort, but can just as readily
address issues such as power and personal space, identity, privileged
resources, the uses of discomfort, or the limits of utility. The studio
will explore and advance studio practice in functional and expressive
works, using primarily wood, wood composites and substitutes,
metals, and a variety of mixed and re-purposed materials, and
working in the college's well-equipped wood and metals shops.
Fall quarter work will address foundational skills and background
readings on craft, art, and materials, with individual and collaborative
studio and research projects. Winter quarter projects and research
will work from this base to address more complex challenges in wood
and metals. Students will have the opportunity to develop their own
individual or small-group studio work and research projects for the
spring quarter. Craft-related internships are also possible. Readings
may include: Thinking Through Craft (Adamson), The Poetics of
Space (Bachelard). The Shape of Time: Remarks on the History of
Things (Kubler), NeoCraft: Modernity and the Crafts (Aifondy), and
The Object Reader (Condlin and Guins).
Many visual artists today are interested in the meaning of
workmanship and the physical experience of manipulating and
interacting with three-dimensional forms. This will be an opportunity
to participate in the redefinition of craft today by making works in
wood, metals, and other materials, studying the environmental, social
and economic significance of these materials, exploring tools and
processes, and reading, writing, and reflecting on craft. Esc~ewing
the well-worn "craft vs. art" arguments, we will investigate the
potential of craft as a vital subject in contemporary art, design, and
environmental stewardship, and as a means to create timeless and
timely forms.
Accepts winter and spring enrollment with signature.
Students interested in joining the program will be asked
to present a portfolio of six 3D works that show mastery of
foundational skills in design and construction in wood or metals.
Based on qualifications and available seats, they may join the
wood or metals studio in the program.
Credits: 16
Enrollment: 21
Required Fees: $65 per quarter for entrance fees and supplies.
Our understaAding of the ancient past is based on physical
evidence that has survived the destruction oftime. Archaeologists and
geologists strive to reconstruct the past with an incomplete record of
artifacts and evidence from the rock record . Theories are developed,
refined, or discarded as new evidence comes to light or analytical
tools enable new information to be gleaned. Reinterpretation is an
ongoing process and paradigm shifts are common . This program will
introduce students to the fundamentals of archaeology and geology,
focusing on the deductive process that these disciplines employ
and the interpretation of the evidence of past events. Students will
learn and apply Geographic Information Systems (GIS) and explore
current theories in geology and archaeology. Geologic processes,
in particular catastrophic events, have allowed the preservation of
artifacts from past cultures, and past cultures have, in some cases,
had a profound impact on the earth. Time will be a critical dimension
in this program: hundreds, thousands, millions, and even billions of
years before the present.
During fall quarter, students will learn the fundamentals of
physical geology. In addition, S!udents will learn the methods and
practice of archaeology, with a particular focus on the history of
the Pacific Northwest region. Data collection and analysis using
quantitative methods will be integrated with the theory and Excel will
be used as a tool for analyzing and displaying data. Field trips will
provide an opportunity to observe geologic features and artifacts.
A multi-day field trip around the Olympic Peninsula will take place
early in the quarter. Students will be expected to critically analyze
texts and academic trajectory and discuss them in seminar.
During winter quarter, the focus will turn to environmental geology,
in particular geologic hazards such as earthquakes, volcanism,
tsunamis, and debris flows. These geologic processes are only
considered hazards when they impact human health, transportation,
and property. The focus will be on those events that were catastrophic
to past civilizations. In this quarter, the archaeological component
will expand globally and include examples from the Mediterranean
to the South Pacific. Students will learn to use GIS to display and
assess geologic hazard data .
Credits: 16
Enrollment: 36
Required Fees: $305 in fall for an overnight field trip around the
Olympic Peninsula.
This program will critically examine debates over the nature and
causes of terrorism and violence directed against the United States
frorry the Middle East and the contending policy options concerning
how best to respond to it. The program will focus primarily on debates
in the U.S. since the attacks of 9/11 by exploring different theories of
terrorism, political violence, and counterterrorism offered by various
scholars and theorists. The program will examine the history of U.S.
foreign policy in the Middle East, the rise of AI-Oaida and Jihadist
terrorism, and the responses by the U.S. to these developments in
the 21st century.
To meet the learning goals of this program, students will have to
obtain a thorough knowledge of current events; develop a thorough
understanding of the history of U.S. foreign policy in the Middle East;
learn how to assess and compare competing theories of terrorism
and counterterrorism strategies; understand the diversity of political,
cultural, and religious beliefs within the Middle East; engage in critical thinking; and develop informed opinions regarding all of these
topics. The program will be organized around series of texts, exercises, and assignments, including in-class presentations, role-plays,
and several analytical papers. We will watch films and documentaries
to supplement our learning.
Credits: 16
Enrollment: 23
a
Programs I 77
76 I Programs
Visualizing Microbial Seascapes:
An Introduction to Animation and Marine Biology
Walking to Santiago de Compostela
Washington State Legislative Internships
Winter 2016 and Spring 2016 quarters
Winter 2016 quarter
Fall 2015 and Winter 2016 quarters
Fields of Study: Consciousness studies, history, philosophy,
sociology and study abroad
Class Standing: Freshman -Senior
Faculty: Bill Arney
Fields of Study: Biology, environmental studies, marine science,
media arts, moving image and visual arts
Class Standing: Freshman -Sophomore
Preparatory for studies and careers in animation, art, biology,
education, and marine sciences.
Faculty: Ruth Hayes and Gerardo Chin-Leo
This program will examine marine environments and life from the
perspectives of science and the visual and media arts, emphasizing
animation. Marine life constitutes a majority of the biomass and
diversity of life, and marine microorganisms play major, complex roles
in global ecological processes. We will focus on these relationships
and how human activity affects them. In the past century, humans
have severely impacted Earth's ecosystems, degrading habitats
and over-exploiting natural resources. Some scientists have termed
this period of human influence the Anthropocene. We will explore
ways that science and art can increase understanding of natural
phenomena and human impacts on them, contributing effectively
to solving environmental problems. We will learn how artists and
marine scientists use close observation, analysis, and integrative
thinking to communicate important concepts and values. We will
experiment with ways to represent the movements, behaviors, and
functions of microorganisms, as well as the larger structures of marine
environments. Artists routinely base their works on scientific findings;
students will practice such research-based creative strategies to
respond to and represent marine phenomena in their drawings and
animation.
· ... - Students will explore how marine sciences and visual arts inform
each other. Lectures will present concepts and terms unique to each
discipline and include creative works about and inspired by the
natural world. Labs, workshops, and field trips will offer experience
in marine environments and conceptual and technical skills with
which to represent them in drawing and animation. Through
readings, writing assignments, and seminar discussions, students
will learn how scientists and artists can contribute to understanding
complex natural phenomena, raising awareness of and mitigating
environmental problems. Students will integrate their learning in
~- _ -pon~ed thematic creative works.
~
In fall quarter, we examine ecosystems such as estuaries,
intertidal zones, and the deep sea, taking an ecological perspective
and emphasizing the role of microorganisms in these habitats.
Students will learn drawing and animation skills as they explore
how to represent microorganisms and their activities in small- and
large-scale environments. In winter, we shift focus to the diversity
of marine life and how organisms have adapted to environmental
changes. Students will pursue more ambitious approaches to creative
representations of marine life, environments, and the challenges
they face. A multi-day field trip to the Friday Harbor Marine Labs will
provide hands-on experience and inspiration for students' creative
-projects. Both quarters, we will join with other programs in common
activities focused on issues related to the Anthropocene.
Credits: 16
Enrollment: 40
Required Fees: $125 in fall for entrance fees and art supplies;
$360 in winter for art supplies and an overnight field trip.
El Camino, "The Way," is a collection of traditional pilgrimage
routes that end in Santiago de Compostela, Spain. A monk said,
"The only thing all pilgrims have in common is an interior necessity,
I must go, I don't know why... " As we study paths to Santiago, you
will learn from, not just about, the Camino. It may teach you why
you had to go, about yourself, or how you want to live. This walk is a
"focal activity" that makes demands and requires discipline, helps you
sense relationships even when walking alone, reassures you about
unknown capabilities, and, as one writer put it, gives you a "glimpse
of life-giving possibilities."
In winter, we will study, first, the political history and the art of
walking, especially the connection between walking and writing.
Then we will take up the historical, religious, political, and cultural
background of the Camino and its place in contemporary Spain .
Pilgrims' accounts provide many takes on why people go to Santiago,
what is required, physically, mentally, and financially, for walking
routes that vary from 100 kilometers to more than 1,600 kilometers,
what "pilgrimage" might mean in our time, and the kinds of meanings
people make of their experiences after they return. Readings will
range from the mystical realm to first aid for blisters, from spirit care
to foot care, and everything in between. This portion of the program
will involve significant lecture time, guest presentations, seminars
and writing. And we will, all together, in small groups, and alone,
take some walks. A substantial independent study project will give
each student a personal entree and continuing connection ·to "The
Way." Projects will be designed to continue during the students'
walks in the spring.
In spring, after an in-country orientation in Santiago, everyone
will take public transportation to their starting points and begin their
walks. Students will continue their independent studies and will
provide at least four days of volunteer service at pilgrims' shelters
along the way. We will meet back in Santiago and together walk the
Camino Finisterre, the path to "the end of the world." We'll spend
the final two weeks on campus reflecting on our experiences and,
through papers, presentations, and celebrations, demonstrating
what we have learned and how we have grown in all respects.
For a comprehensive program description and supplementary
material on the Camino, visit blogs.evergreen.edu/camino.
If you are a student with a disability and would like to request accommodations, please contact the faculty or Access Services (Library
Rm. 2153, (360) 867-6348; TIY (360) 867-6834) prior to the start of
the program.
Faculty signature. Students must demonstrate adequate
preparation for undertaking study abroad, including academic
preparation (sufficient reading and preparing for an independent
research/study project while abroad). as well as logistical and
physical preparation. Students must submit the program's stwdy
abroad questionnaire and meet with faculty for an interview to
demonstrate their preparation and competence to walk the Camino.
Credits: 16
Enrollment: 24
Study Abroad: Students will spend 7-8 weeks in Spain during
spring quarter. The trip will cost approximately $4,100: airfare from
Seattle to Santiago de Compostela ($1,500), lodging ($600), meals
($1 ,200), in-country transportation ($500), and related expenses
($300). Approximately $400 of this will be assessed for collective
activities; students will be responsible for arranging the remainder.
For details on study abroad, visit evergreen.edu/studyabroad
or contact Michael Clifthorne at clifthorn@evergreen.edu.
Fields of Study: Govern~ent and law and public policy
Class Standing: Junior- Senior
Prerequisites: One year of interdisciplinary study. Tacoma
Program students must complete two quarters of studies at the
Tacoma campus before qualifying for this internship.
Preparatory for studies and careers in community studies,
government, law, political science, public interest advocacy,
public policy, and social issues.
F,§i/Culty: Julianne Unsel
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. Thi~ 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 impfications of the work.
Students will make presentations about their learning and participate
in various workshops. Each intern will keep a journal, submitted to
the faculty sponsor on a regular basis, and a portfolio of all materials
related to legislative work. Drawing broadly from the social sciences,
we will explore relationships between elected oilicials, legislative
staff, registered lobbyists, non-governmental organizations, citizen .
activists, and district constituents. Students will learn through a range
of approaches: responsibilities in an 8a.m.-5p.m. 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 deb'}te on current legislative
issues.
Signature. Applications to the Legislative Internship program
must be awarded by Capitol Senate and House of Representatives
·
Education Program staff. These are available online
www1.1eg.wa.gov/internships and are due, complete for the
2016 session, by the last Friday in October, to be addressed tct
the Office of Academic Advising L2153. Students will be informed
by late November of acceptance. An information session will be
held on campus each spring and in early October. Check with
Academic Advising for dates and locations.
Credits: 16
Enrollment: 25
78 I Programs
Programs I 79
Reservation-Based Community-Determined Program (RBCD)
The Reservation-Based Community-Determined program is "reservation-based" with classes
held within the community and "community-determined" by placing value on existing community
knowledge, utilizing community members as guest instructors, and instituting participatory
research methods.
We believe students are best served by a well-defined, consistent program that balances
personal authority, indigenous knowledge and academics.
Personal authority challenges students to be personally accountable for their attendance,
•
engagement and learning, and to declare the nature of their own work.
Indigenous knowledge honors the founding principles of the program and its commitment
•
to involving our community's keepers of cultural and traditional knowledge as teachers and
valuable human resources.
•
Academics give breadth within the liberal arts through reading, writing, research and other
scholarly pursuits th'at complement personal authority and community knowledge.
Our interdisciplinary curriculum is developed in collaboration with Native leaders to include the areas f:~=-··
of community and economic development, leadership, tribal administration, sustainable environments,
C
/4J
intergovernmental relations, indigenous knowledge, and tribal law. Students who want to develop a more
specialized course of study may do so with faculty approval. Students gain a solid foundation needed to
enter most areas of public service and tribal government as well graduate school and other professions.
Who Should Apply
This upper-division program serves students with 90 or more college credits with strong connections to
their tribal communities. In addition to Evergreen's application, an intake packet must be completed by all
prospective RBCD students. To obtain the packet, contact rbcdprog@evergreen.edu.
•
Students attend class two nights per week at approved sites.
•
Students attend class four Saturdays per quarter at the Longhouse on the Evergreen campus.
•
Students work toward a Bachelor of Arts degree.
For students with fewer than 90 credits, The Evergreen State College partners with Grays Harbor College
(Aberdeen, Wash.) and Peninsula College (Port Angeles, Wash.) to provide an Associate of Arts direct transfer
degree that is reservation based and intended to prepare students for the RBCD Bachelor of Arts Degree program.
The Colleges are able to deliver a program comprised of a unique set of courses particularly relevant to tribal
communities. For more information on the Reservation-Based programs, please visit evergreen.edu/tribal,
~-.
,_..--
,the Grays Harbor College website: ghc.edu/distance/reservation, or the Peninsula College website: pencol.edu .
_..>
RBCD: Foundations for Sustainable Tribal Nations
Fall 2015, Winter 2016 and Spring 2016 quarters
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: Cynthia Marchand-Cecil and TBA
This program is an upper-division program designed for students
who have social, cultural, or economic ties to tribes. The curriculum
is built around three themes that rotate one per year. There are five
curricular elements of the program: Core Course, Integrated Skills,
Strands, Integrated Seminar, and Independent Study.
The Core Course is a 9-credit unit taught at all sites at the same
time with the same readings and assignments, but allows for faculty/
student innovation and site specification. In the fall, the sub-theme is
Sovereignty and Indian Law, in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among
sovereign governments which dominate this area of law, including
conflicts over jurisdiction , land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The
winter sub-theme, Setting the Stage for Leadership: Voices of Empowerment, inspiration, and Transformation, will allow students the
opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students
will examine the role that race, class, gender, nationality, education,
and other differences have in advancing or inhibiting individuals to
places of privilege and power. Students will also explore ideas and
concepts of mixed heritage, ethnocentricity, inheritance, royalty, and
tribal affiliation, as well as the intersections between human right
civil rights, social justice issues, and forms of resistance. They w~i
be given an opportunit)!.tO critically analyze multiple perspectives of
colonization and oppression through review of American demGcracy
and other world governmental structures. Finally, students will c~m
pare and contrast works from Theater of the Oppressed, which will
add to the complexity of the student's knowledge construction. For
spring quarter, the sub-theme is Reclaiming, Protecting, and Practicing Sustainability, in which students will use a variety of methods
materials, and approaches to explore contemporary sustainability is~
sues in the U.S. and abroad. Students will examine the intersection
of social, environmental, and economic practices on the sustainabil' lty of the planet's biological systems, atmosphere, and resources. In
particular, students will focus on energy, climate change, maintaining
biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in
a global community.
