Catalog_1974-1975.pdf

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Part of Course Catalog, 1974-1975

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This 1974-75 bulletin of The Evergreen State College aims
to acquaint you with the programs, philosophies,
and policies of an institution
that is still developing.
It outlines the
methods by which learning occurs here, the ways by which
this academic community
conducts its business, and the
means through which individuals from very different backgrounds and with a variety of perspectives
may relate to
and interact with each other.
You will not find a precise shopping list of academic opportunities
here. Rather, this book summarizes the options
available, with descriptions of some past and present activities that exemplify the range of learning experiences our
unique program offers. In order to keep abreast of the
changing world and to capitalize quickly on our own experience, we do not simply carry forward to the next year's
catalog the listings in the previous year's. All our academic
programs include their own self-destruct
mechanisms. Although we certainly retain our concern for the immense
and significant problems implied by programs now being
studied, we have committed
ourselves to critically modifying each year the ways in which we attack these issues.
Thus, as the current academic year unfolds, we will be busy
planning for the new programs to be offered in 1974-75.
These will be described in a supplement,
scheduled
for
publication
in early 1974, and timed to give prospective
students the latest possible program information.
The sup-

plement,
or another
small publication,
also will list
up-to-date detailed costs for tuition and fees, housing, and
food services.
Consider this bulletin,
then, the official statement about
what Evergreen is and is not, why it approaches learning in
the way it does, and - generally speaking - how it works.
Read the material thoroughly and carefully so that you may
judge whether you and Evergreen can match interests, talents, and resources.

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About this book

...
I.

Accreditation
Our Philosoph
Equal Opportunity
Vicinity Map.
Campus Map ....

4
Introduction
12
14
16
18
19

II.
Survey of Academic Procedures
Academic Calendar: 1974-75.
21
Study at Evergreen: A Summary
23
Brief Overviews Of:
Programs
.
25
Distribution
of Academic Work
26
Academic Credit ...
27
Credit By Examination
29
Academic Standing ..
31
III.
The Learning Process
Coordinated Studies: An Explanation.
36
Contracted Studies: An Explanation.
49
Modular Courses .
63
Cooperative Education . .
65
Internships
.
66

Carrtmts
6

Community Service Volunteer
The Evergreen Library.
The Computer at Evergreen
Student Services: The Idea.
Counseling Services. . . . .

Programs.

73
77
84
88
91

7

IV.

v.

s

Health Services . . .
Recreation and Campus Activities
Financial Aid and Placement
Financial Aid
Placement ..
Veterans Affairs
Current Programs
Programs in Progress . . . . . . . . . . . . . .
Coordinated Studies, 1973·74 . . . . . . . . .
Nature and Society: A Scientific Approach.
A Matter of Survival: Ecology in Transition .
Man and Nature . . . . . . . . . . . . . . .
P.O.R.T.A.L.S. (Personalized Options Reaching
::roward Affective Learning Skills) . . .
The Individual in Contemporary Society
Democracy and Tyranny . . . . . . .
Words, Sounds and Images . . . . .
Form and Function . . . .
Native American Studies.
Matter and Motion . . . . . . . . .
The Ecology of Pollution . . . . . .
Power an Personal Vulnerability .
Freudandjung...
Dreams and Poetry. . . . . . . . .
America's Music . . . . . . . . . .
Individual, Group Learning Contracts, 1973·74.
Modular Courses, 1973·74 . . . . . . . . . . . .

94
96
101
101
115
117
119
121
123
125
127
129
131
132

134
136

138
140
142
144
146
148
150
152
156

Future Prospects
Prospects, 1974·75 . . . . . . . . . . . . . . . . . . . 158

How Coordinated Studies Groups Are Formed.
Possibilities For Contracts
........ .
Se Jf. Paced Learning . . . .
The Sciences atEvergreen
The Arts at Evergreen ..
Public Events .. . . . . .
Foreign Language Study
Study Abroad . . . . . .

159
160
165
167
173
178
182
185

VI.
Evaluation, Career Planning, Credentials
Evaluation, The Portfolio
. . . . . . . . . . . . 189
Record Keeping . . . .
192
Career Planning . . . .
195
Evergreen Credentials.
204
VII.
Admissions.
Registration

Admissions/ Registration
206
217

VIII. Special Services, Policies, Procedures
Information Center . .
220
Newspaper / Radio / TV . . . . . . . . .. . . . . . .. 222
Housing
224
Food Services
232
Bookstore ..
235
Mail Services . . . . . .. .
237
Student Accounts
238
Policies and Procedures
238
Fees and Charges . . .
246
Facilities Use / Regulations
252

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Safety.
Security
IX.

Governance
Governance
Procedures
Social Contract

X.

257
258

261
290

Who We Are
Board of Trustees and Administrators
Academic and Professional Staff .

312
313

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LAccredtfaltaru
After the usual visit and examination of its people,
programs, and facilities, the Northwest Association of
Secondary and Higher School Commission on Higher
Schools approved The Evergreen State College as a
Candidate for Accreditation (December 10,1971).
In the words of James F. Bemis, Executive Director of
the Northwest Association who served as a member of
the visiting accreditation team: "Candidates usually
qualify for federally sponsored programs. Also, the
Veterans' Administration treats candidates the same as
fully accredited institutions. For students transferring
to other institutions, we recommend that their transcripts be evaluated as if from a fully accredited insti-

demic year, with a campus visit by a Commission on
Higher Schools accrediting team expected during
Spring Quarter.

tution."
In concluding its report, the accreditation team said,
"The Evergreen State College is an impressive new institution. Intensive planning has occurred since the
college was authorized. An administrative and instructional staff has been carefully chosen to achieve its
stated goals. A strong commitment exists to demonstrate that flexible, freewheeling, administrative arrangements and academic programs will work effectively for the kinds of students attracted to Evergreen."
The College'S programs were scheduled for an additional institutional self-study during the 1973-74 aca-

12

1.3

Our pJu/OSOJ!g
Society needs trained minds to maintain and improve
commerce, industry, the professions, government, science, technology, social services, and the arts. It needs
new information, fresh ideas, and constructive, reliable responses to new problems from citizens capable
of dealing creatively and positively with the complexities brought by rapid and massive change.
Citizens of this society have their own needs: Flexibility and confidence, as well as a highly cultivated
ability to learn new ideas and skills and to master
quickly new bodies of information.
These demands shape the nature of undergraduate
study at Evergreen which is designed to assist students
to continue learning, to continue schooling their intelligences, to continue thinking things out, applying that
new learning to the problems of contemporary life.
Although Evergreen's academic programs are designed to enable students to sharpen basic intellectual
skills, learn techniques for solving problems and develop an awareness of the implications of central
human issues, the College places strong emphasis on
the interrelationship of fields of knowledge rather
than treating academic disciplines as entirely separate.
Evergreen stresses cooperation
and interchange

14

among members of a learning community, allowing
faculty and students to work together in a mutual
quest for information and for solutions to real problems.
Evergreen encourages students to assume increasingly
greater responsibility for their own work as they progress toward the Bachelor of Arts degree, with their
studies matching their interests and career goals. Academic study achieves its best, Evergreen believes,
when students can sample a reasonably wide range of
actual jobs, working under conditions of genuine responsibility to themselves or as members of teams,
subjecting this relevant experience to reflection about
themselves and their futures.
Evergreen, in short, intends to develop a learning
community that reflects the nature of the real world,
where none of the problems man faces is simple and
where none of the parts becomes, in its own conception, more important than the whole.

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15

13~ opyortu!!!fr
The College Board of Trustees has adopted a strong
Equal Opportunity Policy. This policy requires that all
individuals or groups administer their services, facilities, employment and advancement opportunities
without regard to race, color, sex, religion or national
origin. The Board has committed the College to a program of affirmative action to ensure equal opportunity. The intent of the College's affirmative action
program is to assure open membership and participation in the academic community for all students and
employees.
The College recently evaluated its equal opportunity
profile, examining its staff and student body composition to identify areas where it may under-utilize and
under-represent women and minorities. Evergreen
regularly examines all its policies, procedures and
practices to identify those which have, or could have,
discriminatory effect with regard to race, color, sex,
religion or national origin. After identifying problem
areas, the College develops alternatives to solve the
problems and eliminate deficiencies.
The Director of Equal Opportunity Programs is responsible for developing, implementing, and monitoring (including receipt of and action upon discrimination complaints) the affirmative action program.

l6

This office works with and coordinates efforts between faculty, staff, students, and student groups to
achieve equal opportunity. Programs include ethnic
awareness training, upward mobility for women and
minorities, and seminars on changing male-female
relationships. We have initiated an intensive effort to
involve the entire Evergreen and vicinity community in
the challenge to achieve equal opportunity.

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Fall Quarter, 1974

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Last Day for Payment of Fall Quarter Tuition
and Fees
.
Aug. 30
Student Check-In
.
Sept. 23
Orientation and Registration in Programs
Sept. 23-27
Formal Registration Closes
Sept. 30
Work Begins .....
Sept. 30
Veterans Day Holiday .
Oct. 28
Thanksgiving Recess ..
Nov. 28 & 29
Advanced Registration
for Winter Quarter for
Continuing Students
Dee. 9-13
Presentation of Projects
Dee. 9-13
Fall Quarter Closes ...
Dee. 13

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Survey
2.,0

Winter Quarter, 1975

of ACMCnLic1JrocealQ"eS

Last Day for Payment of Winter Quarter Tuition
and Fees
.
Check-In for New Students, Registrar's Office ..
Orientation
and Registration in Programs, New
Students
.
Programs Continue; New Programs Begin.
Formal Registration Closes
.
Washington's Birthday Holiday
.
Advanced Registration
for Spring Quarter for
Continuing Students
Presentation of Projects
Winter Quarter Closes.

Dee. 13, 1974
Jan.2
Jan. 2-4
Jan.2
Jan.4
Feb.17
Mar. 17-21
Mar. 17-21'
Mar. 21

-<-1.

Spring Quarter, 1975
Last Day for Payment of Spring Quarter Tuition
and Fees . . . . . . . . . . . . . . . . . . ..
Check-I n for New Students, Registrar's Office..
Orientation
and Registration in Programs, New
Students.
. .
. . . . . . . . . .
Programs Continue; New Programs Begin.
Formal Registration Closes
. . . .
Memorial Day Holiday.
. .
Advance Registration
for Fall Quarter
for All
Students
.
Final Festival for Presentation of Projects
Spring Quarter Closes
.

L~
Mar. 21
Mar.31
Mar. 31-Apr. 2
Mar. 31
Apr.2
May 27
May 28-30
June 2-6
June 6

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22

atE~ee{!jA- SumlJlElY

Credit required for graduation One unit of Evergreen credit
quarter hours

45 Evergreen units
= equivalent of 4

Ways of earning credit: (1) Coordinated Studies, (2)
Contracted Studies, (3) Modular Courses (only
part-time, special and auditor students receive
credit directly through modular courses; full-time
students receive credit for modular course work
through their main coordinated studies programs
or learning contracts) and (4) credit by examination.
Methods of learning include:
-participation in seminars, lectures, tutorial conferences, and workshops;
• performance of assignments in reading, writing,
and other forms of communication;
-tndivlduat research and creative projects in the
natural sciences, social sciences, humanities, arts,
and many interdisciplinary combinations;
-cooperativs education by working in offices, agencies, businesses;
-field trips, community service projects, and overseasstudy;
-cornpletion of self-paced learning units and College Level Examination Program Tests;

~

• involvement in public presentations and perform-

Br'if Overviews

ances.

Evaluation

.Credit will be awarded upon fulfillment of the
expectations in each program of Coordinated
Study, program of Contracted Study, or modular
course. Otherwise, no entry will appear on the
student's permanent academic record.
• Performance in each Coordinated or Contracted
Study will be represented in a student's cumulative
portfolio by descriptions of projects, close evaluations by faculty and other staff sponsors, the student's self-evaluation, and samples of the work
done. Some of these same materials will become a
part of the student's permanent academic record,
from which transcripts of credit are made.

Programs
The Evergreen State College offers for full-time students two kinds of programs as ways of earning academic credit: Coordinated Studies and Contracted
Studies. Each full-time student will work for credit to
be awarded solely through one or the other during
each quarter of his career at Evergreen. Part-time students can also study in these ways if faculty time and
space in a program are available. More frequently, a
part-time student will enroll for credit in a modular
course. (A full-time student can participate in a modular course only by arrangement with his program and
receive credit for it only through his program.)

@
24

2?

Distribution of Academic Work
Evergreen does not present multiple "courses of study" to be taken simultaneously, nor does it prescribe
distribution or major requirements by college-wide
legislation. Instead, it offers each student the opportunity to put together step-by-step a sequence of concentrated activities - each with its own internal set of
requirements leading to the Bachelor of Arts degree.
Because of his unified responsibility to one Coordinated Studies program or learning contract at a time,
the student receives close and careful advising, intensive support from those working with him, and close
and careful evaluation at each step in his individual
progress. The College tells him not what he has to
take, but what it has to offer.
The faculty of Evergreen believes that all full-time students should plan to do a great deal of work and
learning in both Coordinated Studies and Contracted
Studies.

Academic Credit
The Evergreen student will accumulate academic
credit for work well done and levels of performance
reached and surpassed. Only if a student fulfills his
academic obligations will full credit be entered on his
permanent academic record. Otherwise there will be
either no entry or the recording of fewer units of
credit to represent what he has actually accomplished.
For the purposes of transferring credit and of comparison with the programs of other institutions, one Evergreen unit should be considered as equivalent to 4
quarter hours or 2.67 semester hours. (NOTE: Through
1972-73 Evergreen students worked in a pattern by
which thirty-six units were required for graduation
and each unit was considered as equivalent to five
quarter hours at other institutions. To provide more
flexibility while still avoiding fragmentation, and to
approximate more closely the patterns of enrollment
for credit at other institutions, Evergreen has now
slightly reduced the size of its unit of credit and correspondingly raised its expectations for the number of
units to be earned.)
Award of the Baccalaureate Degree
The minimum requirement for awarding the baccalaureate degree is forty-five units of credit. Students enrolled in full-time work through four years at the Co 1-

26

27

lege would normally accumulate forty-eight units.
Students engaged in a sequence of study which would
accumulate more than forty-eight units should present:
a petition to the appropriate Dean requesting permission to complete the study.
Any student transferring from another college must
earn at least twelve Evergreen units before becoming
eligible to receive the Evergreen degree.

Credit by Examination
Evergreen will help students to accelerate their progress toward a degree by recognizing credit-worthy but
hitherto unaccredited achievements in learning.
Students should pay particular attention to the College Level Examination Program of the College Entrance Examination Board and should consult the Office
of the Registrar for information. So long as he does
not duplicate Advanced Placement or transfer credit
for introductory work in the designated areas, a student entering Evergreen may offer acceptable scores
(now being determined on a state-wide level) for the
CLEP General Examinations in English Composition,
Mathematics,
Natural
Sciences,
Social-Sciences-History, and Humanities to the Office of the
Registrar. For each of these tests successfully taken,
Evergreen will award three units of credit.
The College Level Examination Program also offers a
variety of Subject Examinations to test competence at
more advanced levels. Evergreen regards these Subject Examinations, the Undergraduate Program Tests
of the Educational Testing Service, and other standard
examinations as resources to be used at the discretion
of students and their sponsors in Contracted Studies.
The amount of credit to be awarded, the score considered acceptable, and any other projects leading up

28

29

to the test or rounding out the experience will be a
matter of negotiation within each contract.
After some experimentation in its first two years, the
college is preparing to set up an Office of External
Credit. The faculty and staff members responsible for
this function will devise opportunities for students to
demonstrate competence in subjects or techniques
worthy of academic credit. Such credit will not be
awarded for attainments which have already been
recognized by awards of credit to the student by other
colleges or by Evergreen programs. But these arrangements should enable more experienced students to
bring their experiences to bear on their academic careers.

Academic Standing
Normal academic
progress for a full-time student entails the earning of
four units of Evergreen credit per quarter, twelve units
per regular academic year. (The Veterans' Administration, the Selective Service System and other agencies
should consider this to be the acceptable rate for
full-time study.) A student may accelerate his progress
by enrolling for a fourth quarter of study each calendar year (i.e., in the summer session).
Full-Time

and Part-Time

Status -

For the purposes of fee-collection, Evergreen must
count those enrolled for either two, three or four units
of credit per quarter as full-fee-paying students. Those
who can enroll for only one unit of credit per quarter
are considered to be part-time students.
Those who wish to enroll as part-time
students will
work most frequently in modular courses, at the rate
of one Course per quarter. If faculty time and program
space are available, some part-time students may be
able to engage in Contracted Studies, on individual
projects or as participants in groups, earning one unit
of Evergreen credit per quarter. If you wish to engage
in Contracted Studies at a part-time rate, you should
locate prospective faculty sponsors well in advance of
registration periods or watch for announcements of
modular-course offerings just prior to registration periods.

5°

3l

Whether a student wishes to enroll at Evergreen for
full-time or part-time status, he can be enrolled in
only one credit-generating
program of study at a time.
Leaves of Absence and Deceleration - A student who
has been accepted for full-time study is eligible to
apply for a leave of absence. He may apply for leave in
any quarter whether or not he is enrolled at a full-time
rate in that quarter. A normal leave of absence lasts for
one quarter, but may be longer under extenuating circumstances. Application for a leave of absence is initiated in the Office of the Registrar.
A full-time student may also request permission from
the deans to reduce his academic progress to one,
two, or three units of credit for one quarter. For the
succeeding quarter, the student must petition the
deans to resume the normal rate of four units of
credit.
Academic Penalties - If, during any quarter, a student
is in danger of earning less than full credit for which
he is registered, he should be notified in writing by his
faculty sponsor or seminar leader of that danger.
1. Probation - A student who enrolls for full-time
work but earns fewer than 9 of 12 possible Evergreen units for three consecutive quarters will be
placed automatically on Academic Probation for
the subsequent quarter in which he enrolls.

);2.,

2. Suspension - A student who has been placed
on Academic Probation, and who, in any subsequent quarter, earns less credit than that for
which he was enrolled, will normally be suspended for a minimum of one year (three consecutive quarters). The action of suspension is
subject to consideration by the deans before it
becomes effective. Normally, a student who has
been suspended is not eligible for readmission
for one full year. Readmission at that time is contingent upon (a) evidence of the person's readiness to assume his responsibilities as a student,
including an accounting of his activity in the intervening period; (b) the availability of openings
at the college, and (c) arrangements for meeting
his financial responsibility, if applicable.
3. Dismissal - A student who has been placed on
Academic Suspension and who is readmitted to
the College must earn full credit in the program
for which he is enrolled. Failure to earn full
credit will constitute grounds for dismissal, and
he will be denied further admission. The action
of dismissal will be subject to consideration by
the deans before it becomes effective.
Inasmuch as credit is normally awarded at the end of
academic-year-Iong programs, these policies will not
necessarily assure automatic gauging of a student's

j)

progress. Therefore, upon the advice of the faculty,
the deans reserve the right to warn, place on probation, suspend and! or dismiss a student whose academic performance would warrant such action were
credit awarded quarterly.
A special case may occur from time to time when a
student simply cannot match interests with what Evergreen can offer in teaching, facilities, or other resources. When it becomes apparent during an advising period prior to formal registration for a new
quarter that a student cannot continue in a current
Coordinated Studies program or contract, find a place
in another program, negotiate a new contract with any
faculty or staff sponsor, or decelerate his progress to
work only in a modular course for one unit of credit,
then he will not be enrolled for the new quarter.

e
~~

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The Learnil{Process

5+

35

I

Co~nat;) S~:AnExp!inmtioIL,
What are Coordinated Studies programs? How do they
differ from courses? What will it be like to be a
member of a group engaged in an integrated program
of study rather than to be taking a number of separate
classesin separate subjects?
Coordinated Studies programs are small. They usually
involve some 100 students and five faculty members.
The relative compactness of the programs makes a
number of benefits possible close relationships
among students and faculty; opportunities for genuine collaboration in learning; anda sense of responsibility for one's work.
The faculty come from many different backgrounds
and bring their special experience to bear in a
common effort to cut across the usual boundaries
between academic disciplines. Students join them to
define problems, to develop skills, to search for answers. The programs now being offered, like those
which will be offered in the future, explore some of
man's most urgent problems and his most highly
prized values.
Instead of studying sociology, economics, or psychology as separate fields, you will work on central
problems or themes. Instead of listening passively to
lectures, you will be responsible for engaging actively

36

in regular discussion. Instead of accumulating bits of
data in an attempt to "cover a field," with emphasis
on passing impersonal examinations, you will be responsible for putting your ideas to use.
You will write, rewrite, polish, and present what you
have learned to both the student members and faculty
members of your group. You will accumulate a portfolio of evaluations and examples of what you have
really accomplished. You will have an opportunity to
work while on field trips, expeditions, research proects, internships, and in overseas programs.
Finally, instead of taking four, five, or six unrelated
courses - with few links between them and no single
faculty member truly responsible for helping you
make sense of all that you are learning you will
study in one coherent program at a time. The work
you do should hang together. You should have time to
concentrate on your work without the distractions of
competing and unrelated assignments. And you
should be constantly relating various kinds of specialized research techniques to the central concerns of
the program.
If You Really Want to Learn ...
Look at these points a bit more carefully. Only if you
wish to study this way for significant portions of your
time will it make sense for you to come to Evergreen.