Integrated Skills, including critical thinking and analysis, research
and writing, public speaking, collaboration, personal authority, and
indigenous knowledge, are integrated into all teaching and teaming'
at the sites and at Saturday classes. Strands, another element, are
2-credit courses taught on four Saturdays per quarter, which allow for
breadth in the program and make it possible to invite professionals
and experts in specific fields to offer courses that otherwise might
not be available to students in the program. The Integrated Seminar,
held on the same four Saturdays as the morPiing Strands, is called
Battlegrounds, and is a 1-credit workshop generally built around
Native case studies. The program also includes student-initiated
work through independent study.
Credits: 12
Enrollment: 80
Internship Possibilities: Internships are encouraged. Students
pursuing this option must complete an In-program Internship
Learning Contract (designed for this program) in consultation with
the faculty and Academic Advising.
Programs I 81
Tacoma Program
The Tacoma progrqrn 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 gro~h, research
and scholarship, as well as commitment to community and public service, the Tacoma program seeks
to provide a catalytic climate for intellectual, cultural and social growth.
Evergreen's educational approach provides a unique opportunity for students to go into local
communities and engage in research, education and problem-solving projects that are as beneficial
to those communities as they are to our students. The Tacoma program seeks to be a nexus for
activities directed toward responding to community needs. We see ourselves as a resource not only
for students, but also for the broader community. Within this context, we seek to promote service
learning by linking students, faculty, staff and community members in community development,
sustainability and well-being efforts.
Our emphases-interdisciplinary understanding and analysis, collaborative learning, cross-cultural communication, problem-solving, seeing
the connections between global issues and personal or community action-provide our students with community-building tools tbat are needed
arx:l appreciated outside our campus.
Features and Benefits
•
•
Situated in an inner-city environment
•
A curriculum that integrates students' life experiences and goals
Faculty and student diversity
•
An emphasis on diverse cultural perspectives and experiences
•
Flexible class schedules
•
Opportunities to engage in dialogues across and beyond differences
•
•
Day and evening classes
High graduate school placement rate
Personalized academic support and evaluation processes
•
A tradition of employer satisfaction with graduates
Who Should Apply
Working adult learners who have achieved junior status (90 hours of transferable college-level courses)
and who are interested in personal and professional advancement or preparation for graduate school
are invited to apply. Everyone interested in building and sustaining a healthy community-whether in social
services, educational outreach, shaping public policy or opinion, pre-law or environmental studies-is welcome
in this program. Prerequisites for success include a willingness to be open-minded, to challenge and expand one's
knowledge and to engage in difficult dialogues across and beyond differences.
_ For more information about the Tacoma program and to apply, call (253) 680-3000.
___,.
~
Change Agents: Creating Pathways
in Uncertain Times (Tacoma Program}
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Biology, community studies, cultural studies,
environmental studies, government, 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, Arlen Speights, Anthony Zaragoza, Paul
McCreary, Mingxia Li, and Gilda Sheppard
This program will focus on developing strategies for creating
and navigating change as we look toward the future. The goal is
to enhance students' capacities to respond to and promote change
on personal and institutional levels. Within this context, students will
study historical trends and contemporary practices that will shape
and impact their future endeavors. By analyzing and evaluating the
effectiveness of existing models, students will develop proactive
interventions to address pressing community problems.
The topic of change will be approached through studies in
philosophy, history, sociology, psychology, political economy,
scientific inquiry, environmental studies, law, literature, visual/media
arts, mathematics, and logic. Students will enhance their knowledge
with skill development in the following areas: writing, mathematical
reasoning, media literacy, multimedia technology, statistics, public
speaking, and organizational and community development.
During the fall, students will explore historical and philosophical
traditions that inform efforts to design pathways for future
possibilities. This includes investigating personal and societal
notions of the natural and social worlds as portrayed through arts
and humanities, natural sciences, and s9cial sciences.
During the winter, students will utilize an interdisciplinary approach
to explore and understand contemporary models of change. This
includes researching specific community-based problems and
identifying proactive strategies that address such concerns.·
During the spring, students will investigate successful models of
change to extrapolate how such models might be useful; but also
might be limited in their capacity to address future possibilities, and
to propose proactive community-based interventions tailored to
specific community concerns.
Accepts winter and spring enrollment with signature.
Credits: 16
Enrollment: 200
Required Fees: $10 per quarter for entrance fees.
Special Expenses: Approximately $50-$100 per quarter for
media, lab, and/or storage supplies.
2 I Undergraduate Research
Undergraduate Research I 83
Undergraduate Research There are many ways to engage in research at Evergreen. Many of our students engage in research within programs, students also have
the chance to work closely with a faculty mentor in undergraduate research. These opportunities allow students to join faculty research
projects, gain in~ valuable skills for pursuing a graduate degree or entering the job market. For more information, visit
evergreen.edu/catalog/2015-16/research.
Advanced Research in Environmental Studies
Fall 2015, Winter 2016 ar:'d Spring 2016 quarters
Fields of Study: Agriculture, botany, community studies, ecology,
environmental studies, geography, geology, health, hydrology, law
and government policy, marine science, and zoology
Class Standing: Junior- Senior
Preparatory for studies and careers in botany, ecology, education,
entomology, environmental studies, environmental health, geology,
land use planning, marine science, urban agriculture, taxonomy, zoology.
Rigorous quantitative and qualitative research is an important
component of academic learning in Environmental Studies. This
independent learning opportunity is designed to allow advanced
students to delve into real-world research with faculty who are
currently engaged in specific projects. The program will help
students develop vital skills in research design, data acquisition and
interpretation, written and oral communication, collaboration, and
critical thinking skills, all of which are of particular value for students
who are pursuing a graduate degree, as well as for graduates who
are already in the job market.
Abir Biswas studies nutrient and toxic trace metal cycles in terres. _trial .and coastal ecosystems. Potential projects could include studies ·of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale
or through field-scale biogeochemistry studies, taking advantage of
the Evergreen Ecological Observation Network (EEON), a long-term
ecological study area. Students with backgrounds in a combination
of geology, biology, or chemistry could gain skills in soil, vegetation,
and water collection and learn methods of sample preparation and
analysis for major and trace elements.
Dylan Fischer studies plant ecosystem ecology, carbon dynamics,
and nutrient cycling in forests of the Southwest and western
Washington. This includes image analysis of tree roots, molecular
genetics, plant physiology, carbon balance, nitrogen cycling, species
interactions, community analysis, and restoration ecology. He
manages the EEON project (blogs.evergreen.edu/eeonl). See more
at: blogs.evergreen.edu/ecology. Students will work closely with
ongoing research in the lab, participate in weekly lab meetings, and
develop their own research projects.
Alison Styring studies birds, including avian bioacoustics and
avian monitoring and research. Bioacoustic research includes field
monitoring of local birds using audio recordings and microphone
arrays, editing and identifying avian songs and calls from an extensive
collection of sounds from the campus forest as well as tropical sites
in Borneo. Local projects include Pacific wren mating and life-history
strategy, cavity formation and use by cavity-nesting birds (and other
cavity-dependent species). and monitoring long-term trends in bird
populations and communities using a variety of standard approaches.
Erik Thuesen conducts research on the ecological physiology
of marine animals. He is 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 wo.rking
in his lab typically have backgrounds in different aspects of marine
science, ecology, physiology, and biochemistry.
Faculty signature. This course accepts winter and spring enrollment.
Contact faculty in area of interest for specific information.
Undergraduate Projects
in Critical and Creative Practices
Undergraduate Research in Scientific Inquiry
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: Bioche~istry, 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.
Fall 2015, Winter 2016 and Spring 2016 quarters
Fields of Study: African American studies, art history,
communications, cultural studies, gender and women's studies,
literature, media arts, media studies, moving image, visual arts
and writing
Class Standing: Sophomore- Senior
Preparatory foe: studies and careers in creative writing, writing,
education, editing, media studies, media production, visual arts,
film studies, web development, and the humanities.
This is an opportunity for students to work on faculty-driven
scholarly and creative projects. By working with faculty in a studio and
research "apprentice" model, students will gain hands-on experience
in visual arts studio practices, film/media production practices, the
creative writing workshop focused on craft, critical research and
writing, library and archival research practices, and much more.
Kathleen Eamon (social and political philosophy, aesthetics,
philosophy of art) has interests in German idealism (Kant and Hegel}.
historical materialism (Marx, 20th-century Marxists, and critical theory),
and psychoanalysis (Freud and Lacan). She is currently working on
an unorthodox project about Kant and Freud, under the working
title, "States of Partial Undress: the Fantasy of Sociability." Students
will have opportunities to join her in her inquiry, learn about and
pursue research in the humanities, and critically respond to the project
as it comes together. In addition to work in Kantian aesthetics and
Freudian dream theory, the project will involve questions about futurity,
individual wishes and fantasies, and the possibility of collective and
progressive models of sociability and fantasy.
Naima Lowe (experimental media and performance art) creates
films, videos, performances, and written works that explore issues of
race, gender, and embodiment. The majority of her work includes an
archival research element that explores historical social relationships
and mythic identities. She is currently working on a series of short
films and performances that explore racial identity in rural settings.
Students working with Naima will have opportunities to learn media
production and post-production skills (including storyboarding,
scripting, 16mm and HD video shooting, location scouting, audio
recording, audio/video editing, etc.) through working with a small
crew comprised of students and professional artists. Students would
also have opportunities to do archival and historical research on
African-Americans living in rural settings, and on literature, film, and
visual art that deals with similar themes.
Shaw Osha (visual art) works in painting, photography, drawing,
writing, and video. She explores issues of visual representation, affect
as a desire, social relationship, and the conditions that surround us.
She is currently working on a project based on questions of soul in
artwork. Students working with Shaw will have opportunities to learn
about artistic research, critique, grant and statement writing, website
design, studio work, and concerns in contemporary art making.
Joli Sandoz (creative nonfiction) draws from experience and
field, archival, and library research to write creative essays about
experiences and constructions of place, and about cultural practices
of embodiment. She also experiments with short lyric nonfiction, and
with juxtapositions of diagrams, images and words, including handdrawn mapping. Students working with Joli will be able to learn their
choice of: critical reading approaches to published works (reading
as a writer). online and print research and associated information
assessment skills, identifying publishing markets for specific pieces
of writing, or discussing and responding to creative nonfiction in
draft form (workshopping). Joli's projects underway include essays
on illusion and delusion, property ownership and the commons, and
climate change.
Faculty signature. Contact individual faculty. This program
accepts winter and spring enrollment with faculty signature.
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
iifoSociated 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.
Abir Biswas (geology, earth science) studies nutrient and toxic
trace-metal cycles in terrestrial and coastal ecosystems. Potential
projects could include studies of mineral weathering, wildfires, and
mercury cycling in ecosystems. Students could pursue these interests
at the laboratory scale or through field-s<.'ale biogeochemistry
studies, taking advantage of the Evergreen Ecological Observation
Network (EEON), a long-term ecological study area . Students with
backgrounds in a combination of geology, biology, or chemistry can
gain skills in soil, vegetation, and water collection and learn methods
of sample preparation and analysis for major and-trace elements.
Andrew Brabban (biotechnology) studies the physiology an<;l
biochemistry of prokaryotes of industrial and agricultural importance.
Students who commit at least a full year to a research project,
enrolling for 4 to 16 credits each quarter, will learn a broad range
of microbiology (both aerobic and anaerobic techniques), molecular
(DNA analysis and cloning), and biochemical techniques (chemical
and pathway analysis, protein isolation). 'students will also have
opportunities for internships at the USDA and elsewhere, and to
present data at national and international conferences.
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. She would like to
erTgage 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. With Dharshi,
students will work with local teachers to develop lab activities that
enhance the science curriculum in local schools. Students with an
interest in teaching science who have completed general chemistry
with laboratory would be ideal for this project. (3) Dharshi is also
interested in looking at chemicals present in e-cigarettes. A student
interested in this project could work on the organic or inorganic
chemicals.
Clarissa Dirks (biology) conducts research in many areas of
microbiology and ecology. Her recent work in microbiology has
focused on the biodiversity and distribution of tardigrades in different
ecosystems. She also aims to better understand the evolutionacy
principles that underlie the emergence, spread, and containment of
infectious disease by studying the co-evolution of retroviruses and
their hosts. Lastly, she is conducting snail surveys in Washington state
to better characterize the species in the state, something that hasn't
been done in many decades. Depending on the project, students
will gain experience in molecular biology technique, microl;>iology,
field ecology, genetics, bioinformatics, and tissue culture.
84 I Undergraduate Research
Undergraduate Research I 85
Richard Weiss (computer science, mathematics) has several
ongoing projects in computer vision, robotics, and security. There
are some opportunities for students to develop cybersecurity games
for teaching network security concepts and skills. In robotics, he
is looking for students to develop laboratory exercises for several
different mobile robotic platforms, including Scribbler, LEGO NXT
and iRobot Create. This would also involve writing tools for image
processing and computer vision using sequences of still images,
videos streams and 2.S-D images from the Kinect. In addition, he is
open to working with students who have their own ideas for projects
in these and .related areas, such as machine learning, artificial
intelligence, and analysis of processor performance.
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 . She and Cushing will model land use impacts on
climate change; she and Morgan will plan and facilitate sustainability
projects on campus. More information on Zita's research is available
at http:/1192.211.16.13/z/zita/research.htm.
Faculty signature. Students should contact the individual faculty
member in their area of interest for details on obtaining a signature.
This program accepts winter and spring enrollment with faculty
signature.
Lydia McKinstry (organic chemistry) is interested in organic
synthesis research, including asymmetric synthesis methodology,
chemical reaction dynamics, and small molecule synthesis. One
specific study involves the design and synthesis of enzyme inhibitor
molecules to be used as effective laboratory tools w ith which to
. stydy the mechanistic steps of programmed cell death (e.g., in
cancer cells). Students with a background in organic chemistry
and biology will gain experience with the laboratory techniques of
organic synthesis,as well as the techniques of spectroscopy.
Donald Morisato (biology) is interested in the developmental
biology of the Drosophila embryo, a model system for analyzing how
patterning occurs. Maternally encoded signaling pathways establish
the anterior-posterior and dorsal-ventral axes. Individual student
projects will use a combination of genetic, molecular biological, and
biochemical approaches to investigate the spatial regulation of this
cornplex process.
~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 or analytical biochemistry will contribute to
this work.
Neal Nelson (computer science) is interested in working with
advanced computer topics and current problems in the application
of computing to the sciences. His areas of interest include simulations
of advanced architectures for distributed computing, advanced
programming languages and compilers, and programming
languages for concurrent and parallel computing.
Mike Paros (physiology, microbiology, veterinary medicine) is
interested in animal health, diseases that affect the animal agriculture
industry, and basic ecology of bacteriophage in physiologic
systems. Currently funded research includes the development of
bacteriophage therapy for dairy cattle mastitis. A number of handson laboratory projects are available to students interested in pursuing
careers in science, with a particular emphasis on microbiology.
Jrrn
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 advanced
programming languages and compilers, programming language
design, programming languages for concurrent and parallel
computing, and logic programming .
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.