38

A Coordinated Studies program has a comprehensive
design and a required set of activities. Students and
faculty together work through readings, discussions,
lectures, field assignments, and critique sessions. The
program has a logical structure. And it is demanding.
Coordinated Studies programs emphasize commitment and common effort by both faculty and students.
As you will see from their titles, the 1973-74 Coordinated Studies programs pursued interdisciplinary concerns. Some advanced programs provided opportunities for a great deal of specialized learning. But all
programs pay less than usual attention to traditional
labels and are more than usually responsive to the internal requirements of the problems at hand.
The Common Reading List
Each Coordinated Studies program has - in addition
to a common schedule of large-and small-group meetings - a common required reading list. "Textbooks"
will be rare because you will be reading the books
themselves rather than books about books. And the
faculty members read all of them with you, no matter
what professional fields they may represent. In addition, individual students are encouraged to explore
other books, according to their interests and individual projects, and to report what they have found to
their seminars. Some of the books required by your
program will be very difficult; some will be a pleasure.

j~

You will be expected to read all of them carefully, to
reread them, to try to understand them, and then to
discuss them in the seminar groups of your program.
The Seminar
The heart of each Coordinated Studies program is a
small-group discussion, the seminar. A seminar is not
a rap session, and it is never easy. When it works well,
it is unforgettable. A seminar is a small, dedicated
group of very different human beings helping each
other learn, helping each other understand a book, or
helping each other grapple with the meaning and implications of a difficult idea. The seminar meeting is
not a show-and-tell session, and it will not work if the
students and faculty members play academic games
rather than share their genuine concerns. It will succeed only if all its members search together, work
together, and learn together.
You should think about the seminar very carefully.
Imagine yourself meeting often with a small group
that expects every member to be an active participant.
There is no place to hide. You must have read the
book or completed your assigned project. You will
have to expose your ideas, ask for help, give help,
think aloud. You will be questioned, asked to explain
and to analyze. The usual tactics for beating the
system will not work, because the contest will be be-

-to

tween you and the book, you and the project, you and
the idea - not between you and another person.
There will be pressure. It will come from the other
members of your seminar who need your help and
from the urgency of the problems at hand. If you
aren't willing to take responsibility for this kind of
hard academic work, then you should seriously question whether Evergreen is the college for you. But if
you really want to do tough intellectual work, then we
are here to help.
Lots of Writing
Coordinated Studies programs provide a somewhat
unusual but valuable approach to the teaching and
learning of how to write well. Both students and faculty do a lot of writing: short essays to start discussions, critiques, notebooks and journals, reports, and
position papers - perhaps fiction, poems, and plays
when a different sort of discourse is needed. Each student is expected to revise and to polish his work for
presentation to his seminar. The best work done in
seminars may be presented to the whole Coordinated
Studies group.
Besides writing, you will be encouraged to become
"literate" in other media photography, cinema,
video tape, audio tape, graphic design, computer
processes, music, and the gestures of drama and

4~

dance. You will be expected not merely to acquire
information but also to learn how to communicate
your thoughts. It will take much practice and a willingnessto seek and to use criticism.
Continual Evaluation
Although you will not compete for letter grades or a
grade-point average at Evergreen, you will have to
work hard and well to receive units of credit and to
stay in your program. Because each program is small
and intimate, continual and careful evaluation of each
student's learning becomes possible. The faculty
members of the team can watch the progress of each
student and judge his work closely. Students can evaluate each other's contributions and general progress.
Papers are rewritten, projects repeated and improved,
failures rejected, and success recognized. But you will
not be working against the others in your group, nor
will the faculty members be your adversaries. It is
important for all of us to do the best job we can and
to help each other.
At Evergreen only rigorous criticism will do - from
others and from yourself. Sometimes this searching
scrutiny by your teachers and your fellow students will
be hard to take. But if you are willing to have your
academic performance represented not by a transcript
alone but by a portfolio filled with detailed evalua-

+2

13

tions and samples of your own work, then Evergreen
may be right for you.
A Typical Work Week
As you will gather from the descriptions of the Coordinated Studies offerings for 1973-74, there is much
variation in scheduling from program to program. In a
week's work, however, you may expect to spend between 16 and 32 hours in contact with members of the
faculty, and you may need to be present on campus
(or for off-campus assignments) every day. Your plans
must, of course, take into account these facts of educational life. A typical Coordinated Studies program
might distribute its time something like this:
At least one weekly assembly is held for all members of the program. This lasts for several hours
and may include a lecture followed by discussion,
a symposium, a film, a slide show, a live or recorded performance of music, a play-reading or
poetry-reading, or a general discussion of how the
work of the program is proceeding. There will be
several meetings of your seminar, a group of ten or
twelve, perhaps on Tuesday, Wednesday,
or
Thursday. Some programs may require that you
belong to two small groups - one interdisciplinary seminar directed to the common reading list
and another project group or skills workshop in
which you can pursue special interests.

4+

4'

There will be an individual conference or very
small group conference with the seminar leader
about your written work or projects. Some programs will also recommend conferences between
students for mutual critiques.
Films, concerts, other performances and exhibits
offered to the whole College will provide occasions for further small-group discussions within
your program. There will be time allotted to
field-work , special research, and project development in open periods during the week or concen trated on one day, perhaps Friday, so that you can
c~rry the work on into the weekend if necessary.
As you consider the demands of such a schedule, you
should bear in mind that participation in a Coordinated Studies program usually is a full-time workload .
The demands upon you will be coherent and related,
but there will be demands. This means a direct an d
heavy personal responsibility on your part, for if you
do not prepare your work and meet your deadlines,
neither your seminar nor the total program can be a
complete success.

Entry and Exit
A Coordinated Studies program is designed as a co herent whole. It may be designed to run for one , less
than one, or even for two years. Its members shoul d

46

always strive to explore, to develop, and to examine
its central theme in a systematic way from the start of
the program to presentations marking its conclusion.
You should plan to start with a program, stay with it,
and complete it. In any tightly knit work group, there
will be stresses and strains. Learning groups are not
exceptions. But the rewards of total participation will
more than compensate for the temporary wrangles.
Students should enter programs by carefully making
their choices before the registration period. Students
will indicate their first, second , and third choices, and
how they weigh their preferences. They will not always be assigned their first or second choice, but
every effort will be made to match the interests of
students to the programs available.
Some programs which run for three quarters or more
will allow a limited number of students to enter by
special permission in the second quarter and perhaps
even the third quarter. Conversely, a student who discovers that he just does not want to do or cannot do
the work of a program will be helped to find a more
satisfactory alternative, either in another Coordinated
Studies program or in Contracted Study. If a student
fails to meet his responsibilities to the program, he
will be required to /eave . If a student has irreconcilable problems in his particular seminar but wishes to
continue as a member of the program , he can request

+7

to join another seminar. If a student has grave problems with comprehending what he reads and carrying
out assignments, he will receive as much help as he
can use from the faculty members and student members of his group. Program faculty and the Learning
Resources Group will seriously try to help students
develop the academic skills necessary to the completion of a program of study.
Teamwork
You should be aware that the faculty members di-.
recting a Coordinated Studies program not only will
be concentrating on all the required books along with
you but also will be carrying on their own regular faculty seminars, in which they will be trading ideas and
assisting each other to be more useful to you. They
will be learned persons, bringing a good deal of experience to the common effort. But, more important,
they like you, will be learning. Combining the functions of teachers, counselors, and co-workers, they,
like you, will be totally absorbed in the task at hand.

Iltl\11

~

48

Cantra!1ii{ Si;;;ne.fJ1n]};xjl~
For part of your career at Evergreen, you may work in
Contracted Studies. As an individual or as a member
of a small group sharing interests, you can sign up
with a faculty member or other staff member to earn
credit by doing a project - carrying out an investigation, mastering a skill or set of skills, attacking a set of
problems, creating a piece of work, or dealing with a
specific body of subject matter.
An Overview
We call this arrangement a "learning contract." It is an
agreement to carry out a project, and it implies direct,
mutual responsibility between you and the experienced person whom you have asked to help you. It is
a flexible yet demanding method for satisfying your
interests and needs within the available resources of
Evergreen the experienced people, the facilities,
the materials, and the opportunities which the College
can arrange for you. As a pattern complementing the
Coordinated Studies programs, Contracted Studies
will help you to work more and more on your own.
But you should recognize that your close relationship
with an Evergreen sponsor is something quite dif-.
ferent from "doing your own thing." If it is completely
"your Own thing" and does not call for experienced,

43

challenging, guidance, then you can do it much better,
much more efficiently, and much more honestly
without joining a college which is responsible for offering such guidance.
Contracted Studies will allow you to develop further
your knowledge in a specific area of interest or a
cluster of interests. It will help you to pursue further a
particular problem first raised in a Coordinated Studies program. It will allow you to explore new interests and experiment with them intensively while you
are making up your mind about a career. When you
have decided upon the career you want to follow,
Contracted Study will provide opportunities, up to the
limit of our resources, for you to undertake specialized and lengthy projects. It will enable you to combine on-campus activity with practical experience in
your chosen field off campus.
Variety of Contracts
There will be individual contracts and group contracts
- and combinations of the two. For example, you and
ten or so other students may agree to work with a faculty sponsor as a seminar group for one month solid
and then branch out into individual ventures in order
to come back together at the close of a second month
to share what you have learned. There will be some
contracts which are run totally on the campus and
others which lead you out into the community, into

Jl

government agencies, into businesses, and into field
work at locations quite distant from Evergreen. Some
contracts will be devoted to only one kind of subject
matter; others will combine several emphases.
There will be contracts lasting a month or so and,
when you have decided on specialized work and can
demonstrate to a prospective sponsor that you are
capable of doing your own work over a longer span,
contracts lasting as long as a year. There may even be
contracts lasting a few days, if you have engaged in
substantial learning on your own time and wish to sign
up with a sponsor to take a standard examination on
your achievements and to have them recognized by
the awarding of credit. There will be contracts for
which you take most of the initiative, when you bring
a carefully prepared plan of study to a prospective
sponsor and ask him for his help. And there will be
contracts in which sponsors have made known what
they wish to work on and you elect to join them.
Sponsors
To suggest the relationship which Contracted Studies
will require, we have chosen the term "sponsor" for
the teacher who will be working with you. During the
period in which the contract operates, this person will
be your teacher, your advisor, in some cases your
co-worker, or group leader. Although most sponsors
. will be members of the teaching faculty, Evergreen has

;2

recruited many other talented staff members who may
have the time to work with a few students on contracts. If the contract struck between you and your
sponsor requires other specialized assistance which
your sponsor cannot provide, you may work with a
"subcontractor" on or off campus who will not be
fully responsible for your studies but who will help
you through part of the contract and report to your
sponsor.
Group Contracts
Formally arranged group learning contracts involve
tightly knit teams. Many of the Evergreen group contracts thus far have formed around proposals made by
a faculty member, who then has led the teamwork
for periods of a quarter through an academic year.
Some of the most effective group contracts, however,
have arisen from proposals made by individual students or small interest-groups, who then have arranged for faculty sponsors to guide them and have
attracted other students to enroll in the group efforts.
Group contracts usually comprise from fifteen to
twenty-five advanced students who are screened by
the faculty sponsor, either before or after preliminary
registration, for their capability of working with the
group. Some contracts allow for a good deal of concentration on individual projects to be contributed to
the group and recognized in the concluding evalua-

7)

tions. But the emphasis resides in teamwork the
successful carrying out of the main goals set forth in
the initial written contract, to which all members subscribe.
Individual Contracts
Special Characteristics
Individual contracts can
provide uniquely flexible opportunities for learning.
At the same time, they are difficult and challenging. A
full-time individual contract should receive as much of
your energy and attention as a Coordinated Studies
program, a group contract, or full-time studies at another college. Contracts work best for imaginative and
resourceful students who have well-defined goals in
mind and can pursue them with a minimum of supervision.
Each faculty member assigned to sponsorship of individual contracts will be able to carry, on the average,
no more than fifteen contracts at a given time. A few
other faculty and staff members may be able to
sponsor one or two contracts. To qualify for the opportunity of working on an individual contract, you
should be prepared to demonstrate to a prospective
sponsor that you have a strong project in mind and
that you are capable of working, for the most part, on
your own initiative. You will be responsible for
carrying out what you have agreed to do.

54

55

Our experience so far suggests that individual contracts will normally be most useful for advanced students continuing their studies at Evergreen. If you will
be entering Evergreen for the first time, you should
plan to begin with a group activity rather than with an
individual contract. (Exceptions will normally be made
only for older and more experienced students who
cannot, because of obligations off campus, enroll in
Coordinated Studies programs or group contracts.)
If you can negotiate a contract, your faculty sponsor
will work closely with you in organizing the work initially and in evaluating it at completion. But during the
run of the contract, you should expect to meet for an
intensive working session with your sponsor for one
and only one full hour a week. Some individual contracts may fall naturally into small clusters and lead to
additional meetings of small groups; but you should
be aware that the sponsor's duties in preparation,
working sessions, and evaluation of all his students as well as his other commitments to the college - will
severely limit the time he can spend with you each
week. You should not expect that your sponsor will
have. answers. to all your questions or that your
sponsor will do your project for you. But you should
expect that he or she will know how to help you find
answers.

)0

As you move from a Coordinated Studies program or a
terminating Contracted Study to a new contract, you
should obviously make full use of the advice of your
current seminar leader or sponsor. You should take a
hard look at where you have been and where you
want to go. Because any contract wi II be worth not
less than one Evergreen unit (i.e., 1/45 of the total
credit required for graduation), you should prepare
for a new contract as carefully as you can by preliminary discussions with your prospective sponsor.
You should be prepared to ask some hard questions.
As in all other sorts of contractual arrangements, you
shou Id plan for the strongest possible results for your
investment of time and energy. However long the contract may run, whatever credit is to be awarded, and
whether it is simple or complex, you will be devoting
your full concentration to it and should make the most
of it. It will be your total academic assignment until
you have completed it.
What can you do under contract? The range of possibilities is very large, so long as the necessary resources
are available. Reading projects in history, philosophy,
literature, government, sociology, economics, scientific theory, and so forth; research projects entailing
the collection, processing, and interpreting of data
from documentary or laboratory or field investiga-

77

tions; mathematics; computer languages; creative
work in visual art, film, photography, music, playwriting, poetry writing, short-story writing; biological or
archeological expeditions; apprenticeship in a newspaper office or governmental agency; internship as a
teacher's aide or helper in a welfare agency; career-learning in a business office or industry - all of
these are possibilities.
If your contract
will involve
career-learning
off-campus, it should also provide for reflective analysis. It should either combine the internship with
reading and reporting assignments, or fit the performance of the career-learning duties into a larger project
which begins with background research and ends with
comprehensive reporting. You should identify a prospective sponsor and work with him at each step in
arranging an internship through the Office of Cooperative Education.
Signing Up: Once you have decided upon what you
wish to do and have found a prospective sponsor who
can help you, you and he will decide: Whether the
resources available at Evergreen or off campus can
support the contract you have in mind; whether you
are personally and academically ready to undertake
the particular project; and whether both of you can
agree on the terms of the contract.

58

In preparing a contract, you and your sponsor work
out:
.A short title for the project.
·A statement of what you wish to learn through it
and why.
·A description of any previous experience you have
had which relates to this project.

)J

·A summary of the activities which will take place
- the materials and techniques you will study; the
methods you will use; the facilities or locations
you will be working in; the people who may be
working with you .
•The support to be provided by the sponsor (and
other "subcontractors" on or off campus whose
assistanceis essential to the project).
.A description of the results which you wish to
achieve.
.A description of how you and your sponsor will
evaluate the work.
.A rough estimate of the duration of the contract,
under the assumptions that four Evergreen units
should represent one quarter of full-time effort but
that contractual credit is awarded for the successful performance of the project, not for the
amount of time spent on it.
When a project involves travel expenses, living expenses off campus, and any other special costs to the
student himself, the student should demonstrate that
he can defray such costs and do what he has contracted to do.
In filing a contract, one point remains firm: The two
important signatures on a contract are yours and your
sponsor's. Neither you nor he should give a signature
easily. If you cannot, or are not willing to try to live up

60

to the contract, then do not sign it. If the faculty
member advising you has doubts about your ability or
motivation, then he or she should not sign the contract.
Completion and the Portfolio
The contract, whether for individual learning or for
group learning, is not complete until you and your
sponsor have evaluated what you have accomplished,
how well you have accomplished it, and what kind of
advance this has represented in your academic career.
The sponsor will also transmit the remarks of any subcontractors who have·supervised part of your work.
The official portfolio - the permanent record which
represents each student's academic career at Evergreen will be especially important for those engaging in large amounts of Contracted Studies. Because there will be no standard program descriptions
to serve for easy reference, the contracts themselves
and the accompanying evaluations and samples of
work will constitute the evidence for what you have
done. Your entrance into advanced Coordinated Studies programs will depend upon the strength of your
past performance. Your ability to negotiate future contracts for more specialized work also will depend
upon what your portfolio tells your new prospective
sponsors about the quality of your earlier contracts.

61

~Ju&r

SAMPLE EVERGREEN STATE COLLEGE
LEARNING CONTRACT

Name

Short

1..1'"

I irs t

Faculty

In 1973-74, Evergreen began offering a number of
modular courses, each running for one quarter and
representing about one-fourth of the effort of a
full-time student. Modular courses are meant not to
compete with but to complement the main activities
of full-time students in Coordinated Studies programs,
group learning contracts, or individual learning contracts. Their meetings are restricted to late afternoons
and evenings so that they will not limit the flexibility
for scheduling activities within programs or contracts.
Most of them are also designed to accommodate Special Students and Auditors from the Greater Olympia
area.

Initial

Title

_

Sponsor

Additional

help

Beginning

Units

if essential

date

of Credit

to the contract

Approximate

date

__

_

of cornpletion

_

Purposes:

Previous

experience:

Activities

under

Support

Results

by the sponsor:

projected:

Methods

Does

Full-time students may participate in one modular
course each quarter only by arrangement with their
Coordinated Studies program faculty or contract
sponsors. They receive credit for participating through
the evaluations prepared by the faculty members responsible for their work in Coordinated Studies programs or in contracts. A part-time student may register
directly for a modular course and receive his evaluation directly from the faculty member offering the
Course.

this contract:

to be provided

of Evaluation:

this

contract

require

special

resources?

If

yes,

attach

explanation.

Student's

Sponsor's

62

COUJ7SeS

The offering of a limited number of modular courses
in 1973-74 was an experiment. The college wishes to
signature

signature

Date

Date

_

_

65

give some students options for greater variety in their
studies and accessto a somewhat wider range of faculty. It does not wish to fragment any student's effort
and responsibility into multiple, conflicting courses.
The modular course arrangements, then, can work
only so long as they support the commitment of
full-time students to the main offerings of the college:
Coordinated Studies programs, advanced group research contracts, and individual learning contracts.

-

Coopera:tWe EfJucalfmu
As an Evergreen student, you will have opportunities
to combine your study with practical on-the-job experience related to your academic program or career
interest. These opportunities are important for several
reasons: first, practical experience can enhance and
augment the knowledge you have gained in the classroom by providing you a chance to test and consolidate it; second, these opportunities will enable you to
explore a variety of possible career fields and to make
an early decision concerning the career of your
choice; and finally, you will be able to gain valuable
on-the-job experience in your chosen career at a time
when such experience will be most meaningful and
helpful to you.
The Office of Cooperative Education has been organized to assist you and your faculty Sponsor in locating
and arranging practical work experiences to match
your program of study and your career interests.
Working with your faculty sponsor and with representatives of business, industry, government and
community organizations, your Co-op Coordinator
can help you to locate and arrange credit-bearing internships or community service volunteer experiences,
counsel you on matters relating to internships and
volunteer placements and help you to resolve any

64

6;5

problems that may arise during the course of your
placement. To assist you, your faculty sponsor and
your coordinator, the office provides a wide range of
information and supportive services. These include:
.A comprehensive catalog ot internships available
to Evergreen students .
•A series of Academic Resource Components to aid
faculty sponsors and students in developing
reading and research assignments for certain kinds
of internships .
•A Field Supervisor's Handbook to help those who
work with Evergreen interns to better understand
the off-campus
program and the evaluation
process.
• Publication of the weekly "Co-op Memo" to keep
students, faculty and staff up to date on new developments in the Co-op program .
•A complete records and information system to facilitate placement .
•Ongoing developmental activities to insure that
new opportunities become available.
Co-op program activities include both internships and
I

I,

community

\~

service volunteer experiences.