Neil Switz (physics) develops optical instruments for use
in biophysical and biomedical applications, including low-cost
diagnostics. Projects in the lab are suitable for motivated students
with quantitative backgrounds in physics, biology, chemistry,
mathematics, or computer science.
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 are
interested in applying their skills to open-ended problems relating to
graphs and/or games.
Undergraduate Research in the Humanities
Fall 2015, Winter 2016 ~nd Spring 2016 quarters
Fields of Study: Literature, philosophy and political science
Class Standing: Junior- Senior
Preparatory for studies and careers in literature, history, and the
human ities.
Students of the humanities who are nearing the end of their
Evergreen education may wish to pursue a major research project,
senior thesis, or capstone project in their particular field of interest.
Often, the goal is to construct an original argument around a
particular body of literature, set of ideas, or historical events. These
kinds of projects develop advanced research skills in the humanities,
including the ability to read deeply and critically in a particular field,
and to discover and engage with important theoretical writings in
that field. Students will also gain valuable skills in reading, analyzing,
synthesizing, writing, and editing long pieces of complex prose.
The best kinds of this work will be invaluable for graduate school
applications, and will be an asset to those entering the job market
directly following graduation.
Stacey Davis (European history) specializes in French history
from the 18th century to the present, as well as the history of French
colonies in North and West Africa. Students who wish to study
European social, cultul'!!l, political, intellectual, or religious history
from the Middle Ages to the present, including topics in the ~is~ory
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
~oci al, literary, and intellectual history until 1920. Students who wish
,-;;(o study in these fields are welcome to propose research projects and
senior theses. Particular interests include the social and intellectual
history of the Puritan s; 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 post-structuralist 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, includinSJ 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 t6 wor-k.
with the faculty member to develop his ongoing research projects on
such authors as Daniel Defoe, John Locke, Thomas Hobbes, 8ishop
Berkeley, Jonathan Swift, and John Milton.
Faculty signature. Students should contact the faculty for more
information.
.....,..
61 Programs
Graduate Studies I 87
Evening and Weekend Studies
Graduate Studies
_ Through Evening and Weekend Studies programs, you can earn a Bachelor of Arts degree, even if you can't attend full-time during the day.
We are dedicated to serving students from all walks of life, especially those who have family, work, and other commitments. Our interdisciplinary
part-time prograplS, along with a diverse selection of 4-credit courses, offer flexible options.
Evening and Weekend Studies gives you the option of taking classes in a wide variety of fields of study-from lab sciences to poetry,
from business and management to art history and philosophy. Students can pursue hands-on arts, music, dance, and world languages.
They can even study abroad, in programs with two- or three-week trips. Our 8- and 12-credit programs are, like the full time curriculum, themebased and team taught, and approach a question from multiple perspectives. Our 4-credit courses have a more focused disciplinary approach
and complement students' study in a program or provide needed work they require in their chosen field of study. For descriptions, visit
evergreen.edu/catalog/2015,16.
When you're a student at Evergreen, it's your decision whether you take day, evening or weekend classes. If your life changes, so can your
schedule.
AFFILIATED FACULTY
Marla Beth Elliott Performing Arts,
Nancy Anderson Community and
Judith Gabriele French Language
Mario Gadea Physics, Mathematics
Mark Harrison Theatre, Performance Studies
Karen Hogan Ecology, Plant Biology
Mark Hurst Psychology
Alvin Josephy Statistics
Ben Kamen Music Technology
Emily Lardner Composition, Literature
Hugh Lentz Photography
Allen Mauney Mathematics
Nancy Parkes Creative Writing, Public Policy
Susan Preciso English Literature
International Health
Theresa Aragon Political Science, Public
Administration
John Baldridge Geography
Stephen Beck Philosophy
Marcella Benson-Quaziena Human and
Organizational Systems
Lori Blewett Communication, Social Studies
Janelle Campoverde Dance
Jamie Colley Dance
Hirsh Diamant Visual Arts, Chinese Studies,
Human Development
Community Studies
Peter Randlette Digital Media
Sarah Ryan Labor Studies
Arleen Sandifer Law, Spanish
Joli Sandoz Writing, Literature
Doug Schuler Social Informatics,
MASTER IN
TEACHING (MiT)
MASTER OF
ENVIRONMENTAL STUDIES (MES)
MASTER OF
PUBLIC ADMINISTRATION (MPA)
Evergreen's Master in Teaching (MiD
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.
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.
evergreen.edu/mit
evergreen.edu/mes
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. ~PA 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 leaming community that you
create with your faculty and fellow students.
Coursework covers critical elements of administration such as budgeting, strategic
planning, policy analysis, managing ~rga-- •
nizations, 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."
Computer Science
Suzanne Simons Writing, Journalism
Ann Storey Art History
Jamyang Tsultrim Buddhist Studies, Psychology
Zena Vergara Audio and Sound Design
Bob Woods Sculpture
evergreen.edu/mpa
AFFILIATED FACULTY
MPA
Laurance R. Geri Public Nonprofit
MiT
Sunshine Campbell Mathematics, Teacher
MES
Peter Dorman Economics, Political Economy,
Education
Statistics
Management. International Affairs
Jon Davies Education
Phyllis Esposito Education
Terry Ford Education, Multicultural Studies
Pat Naughton Mathematics, Teacher
Kevin Francis History of Science and Technology
Dina Roberts Conservation Biology, Wildlife
Amy Gould Public Administration, Political
Management
Michael Lane Indigenous Studies, Tribal
Sovereignty, Constitutional Legal History
Education, Leadership
Sonja Wiedenhaupt Psychology, Education
Shangrila Wynn Political Ecology
Science, Women's Studies
Cheryl Simrell King Public and Nonprofit
Administration, Community/Urban Studies
Doreen Swetkis Public and Nonprofit
Administration, Public Policy, Urban Studies
~81
Faculty 189
Faculty
Environmental Studies (ES)
Evergreen's Faculty
Evergreen's faculty organize themselves into Planning Units to develop our curriculum. The units are formed to provide an intellectual and
curricular focu~ for faculty that reflects breadth of interdisciplinary teaching and learning. Faculty from diverse disciplines come together to
form a planning unit and faculty of similar disciplines may associate with different units. The resulting diversity of perspectives enriches our
curriculum. YoLJ may decide to work for a number of quarters with faculty within one planning area or move from area to area to broaden your
education. Either choice may be appropriate, depending on your academic goals. Visit evergreen.edu/faculty/planning for more information .
Consciousness Studies (CS)
CS faculty approach the study of consciousness and experience in open inquiry. We're interested in questions, especially those for which we
need each other to explore, including: How does experience shape consciousness? How is sentience defined and recognized? What constitutes
collective forms of consciousness? Emotion, cognition, attention, interpretation, creativity, sensation, listening, dreaming, expression, reflection:
these and more are the elements of consciousness, our subjects of study, and our data.
AFFILIATED FACULTY
William Ray Arney
Rob Esposito Modern Dance, Kinesiology
Sara Huntington Writing, Research and
Heesoon Jun Psychology
Cynthia Kennedy Leadership
Stephanie Kozick Human Development
Donald V. Middendorf Physics
Charles Pailthorp Philosophy
Terry Setter Music
Jules Unsel United States History
Bret Weinstein Evolution, Biology
Sarah Williams Feminist Theory. Somatic Studies
Information Systems
ES faculty offer broadly interdisciplinary studies within and across three distinctive thematic are~: human communities and the environment,
natural history, and environmental sciences. We emphasize experiential study and research primarily in the Pacific Northwest. Our res,earch
methods and analyses emphasize field observation, quantitative and qualitative methods, and Geographic Information Systems.
' ·
Jeff Antonelis-Lapp Environmental Education
Gerardo Chin-~eo Oceanography, Marine Biology
Amy Cook Ecology, Vertebrate Biology
Dylan Fischer Forest and Plant Ecology
Martha Henderson Geography,
CCP faculty are diverse in teaching methodologies but united in the idea that making is a mode for critical and analytical thinking and
cultural production. We emphasize the ways in which creativity is vital to all integrative thinking, criticism and cultural production . By offering
p~ograms and courses related to the theory and practice of cultural production that are tied to using creativity to pose complex questions about
the world, faculty guide students to develop skills in understanding the theories and histories associated with a range of disciplines.
AfFIUATEO FACULTY
Evan Blackwell Ceramic Art, Sculpture, Visual
Studies
..r""".
Kathleen Eamon Philosophy
Amjad Faur Photography
Ruth..Hayes Animation, Media Studies
~
--'"""
Steven Hendricks Creative Writing, Book Arts
Naima Lowe Experimental Media
Jean Mandeberg Visual Art
Miranda Mellis Literature
Greg Mullins Literature, Queer Studies
Alice Nelson Latin American Literature, Spanish
Shaw Osha Fine and Studio Arts
Sarah Pedersen Literature, Maritime Studies
Julie Levin Russo Media Studies, Gender and
Women's Studies
Trevor Speller British Literature
Lisa Sweet Visual Art
Brian Walter Mathematics
Julia Zay Visual Arts, Media Arts
Paul Przybylowicz Ecology, Biology,
Agriculture
Carri LeRoy, Freshwater Ecology
Lee Lyttle Environmental Policy. Research
Alison Styring Ornithology, Tropical Ecology
Ken Tabbutt Geology, Hydrogeology,
Methods
Geochemistry
Ralph Murphy Environmental Economics,
Erik V. Thuesen Marine Science, Zoology,
Environmental Policy
'/
Ecophysiology
Shangrila Wynn Political Ecology
Environmental History
Expressive Arts (EA)
EA faculty span the Media Arts, Performing Arts, and Visual Arts. Media Arts faculty emphasize experiential, documentary and hybrid
modes of production. We focus on critical engagement with media in cultural and pOlitical context in order to develop skills necessar)' to real!
world production. The Performing Arts faculty offer studies in theater, dance and music. Visual Arts faculty emphasize the linkages between
art making and cultural contexts. 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.
AFFfUATEO FACULTY
Critical and Creative Practices (CCP)
Heather Heying Evolution, Biology,
Anthropology
Susan Aurand Ceramics, Visual Arts
Drew Buchman Music
Arun Chandra Music Performance,
Composition, Computer Music
Walter Eugene Grodzik Theater
Andrea Gullickson Music
Bob Haft Photography, Art History
Lucia Harrison Visual Art
Rose Jang Theatre
Robert Leverich Visual Art, Architecture
Kabby Mitchell Ill o'ance, African American
Studies, Theater
Sean Williams Ethnomusicology
Native Programs (NP)
NP faculty share a commitment to provide quality higher education for Native American and other Indigenous students, educate nonNative students on interacting in productive ways with Native communities, partner in a respectful manner with Indigenous communities and
honor the government-to-government relationship our state institution has made with Washington tribal nations, Our faculty encompass a
wide range of liberal arts disciplines including cultural studies, politics, social sciences, visual art and environmental studies.
------------m--•~~~
Jose Gomez Law and Politics
Zoltan Grossman Native American Studies,
Kristina Ackley Native American Studies
Michelle Aguilar-Wells Public Administration
Cindy Marchand-Cecil Native American Studies
AFFIUATEO FACULTY
Frances V. Rains Multicultural EducatioQ
Gail Tremblay Visual Art, Creative Writing
Geography
Culture, Text, and Language (CTL)
CTL faculty engage in rigorous critical inquiry about the human experience. Our disciplines and fields of study include: literature, history,
women's studies, philosophy, religious studies, classical studies, art history, post-colonial studies, linguistics, cultural anthropology, cultural
studies, gender studies, race and ethnic studies, American studies, and critical and creative writing. We bring together different disciplines
to pose crucial questions about the human condition so our students gain an interconnected view of the humanities and interpretive social
sciences.
Marianne Bailey French and German
Literature, Philq_sophy, and Languages
Laura Citrin Social Psychology, Gender and
Women's Studies
Stacey Davis European History
Diego de Acosta Spanish Literature and
language, Linguistics
Sarah Eltantawi Comparative Religion
Chauncey Herbison American Studies
Nancy Koppelman American Studies
Patricia Krafcik Russian Language, Literature
and Culture
Ulrike Krotscheck Classical Studies, Archeology
Steven Niva International Politics, Political
Philosophy, Middle East Studies
Catalina Ocampo Spanish Language and
Latin American Literature
Toska Olson Sociology
Rita Pougiales Anthropology
Andrew Reece Classical Studies
Leonard Schwartz Poetics
Robert W. Smurr Russian History
Eric Stein Cultural Anthropology
Joseph Tougas Philosophy
Tom Womeldorff Economics
Scientific Inquiry (SI)
51 faculty are committed to integrating science and mathematics into an Evergreen student's liberal arts education. We help studentswhatever their primary interest-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. Scientists also must understand the social implications and consequences of their work.
_____........,
AFFIUATEO FACULTY
Clyde Barlow Chemistry
Abir Biswas Geology
Dharshi Bopegedera Chemistry
Andrew Brabban Biology
Krishna Chowdary Physics
Judy Bayard Cushing Computer Science
Clarissa Dirks Molecular and Cellular Biology
Kevin Francis History of Science and Technology
Rachel Hastings Mathematics,Linguistics
David McAvity Mathematics,Physics
Lydia McKinstry Organic Chemistry
Donald Morisato Biology
Nancy Murray Biology
James Neitzel Biochemistry
Neal Nelson Computer Science
Michael Paros Veterinary Medicine
Paula Schofield Chemistry
Sheryl Shulman Computer Science
Rebecca Sunderman Chemistry
Neil Switz Physics
Thane Taylor Chemistry
Richard Weiss Mathematics, Computer Science
Pauline Yu Marine Science
E.J. Zita Physics
Visit evergreen.edu/faculty/planning for more information about these planning units.
90 I Faculty
Faculty 191
Society, Politics, Behavior, and Change (SPBC)
SPBC faculty weave 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. Our area includes faculty from the following disciplines:
economics, accounting, history, public policy, public administration, labor studies, business, management science, political science, law,
entreprene!Jrship, international affairs, tribal governance, health sciences, psychology and education.
'
AFFILIATED FACULTY
George Freeman, Jr. Clinical Psychology
Laurance R. Geri Public Nonprofit
Sunshine Campbell Mathematics, Teacher
Management, International Affairs
Education
Amy Gould Public Administration, Political
Scott Coleman Education; Psychology
Jon Davies Education
Phyllis Esposito Education
John Robert Filmer Maritime Studies,
Science, Women's Studies
Cheryl Simrell King Public and Nonprofit
Administration, Community/Urban Studies
Glenn Land ram Business Management
Business Management
Science, Statistics
Terry Ford Education, Multicultural Studies
Michael Lane Public Administration
Carrie M. Margolin Cognitive Psychology
Pat Naughton Curriculum and Instruction
Gary Peterson Social Work
Yvonne Peterson Education, Native American
Studies
Zoe Van Schyndel Finance
Sherry L. Walton Education, Literacy
Sonja Wiedenhaupt Psychology, Education
Faculty Academic Background
The following is a list of Evergreen's faculty as of summer 2014. A more extensive description of their areas of expertise
can be found in the Faculty Directory at evergreen.edu/faculty.
~
Kristina Ackley, Native American Studies,
Peter G. Bohmer, Economics, 1987; B.S.,
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.
Economics and Mathematics, Massachusetts
Institute of Technology, 1965; Ph.D., Economics,
University of Massachusetts, 1985.
Physics, University of California, Berkeley, 1965;
M.S., Physics, University of Washington, 1967;
Ph.D., Physics, Michigan State University, 1972.