Internships
Internships are program related work experiences
wherein the primary objective is learning and personal
growth. You may elect to intern full time or part time

66

0/

I

for periods ranging from a few weeks to a year or
more, depending upon your academic program, your
career objectives, the nature of the particular internship you have negotiated, and the arrangements you
have agreed upon with your faculty sponsor. Although
internships may carry a stipend or salary again,
depending upon the circumstances - in many cases
they do not.
Your first consideration in deciding whether to seek or
accept an internship should be the nature and quality
of the learning experience involved. The internship
experience should not be viewed as an alternative to
your academic program but should be seen as a/logical extension and continuation of it, enhancing it,
augmenting it, helping you to translate what you have

learned in the classroom into real, productive, tangible results. As an intern, you will have the opportunity to measure your abilities and skills in the most
important place of all - the real world in which you
will be working and earning and growing for the rest
of your life. But you will also have a responsibility,
both to yourself and to the College, to insure that your
internship experience is a valid, creditable learning
experience, that it does not become simply a way to
avoid the rigors of academic discipline, that it remains
more than just a job.
Normally, Evergreen interns receive full academic

68

credit for full-time work in the field. Many variations
on this may be arranged, including full-time work with
a part-time academic component and, for part-time
students, part-time work with no distinctively separate
academic component. The best combination to match
your academic and career objectives should be
worked out in advance between you and your faculty
sponsor.
Evergreen interns must be enrolled in one of the College's three major modes of study: Coordinated Studies, Group Contracted Studies or Individual Contracted Studies. The rules, covenants and requirements of both the mode and the particular program in
which you are enrolled will determine your eligibility
to do an internship. If you are enrolled in a Coordinated Studies program or a group contract, you
should not plan to intern unless your program has included internships in its planned activities. If you are
enrolled in Individual Contracted Study, you may wish
to plan an individual internship as all or a substantial
part of your learning contract or you may wish to include a minimal number of hours of internship activity
as a supplement to your readings, discussion and
other activities. Regardless of the mode of study in
which you are enrolled or the number of hours you
plan to commit to internship activities, you must have
approval in advance from an Evergreen faculty

€9

sponsor in order to receive academic credit for your
field experience. You must also clear any proposed
internship with the Office of Cooperative Education,
complete an Internship Agreement form and register
your internship with the office.
You should notify the Co-op Office well in advance of
the quarter in which you plan to intern. As soon as
you have contacted the office, you will be assigned a
Co-op Coordinator who will counsel and advise you
on matters relating to your internship, assist you in
locating and arranging an internship and work with
you and your faculty sponsor in resolving any problems that may arise during the course of your internship. Your Co-op coordinator can also assist you in
locating a faculty sponsor if you do not already have
one.
Evergreen Students have interned in a variety of career
fields, including:
Community Organization
Business
The Sciences
Law
Mental Health
Public Administration
Medical Technology
Management
Communications & Media
Political Science
Computer Science
Recreation
Corrections
Graphic Arts
Education
Fine Arts
Counseling
Advertising
Juvenile Rehabilitation
Public Relations

7°

Students and employers in all of these fields have
found the internship experience to be a viable, productive means for bridging the gap between theory
and practice, between campus and community, between classroom and job. But students have also
found that to be most effective as an educational instrument, the internship experience must be a carefully planned and fully integrated component of the
larger, broader, long-range academic program. And
they have found that a worthwhile internship experience means hard work. Before deciding whether or
not you wish to intern, you should carefully consider
your academic and career goals, the extent to which
you are willing to commit yourself, and the results you
anticipate in return for your effort.

Career Learning Internships
The Co-op Office recently began planning for the Career Learning Program, a structured program designed
to help students to prepare for careers in selected professional occupations. Students interested in this new
program (open to second and third year students only)
should contact the Co-op Office to obtain further information or to begin planning a long-range curriculum.
If you have any questions, write or telephone Ken
Donohue, Office Lab 1000 Telephone (206) 866-6391.

71

Community Service Volunteer Experiences
While at Evergreen, you may wish to volunteer your
services to the community without pay and without
credit. You may feel that you will derive adequate satisfaction from simply knowing that you have contributed in some measure to the improvement of the
world around you or from knowing that you have
added in some measure to your own personal growth.
If one of your objectives is to render service to others
- and if, for one reason or another, you do not expect to receive academic credit for your efforts _ the
College encourages you to become active as a community service volunteer.
Not everyone should become involved in community
service. Volunteer work requires the commitment of
time and energy and the development of trust. When
someone is hurting, begging off because of other
priorities can damage that trust relationship and destroy the good that has been done. But if you feel you
would really like to help, if you feel that you would
like to give of your time and your talents to one of the
many social or community service organizations in the
community, then there is a need for your services.
If you wish to be a community volunteer, the Co-op
Office can help you in many ways. The office maintains complete listings of agencies and organizations
needing volunteer assistance. The office is in direct

13

i
"1

,

contact with many of these agencies on a regular, routine basis and can provide you with information about
their activities, their objectives and their specific
needs. The office can also counsel and advise you on
the amount of time and effort which you might plan to
invest without interfering with your academic program
and other commitments.
Community
service volunteers
are needed for
hundreds of worthwhile projects. Depending upon
your interests and talents, you may wish to: collect
and distribute food to a needy family; sponsor a
person on parole or in prison; read for the blind or
senior citizens; stuff envelopes; answer phones or
canvass door-to-door for a fund raising campaign; or
perform any of a host of other tasks that need doing
somewhere, for someone - now.
In addition to placing Evergreen students both on and
off campus, the Co-op Office assists volunteers from
the community in identifying meaningful ways to
serve the College. Community involvement in the College has strengthened the ties between the College
and its neighbors and has helped us all to gain a
deeper understanding of one another. Like the student volunteers, volunteers from the community have
discovered that commitments of time and energy
cannot be taken lightly. But many have found the
deep satisfaction that comes from doing a job that

.74

would not otherwise have gotten done, a job that
perhap no one else could do.
The Evergreen Cooperative Education Program is designed to be flexible and elastic, to fit hand-in-glove
with the academic curriculum, supplementing it, enhancing it, expanding it. The Co-op philosophy at
Evergreen is based on the overriding conviction that
real learning cannot usefully be separated into "academic" and "practical" components, the one Occurring before graduation and the other occurring after
the student has re-entered the "adult" community.
Rather, as an Evergreen student you shall have the
Opportunity to develop very early the full range of
skills and talents required of today's educated adult.
The College urges you to make the most of this opportunity while you are at Evergreen. But we urge you,
also, to consider your objectives carefully and to decide whether you are willing to put into your Co-op
experience whatever is needed to make the experience productive and worthwhile.

L HE VNL[K-EIS IOIN.ED LOqETHEl<,.;AND

FJZ911 DI~r:.£R...E!'v"'C:ES- E--.!.:.ESULVS.

r

THE }[/f05 !3E~V7!;;:VLl-l21~D~
FTE:~CLIT\..T.5~
,~

Z5

rfie'Evaga:n~tErgz)
Whether in Coordinated Studies or on contract,
whether confronted with the responsibilities of an internship or with the intricacies of a problem in the
economics of ecology, students at Evergreen need
ready access to information and ideas. That's what our
Library is all about - information and ideas and easy
accessto them.
Traditionally, libraries mean books. That's as it should
be. Books are great sources of information and ideas.
As a matter of fact, they remain about the most convenient "teaching machine" available. Consequently,
we have more than 85,000 books for your use and
pleasure, indexed and cataloged in the best fashion
that we can manage to make them readily available for
you. Books imply print, or course, and print isn't restricted to what we know as a "book". In addition to
Our book collection, our print materials include more
than 2,000 serials - journals, magazines, and other
kinds of periodicals - and several hundred reference
volumes like encyclopedias, concordances, dictionaries, statistical abstracts, guides to the literature in a
host of fields, and many more.
But information and ideas are not accessible through
print alone. For this reason, we have collected for your
use more than 8,500 audio recordings, 15,000 slides,

11

models, art print, maps, and other realia, and a sizeable number of films and video tapes. Again, these
items are cataloged and stored in a way that makes
them easy for you to use and to enjoy.
~'Availability" is the key word here. If the information
and ideas, the facilities, and the people of the Library
are to serve you most effectively, they must be as readily available as possible. Availability depends primarily on two factors: systems of storage and retrieval,
and persons. The Evergreen Library has tried to make
its systems both comprehensive and simple - easy
for you to work. Systems can't do, however, what
people can do. People can listen to you, help you redefine your problems in ways that make them more
susceptible to productive solutions, and lend you a
hand in making the systems work in a manner that
most closely meets your needs and interests. We also
develop, as kinds of extensions of ourselves, handbooks, guides, and other tools to increase as far as we
can the availability to you of the information and ideas
that the Library represents.
We're not without our limitations, of course; but our
aim is to provide students with personalized forms of
relevant accessto our materials. But our services don't
stop there. The Library can help you to create the information that you require when such a step seems
appropriate. Staff members with special skills in pho-

18

tography, graphics, television, and audio recording
carry a basic responsibility of making available to you
their abilities, along with some very contemporary
production equipment of precisely the sort used in
industry. When you need to, then, you have ample aid
available to make your own "software" for your programs of study or for special projects of personal significance to you.
We need to make ourselves clear on this matter; like
all of Evergreen's units, we try very hard not to make
or even to imply promises that we can't fulfill. Because
we are limited in our resources, we may not be able to
help you to do everything that you want to do, to
supply help that we have available exactly when you
would like to take advantage of it, or to put in your
hands the book or bit of equipment that you need at
the very moment that the need becomes apparent to
you. We can serve you best if you plan ahead and give
us some advance notice of what you expect from us.
As a new Library in a new institution, we need your
patience and your help as we gear ourselves to offer
the kinds of services that we have indicated here. Our
basic business is to make your access to information
and ideas easy and effective, enjoyable and intellectually rewarding. We'll do our best to meet your needs
as fully and as comfortably as we can; you can help by
letting us know what you require as early as you can.

v

You can also help by giving us your suggestions for
new additions to our holdings - books, records, art
prints and slides, or other resources in ideas and information. We also regard it as valuable to collect in the
Library any significant work done by Evergreen people, whatever the forms that they use to make their
own contributions to the world's store of data and
thought.
Beyond its collection of books and other items and in
addition to its staff of helpful people, the Library defines a place and a climate. Our plan is to make the
place a pleasant one that everyone can use constructively in his own appropriate manner. As for the climate, we hope that it will encourage conversation and
discussion, serious and determined intellectual work,
both verbal and graphic expression, College-wide
communication, exciting explorations of the complex
realms of thought, and the private relaxation that all of
us occasionally need.
Like any dynamic place and climate, the Library
changes. One of the reasons for these alterations lies
in the sheer fact that not everything in the Library can
be held permanently. We often mount displays and
exhibits that, in one way or another, reflect the many
different aspects of life at Evergreen, in the immediate
community of which the College is a part, and in the
larger world. Pluralistic in concept and sometimes

80

8~

productively controversial, these occasional elements
in the Library's program are always planned for their
reasonably wide interest, their stimulating qualities,
and their potential enrichment of our ongoing educational venture.
In this statement about the Library, we're troubled by
the abstract tone that brevity seems to entail. Through
a very few examples, let us try to put some vital flesh
on the bones of our generalizations: (1) The entire
non-print visual collection is being put on color and
black-and-white microfilm, so you can preview in seconds a whole set of slides, prints, maps, etc. (2) All of
our audio recordings are on cassette and in specially
designed containers on our shelves to provide you
with the easiest possible access. (3) Our facilities and
equipment are extensive enough to permit you, if you
want to, to learn how to record a symphony orchestra
quadraphonically or to produce your own TV show.
On your part, of course, you must give us suitable notice and allow enough time so that we can provide the
help and schedule the gear that you will find most
useful.
Finally, working with the Library is a cooperative affair.
In using the Library, you are inherently sharing a reservoir of information and ideas with other people. We
hope that this fact of sharing will become both apparent and valuable to you. What is useful or fun for

82

you probably is needed or can be enjoyed by others. If
you "rip off" the Library, then, you are denying to
others the availability that belongs to all.
In effect, you are ripping off your fellow students, your
teachers, and your friends. Similarly, if you fail to respond to our requests for the return of materials that
you have borrowed, then you also are denying that
crucial factor of availability to others. We feel particularly strongly about this matter because we don't loan
books or other materials by fixed time periods; within
any quarter, you can retain an item from the collection
for as long as you need it. The system works, however,
only if each person promptly returns his withdrawals
when somebody else needs them.
In sum, the Library is a cooperative effort to maximize
the availability of information and ideas for Evergreen's people. If its emphasis is on books, it acts on
the awareness that information and ideas come in
other kinds of packages, too. If it has tried to install
the best systems of storage and retrieval that it can
afford, it also has remembered that persons _ the
people on its staff - are essential in serving the needs
of users of the Library, who are also people. Most of
all, the Library's collections, staff, facilities, and climate all aim at the same target as the rest of the College furthering intellectual growth and the skills
and understandings that are the hallmark of a useful
education.