Dharshi Bopegedera, Physical Chemistry,
Scott Coleman, Education, 2001; MiT Director,
1991; B.S., Chemistry, University of Peradeniya,
Sri Lanka, 1983; Ph .D., Physical Chemistry,
University of Arizona, 1989.
2001-06; 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; Academ ic Dean 2013-present.
Sustainability and Justice (S&J)
B.S ., Environmental Education, Western
Washington University, 1978; M.Ed., Science
Education, University of Washington, 1982.
S&J faculty design programs to address real-world issues and include analyses and action toward just communities, healthy environments
and a more sustainable future. We address such issues as climate change, food systems, cultural survival, meaningful and equitable work,
racial and economic ju stice, applied ecology, green business and more. Students in our programs can expect to gain skills in critical thinking,
reading, listing and writing; research and quantitative reasoning; economic and media literacy; and complexity and systems thinking.
Theresa A. Aragon, Management, 1999;
AFFILIATED FACULTY
Mukti Khanna Psychology, Expressive Arts
Therese Saliba International Feminism,
Academic Dean 2006-2010, B.A., Political
Science/ Philosophy, Seattle University, 196S; M.A.,
Political Science/Sociology, University of New
Mexico, 1968; Ph.D., Political Science/ Public
Administration, University of Washington, 1977.
Therapy, Integrative Health
Middle East Studies, Literature
William Ray Arney.
Peter G. Bohmer Political Economy
Frederica Bowcutt Botany, Ecology,
Robert H. Knapp, Jr. Physics
Cheri Lucas-Jennings Environmental Health,
Steve Scheuerell Ecological Agriculture,
Susan M. Aurand, Emerita, Art, '1974;
Sustainability
Environmental History
Law and Policy
Doreen Swetkis Public Administration
Anthony Tindill Sustainable Design ·
Michael Vavrus Social Foundations of
B.A., French, Kalamazoo College, 1972; M.A.,
Ceramics, Ohio State University, 1974.
Savvina Chowdhury Feminist Economics
Peter Dorman Economics, Political Economy
Anne Fischel FilmNideo, Community Studies
Karen Gaul Anthropology
Jennifer Gerend Land Use Planning,
Geographic Information Systems
Jeanne. E. Hahn Political Economy,
Contemporary India
~ -.
Grace Huerta Teacher Education, Language
~- AcqttiSition Theory, Cultural Studies
Paul McMillin Information Studies, Historical
Sociology
Laurie Meeker FilmNideo, Media Arts
Lawrence J. Mosqueda Political Economy
Dave Muehleisen Sustainable Agriculture
Lin Nelson Environmental Health and Policy
Carolyn Prouty Public Health
Liza Rognas American History, Research Methods
Martha Rosemeyer Ecological Agriculture,
Food Systems
Education, Political Economy
Ted Whitesell Geography, Political Ecology,
Conservation
Elizabeth Williamson English literature
Artee Young, Law
•
Marianne Bailey, Languages and Literature, 1989;
B.A., Foreign Languages and Literature, University of
Nevada, 1972; M.A., French Language and Culture,
University of Nevada, 1974; Doctor of Letters,
Francophone Literature and Culture, Sorbonne,
University of Paris, 1985; Graduate work at University
of Washington, University ofTubingen, Germany.
John Baldridge, Geography, 2010; B.A.,
Creative Writing, University of Arizona, 1991;
M.A., Engl ish, 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.
Stephen Beck, B.A., The Evergreen State College,
1986; A.M., Brown University, Philosophy, 1990;
Ph.D. , Brown University, Philosophy, 1994.
Marcella Benson-Quaziena, Psychology, 2000;
B.S., Health and Physical Education, University of
Iowa, 1977; M.A., Athletic Administration,
University of Iowa, 1980; M.S.W., Social Work,
University of Washington, 1988; M.A., Organizational
Devebpment,The Fielding Institute, 1993; Ph .D.,
Human and Organizational Systems, The Field ing
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.F.A.,
Ceramic Art and Sculpture, Alfred University
School of Art and Design, 1999; M.F.A., Ceramic
Art, University of Washington, 2008.
Lori Blewett, B.A., Speech Communication
with English Literature, University of Illinois,
1986; M.A., Speech Communication, University
of Illinois, 1989; Ph.D., Speech Communication,
University of Illinois, 2000.
Frederica Bowcutt, EcologY, 1996; B.A., Botany,
University of California, Berkeley, 1981; M.S.,
Botany, University of California, Davis, 1989; Ph.D.,
Ecology, University of California , Davis, 1996.
Andrew Brabban, Molecular Biology, 2001;
B.S., Microbial Biotechnology, University of
Liverpool, U.K., 1989; Ph .D., Genetics and
Microbiology, University of Liverpool, U.K., 1992.
Eddy Brown, Emeritus, Writing, 2001;
Jamie Colley, B.A., Drama, Whitman College,
1981.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D., Biologi,cal
Sciences, University of California , Irvine, 1998.
Stephanie Coontz, Emerita, History and
Academic Dean, 2004-2010; B.A., English and
Humanities, Fort Lewis College, 1979; M.A.,
Engl ish, University of Arizona, 1987; M.F.A.,
Creative Writing, Goddard College, 1996.
Women's Studies, 1974; B.A., History, University
of California, Berkeley, 1966; M.A., European
History, University of Washington, 1970.
Andrew Buchman, Music, 1986; Certificate,
Judith Bayard Cushing, c;omputer Science,
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
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.
Sara Sunshine Campbell, Mathematics Teacher
Jon S. Davies, Education (Language Arts),
Education, 2010; B.A., Secondary Mathematics
Education, Western Washington University, 1997;
M.A., Curriculum and Instruction Mathematics
Education, University of Washington, 2007.
2008; B.A., Engl ish, Oberlin Cortege, 1972; M.A.,
Physical Education, Oberlin College, 1978; Ed.D,
University of San Diego, 1994.
Janelle Campoverde, B.A., Literature and
Stacey Davis, European History, 1998; B.A.,
South Asian Studies, The Evergreen State
College, 1999.
History, Princeton University, 1992; M.A., History,
Yale University, 1993; M. Philosophy, History, 1996;
Ph.D., History, Yale University, 1998.
Arun Chandra, Music Performance, 1998; B.A.,
Diego de Acosta, Sp;nish Literature and
Composition and English Literature, Francon ia
College, 1978; M.M ., Guitar Performance,
University of Illinois, Urbana/Champaign, 1983;
D.M.A., Composition, University of Illinois,
Urbana/Champaign, 1989.
Language, 2008; B.A., Sociology and Linguistics,
Princeton University, 1998; Ph.D., Linguistics,
Cornell University, 2006.
Gerardo Chin-Leo, Marine Biology, 1991;
B.A., Biology, Reed College, 1982; M.S., Marine
Studies (Oceanography), University of Delaware,
Lewes, 1985; Ph.D., Biolog ical Oceanography,
University of Delaware, Lewes, 1988.
Hirsh Diamant, Technical Degree, Building
and Architecture, Kiev, Ukraine, 1964; B.F.A., •
Painting and Sculpture, Bezalel Academy of
Arts and Design, Jerusalem, Israel, 1975; M.F.A.,
Photography and New Form s, Pratt Institute,
1978; Ph.D., Arts in Education and Human
Development, Union Institute, 1998.
Krishna Chowdary, Physics, 2007; B.A., Physics,
Johns Hopkins University, 1995; M.S., Physics,
Carnegie Mellon University, 1997; Ph.D., Physics,
Carnegie Mellon University, 2013.
Clarissa Dirks, Biology, 2006; B.S., Microbiology,
Arizona State University, 1994; Ph .D., Molecular
and Cellular Biology. University of Washington, 2001.
Savvina A. Chowdhury, Feminist Economics,
Economics, University of Wisconsin, 1977; Ph.D.,
Economics, University of Massachusetts, 1987.
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.
Peter Dorman, Political Economy, 1998; B.A.,
Kathleen Eamon, Philosophy, 2006; B.A., Liberal
Arts, St. John's College, 1997; M.A., Philosophy,
Vanderbilt University, 2004; Ph.D., Philosophy,
Vanderbilt University, 2008.
Marla Beth Elliott, B.F.A., Theatre, Southern
Methodist University, 1974; M.F.A., Drama,
University of Washington, 1978.
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.
Phyllis Esposito, Curriculum and Instruction,
2014; B.A., Elementary Education, Rockhurst
College, 1997; MiHE, Integrated Humanities and
Education, Rockhurst University, 1999; Ph.D.,
Curriculum and Teaching, University of Kansas, 2011.
--
.
Faculty 193
921 Faculty
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.
Amjad Faur, Photography,
2012; B.F.A.,
Painting, University of Arkansas, 2003; M.F.A.
Photography, University of Oregon, 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
and American Literature, Brandeis University,
1971; M.A., Communication, University of
Massachusetts, Amherst, 1986; Ph.D., Communication,
University of Massachusetts, Amherst, 1992.
Dylan Fischer, Forest Ecology, 2005; B.S.,
Environmental Science, Oregon State University,
1998; M.S., Forest Science, Northern Arizona
University, 2001; Ph.D., Forest Science, Northern
Arizona University, 2005.
Teresa L. Ford,
Education, 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;
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.
Judith Gabriele, B.A. Education and Speech,
certification K-12, Seattle Pacific University, 1969;
B.S. Nursing, Seattle University, 1981; M.A. French,
Middlebury College, Paris Program, 1995. ESL
Stud ies~ Methodologies in Foreign Language
Teaching, Seattle University, Pacific Lutheran
University.
Karen Gaul, Sustainability Studies,
2006; B.A.,
Theology and Philosophy, Carroll College, 1984;
~U.S., Harvard Divinity School, 1987; M.A.,
Anthropology, University of Massachusetts,
1989; Ph.D., Anthropology, University of
Massachusetts, 1994.
Jennifer Gerend, Land Use
Planning, 2008;
B.A., Government, German, Smith College, 1998;
M.Urban Planning, New York University, 2000.
Laurance R. GerT, Public Administration, 1997;
B.A., Economics, University of Washington, 1980;
M.P.A., Policy Analysis and Evaluation, George
Washington University, 1982; D.P.A., University of
Southern California, 1996.
Jose Gomez, Social Sciences and Law,
1988;
Assistant Academic Dean, 1988-90; Associate
Academic Dean, 1990-96; B.A., Spanish, Journalism,
Education, University of Wyoming, 1965; Fulbright
Scholar, Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School, 1981.
Amy Gould, Public Administration, 2005;
B.A.,
Public Policy and Management, University of
Oregon, 1997; M.S., Public Affairs, University of
Oregon, 2000; Ph.D., Political Science, Northern
Arizona University, 2005.
Walter Eugene Grodzik, Theater,
2002; B.A.,
Research and Theater Studies, Hiram College, 1977;
M.A., Speech/Theater, Kent State University,
1983; M.F.A., Directing, Wayne State University,
1984; Fulbright Scholar, 1984-86; Ph.D., Drama,
University of Washington, 2006.
Zoltan Grossman, Native American Studies,
2005; B.A. and B.S., History and Geography,
University of Wisconsin, 1984; M.S., Geography,
University of Wisconsin, 1998; Ph.D., Geography,
University of Wisconsin, 2002.
Andrea Gullickson, Music,
2013. B.A., Music,
Michigan State University, 1981; M.A., Music,
Northwestern University, 1982; D.M.A., Music,
The University of Iowa, 1993.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
Jeanne E. Hahn, Emerita, Political Science,
1972; Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon, 1962; M.A.,
Political Science, University of Chicago, 1964;
Ph.D. (ABD), Political Science, Chicago, 1968.
Lucia Harrison, Emerita, Public Administration,
1981; Director, Graduate Program in Public
Administration, 1990-93; B.A., Arts Administration,
Antioch College,1972; M.P.A., Public Policy,
University of Wisconsin, Madison, 1976; Ph.D.,
Educational Administration, University of
Wisconsin, Madison, 1979.
Mark Harrison, Theater,
2004; B.A., English,
University of California, Santa Barbara; M.A.,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies, New
York University, 1989.
Rachel Hastings, Mathematics,
2005; B.A.,
Physics and Mathematics, Harvard University, 1991;
Ph.D., Applied Mathematics, Cornell University,
1998; Ph.D., Linguistics, Cornell University, 2004.
Ruth Hayes, Animation,
1997; B.A., Animation,
Harvard and Radcliffe Colleges, 1978; M.F.A.,
Experimental Animation, California Institute of
the Arts, 1992.
Martha Henderson, Geography, 1995;
Director of Graduate Program in Environmental
Studies, 2009-present; B.S., Social Sciences,
Western Oregon State College, 1974; M.S.,
Geography, Indiana State University, 1978; Ph.D.,
Geography, Louisiana State University, 1988.
Steven Hendricks, Creative Writing,
2009;
B.A., The Evergreen State College, 1997; M.F.A.,
Writing, The School of the Art Institute of
Chicago, 2000.
Chauncey Herbison, African American
Studies, 2007; B.A., American Studies, East
Asian Languages and Cultures, English,
University of Kansas, 1972; M.A., American
Studies, University of Kansas, 1980; ~h.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;
Nancy Koppelman, American Studies, 2009,
B.A., The Evergreen State College, 1988; M.A.,
History, University of Washington, 1992; Ph.D.,
American Studies, Emory University, 1999.
Stephanie Kozick, Education,
1991; B.S.,
Education, Northern Illinois University, 1971; M.S.,
Curriculum/Instruction, University of Oregon,
1980; Ph.D., Human Development/Family
Studies, Oregon State University, 1986.
Patricia Krafcik,
Russian Language and
Literature, 1989; B.A., Russian, Indiana University,
B.S., Biology, Michigan State University, 1979;
M.S., Botany, University of Illinois, 1982; Ph.D.,
Plant Biology, University of Illinois, 1986.
Bloomington, 1971; M.A., Russian Literature,
Columbia University, 1975; Ph.D., Russian
Literature, Columbia University, 1980.
Grace C. Huerta, Teacher Education (ESL), 2008;
Ulrike Krotscheck, Classical Studies, 2008; BA,
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.
B.A., English, University of Southern California, Los
Angeles, 1981; M.A., English, California State
University, 1986; Ph.D., Educational Leadership
and Policy Studies, Arizona State University, 1994.
Sara Huntington, Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington, 1984.
Mark Hurst, B.A ., Psychology, Eastern
Washington University, 1990; M.S., Clinical
Psychology, Eastern Washington University,
1992; Ph.D., Counseling Psychology, Ball State
University, 1997.
Ryo Imamura, Emeritus, 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.,
Engl ish, National Taiwan University, 1980; M.A.,
Theater, Northwestern University, 1981;
Ph.D., Theater, Northwestern University, 1989.
Alvin Josephy,
B.A., History and Middle
Eastern Affairs, The Evergreen State College,
2003; MES, The Evergreen State College, 2006.
Heesoon Jun, Clinical/Counseling Psychology,
1997; B.S., Psychology, Washington State
University, 1971; M.A., Clinical Psychology,
Radford University, 1972; Ph.D., Educational
Psychology, University of Washington, 1982.
Ben Kamen,
B.A., Technology in Music and
Related Arts (TIMARA), Oberlin College, 2003;
M. Mus., Composition, Goldsmiths College,
University of London, 2005.
Glenn G. Landram, Business Management,
2004; B.S., Mathematics, University of Puget Sound,
1978; M.S., Statistics, Oregon State University,
1983; Ph.D., Management Science, University of
Washington, 1990.