8.)

T!ie Can7jlUter

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It is important for every educated individual in today's
world to know something about computers and the
way they are programmed to process information and
"make decisions." Computers directly influence our
lives in an increasing variety of ways. The crucial issues
involved in society's use of computers are far too
important to be left only in the hands of experts.
Evergreen owns a capable minicomputer system, the
Hewlett-Packard 2000e. This system is interactive and
can react to 32 users concurrently. Most important, it
serves a variety of needs in a wide range of student
learning, in calculation and in research. Because the
system has the capability of immediate response to an
operator's input, it can detect many errors immediately and reinforce correct computer syntax, encour-'
aging rapid learning of the computer language. The
interactive mode of operation typically keeps interest
high and minimizes the tedium of most data processing tasks. An immediate solution to a specific
problem often leads to a more thorough and meaningful exploration and solution of the larger problem.
For many social science simulations, economic games
and other applications that benefit from man-machine
interaction, interactive computing provides a satisfying and exciting medium for learning and for coping

84

I
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with large amounts of information and intricate relationsips in sets of data.
Computer Services staff members are available to help
students, faculty and administrators make effective
use of computer technology. Frequently the scope of a
project can be expanded when one considers the full
potential of computer processing compared with a
manual analysis of the data.
Through a series of seminars presented by Computer
Services or through self-paced study, large numbers of
Evergreen students learn how to use a computer as an
aid in their studies, to make calculations and for recreation. They work with the typewriter terminals and
cathode ray tube display terminals
on campus.
Through the use of Dartmouth BASIC, a deliberately
simplified computer language, most students find that
they have a working knowledge of this programming
language after only a few hours of study.
Students, staff and faculty have two main modes for
using the interactive computer. In one mode, they
learn the BASIC language and create their own programs, simulation games or calculation. In the other
mode, they use a program previously developed by
someone else to solve a specially defined problem.
Several computer-aided instructional packages have
been developed or implemented at Evergreen to help
illuminate units in the Coordinated Studies programs.

80

Other computer-based units are available for students
with special interests, such as computer graphics, foreign language study, mathematics and chemistry. For
recreational purposes, students frequently use a terminal to playa simulated game of blackjack, golf,
bullfight or sea-war.
For those with computational requirements too large
or specialized for BASIC, Evergreen has a Remote Job
Entry terminal for direct access to a large off-campus
computer and has arranged for the use of several
other substantial computers off campus.
An analog/digital hybrid computer system supports
computer graphics and can be used to solve differential equations typical of quantum mechanics, fluid
flow, and other physical and electromagnetic wave
equations. The graphic solution to an equation may be
displayed instantaneously on a cathode ray tube. This
system is also used for modelling and simulation.

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SGJen:tServices: T1ieI?ea
Activity outside the formal academic program represents a significant portion of every student's educational life at Evergreen. The Division of Student Services has as its central purpose the encouragement
and facilitation of student growth. Its aim is to help
students develop themselves intellectually, personally,
and socially by providing professional services, programs and facilities that will aid this vital process. To
fulfill this genuine commitment to people, the College
provides students with easy and quick access to services in such fields as financial aid, career and personal guidance and counseling, placement, recreation
and co-curricular activities, and health.
These services are designed to identify personal interests and problems and to offer a broad base of alternatives in response to them. All of our staff energies
and talents are directed toward the student's becoming a more constructive,
problem-solving,
self-directing person. We view the entire campus
community as a learning environment, rather than a
fragmentation of formal academic programs and traditional supporting services. Student Services objectives
emphasize these major goals:
1. To provide information, mediation, and counseling to help students deal in an informed way

88

~

with changing life styles and their influence on
the individual.
2. To create a more open system for intensive involvement of students in activities, programs,
and services that positively affect their lives and
to extend every possible avenue for their participation in evaluating all aspects of campus life.
3. To establish both the formal and the informal
linkage with the academic faculty that will facilitate a common concern for the development of
students, a shared interest in Evergreen, and a
unified conception of the College's educational
obligations.
4. To build a mechanism by which the College can
seek and rapidly respond to expressed student
concerns so that any gap between the institution
and its largest internal constituency can be dealt
with openly and kept minimal.
Student Services are of value if members of the academic community and local citizens not only utilize
services but become involved in planning, program
operation, and evaluation. Our success depends on
precisely this broad base of involvement, bringing
diverse people together to work on common tasks
and to learn to understand each other more fully.

JO

Counse!f!3 Services
Evergreen provides a variety of counseling services to
all enrolled students and employees. Their use is entirely voluntary and without cost. The level of our
ability to help is largely dependent on recognition by
the individual that he or she sincerely wants help in
coping with a problem. Workshops, developmental
seminars, and other forms of group activity and counseling can be generated as student interests develop.
In some situations, a referral to a more appropriate
Source of aid may be needed. In such special fields as
psychiatric care, the College enlarges its own capabilities by contracting for professional service as needed
and when funds are available. Counseling relationships are strictly confidential. No information will be
released without written request from the individual.
Counseling Services has three basic emphases. The
first is basing the role of the counselor and of Counseling Services on a developmental rather than a therapeutic framework. This developmental approach
blends traditional and new concepts. Individual counseling, group counseling, occupational and educational information, and other programs are all relevant
to the developmental approach. Utilizing this approach, we attempt to counsel students in such a way
that they learn the techniques involved in prob-

))~

sources for mental health, such as the Crisis Clinic of
Thurston-Mason Counties, Thurston County Mental
Health Center, and other community agencies as it
becomes appropriate.

lem-solving rather than emphasizing only the solution
of the immediate problem. The second emphasis is
movement away from a center and into the community to create programs based primarily on prevention
rather than remediation. For example, the student
aide program, an extension of Student Services coordinated by Counseling Services, is located in Building
"A" of the residence halls. The main objectives of this
program include providing aid in: working through
roommate difficulties and differences in life styles;
responding to crisis situations; informal counseling;
and facilitating
information
and communication
through workshops, seminars, and group activities.
The third emphasis is a mobilizing of community re-

92

Numerous students have found our career-planning
resources useful in identifying their initial vocational
goals. With help through counseling, students can
apply vocational objectives to planning programs of
work and study. We attempt to create in the student
not just the idea that he must choose an occupation
but that he faces a series of developmental tasks extending indefinitely into the future, all demanding
continual decisions and growth and the development
of new skills and abilities. Counseling Services works
with the offices of Financial Aid and Placement and
Cooperative Education and the Library to collect a
wide variety of resources ranging from general occupational information to data on specific professional
fields.
Nearly all faculty and staff carry responsibilities for
Some type of counseling and advisement; therefore,
Counseling Services tries to supplement these activities, to offer special kinds of help, and to respond as
best it can to any unmet human needs. Counseling
Services is open weekdays and occasionally in the
evenings and on weekends. The student aide program
functions evenings seven days a week.

9J

I II
C7-fealth S ervia»
The Evergreen State College maintains Health Services
with one part-time physician, one full-time nurse, and
qualified student aides during regular clinic hours. The
physician is available for half-days between Monday
and Friday. Beyond providing routine health care for
students without charge, he lends professional support in the areas of health education and preventive
medicine, and in cases of emergency. If health needs
cannot be handled on campus, the staff makes every
effort to provide appropriate referral to other resources within the Olympia community.
Health Services extends its hours into the evening and
weekends. When possible, Health Services programs
are sponsored in on-campus resident facilities. Emergency facilities are available in the emergency room at
st. Peter Hospital, the Olympia branch of the Group
Health Cooperative of Puget Sound, and, in some
cases, through private physicians.
We make every effort to develop a greater concentration of health services on campus while still requiring
a high degree of interaction and cooperation between
the College and the medical community of Olympia.
Public and private persons with expertise in health
services are involved with students, faculty, and staff
in a variety of activities. The services include family

planning clinics, drug awareness workshops, first aid
training sessions, and much additional work in preventive
medicine,
health
education,
and
health-related concerns. We have found that students
are curious and vitally interested in their own personal
health needs. Our Health Services staff makes every
effort to counsel and openly discuss diagnosis and
treatment with the student in order to provide him
with a learning experience.
The College health insurance program is partially intended to encourage students to form and to maintain
relationships with physicians, either in their home
communities or in Olympia. Evergreen's insurance
policy is optional, but it provides additional support to
students. Because our health program is not a comprehensive one, students are strongly urged either to
take Evergreen's policy or to be certain they are covered under other means elsewhere; i.e., through their
parents' family insurance plan.
We urge all students to complete the Student Medical
Record form prior to enrollment. Vitally
important
data from the form greatly assists the Health Center in
delivering individual services.

~

91'

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~reati1m ~

C~71r!tJvitUs

Under this program, we extend opportunity for members of the campus community to engage in a rich variety of recreational, cultural, and social outlets which
promote physical conditioning, relaxation, development of interests, hobbies, and talents. Minimally, a
person should be assured of positive cultural enrichment and appropriate entertainment through audience participation.
Evergreen students may engage in several types of recreation and campus activities, some of which may be
engaged in for purely "recreational" purposes, some
for academic purposes, and others for lifetime values
gained through the learning of selected skills. Sports
recreation at Evergreen can be either formal or informal. Although the level of interest for a given activity is expected to change with some regularity, our
present list of sport clubs and organizations incudes:
bicycling, fencing, gymnastics, kayak and canoeing,
yachting, jogging, judo, karate, rugby, scuba diving, tai
chi, Kung fu, skiing, soccer, and climbing. All of these
organizations offer basic instruction; some offer advanced instruction. In addition, special workshops are
scheduled periodically to provide introductory skills
in such areas as rock climbing, sailing, and recreational arts, which includes ceramics, glass blowing,

9°

metal sculpture, jewelry, leather, batik, and macrame.
A wide variety of intramural sports is open to anyone
who wishes to participate. These include archery, basketball, bicycle racing, cross-country, field hockey,
flag football, golf, handball, racketball, pool, sailing,
soccer, softball, swimming, table tennis, volleyball,
water polo, weight lifting, and wrestling.
Students who desire to take part in other types of
formal campus activities may be interested in the following organizations: The Modern Dance Club, Jazz
Dance Group, Ballet Club, KAOS FM Radio, The Faith
Center, Drama Club, The Paper, MECHA, The Native
American Students Association, UJAMAA, and the
Women's Commission. These organizations offer educational resources; some serve as a meeting place for
racial minority groups and women. Most of these activities have headquarters in' the College Activities
Building or in the Library Building.
The College Activities Building contains food services,
bookstore, a full-service bank, post office, games and
lounge areas, in addition to some student activity off-

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ices.
The Campus Recreation Center includes an elevenlane swimming pool; a separate diving well; a
sun deck, two sauna baths and large showering and
locker rooms; a multi-purpose room for dance, karate, exercising, etc.; separate weight-training rooms

for men and women; five handball/racketball courts;
and a meeting room. Since this facility serves as the
hub of indoor recreational activity, it remains open as
many hours during the week as possible and on a
more limited basis on weekends. We supplement indoor facilities by operating a smaIJand weIJ-equipped
but temporary all-weather gymnasium in the campus
utility plant. This facility includes two basketball
shooting stations, two volleybaIJ and badminton
courts, a gymnastics climbing rope plus selected additional gymnastics equipment. A recreation pavilionan unheated but covered facility - includes two basketbaIJcourts and two tennis courts. Outdoor facilities
include a large playfield which facilitates field hockey,
flag footbaIJ, rugby, soccer, and softball. Although the
CoIJege Owns 3,300 feet of undeveloped beach front
on Eld Inlet, the majority of the members of the Evergreen community prefer to leave most of the waterfront undeveloped until systematic plans can be advanced to assure protection for this fragile ecosystem.
The Recreation BUilding equipment center has a wide
variety of equipment which can be rented or, in some
cases, borrowed free of charge. Included are such
things as crampons, ice axes, climbing rope, packs,
stoves, tents, canteens, cook sets, and hard hats. In
addition, game bags containing vol/eybal/s, nets, softballs, etc., are available. The Geoduck Yacht Club is

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custodian of two C-Larks and one Snipe. These boats
can be used free by club members, or they can be
rented at selected times by non-members. Instruction
in sailing is offered by the club.
Any student who desires financial support for an activity which he or she feels is of campus-wide value,
may submit a request for funds to the Services and
Activity Fee Review Board. This board, which falls
under the jurisdiction of the Director of Auxiliary Services, is composed of eight students selected randomly, who are willing to serve for staggered threemonth terms. During the past year, several of the
clubs and organizations previously mentioned re-

Ad ai0 Y{acementJ

Financial Aid
Genera/Information
Students who expect difficulty in meeting the costs of
college should apply for help through the Office of
Financial Aid and Placement. Evergreen's goal is to
provide every needful student with sufficient financial
assistance to make his attendance possible. Awards
from the College's aid programs rest strictly on personal need and can only supplement the contribution
of the student and his family. Assistance may take the
form of employment, grants, loans, scholarships, or a
combination of these possibilities.
Most of the aid offered by the College is open only to
full-time students. In order to continue to receive
financial aid, a student must complete nine (9) units
each academic year and a minimum of three (3) units
in a given quarter (the Law Enforcement Education
Program and the Basic Educational Opportunity Grant
are exceptions to this rule).
The College expects the student's family to contribute
as much as possible toward the cost of his education,
and financial aid recipients are expected to adhere to
a modest budget. The partnership into which the College enters in providing financial aid to the student

ceived funding from this board.

"100

101

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involves a commitment on the student's part to provide a substantial contribution toward his college
costs from such sources as summer savings. Aid will
not ordinarily be awarded to enable a student to pay
installments on an automobile, to repay prior obligations, or for long-distance transportation. Students
who have chosen not to accept available family aid,
and students whose parents, although able, have
chosen not to contribute to the costs of college, are
eligible to apply for some forms of assistance. For instance, a number of on-campus jobs do not require the
applicant to demonstrate significant need, nor is stringent need-analysis a criterion for the Federally Insured
Loan Program or for off-campus placement.
Students should not rely on the availability of ready
employment in the community as a means of financing their education. Although the placement
center will provide every assistance in locating work,
the pool of part-time jobs in the Olympia area is very
small and competition is keen. Further, the flexible
nature of Evergreen's coordinated and contracted
Studies program schedule often does not lend itself to
the typical "be_here_every-dayat-three"
part-time
job.
Students who have temporary financial problems at
The Evergreen State College may apply for emergency
loan assistance. Any student may inquire about scho-

larships awarded by off-campus agencies, some of
which do not consider need as a major criterion of
award. All students are encouraged to seek general
financial counseling and help in the personal management of money at the Office of Financial Aid and
Placement. Information on financial aid at other colleges is readily available, as is information on summer
and career placement. See "Student Accounts/Fees
and Charges" in this bulletin for estimates of annual
costs for students attending Evergreen.

Financial Counseling
The College makes financial counseling available for
any student wishing assistance with family budget
management, estimates of college costs, economical
food-buying techniques, the economics of study
abroad, and information on nutrition. In addition to
individual counseling, the office holds periodic seminars on these subjects. Students who intend to
transfer to other schools should seek assistance from
this office in obtaining and completing financial aid
applications and scheduling interviews
with financial
aid counselors at their new schools. Veterans with
temporary need who are not eligible for institutional
aid may receive information on other sources of assistance.

~

1.°3
102

procedures
Students who wish to be considered for aid should
complete The Evergreen State college financial Aid
Application and return it to the college. The appropriate college scholarship Service Confidential Statement _ either the Parents' confidential Statement or
the Student's financial Statement as indicated below
_ must be submitted to the College scholarship Service before the application can be considered. confidential statement forms are available from high school
counselors or from the office of financial Aid and

Application

Placement.
Parents' Confidential Statement must be completed by "dependent students." That is, students
who have, during the calendar year in which they
will receive aid or during the prior calendar year,
(1) been claimed by either parent for federal in-.
come tax purposes; (2) received more than $600 in
aid from his parents; or (3) resided with parents for
four months or more.
Students' Financial Statement should be completed by "independent
students." That is, students to whom none of the three points listed
above applies. Unmarried students over 23 years of
age and married students over 21 wishing to establish independence, who have lived apart from their

1;-01'

~O/

parents for two years, may attest to that fact by
signing the "Independent Student's Statement" on
the College application and having the statement
notarized. Unmarried students under 23 and married students under 21, as well as other students
seeking independent status who cannot demonstrate two years of independence, must request an
"Affidavit of Non-Support" form from this office
for their parents to sign and have notarized.
Summer Quarter
Applicants for Summer Quarter assistance can rely
only on the Federally Insured Loan, employment other
than College work-Study, or other off-campus resources. With the exception of the emergency loans,
no college-administered aid will be available during

of July 1, which allows more students to apply, precludes any earlier award announcements.
Those students applying after the beginning of Fall
Quarter, or student applicants entering from the admissions waiting list, should enter with resources of
their Own sufficient to cover living costs and tuition
for at least their first two months of attendance. They
should not rely upon aid from the College as a probable resource.
Programs
A brief description of the requirements and regulations attached for each financial assistance program
follows. Further details on any program are available
from the Office of Financial Aid and Placement. The
College awards these programs individually
or in
combination depending on the needs of each student.

Summer Quarter.
Deadlines
Applications for aid during the 1974-75 academic year
must be received by July 1. The Parents' Confidential
Statement must be mailed to the college scholarship
Service at least two weeks prior to the above deadlines. Needy students applying after July 1 will be
aided if funds are available. Applicants will receive
acknowledgement when their applications are complete and wi II be given an estimate of the total of their
awards. The specific nature of their awards, however,
will not be announced until after July 15. Our deadline

Loans
The majority of aid funds is in the form of loans. Almost every aid recipient, therefore, must accept some
part of his aid in the form of a loan.
National Direct Student Loan Program. This program provides long-term, low-interest, loans for
qualified students in any program of study at Evergreen. Terms and conditions include these stipulations: (1) Students may borrow up to $2,500 total
during their first two academic years and not more

201'
'1.06

than $5,000 during their entire undergraduate careers. (2) Borrowers must be citizens or permanent
residents of the United States. (3) Quarterly repayments on the loan begin one year after the borrower leaves school, and the interest begins to accrue nine months after the borrower leaves school
at three percent simple annual interest. No interest
on the loan accrues prior to the beginning of repayment. Payments are at a minimum of $15 per
month and the loan must be repaid within ten
years. Borrowers who become full-time teachers in
Head Start may have 15 percent of their loans cancelled for each year of teaching in that program.
Borrowers who become teachers in schools where
there is a high concentration
of students from
low-income
families and those who become
full-time teachers of the handicapped in public or
non-public elementary or secondary school systems may have their loans cancelled as follows:
First and second year _15 percent per year; third
and fourth year _ 20 percent per year; fifth year
_ 30 percent. Veterans who served in an area of
hostilities may have 12.5 percent of their loan cancelled for each year of such service up to four
years.

Insured
Loan Program. This program
provides loans to students of up to $2,500 a year
through participating banks, credit unions and sav-

Federally

loB

ings and loan associations. It was designed to aid
students from middle-income
families who may
not ordinarily qualify for college-based aid. The
loan is guaranteed by the federal government and
the annual interest rate is set at 7 percent. Many
students qualify for federal interest subsidies,
under which the federal government will pay all
interest charges until ten months after the student
leaves college.
Emergency Loan Program. Funds for this program
are donated by businesses, service and professional organizations, and individuals in the community. The program is designed to aid students
who face temporary need by providing loans of up
to $100 for not more than 90 days. Borrowers may
apply by means of a personal interview in the Financial Aid Office. A borrower must be enrolled
for at least three (3) units. Simple annual interest is
set at 6 percent. Emergency loan funds available
include:
The Gladys Burns Student Emergency Loan Fund
The Garrett Heyns Memorial Loan Fund
The Leona M. Hickman Student Emergency Loan
Fund
The Southwest Washington State College Committee Emergency Loan Fund
The United Methodist Church Student Emergency Loan Fund

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The Richard C. Watts Memorial Loan Fund
The Donald Heard Memorial Loan Fund
College Long-Term Loan Program. Sources of .this
program include community donors and Services
and Activity Fees. It provides loans of up to $300
for periods of up to twelve months. Eligibility requirements and application procedures are the
same as for the Emergency Loan Program.
United States Loan for Cuban Students. Full-time
students who are Cuban Nationals and who are
unable (as a result of action by the Cuban government) to receive support from inside Cuba, may
apply. The maximum loan is $1,000 per year; repayment commences one year after graduation at
the rate of 3 percent. Students who believe they
may be eligible should contact the Office of Financial Aid and Placement as far in advance of the
academic year as possible.
Leona M. Hickman Long-Term Loan. The Trust
Department of Peoples National Bank in Seattle
administers the Leona M. Hickman Loan for male
residents of King County enrolled full-time. The
student must demonstrate significant financial
need and may apply for loans up to the amount of
school-related expenses. Applications are available
at the Trust Department, Peoples National Bank, or
through the Office of Financial Aid and Placement.