Michael Lane, Public Administration/Tribal
Governance, 2014; B.A., The Evergreen State
College, 1988; J.D., Arizona State University, 1994.
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.
Carrie Margolin, Psychology,
1988; B.A., Social
Science, Hofstra University, 1976; Ph.D., Experimental
Psychology, Dartmouth College, 1981.
Carrie LeRoy, Freshwater Ecology, 2014;
B.A.,
International Studies, Oregon State University,
1998; B.S. Environmental Science, Oregon State
University, 1998; M.L.S., Environmental Education,
Northern Arizona University, 2001; Ph.D.,
Biology, Northern Arizona University, 2005.
Robert T. Leverich, 3-D Art,
1999; B.A.,
University of Minnesota, Minneapolis, 1978;
Master of Architecture, University of Minnesota,
Minneapolis, 1979; M .F.A., Rochester Institute of
Technology, 1990.
Mingxia Li, Biomedical Health, 2007; M.D.,
Capital Medical College, Beijing, 1982; M.S.,
Pharmacology, Chinese Academy of Medical
Sciences, 1986; Ph.D., Molecular Pharmacology,
Cornell University, 1992.
Cheri Lucas-Jennings, Public Policy, 1999; B.A.,
Lee Lyttle, Library Sciences, 1992; Director
of Graduate Program in Public Administration,
2010-present; Dean of Library Services,
2001-2008; Academic Dean, 1998-2001; B.F.A.,
Architecture, University of New Mexico, 1974; M.,
Urban Planning, University of Washington, 198S;
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.
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.
J. Patrick Naughton, Curriculum and
Instruction, 2014; B.A., Political Science,
Gonzaga University, 1969; M.B.A., Southern
Illinois University, 1978; Ed. D., Curriculum and
Instruction, Seattle Pacific University, 2006.
Allen Mauney, B.S., The Evergreen State
College, 1988; M.S. Mathematics, Western
Washington University, 199-0.
James Neitzel, Chemistry,
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.
Alice A. Nelson, Spanish
Paul McCreary, Mathematics, 2006; B.S., Political
Science, Massachusetts Institute of Technology,
1970; M.A.T., Education, Harvard, 1971; M.S.
Computational Mathematics, University of Illinois
at Urbana-Champaign, 1984; Ph.D., Mathematics,
University of Illinois at Urbana-Champaign, 1998.
Lydia McKinstry, Organic Chemistry, 2004;
B.S., Cellular and Molecular Biology, Fort
Lewis College, 1989; Ph.D., Organic Chemistry,
Montana State University, 1994.
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.
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.
2000; Director of Masters of Public
Administration 2006-10, 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.
Sound Community College, 2001; B.A., Psychology
and Community Studies, The Evergreen State
College, 2002; M.S.W., University of Washington
Tacoma, 2005.
Hugh Lentz, B.G.S., Liberal Arts, University of
Idaho, 1984; M.F.A., Photography, University of
Arizona, 1987.
Mukti Khanna, Developmental Psychology,
Cheryl Simrell King, Public Administration,
~cademic
Paul McMillin, Reference Librarian, 2005;
Naima Lowe, Experimental Media, 2010; B.A.
Africana Studies, Brown University, 2002; M.F.A.,
Film and Media, Temple University, 2008.
2000; B.A., Human Biology, Stanford University,
1983; Ph.D., Clinical Psychology, University of
Tennessee-Knoxville, 1989.
Nancy Murray, Developmental Biology, 2001;
Studies, 2013; A.A., General Studies, South Puget
Emily Lardner, B.A., English, Augustana
College, 1979; M.A., English, University of
Michigan, 1981; Ph.D., English Language and
Literature, University of Michigan, 1985.
Management, 1999;
B.S., Business and French, The Pennsylvania
State University, 1985; M.B.A., The Pennsylvania
State University, 1988.
Cynthia C. Kennedy,
Cynthia Marchand-Cecil, Native American
B.A.,
Philosophy, Cornell University, 1987; M.A., Sociology,
Binghamton University, 1994; M.L.I.S., Library and
Information Science, University of Texas, 2001.
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.
Lawrence J. Mosqueda, Political Science, 1989;
B.S., Political5cience, 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 ofWashington, 1973; Ph.D.,
Political Science, University of Washington, 1978.
1989; B.A., Chemistry,
Biology, Maca lester College, 1977; Ph.D., Chemistry,
California Institute of Technology, 1987.
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,
Emerita, Environmental He.alth,
1992; B.A., Sociology, Elmira College, 1970;
M.A., Sociology, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
Neal N. Nelson, Computing and Mathematics,
1998; B.A., Mathematics, Washington State
University, 1974; M.S., Computer Science,
Washington State University, 1976; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
Steven M. Niva, Middle Eastern Studies,
1999;
B.A., Government and lnteroational 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., ComparaJive 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, Univerj;ity .
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.
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, Emerita, 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.
Faculty 195
941 Faculty
Yvonne Peterson, Education, 1984; B.A.,
Steven Scheuerell, Ecological Agriculture, 2005;
Elementary Education, Western Washington
University, 1973; B.A., Ethnic Studies, Western
Washington University, 1973; M.A., Political
_ Science, University of Arizona, 1982.
B.S., Ecology, Behavior and Evolution, University
of California, San Diego, 1992; Ph.D., Botany and
Plant Pathology, Oregon State University, 2002.
Rita Pougiales, Anthropology and Education,
1979; Academic l!:>ean, 1985-88 and 2002-08; B.A.,
Liberal Arts, The Evergreen State College, 1972;
M.A., Education; University of Oregon, 1977;
Ph.D., Anthropology and Education, University of
Oregon, 1981.
Susan Preciso, literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State Uni.versity, 1988.
Carolyn Prouty, Public Health, 2014; B.A.,
Biological Sciences, Cornell University, 1983; D.V.M.,
Veterinary Medicine, Cornell University, 1987.
Frances V. Rains, Native American Studies,
2002; B.S., Elementary Education/American Indian
Educatio_n, 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.
Peter Randlette, B.A., The Evergreen State
College, 1980.
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, 199S; 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__Boy, Emerita, Dance and English,
:--1"989; B.A., Eng lish, Ranchi University, 1962;
M.A., English, Calcutta University, 1964; Ph.D.,
English , University of Oregon, 1972.
Paula Schofield, Organic Chemistry, 1998;
B.S., Chemistry, Manchester Metropolitan
University, 1990; Ph .D., Polymer Chemistry,
University of Liverpool, 1995.
Samuel A. Schrager, Emeritus, Folklore,
1991; B.A., Literature, Reed College, 1970; Ph.D.,
Folklore and Folkl ife, 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.
Gilda Sheppard, Cultural Studies/Media
Literacy, 1998; B.A., Sociology, Mercy College of
Detroit, 1972; M.S.W., University of Washington,
1983; Ph.D., Sociology/Cultural and Media
Studies, The Union Graduate School, 1995.
Sheryl Shulman, Computer Science, 1997;
B.A., Natural Science, Shimer College, 1973;
M.S., Computer Science, Illinois Institute of
Technology, 1977; Ph.D., Computer Science,
Oregon Graduate Institute, 1994.
Suzanne Simons, B.A., Journalism and
Sociology, Indiana University, 1982; M.A., West
European Studies, Indiana University, 1983;
Secondary Education Teaching Certificate, St.
Martin's College, 1993.
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,
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.
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 .
Sarah F. Ryan, Labor Studies, 1999; Academic
Rob Smurr, Russian History, 2007; B.A., Political
Dean 2013-present. B.A., The Evergreen State
College, 1992; M.A., Labor and Industrial
Relations, Rutgers-The State University of New
jersey, 1999.
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.
Julie Levin Russo, Communications/Journalism,
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.
Arleen Sandifer, B.A., Spanish and History,
Louisiana, Tech University, 1977; J.D., University
of Houston-University Park, 1983.
Joli Sandoz, B.A., Portland State University,
Engl ish; M.A., Brigham Young University,
Recreation Education; M.A., Episcopal Divinity
School, Theological Studies.
Arlen Speights, B.M., Music Composition,
Eric Stein, Cultural Anthropology, 2007; B.A.,
Anthropology and Philosophy, University of
Wisconsin, Madison, 1995; M .A., Anthropology
and History, University of Michigan, Ann
Arbor, 2001; Ph.D., Anthropology and History,
University of Michigan, Ann Arbor, 2005.
Ann Storey, Art History, 1998; B.A., Art lrlistory,
The Pennsylvania State University, 1973; M.A.,
Art History, University of Washington, 1993;
Ph.D., Art History, University of Washington, 1997.
Ann Storey, Art History, 1998; B.A., Art History,
The Pennsylvania State University, 1973; M.A.,
Art History, University of Washington, 1993;
Ph.D., Art History, University of Washington, 1997.
Linda Moon Stumpff, 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.
Jamyang Tsultrim, B.A., Western Psychology
and English Language, The Evergreen State
College, 1992; M.A., Counseling Psychology,
Saint Martin's College, 1997.
Thomas Womeldorff, Economics, 1989;
Jules Unsel, Librarian, 2006; B.A., U.S. History,
Bob Woods, B.F.A ., Metal Design, University
of Washington, 1978; M.F.A. Sculpture,
University of Washington, 1978.
University of Kentucky, 1991; M.A., U.S. History,
University of Kentucky, 1993; Ph.D., U.S. History,
University of Wisconsin-Madison, 2005.
Zoe L. Van Schyndel, Finance, 2008; A.S.,
Massasoit Community College, 1975; B.G. S., Social
Administration and Research, University of
Massachusetts,.Amherst, 1981; M.B.A. Finance
and Accounting, Northeastern University, 1983;
C.F.A. 1989.
Michael Vavrus, Education, History, and
Political Economy, 1995: B.A., Political Science,
Drake University, 1970; M.A ., Education and
History, Michigan State University, 197S; Ph.D.,
Education and Economics, Michigan State
University, 1978.
Zenaida Vergara, B.A., Animation and Sound
Design, The Evergreen State College, 2002.
Alison Styring, Mammalogy and Ornithology,
Brian L. Walter, Mathematics, 2002; B.S.,
2005; B.A., Biology, Indiana University, 1994;
Ph.D., Biological Sciences, Louisiana State
University, 2002.
Symbolic Systems, Stanford University, 1995; M.A.,
Mathematics, University of California, Los
Angeles, 1998; C. Phil., Mathematics, University
of California, Los Angeles, 2001; Ph.D., Mathematics,
University of California, Los Angeles, 2002.
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 Administrationi 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. Tab butt, 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.
Thane Taylor, B.A., ACS Chemistry, Concordia
College, 2008; M.S., Chemistry, University of
Minnesota, 2010.
Erik V. Thuesen, Zoology. 1993; B.S., Biology,
Antioch College, Yellow Springs, 1983; M. A.,
Fisheries, Ocean Research Institute, University
ofTokyo, 1988; Ph.D., Biological Sciences,
University of California, Santa Barbara, 1992.
Anthony Tindill, Sustainable Design, 2010;
B.Arch., Auburn University, 2002; M. DesignBuild, Auburn University, 2006.
Louisiana State University, 1989; M.M., Music
Composition, Louisiana State University, 1991;
M.F.A., Integrated Electronic Arts, Rensselaer
Polytechnic Institute, 1993; M.A., American
Indian Studies, University of Arizona, 1995.
Anthony Tindill, Sustainable Design, 2010;
Trevor Speller, British Literature, 201 0; B.A.,
Joseph Tougas, Philosophy, 2009; B.A., The
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.
Evergreen State College, 1984; M.A., Philosophy,
University of California, Irvine, 1994; Ph.D.,
Philosophy, University of California, Irvine, 1998.
B.Arch., Auburn University, 2002; M. DesignBuild, Auburn University, 2006.
Gail Tremblay, Emerita, Creative Writing,
1980; B.A., Drama, University of New Hampshire,
1967; M.F.A., English (Poetry), University of
Oregon, 1969.
Academic Dean, 2002-2007; B.A., The Evergreen
State College, 1981; Ph.D, Economics, American
University, 1991 .
Shangrila Wynn, B.Sc., Environmental
Science, Kathmandu University, 2001; M.A.,
International Affairs, Ohio University, 2004;
Ph.D., Environmental Science, Studies and
Policy, University of Oregon, 2011.
BOARD OF TRUSTEES
SEPTEMBER 2014
~ Keith
Kessler (Chair)
Hoquiam
Anne Proffitt '76 (Secretary)
Freeland
Irene Gonzales (Vice Chair)
Spokane
Sandra L. Yannone, English, 2001; Director,
David Nicandri
Tumwater
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.
Fred Goldberg
Olympia
Artee F. Young, Law and literature, 1996;
Director, Tacoma Program 2007-12, 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.
Gretchen Sorensen '82
Seattle
James Wigfall
Newcastle
Nicholas Wootan (Student Trustee)
Olympia
Pauline Yu, Marine Science, 2014; B.S.,
Bioresources Sciences, University of Californ iaBerkeley, 1996; Ph .D., Biological Sciences,
University of Southern California, 2009.
2014 ADMINISTRATION
Sherry L. Walton, Education, 1987; Director,
Tony Zaragoza, Political Economy of Racism,
Master in Teaching Program 2006-present, B.A.,
Education, Auburn University, 1.970; M.Ed.,
Developmental Reading, Auburn University, 1977;
Ph.D., Theories in Reading, Research and Evaluation
Methodology, University of Colorado, 1980.
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.
Thomas L. Puree
Ed.D., Idaho State University
Bret Weinstein, Biology, 2009; B.A. with Honors,
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.
Biology, University of California at Santa Cruz, 1993;
Ph.D., Biology, University of Michigan, Ann Arbor,
2009.
Richard Weiss, A.B. Mathematics, Brandeis
University, 1969; M.A., Mathematics, Harvard
University, 1972; Ph.D., Mathematics, Harvard
University, 1976.
Edward A. Whitesell, Geography, 1998; Director,
Graduate Program in Environmental Studies 20052008, B.A., Environmental Biology, University
of Colorado, Boulder, 1973; M.A., Geography,
University of California, Berkeley, 1988; Ph.D.,
Geography, University of California, Berkeley, 1993.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D, Social/Personality
Psychology, University of California, Berkeley, 2002.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University, 1982;
M.A., Anthropology, State University of New York,
Binghamton, 1985; Ph.D., History of Consciousness,
University of California, Santa Cruz, 1991.
Sean Williams, Ethnomusicology, 1991;
B.A., Music, University of California, Berkeley,
1981 ; M.A., Ethnomusicology, University of
Washington, 1985; Ph.D, Ethnomusicology,
University of Washington, 1990.
Elizabeth Williamson, Renaissance
literature, 2005; B.A., English Literature,
Princeton University, 1999; M.A., English
Literature, University of Pennsylvania, 2001,
Ph.D., English Literature, University of
Pennsylvania, 2005.
Julia Zay, Digital Mixed Media, 2005; A.B., Art
Michael Zimmerman, Ecology, 2011; Provost
and Academic Vice President, 2011-present;
A.B., Geography, University of Chicago, 1974;
Ph.D., Ecology, Washington University, 1979..
E. J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.,
Physics, University of W isconsin -Madison, 1993.
President
Michael Zimmerman
Ph.D., Washington University
Vice President for Academic Affairs and Prol(ost
Wendy Endress
Ph.D., University of Maryland
Vice President for Student Affairs
D. Lee Hoemann '
B.A., Montana State University
Vice President for Advancement
John A. Hurley, Jr.
Ed.D., Seattle University
Vice President for Finance and Administration
961 Admissions
Applying for Admission
- 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/apply.
If Evergreen determines that an applicant's enrollment could present a physical danger to the campus community, based on the
application, the college reserves the right to deny admission.
TO APPLY FOR ADMISSION
A substantial amount of time is needed to process and evaluate each application. After you send your application and nonrefundable
applic~tion 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:
"""""
Admissions I 97
Freshman Applicants
Transfer Applicants
ACCEPTABLE COLLEGE PREPARATORY COURSE WORK
COMMUNITY COLLEGE DEGREES
English: Four years are required, at least three of which must be in
composition and literature. One year may be satisfied by courses
in public speaking, drama as literature, debate, journalistic writing,
business English or ESL. Not generally acceptable: remedial or
applied (e.g., developmental reading, remedial English, basic
English, yearbook/newspaper staff, acting, library).
Mathematics: Three years, at the level of algebra, geometry
and advanced algebra, required. Advanced courses, such as
trigonometry, mathematical analysis, elementary functions and
calculus are recommended. Arithmetic, pre-algebra and business
mathematics courses will not meet the requirement.
Social Science: Three years of study are required in history or
social sciences (e.g., anthropology, contemporary world problems,
economics, geography, government, political science, psychology,
sociology). Student government, leadership, community service or
applied/activity courses will not satisfy this requirement.
Foreign Language: Two years of study in a single language,
including Native American or ASL, are required . A course in foreign
language, Native American or ASL taken in eighth grade may satisfy
one year if the second year of study is completed in high school.
The requirement will be considered satisfied for students from
non-English-speaking countries who entered the U.S. educational
system at the eighth grade or,later.
Fall Quarter accepting applications from August 1 to February 1
Winter Quarter accepting applications from April1 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 tim~ly manner.
~- use"the online application or print the paper application from a PDF file found at evergreen.edu/admissions/apply.
GENERAL TRANSCRIPT INFORMATION
Official college transcript\> from each and every institution attended must be submitted. An official high school transcript for freshman
applicants must be sent from the high school from which you graduated. Transcripts must reflect all course work completed at the time you
submit your application. If transcripts are not available, verification must be sent directly from the institution, or the overseeing state agency if
the institution no longer exists.
_Evergreen can receive official transcripts delivered by Docufide, National Student Clearinghouse, Naviance and Script-Safe International.
- Check with your counselor to find out if your high school or college participates in these electronic transcript services.
RETENTION OF RECORDS
Credentials, including original documents and official transcripts submitted in support of an application for admission, become the
property of th.e 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.
Science: Two years of laboratory science required. One credit (one
full year) of algebra-based chemistry or physics should be included.
The second year may be in any lab science that satisfies the high
school's graduation requirement in science. Students planning to
major in science or science-related fields should complete three+
years, including two years of algebra-based laboratory science.
Fine, visual and performing arts or 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.
Electives that offer preparation for college. Honors and AP are
encouraged, and a more rigorous curriculum will be taken into
account during the admissions process. Interdisciplinary study and
courses that stress skills in writing, research and communication are
especially helpful in preparing for Evergreen.
Admission can be granted on the basis of at least six semesters
of high school work. Applicants may be admitted if they submit
an official transcript showing the date of graduation and successful
completion of all subject area requirements prior to attending .
Failure to show satisfactory completion of 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.
Students who have earned college credit or participated
in Running Start 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 transfer students.
Designated Transfer Degrees and Direct Transfer Degrees
receive the highest transfer admission preference. Applicants
who h;;~ve earned or will earn (prior to enrolling at Evergreen)
either of these degrees will be awarded 90 quarter hour credits.
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/transfer. 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 BA or BS only need to
submit the final official transcript from t_he institution, as long as the
degree confirmation is indicated on the transcript.
TRANSFER OF CREDIT
Evergreen has a generous policy of accepting credit from other
accredited institutions. The maximum amount of credit that can be
transferred is 135 quarter hours (90 semester hours). A maximum
of 90 quarter hours (60 semester hours) of lower division (100-200
'
level) course work will transfer.
In general, courses are acceptable if a 2.0 or grade of C was
received (C-minus work does not transfer). Physical education, remedial
work, military science and religion courses are not transferable.
Some vocational and personal development courses are transferable.
Evergreen abides by Washington's Policy on Intercollegiate Transfer
and Articulation. See evergreen.edu/transfer for details.
Evaluation of your transcripts is conducted after you have been
admitted and paid the $50 tuition deposit. This evaluation is based
upon the transcripts submitted for your admission application.
Other Transfer Credit: Prior Learnin'g Assessment
The knowledge and skills gained through work and life
experiences can be assessed for credit-such as:
+ Certificated Learning
+ Credit by Examination: AP (min. score of 3);
CLEP (general & subject examination may generate
credit); and International Baccalaureate.
+ Experiential Learning
+ Military Training
evergreen.edu/admissionslpriorlearningassessment
VETERAN STUDENTS
Evergreen's programs of study are approved by the Washington
Student Achievement Council (WSAC) for enrollment of persons
eligible to receive educational benefits under Title 38 and Title 10
USC. Contact the Veterans Resource Center for more information at
(360) 867-6254 or see evergreen.edulveterans.
SUMMER QUARTER
Summer quarter enrollment is handled through Registration and
Records and does not require formal admission. Students who wislr- to continue their studies into fall quarter may do so by registering
as a special student or by being formally admitted.
SPECIAL STUDENTS
Students wishing to enroll on a part-time basis prior to seeking
admission may register as "special students" for a maximum of eight
credits per quarter. Admissions counselors are available to assist
special students with academic advising and registration information.
For an overview, refer to evergreen.edu/admissions/adultstudent.
""!!
98 I Admissions
Costs and Financial Aid I 99
RESIDENCY STATUS FOR TUITION AND FEES
To be considered a resident for tuition and fee purposes, you must b~ (1) a financially independent non-resident with an established
domicile in Washington state for at least one year, (2) a financially dependent student with a parent residing in Washington state or (3) meet
certain conditions as a non-citizen. Detailed information about residency status can be found at evergreen.edu/registration/residency.
You can apply to change your residency status 30 days before the quarter when you may be eligible for residency. Information and forms
are available at. evergreen.edu/registration/residency and at the Registration and Records office. If you have specific residency quest(ons,
contact residency@evergreen.edu.
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 gen.erated. Students can view the statement by logging onto
their my.evergreen.edu student account.
Tuition and fees are billed quarterly. Bills are generated two to
four weeks before the start of each quarter. If you register after bills
are generated, you will not receive a bill before tuition is due.
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
c()nsidered. 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 197 4). 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 visitat 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.
REFUNDS/APPEALS
Tuition and fees are refunded on the following schedule:
100 percent to Friday of the first week of the quarter
50 percent to the 30th day
No refund after the 30th calendar day
If your tuition is paid by financial aid, any refund will be made
to the financial aid program, not to you . Appeals of tuition and fees
must be made to the Office of Registration and Records. Appeals of
other charges must be made to the office assessing the charge.
Costs and Financial Aid
The cost of attendance is more than just tuition. Your annual budget includes tuition, books and-supplies, room and board (regardless of
where you live). transportation and personal expenses. This table shows the tuition for a typical full time student, taking 10 to 18 credits e~c~
quarter. The costs cover the nine-month 2014-15 academic year (three quarters) beginning in September and ending in June.
·
Estimate your cost of attendance with the Net Price Calculator available at evergreen.edu/co_sts
• Tuition Tuition rates are set by the Washington State Legislature and the Evergreen Board of Trustees in September.
They are subject to change without notice. Visit evergreen.edu/tuition or call Student Financial Services to verify tuition
rates at (360) 867-6447.
• Fees Student fees are not included in tuition. The fee rate is sometimes based on the number of credits you take each quarter.
A typical student registers for 16 credit each quarter. The 2014-15 estimated fees are $279 per quarter in addition to tuition.
Student Financial Services maintains a comprehensive list of fees at evergreen.edu/business/studentfinancialseryices/fees.
• Housing 74% of new freshmen live on campus. C.heck out your housing and dining options and be sure to complete the
online housing applicati9n in February. evergreen.edu/housing
FINANCIAL AID AND SCHOLARSHIPS
During the 2013-14 academic year, 65% of Evergreen students received some form
of financial aid. The average award was $9,236. All students are encouraged to apply for
scholarships, tuition awards and financial aid annually, which will help to reduce costs.
Applying for Financial Aid - FAFSA
The Free Application for Federal Student Aid (or FAFSA) is the critical piece in the
financial aid equation . The FAFSA is an application that you need to complete annually.
Only admitted students are processed for financial aid, so apply for admission early.
State and federal financial aid awards include:
• Grants
• Loans
• Scholarships
• Tuition Waivers
• Work Study
evergreen.edu/financi~laid/offers
FAFSA applications will become available to Evergreen around mid-February. New
students who filed their FAFSA on-time, are admitted, and have no outstanding eligibility issues should receive an award offer mid to late·
March. Award offers are made on a rolling basis according to when students filed their FAFSA and are admitted to the College.
Once you are admitted to Evergreen, activate your Evergreen email address and monitor my.evergreen.edu for messages and
requirements from financial aid.
Please read all correspondence from the College carefully and respond in a timely manner. A delay in providing us necessary
documentation in order to determine eligibility could delay your financial aid offer and/or possibly move the student out of the eligible
queue for priority or on-time packaging .
Complete your FAFSA at fafsa.ed.gov as soon after January 1 as possible.
Evergreen's school code is 008155.
Evergreen's deadline to receive FAFSA results from the federal processor is March 1. Only
students meeting this deadline will be considered for priority financial aid packaging.
of students
receive .
financial aid
Go to Evergreen's financial aid website for more information: evergreen.edu/financialaid.
Scholarships and Tuition Awards
Scholarships and tuition awards are another way for you to afford your education. Evergreen offers a variety of scholarships every year
to new and continuing students. The value of some awards are equal to resident tuition. Some awards are based upon academic fields of
study: the arts, computer studies, environmental studies, laboratory sciences and writing, for example. Separate applications are required
for scholarships. Most applications are due on February 1 for the following year. Look for a scholarship at evergreen.edu/scholarships.,
Registration and Academic Information 1101
100 I Registration and Academic Information
Registration and Academic Information
COLLEGE COMMUNICATIONS
STUDENT REGISTRATION PROCESS
You will receiye an evergreen.edu email account when you
are admitted. This account is the primary method for official
communications from the college. All registration, financial aid, and
student account information will be sent to this email address. You
are expected to check your college email on a regular basis.
Registration at Evergreen happens by time ticket. Your tic;ket
will be determined by your class standing. Seniors register first,
followed by juniors, then sophomores and finally freshmen.
CHANGES IN PERSONAL INFORMATION
Your student records need to have your current legal name and
current mailing address. Name changes require documentation.
Address changes may be made at my.evergreen.edu.
RECORD KEEPING
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
If you want your directory information kept confidential, you
must contact Registration and Records in person or by telephone.
Directory information includes your name, address, telephone
number and student status.
Questions concerning your rights under FERPA should be
directed to Registration and Records at registration@evergreen.edu
or (360) 867-6180.
Transcripts
rra'liscripts are the records of your academic achievement at
Evergreen, and are maintained by 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.
. Your transcript will include your Academic Statement and a list
of all work done for credit, including program descriptions, faculty
evaluations, and self-evaluations (when submitted). Official transcripts
always include these elements. For additional information on
ordering your transcript, see 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.
Class Standing:
Freshmen
0-44 credits
Sophomores 45-89 credits
Juniors 90-134 credits
Seniors 135+ credits
You can check your time ticket at my.evergreen.edu. Time
tickets will be available by the day of the Academic Fair.
Increase the chances of getting into the program of your choice
by registering early. Some programs require a faculty interview,
portfolio or audition for entry. You will need to get an override from
the faculty in order to register for these programs.
If you register after the quarter starts, you will need a faculty
signature. You will be charged late fees starting the second week of
the quarter.
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.
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.
+To graduate, you must submit an application form to Registration and
Records at least one quarter in advance of your anticipated graduation date.
If you transfer credits from another college, at least 45 of your last 90 credits
must be earned from Evergreen to earn an Evergreen degree.
·
If you are planning to go on to graduate or professional school, there are likely
to be prerequisite courses you need to take as part of your BA or BS.
180 quarter credits and an Academic Statement.
At least 72 credits must be in math, science, or
computer science, 48 of which must be upper
division math, science, or computer science.*
BACHELOR OF ARTS AND SCIENCE DEGREE
225 quarter credits and an Academic Statement.
At least 72 credits must be math, science or computer
science, 48 of which must be upper division.*
* You must submit a Declaration of Intent to Pursue a BS or BAIBS form to Registration and Records. Please meet with an academic advisor to
make sure you are choosing programs that will fulfill the degree requirements. Also, you should meet with an academic advisor to see if the
combined BAIBS is the best choice for you, or to plan programs that will meet the BS requirements. If you want to see how the credits you've
already completed count toward the BS requirement, you may fill out and submit the BS Credit Review Request Form to Registration and Records. '
Changes in enrollment or credits after the first week must.be
done through the Registration and Records office. Changes made
after the quarter begins may result in a reassessment of tuition, fees
and eligibility for financial aid.
ACADEMIC CREDIT
You receive academic credit for meeting your program
requirements. Credit, expressed in quarter hours, is entered on your
permanent academic record when if you fulfill these requirements.
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. Twelve to sixteen credits is
considered full-time Well-prepared students may register for an
overload up to 20 credits. Registration for more than 16 credits must
be done by the first Friday of the quarter. Additional tuition charges
may apply. Academic programs, individual 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.
TO ADD, CHANGE, OR DROP A PROGRAM
Complete changes in registration by the 1Oth day of the quarter
(end of second week). After that, you must petition to change a
program, course or contract. The petition form is available at,
evergreen.edu/registration.
You may drop classes or change credit through the 30th
calendar day of the quarter. It is essential to complete any changes
as soon as possible. (See Refunds/Appeals, page 98.)
Withdrawal You may withdraw any time up to the 30th calendar
day of the quarter, but you must inform Registration and Records.
(See Refunds/Appeals, page 98.)
Leave of Absence If you are regularly admitted and have
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 for a quarter, you are considered to be on
leave (for up to one year).
ACADEMIC STANDING POLICY
The academic standing of each student is carefully monitored to ensure the full development of his or her academic potential. Any
student not making satisfactory academic progress, as defined below, is informed of her or his standing and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and internships. In addition,
any student in danger of receiving less than full credit at mid-quarter is so notified in writing by his or her faculty or sponsor. A student
making unsatisfactory academic progress will receive an academic warning and may be required to take a leave of absence.
1. Academic warning. A student who earns less than threefourths of the number of registered credits in two successive
quarters or cumulative credit for multiple term enrollment, will
receive an academic warning issued from the Office of Enrollment
Services. A student registered for six credits or more who receives
no credit in any quarter will receive an academic warning. These
warnings urge the student to seek academic advice or personal
counseling from a member of the faculty or through appropriate
offices in Student Affairs. A student will be removed from academic
warning status upon receiving at least three-fourths of the credit for
which he or she is registered in two successive quarters.
2. Required leave of absence. A student who has received
an academic warning, and while in warning status received either
an incomplete or less than three-fourths of the credit for which
she or he is registered, will be required to take a leave of absence,
normally for one full year.
A waiver of required leave can be granted only by the academic
dean responsible for academic standing upon the student's
presentation of evidence of extenuating circumstances. A student
returning from required leave will re-enter on academic warning . and be expected to make satisfactory progress toward a bachelor's
degree. Failure to earn at least three-fourths credit at the first
evaluation period will result in dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the college for academic reasons will not be allowed to register for any academic program or course
at the college during any subsequent quarter. A student who has been dismissed may only be readmitted to the college by successfully
petitioning an academic dean. The petition must convince the dean that there are compelling reasons to believe that the conditions that
previously prevented the student from making satisfactory academic progress at Evergreen have changed.
Evergreen's Social Contract 1103
1021 Evergreen's Social Contract
Evergreen's Social Contract
When you make the decision to come to Evergreen, you are also making the decision to become closely associated with its values. A central
focus of those values is freedom-freedom to explore ideas and to discuss those ideas in both speech and print; freedom from reprisal for
voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.
As memb~rs 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
responsibilitie·s that apply to us both as groups and as individuals. Our rights-and our responsibilities-are expressed in Evergreen's Social
Contract, a document that has defined and guided the college's values since its very beginning. The Social Contract is an agreement; a guide
for civility and tolerance toward others; a reminder that respecting others and remaining open to others and their ideas provides a powerful
framework for teaching and learning.
Right to Privacy
Open Forum and Access to Information
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 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.
All members of the Evergreen community are entitled to privacy
in the college's offices, facilities devoted to educational programs
and housing. The same right of privacy extends to personal papers,
confidential records and personal effects, whether maintained by the
individual or by the institution.
Evergreen does not stand in loco parentis for its members.
Intellectual Freedom and Honesty
THE SOCIAL CONTRACT-A GUIDE FOR CIVILITY AND INDIVIDUAL FREEDOM
Evergreen is an institution and a community that continues to organize itself so that it can clear away obstacles to learning.
In order that both creative and routine work can be focused on education, and so that the mutual and reciprocal roles of
campus community members can best reflect the goals and purposes of the college, a system of governance and decision
making consonant with those goals and purposes is required.
Purpose
Evergreen can thrive only if members respect the rights of others while enjoying their own rights. Students, faculty,
administrators and staff members may differ widely in their specific interests, in the degree and kinds of experiences they
bring to Evergreen, and in the functions which they have agreed to perform. All must share alike in prizing academic and
interpersonal honesty, in responsibly obtaining and in providing full and accurate information, and in resolving their differences
_through due process and with a strong will to collaboration .
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.
The Evergreen community should support experimentation with new and better ways to achieve Evergreen's goals;
specifically, it must attempt to emphasize the sense of community and require members of the campus community to play
multiple, reciprocal, and reinforcing roles in both the teaching/learning process and in the governance process.
Honesty is an essential condition of learning, teaching or working.
It includes the presentation of one's own work in one's own name, the
necessity to claim only those honors earned, and the recognition of
one's own biases and prejudices.
Student Conduct Code-Grievance and Appeals
Individual and Institutional Rights
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.
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.
~Tlle Student Conduct Code is available at evergreen.edu/
,....-studentaffairs/studentconduct. More information is available
.
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.
from the campus grievance office at ext. 5052. The policy on
sexual harassment is available from the Equal Opportunity Office,
LIB 3103, or at evergreen.edu/policies/policy/sexualharassment.
Freedom and Civility
The individual members of the Evergreen community are
responsible for protecting each other and visitors on campus
from physical harm, from personal threats, and from uncivil abuse.
Civility is not just a word; it must be present in all our interactions.
Similarly, die 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 fespect 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 oblig,a ted 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.
Society and the College
Members of the Evergreen community recognize that the
college is part of the larger society as represented by the state
of Washington, which funds it, and by the community of greater
Olympia, in which it is located. Because the Evergreen community
is part of the larger society, the campus is not a sanctuary from the
general law or invulnerable to general public opinion.
All members of the Evergreen community should strive to
prevent the financial, political or other exploitation of the campus by
an individual or group. Evergreen has the right to prohibit individuals
and groups from using its name, its financial or other resources, and
its facilities for commercial or political activities.
Prohibition Against Discrimination
There may be no discrimination at Evergreen with respect to race,
sex, age, handicap, sexual orientation, religious or political belief, or
national origin in considering individuals' admission, employment or
promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the
Higher Education Personnel Board. Affirmative action complaints shall
be handled in accordance with state law, as amended (e.g., Chapter
49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
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
)[1formation by all members of the community, as well as on the effective
keeping of necessary records. In the Evergreen community, individuals
should not feel intimidated or be subject to reprisal for voicing their
concerns or for participating in governance or policy making.
Decision-making processes must provide equal opportunity
to initiate and participate in policy making, and Evergreen
policies apply equally regardless of job_description, status or role
in the community. However, college policies and rules shall not
conflict with state law or statutory, regulatory and/or contractual
commitments to college employees.
Political Activities
The college is obligated not to take a position, as an institution,
in electoral politics or on public issues except-for those matters
which directly affect its integrity, the freedom of the members of its
community, its financial support and its educational programs. At the
same time, Evergreen has the obligation to recognize and support
its community members' rights to engage, as citizens of the larger
society, in political affairs, in any way that they m'ly elect within the
provision of the general law.
Services and Resources 1105
1041 Services and Resources
Services and Resources
Evergreen's commitment to you means sound advice, genuine support, good information and easily accessible
resources are available to you. We encourage you to take advantage of these services.
Academic Advising
LIB Second Floor, (360) 867-6312
evergreen.edu/advising
Access Services
for Students with Disabilities
LIB Second Floor, (360) 867-6348
TIY: 867-6834
evergreen.edu/access
Career Development Center
LIB Second Floor, (360) 867-6193
evergreen.edu/career
CARE Network
SE-M II, E2129, (360) 867-5291
or (360) 867-6656
evergreen.edu/care
Academic Advising provides advising and information on the curriculum, internship possibilities,
study abroad and other educational opportunities. Check our bulletin boards, Web page and
workshop schedule for help with internships, advising tips and study abroad. Meet with an advisor
on a drop-in basis or by appointment. We also have evening and Saturday advising and workshops.
We can help set up an internship, plan your academic pathway and answer all kinds of questions.
Provides support and services to students with documented disabilities to ensure equal access.
Appropriate academic adjustments, auxiliary aids and specific classroom accommodations are
individually based. Contact us any time if you have questions or would like more information about
how our office can assist you.
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, graduate school catalogs
and work resources, and a Job Board posting. Employment info, grad school acceptance, connect
current students with alumni mentors. Evening and weekend support available.
Volunteer faculty, staff, and students assist community members in addressing conflict. We offer
relevant training and development; encourage members of the community to discuss issues and
strategies before they escalate; provides clear, accurate information about how to address conflicts;
and supports those recovering from conflict.
Counseling and Health Centers
_counseling
SEM I, 4126, (360) 867-6800
Health
SEM I, 2110, (360) 867-6200
evergreen.edu/health
The centers provide safe, confidential environments for enrolled students to discuss concerns.
Counseling typically covers anxiety, depression, relationship issues and stress management. The
Health Center, a small general practice clinic, provides a range of services, including acute care,
chronic disease management, women's health services, birth control and STD testing. Visits are
covered by the Health and Counseling fee; there may be small charges for lab work or prescriptions.
Both centers make referrals to community providers as needed.
First Peoples' Advising Services
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.
Residential and Dining Services
LIB Second Floor, (360) 867-6467
evergreen.edu/multicultural
Financial Aid
~
LTI3 First Floor, (360) 867-6205
finaid@evergreen.edu
evergreen.edu/financialaid
KEY/TRiO Student Support Services
LIB Second Floor, (360) 867-6464
evergreen.edu/key
Police Services
SEM I, 2150, (360) 867-6832
evergreen.edu/policeservices
QuASR & Writing Center
QuASR
LIB 2304,-(360) 867-5547
evergreen.edu/mathcenter
Writing Center
LIB 2304, (360) 867-6420
evergreen.edulwritingcenter
Recreation and Athletics
CRC 210, (360) 867-6770
evergreen.edu/athletics
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). Please
stop by or contact us anytime with questions regarding your financial aid options.
A federally funded TRIO program. You are eligible if: (1) neither parent has a college degree; or (2)
you meet income guidelines; or (3) you have a disability. KEY will provide academic and personal
advising, tutoring, financial aid advising, career guidance, cultural enrichment, advocacy and referral.
Officers assist students with everyday needs by providing escorts, transportation, personal property
identification and bicycle registration, vehicle jump-starts and help with lockouts. Information on
campus safety and security, including statistics on campus crime, is available online.
Housing Bldg. A,
Room 301, (360) 867-6132
evergreen.edu/rad
Student Activities
(360) 867-6220
evergreen.edu/activities
Student Affairs
Wendy Endress, Vice President
LIB 3500, (360) 867-6296
evergreen.edu/studentaffairs
Student & Academic Support Services
LIB Second Floor, (360) 867-6034
evergreen.edu/studentservices
The Quantitative and Symbolic Reasoning (QuaSR) Center assists students in all programs with
math, science, music reading, and other related topics.
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.
We have 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 rock-climbing practice
walls, movement rooms and a covered outdoor sports pavilion . Evergreen's intercollegiate teams
are 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.
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. There are many dining options to choose from every
day in the five dining venues on campus, including vegan, vegetarian, and gluten free options.
Become involved, gain experience, knowledge and invaluable practical skills such as event
planning, budget management, computer graphics, coalition building, volunteer management and
community organizing. Our staff 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.
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.
SASS coordinates new-student programs, such as orientation sessions. We provide referrals to
campus and community resources and conduct ongoing assessment of students' needs, satisfaction
and educational outcomes. 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.
----
-,_
) I Services and Resources
Services and Resources 1107
Veterans Resource Center_
Bridge the gap between military and civilian life.
Get the edu~ation you need for your next mission.
We serve all military, dependents, and veterans with respect, compassion , and confidentiality. At Evergreen, our
Veterans Resource Center will help you receive all the benefits you have earned through your service to our country.
We can help you :
-+ Review your educational and career options
-+ Document and obtain qedit for your military training
-+ Apply for your Gl benefits or explore other funding options
-+ Get help for your dependents with their benefits
-+ Acquire and file forms or records
(e.g., 22-1995 or DD-214)
Public Service at Evergreen
Evergreen's public service centers, funded by the Washington legislature, address the desire to build relationships and form networks
that promote and enhance the college's integrative and collaborative approach to learning, in a variety of settings among a variety of groups.
The centers serve as a conduit between Evergreen and a wider community, enriching and broadening the exchange of knowledge in an
ever-widening circle.
CENTER FOR COMMUNITY-BASED LEARNING AND ACTION (CCBLA), established in 2004, 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. The CCBLA serves as a clearinghouse for opportunities for involvement with the community and supports scholarship in
service learning, participatory research and civic leadership, and faculty development. We offer community service work-study positions
around the community and can help find placements for students doing C9fl'lmunity projects. We offer:
Group opportunities for service projects and action days, including the annual
Community to Community Day of Caring event held during Orientation Week at Evergreen.
-+
evergreen.edu/veterans (360) 867-6254
-+ Resource files on local communities and community-based organizations with a focus on local needs and requests.
-+ Workshops and informal talks on related skills and linking community-based learning with your academic program.
-+ One-on-one help with identifying opportunities to learn, serve and be involved in community change.
-+ Tips to prepare for work in the community.
/House of Welcome// The Long house
Education & Cultural Center
The Longhouse, called Sgwigwial?txw "The House of Welcome" in South Puget Sound Salish, provides classroom space as well as a place for
cultural ceremonies, conferences, workshops, performances, art exhibits and community events. Founded upon a vision of hospitality and
service, it is a gathering place for people of all cultural backgrounds to teach and learn together. The Longhouse-a public service center
of The Evergreen State College-promotes indigenous arts and cultures through education, cultural preservation, creative expression, and
economic development on a local, national, and international level. The Longhouse is working to realize its vision of an Indigenous Arts
.
Campus, a complex of art studios including the Carving Studio Pay3q'ali " a place to carve," which opened in 2012, and a Fiber Arts Studio,
which will provide infrastructure for current and future programming. The Longhouse will mark its 20th anniversary in 2015 with a yearlong
program of events to celebrate its history and community.
Continuing Programs:
-+
-+
-+
Artist in Residence Program
Native Artist Gatherings
~ · ~..Native Arts Sales and Exhibitions
-+
-+
Native Artist Grants Programs
Native Arts Marketing Service
-+
-+ Support to plan internships with community field supervisors.
GATEWAYS FOR INCARCERATED YOUTH, a part of the CCBLA, helps incarcerated youth see that college is not only K1 their reach, but
within their rights. Faculty and students from Evergreen work inside juvenile institutions, conducting weekly Popular Education Seminars in
the Gateways College Class. Gateways' Academic Mentoring Program provides additional support by matching Evergreen student mentors
with incarcerated youth, to help them with the transition from incarceration to further academic study and vocational training. Evergreen's
Five Foci of Learning along with the following principles, are core elements of the program:
With faculty guidance, students create an environment in which each person becomes empowered to share their personal
knowledge, values and goals through respectful exchanges with people from other cultural and class backgrounds.
Incarcerated youth and Evergreen students are co-learners and shape both the seminar content and experience together.
Critical reflection of socioeconomic conditions, identities, and internalized messages of self and others is essential.
-+
-+
-+
Northwest Heritage Program: Provides opportunities
to work in tribal historic archival collections and
professional development for artists
Creative New Zealand/House of Welcome International
Indigenous Residency Exchange
evergreen.edu/longhouse (360) 867-6718
SUSTAINABILITY IN PRISONS PROJECT is a partnership founded by the Washington State Department of Corrections and The Evergreen
State College. Our mission is to bring science and nature into prisons. We conduct ecological research and conserve biodiversity by for;ging
collaborations with scientists, inmates, prison staff, students, and community partners. Equally important, we help reduce the environmental,
economic, and human costs of prisons by inspiring and informing sustainable practices.
THE WASHINGTON CENTER FOR IMPROVING THE QUALITY OF UNDERGRADUATE EDUCATION helps higher-education institutions
use existing resources more effectively by supporting the development of interdisciplinary "learning community" programs and by holding
workshops and conferences on effective approaches to teaching and learning.
evergreen.edu/washingtoncenter
THE WASHINGTON STATE INSTITUTE FOR PUBLIC POLICY carries out practical, non-partisan research-at legislative direction-on issues
of importance to the state. The institute conducts research using its own policy analysts and economists, specialists from universities, and
consultants.
ws1pp .wa.gov
•
Index 1109
1081 Campus Regulations
A
Campus Regulations
Because Evergreen is a state institution, we must meet state and county responsibilities.
-'1
e
e
USE OF COLLEGE PREMISES
""'lreooS '"""~ mey be ored fo, •ct;,,;,;., oth"
than education as long as suitable space is available,
adequate preparations are made and users meet
eligibility requirements. Arrangements for conferences
or group gatherings by outside organizations are made through
Conference Services, CAB 227, (360) 867-6192. Reservations for space
and/or facilities are made through Space Scheduling, (360) 867-6314.
Allocations of space are made first for Evergreen's regular instructional
and research programs, next for major all-college events, then for
events related to special interests of groups of students, faculty or staff,
and then for alumni-sponsored events. Last priority goes to events
sponsored by individuals and organizations outside the college.
Only student and campus organizations may schedule tables in
the College Activities Building . Reservations are made through the
Student Activities Office. There is no rental fee assessed for college
organizations. Vendor space in other buildings or outdoors may be
scheduled with Conference Services. Fees will apply.
FIREARMS
The college discourages anyone from bringing any
firearm or weapon onto campus. Weapons and
firearms as defined by state law are prohibited on
campus except where authorized by state law. Campus residents
with housing contracts are required to check their firearms with
Police Services for secure storage. Violations of the Campus
. ~Housing Contract relating to firearm possession are grounds for
immediate expulsion from Evergreen or criminal charges or both.
, .
~
PETS
Pets are not allowed on campus unless under physical
control by owners. At no time are pets allowed in
buildings. Stray animals will be turned over to Thurston
County Animal Control.
Y
ALCOHOLIC BEVERAGES
No liquor is allowed on campus or in campus facilities
unless a banquet permit has been issued by the State
Liquor Control Board. Nevertheless, rooms in the residence halls
and modular units are considered private homes and drinking
is legally permissible for students 21 years of age or older. For
students choosing to live in a substance-free environment, Housing
provides alcohol- and drug-free residences.
.IJ(.
BICYCLES
O
~fQ 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 Police Services for a small fee .
S
SMOKING
No smoking is allowed inside main campus buildings
or near building entrances. Smoking is prohibited in
housing 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.
104
Academic Advising
100
Academic Standing Policy
104
Access Services for Students with Disabilities
95
Administration
Advanced Foundations for Successful and Sustainable Business 23
82
Advanced Research in Environmental Studies
Adventure Travel and Ecotourism:
23
The Businesses and Their History
24
African/American: Reading and Writing Tricksters
24
Against All Odds: The African American Experience
25
Anthrozoology
26, 76
Arney, Bill
25
Art and Archive
26
The Art of Counseling
26
The Art of Living Consciously
27
"As Real as Rain" : The Blues and American Culture
27
Astronomy and Cosmologies
104
Athletics and Recreation
27
Atoms, Molecules, and Reactions
56
Aurand, Susan
B
Bailey, Marianne
Beethoven, Blake, and the Sounds of Revolution
Beyond the Binary in Science and the Arts
Biodiversity Studies in Argeotina
Biogeochemistry: Microbes; Rocks, and Soils
Biswas, Abir
Blackwell, Evan
Board of Trustees
Bodies That Matter
Bohmer, Peter
Bopegedera, Dharshi
Botany: Plants and People
Bowcutt, Frederica
Brabban, Andrew
Buchman, Andrew
The Business of Art: Earning a Living as an Artist
55
28
28
29
29
29,74,82,83
71
95
30
32,59
32,83
30
30,57
29,42,83
27,31
31
c
Caliban and the Witch
Campus Map
Campus Regulations
Career Development Center
Center for Community-Based Learning and Action
Center for Mediation Services
Chandra, Arun
Change Agents: Creating Pathways in Uncertain Times
Chemistry Counts!
China: Religion, Folklore, and Arts
Chin-Leo, Gerardo
Chowdary, Krishna
Chowdhury, Sawina
Citrin, Laura
Clifthorne, Michael
Community College Degrees
Computer Science Foundations
Consciousness Studies (CS)
Contemporary Native American Art
in Cultural and Historical Contexts
Cook, Amy
Counseling and Health Centers
Credit Limit
32
112
108
104
107
104
53
81
32
33
76
52
62
22,30,63
71
97
33
88
34
28,48
104
100, 102
Crisis and Transformation in the U.S.:
Political Economy, Social Movements, and Media
Critical and Creative Practices (CCP)
Culture and Violence ~
Culture, Text, and Language (CTL)
34
88
35
88
D
Dangerous Reading: Readings in the History of Ideas
Davis, Stacey
de Acosta, Diego
Dirks, Clarissa
Diversity and Multiculturalism:
Historical and Contemporary Perspectives
Drawn from Life
Drop or Change a Program
35
35,46,85
44,46
41, 73, 83
36
36
100
E
Eamon, Kathleen
Eccentricities
Ecological Agriculture: Crop Botany and Plant Genetics
Ecological Agriculture: Healthy Soil, Healthy People
Ecology of Grazing and Grasslands in the Pacific Northwest
The Emerging Self
Energy Systems and Climate Change
Environmental Studies (ES)
Equality and the Constitution
The Essential Ingredients of Intercultural Competence
Eugenics: Toward the " Perfect" Human
Evening & Weekend Studies
Evergreen's Faculty
Evolution and Ecology Across Latitudes
Expectations of an Evergreen graduate
Expressive Arts (EA)
Extremophiles and Ecosystems
55,83
37
37
37
38
38
38
89
39
39
40
86
88
40
. 5
89
41
F
FAFSA
Field Ecology
Filmer, John
Financial Aid
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
(Flores), Shaw Osha
Freeman, George
99
41
31
.99, 104
104
47
41,58, 73,82
71
38
G
Gateways for Incarcerated Youth
Gaul, Karen
Genes and Development
Gerend, Jennifer
Gomez, Jose
Graduate Studies
Graduation Requirements
Grossman, Zoltan
Gullickson, Andrea
107
63
42
58
39
87
101
63
28, 54
H
Haft, Bob
Hahn, Jeanne
Harrison, Lucia
Hastings, Rachel
Hayes, Ruth
Health and Human Development
Henderson, Martha
Hendricks, Steven
36,61
34
64
49
76
42
43
66
0 I Index
Herbison, Chico
Heying, Heather
Home on the Range
How to Read a Program Description
Huerta, Grace
Hydrogeology ,
Index 1111
24, 27,28
40
43
22
47, 48
43
Individual Study: Statistical Mechanics
Inside Language
Internships
Introduction to Environmental ~tudies
Introduction to Natural Science
43
44
7
44
45
33
39,42
K
26
Kennedy, Cynthia
104
KEY Student Support Services
26,61 , 69
Khanna, Mukti
73
Knapp, Robert
45
Knowing the World through Thought, Sound, and Vision
Koppelman, Nancy
55,85
39
Kozick, Stephanie
Krafcik, Patricia
48,68
Krotscheck, Ulrike
46, 75
L
Landram, Glenn
23
46
lang1-(age and Power
LeRoy, Carri
41 , 64
74
Leverich, Robert
Light and Terror: The Enlightenment and Revolutionary France 46
81
Li, Mingxia
Literary Arts Toolkit: Writing and Reading Contemporary Prose 47
Local Knowledge: Building Just and Sustainable Communities 47
106
Longhouse Education and Cultural Center
Lowe, Naima
51,83
~ IVL
~
- ___,.
- Madness and Creativity: The Psychological Link
Making Meaning: Teaching English Language Learners
Marchand-Cecil, Cynthia
Margolin, Carrie
Marine Life: Marine Organisms and Their Environments
Master in Teaching (MiT)
Master of Environmental Studies (MES)
Maste( of Public Administration (MPA)
Matching Evergreen's Programs to Your Field of Interest
Mathematical Systems
Mccreary, Paul
McKinstry, Lydia
McMiUin, Paul
Media Artists Studio
Media Internships
Mediaworks: Signifying Power and Difference on Screen(s)
Meeker, Lau_Fie
Mellis, Miranda
Middendorf, Donald
Mission Statement
24
52
52
37,40,42,84
59
· 60
37,47,85
58
45
53
54
N
J
Jang, Rose
Jun, Heesoon
Mitchell, Kabby
MQ.dels of Motion
Molecule to Organism
Morisato, Donald
Mosqueda, Lawrence
Muehleisen, David
Mullins, Greg
Murphy, Ralph
Murray, Nancy
Music Addressing Complexity: Countershapes,
Counterpoints, and the Resistance to Homophony
Music Creation and Performance
48
48
79
48,67
49
87
87
87
13
49
81
45, 84
34
50
50
51
50
32, 47
61
Native American and World Indigenous Peoples Studies
78
Native Programs (NP)
89
The Nature of Music: Patterns, Paradox, and Possibilities
54
The New Puritans: Studies of Anglo-American Social Conscience 55
Neitzel, James
52
Neitzel, Jim
84
Nelson, Alice
62
Nelson, Lin
69
Nelson, Neal
33, 68, 84
Niva, Steven
35, 75
Notification and Deposit
96
0
Ocampo, Catalina
Of Blood and Beauty: The Thought, Literature,
and Art of German-Speaking Cultures
Olson, Toska
Osha, Shaw
Out of the Shadows: Women of Color in the Era of Civil Rights
35
55
66
83
56
p
Pailthorp, Charles
Painting in the 21st Century
Paros, Michael
Paros, Mike
Pedersen, Sarah
Perspectives of Diversity and Multiculturalism
Peterson, Gary
Picturing Plants
Planning and Curricular Options
Plant Ecology and Physiology
Police Services
Political Ecology of Land: Urban Planning,
Property Rights, and Land Stewardship
Political Economy and Social Movements:
Race, Class, and Gender
Political Economy of Power in American Society
The Postcolonial Novel
Pougiales, Rita
Practice of Organic Agriculture
Prior Learning from Experience
Programs for Freshmen
Prouty, Carolyn
Przybylowicz, Paul
Psychology and the Arts
Public Service At Evergreen
Q
Quantitative and Symbolic Reasoning Center (QuaSR)
67
56
25,38,64
84
67
57
70
57
4,23,82
58
104, 105
58
59
59
60
22,30
60
7
8,9
22,30,37
60
61
107
105
R
1r
Rains, Frances V.
Randlette, Peter
RBCD: Foundations for Sustainable Tribal Nations
Reality and Dreams: Seeing the Inner and the Outer
Record Keeping
Refunds/ Appeals
Registration and Academic Regulations
Reinterpreting Liberation:
Third World Movements and Migrations
Research Capstone in Psychology
Residency Status
Residential and Dining Services
Resource Rebels:
Environment al Justice Movements Building Hope
Retention of Records
River Reciprocity
Rosemeyer, Martha
Russo, Julie
34, 56
50
79
61
100
98
100
Study Abroad
Study Abroad Consortium Partnerships
Styring, Alison
Summer Quarter
Sunderman, Rebecca
Sustainability and Justice (S&J)
Sustainability in Prisons Project
Sustainable Work and Workplaces
Switz, Neil
7
71
41,44, 82
97
27,84
90
107
73
43,64,84
62
T
63
Tabbutt, Kenneth
43, 75
98 "' Tacoma Program
80
105
Taylor, Thane
52
Temperate Rainforests: Genetics and Biogeochemistry
73
63
Terroir: Chocolate, Oysters, and Other Place-Flavored Foods
74
96
Thinking Through Craft
74
64
29,41,82
Thuesen, Erik
37
Time Past: Earth Processes and Human History
,75
51
73
Tindill, Anthony
To Apply for Admission
96
62
Saliba, Therese
40,45
Tougas, Joseph
83
Sandoz, Joli
96
Transcript Information
74
Scheuerell, Steven
97
Transfer of Credit
52, 84
Schofield, Paula
34
Tremblay, Gail
99
Scholarships
99
Tuition and Fees
28,35
Schwartz, Leonard
23
Schyndel, Zoe Van
Undergraduate Projects in Critical and Creative Practices
83
64
The Science of Sensory Perception
Undergraduate Research
•
82
65
Science Seminar in Astronomy and Cosmologies
Undergraduate Research in Scientific Inquiry
83
65
Science Seminar in Energy Systems and Climate Change
Undergraduate Research in the Humanities
85
89
Scientific Inquiry (SI)
Unsel, Julianne
77
66
Selves and Others: Representatio n and Performance
U.S. Foreign Policy and the Roots of Terrorism
75
104
Services and Resources
26,54,61
Setter, Terry
36,57, 70
\{avrus, Michael
66
Shaping Place
106
Veterans Resource Center
81
Sheppard, Gilda
Visualizing Microbial Seascapes:
67
Shipping Out and Writing Home
. 76
An Introduction to Animation and Marine Biology
33,68, 84
Shulman, Sheryl
s
u
v
Smith, Tyrus
Smurr, Robert
Social Contract
Society, Politics, Behavior, and Change (SPBC)
So You Want to be a Psychologist
Speights, Arlen
Speller, Trevor
Stalin : Legacy in Stone, Steel, and Blood
Stein, Eric
Student Activities
Student Affairs
Student and Academic Support Services
Student Conduct Code
Student-Originated Software
Student-Originated Studies:
Community-Based Learning and Action
Student-Originated Studies:
Social Sciences, History, Multiculturalism/Diversity
Student-Originated Studies:
Social Work/Human Services Skill Sets
Studio Projects: Material Gestures in a Shared Space
81
23,68
102
90
67
81
55,60, 85
68
46
105
105
105
102
68
w
Walking to Santiago de Compostela
Walter, Brian
Washington Center
Washington State Institute for Public Policy
Washington State Legislative Internships
Weinstein, Bret
Weiss, Richard
Whitesell, Ted
Williamson, Elizabeth
Williams, Sarah
Williams, Sean
Writing Center
107
107
77
40
33,68,85
44,69
32,56
74
45
105
y
69
Yu, Pauline
70
Zaragoza, Anthony
Zay, Julia
Zita, EJ
70
71
76
66,84
45.A8 ~
z
81
25
27,38,65,85
112 I Campus Map
.
.. ''
.
I
Beach
Tral~/ ~
,.--- ...
'
,'~achTra~\
'
'
''
I
I
I
'
''\
'
<
.
.
~-.
~
<b
({)
EMERGENCY PHONE
ACCESSIBLE
CD
INFORMATION
•
FOREST AREAS
8
DIAL-A-RIDE
G;J
PUBUC TRANSPORTATION
®
PARKING AREA
~the evergreen
·~
state college
EQUAL OPPORTUNITY AND 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 sexua l 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 comm itment to equal opportunity and nondiscrimination extends to students, faculty, administration , staff, contractors
and those who develop or participate in college programs at all levels and
in all segments of the college. Evergreen's Social Contract, Student Conduct
Code, Non-Discrimination policy, Sexual Harassment and Sexual Misconduct
policy, and the Affirmative Action and Equal Employment Opportunity policy
are available at evergreen.edu/poli cies.
The Evergreen State College Catalog Production Team
Persons who believe they have been discriminated against at Evergreen are
urged to contact:
Editing: Scott Coleman, Andrew Reece, Katherine Sackmann, Carolyn Shea, Nani Paape '76
Nicole Ack, College Civil Rights Officer
Library 3102, (360) 867-5371
or TTY: (360) 867-6834
ackn@evergreen.edu; or
Design: Alyssa Parker '06
Photography: Shauna Bittle '98 and Evergreen Photo Services, cover photo by Dani Winder '14
This catalog could not have been produced without the ideas and contributions of dozens of staff and faculty members across campus.
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 Col lege Title IX Coordinator, Paul D. Gallegos,
Library 3207, (360) 867-6368, gallegos@evergreen.edu.
REASONABLE ACCOMMODATION
The Evergreen State College is committed to provid in g reasonable a'ccommodations, 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
Disabi lit ies Act, and chapter 28B.10 RCW, and to establish clear guidelines for
seeking and receiving reasonable accommodations.
To qua lify for and receive reasonable accommodations in an appropriate
and t imely 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 is available at: evergreen.edu/policies/policy/studentswithd isabilities.
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.
ACCREDITATION
The Evergree n State College is accredited by the Northwest Commission on
Col leges and Universities, 8060 165th Ave. NE, Redmond, WA 98052<.
This catalog is published by The Evergreen State College Office of
Enrollment Management. ©2014 by The Evergreen State College
Printed on recycled paper.
The information conta ined in this catalog is available in other media with 24
hours notice. To request materials in an alternative format, contact Access
Services. (360) 867-6348, TTY: 867-6834, Access1 @evergreen.edu.
'
I
\'I.
Catalog_2015-2016.pdf