11.0

The interest rate is 5 percent per year plus a credit
insurance premium. Repayment commences upon
graduation; interest is paid by the recipient while in
school.
Grants
Basic Educational Opportunity
Grant Program. This
program provides grants of $1,400 (minimum: $200),
minus the expected family contribution, but may not
exceed 60 percent of a student's need. Information on
application procedures and guidelines for determination of expected family contribution will be available
in the Office of Financial Aid and Placement when
announced by the United States Commissioner of
Education.
Supplemental
Educational Opportunity
Grant. This
program provides grants ranging from $200 to $1,500
but not to exceed one-half of the total amount of the
student financial aid provided to the student by the
College, to undergraduate students whose need is
acute. Students may not receive in excess of $4,000
under this program during their undergraduate
courses of study unless they pursue an approved fifth
year of undergraduate study, in which case the maximum becomes $5,000.
Washington State Tuition Waiver Program. By authority of an act passed by the 1971 State Legislature, a
limited number of tuition and fee waivers are granted

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for a tu ition grant. In-service or pre-service students
may apply for tuition loans if they are enrolled for two
units or more. Loan recipients must be enrolled in
studies suitable for persons employed in law enforcement. Grant recipients must agree to continue employment in their current law enforcement agency for
two years after graduation. Should they fail to do so,
the grant becomes a loan repayable at 7 percent per
year, with repayment beginning six months after the
recipient leaves school. Loan recipients who, after
leaving school, are employed in a public lawenforcement, correctional, or court agency enjoy a 25 percent
forgiveness of the loan for each year of employment
up to four years.
Food Stamp Certification Service. The College offers a
Food Stamp certification service for qualified students
under the supervision of the Washington State Department of Social and Health Services. Bonus
amounts may range from $100 to $350 a year for qualified students and help to bridge the gap between
available student aid funds and student need. Applicants should inquire in person at the Office of Financial Aid and Placement.
Employment
College Work-Study Program. The College receives
federal funds to create a wide variety of school year
jobs, both on campus and in the community, for stu-

to needy students under the same general criteria as
those of the Educational Opportunity Grant Program.
Washington State Need Grants. This program, administered by the Washington State Council on Higher
Education, provides up to one-half of a student's
need. Nominations are made by this office for students of exceptional financial need whose family incomes are inordinately low.
Institutional Scholarships. Awards from the following
scholarship funds are made by the College annually
solely on the basis of need; they range in amount
from $75 to $100 annually:
The Ward Bowden Memorial Scholarship
The Roger F. Camp Memorial Scholarship
Donor-Designated Scholarships. The Office of Financial Aid and Placement has information on dozens of
scholarships awarded by organizations not connected
with The Evergreen State College. Announcements of
available scholarships are made each winter and further information and application forms are available
from this office.
Law Enforcement Education Program. The Department
of Justice offers a financial aid program to students
whose major areas of study are in the fields of administration of justice, law enforcement, or corrections, or
who are employed in these fields. Any student currently employed in these fields (in-service) may apply

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dents whose financial need is significant. Students
may work no more than 15 hours per week and receive compensation at a rate of $1.83 to $3.50 per
hour. Every student in this program must be an American citizen or in the United States on a permanent
visa. The College can only offer the opportunity for
Work-Study employment; it cannot guarantee employment nor retention of a position. Employment
depends on skills and performance and is the prerogative of the employer.
Part-Time Employment. The Office of Financial Aid
and Placement maintains a listing, screening, and referral service for part-time positions with employers
on campus and in the community.

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Career Placement
The Office of Financial Aid and Placement provides
students with access to career, summer and part-time
employment opportunities, assists them in attaining
their career goals, provides informational support to
Counseling Services in its function as a career guidance center, and offers liaison and mediation services
to employers and student employees. Students should
seek career counseling from Counseling Services as
soon as they enter The Evergreen State College.
The placement center staff maintains contact with
local businesses, industry, state, federal and local government, and other placement agencies to develop
job opportunities, share listings, and monitor job
openings. The staff keeps listings up-to-date, counsels
job applicants and refers them to prospective employers. Employers are encouraged to interview students on campus and to join student placement seminars to share their knowledge of the world of work. In
coordination with Counseling Services and the Office
of Cooperative Education, the placement staff seeks
information on job forecasting and employment
trends from a variety of sources. The development of
employment opportunities also involves a strong
emphasis on vocations for social change or alternative
placement for those students who prefer not to make
a career choice immediately after graduation. Oppor-

114
11)

tunities range from Peace Corps service to inner-city
volunteer work. The office maintains an extensive contemporary library section on vocations and a tape library on career fields. Several placement-related
training programs are operated by the placement
staff: general orientation for students, faculty and
staff; seminars to acquaint College Work-Study Program employers with the requirements of the program; specific job-skills development sessions in cooperation with various on and off-campus employers;
and seminars in job-seeking techniques. The office
holds a weekly seminar from September to May
dealing with topics of interest to seniors.
The office also concentrates its efforts in such singular
areas of job development as veterans', women's and
minority
placement.
It maintains
reciprocal
out-of-area placement agreements with colleges in
other parts of the nation, assists Counseling Services
in graduate school placement, and maintains a credential file service by which graduates may have portfolios indexed according to career area forwarded to
prospective employers.

veterans~-rrair8
The aim of the Office of Veterans' Affairs is to provide
each Evergreen veteran with the information and services necessary to his success at the College. The
Office serves as a clearinghouse for information pertaining to veterans. It assists in preparing veterans for
post-secondary education through tutoring and skills
development programs. It actively recruits veterans
within the College's service area, and counsels and
refers veterans to appropriate service agencies for
counseling, financial aid, placement, and other assistance. Continued operation of this office is in part contingent on funding by the U.s. Office of Education
under the Veterans Cost-of-Instruction Program. If
funded, the Office will continue its present operation
in 1974-75.

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Current ITograms
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At Evergreen, we seek to offer a variety of new Coordinated Studies programs, new group learning contracts, and new opportunities for individual learning
contracts each year. A Coordinated Studies program
will be repeated only with a modified design and with
changes in the faculty team leading it.
You should not expect, therefore, to find the 1973-74
programs in operation next year. Even if some of the
program titles appear again and even if some of the
same faculty team members are involved, the programs will have been largely altered by our experience. We shall continue to value growth and change
over mechanical repetition within hardened categories.
The summaries which follow describe work done and
work in progress; they are presented here for the sole
reason of giving you some idea of how we go about
the enterprise of higher learning. For if you choose to
join us, you will be enrolling in the college, entering
our particular climate, rather than signing up to take
one specific program or prearranged sequence of programs.
These programs are designated as Basic or Advanced.
Basic programs are open to students beginning their
undergraduate careers and to any more advanced stu-

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dents who are interested in the topics and methods
which the programs will concentrate upon. Advanced
programs are open to full-time students transferring
their work to Evergreen at a third-year level, to advanced part-time students if space and program design
allow for them, and - by consent of the program staff
to some beginning students whose interests and
previous experiences will enable them to carry out
these more specialized and demanding assignments.

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It is very important for you to remember that all of the
Coordinated Studies programs described in The Evergreen State College Bulletins are 1973-74 programs
and not 1974-1975 programs.
The programs that we will offer in the fall of 1974,
from which you will choose, are not listed in this Bulletin. They will be listed and described in a supplement that will be mailed to admitted students early in
the spring.
While the 1974-1975 programs will be different from
the 1973-1974 programs, they will cover essentially
the same range of disciplines.
Remember, Coordinated Studies requires you to read
good books carefully, to do a lot of writing, and to
learn to hold seminars about the books and your
writing.
One final word of explanation - normally, any advanced students may take a Basic Program. Advanced
Programs do have prerequisites. These will be mentioned in the detailed descriptions contained in the
supplement to be mailed in the spring.
In 1973-1974 we offered nine Basic Programs:
Nature and Society: A Scientific Approach
A Matter of Survival: Ecology in Transition

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Man and Nature
P.O.R.T.A.L.S.
The Individual in Contemporary Society
Democracy and Tyranny
Words, Sounds, and Images
Form and Function
Native American Studies
and, six Advanced Programs:
Matter and Motion
The Ecology of Pollution
Power and Personal Vulnerability
Freud and Jung: An Approach to the Humanities
Dreams and Poetry
America's Music
You will find brief descriptions of these programs on
the following pages.

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Three Quarters
Basic
Four Units Each Quarter
Nature and Society examines our natural and social
world in an interdisciplinary context. Students devote
a major portion of their time to learning basic concepts of both the social and natural sciences as well as
mathematical and communication skills requisite for
further study of these disciplines. The program also
takes as one of its fundamental assumptions the view
that beginning students should discuss the nature of
the social and natural sciences and their relationship
to society. Nature and Society prepares students for
intermediate work in the physical, biological, behavioral, or social sciences.
Approximately half of the program effort is devoted to
"core seminars", with approximately 20 students and
one faculty member, on the methodology, history,
philosophy, and social implications of the natural and
social sciences. Mathematics, including calculus and
statistics, is taught on a program-wide basis, and remedial help in reading and mathematics is available.
The balance of the program (lectures, seminars, laboratory work, etc.) involves a series of short topical

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and/ or problem-oriented modules such as Architecture of Matter;
Environmental Decision-Making;
Human Nature; Law, Custom and Society; and Photosynthesis, which introduce the concepts of the social
and natural sciences and their applications.
Students also may undertake individual projects or
internships related to the basic objectives of the program.

LAflafter

Of Survival

Eco~ in Transition.
Three Quarters
Basic
Four Units Each Quarter

A Matter of Survival investigates the problems that the
human species faces today, and looks for understanding and solution through the study of the nonliving environment of humans, the general principles
of biology, a view of human beings as biological creatures, a subsequent view of humans as cultural and
social creatures, and, finally, in-depth views of humans in different social and cultural settings. Program
Components:
The core material of this program includes a series of
questions regarding the earth as a planet. Next, the
principles of biology are traced from abiotic to biotic
substances. The following section studies man as a
biological creature with respect to certain organ systems, nutrition and health. The next core topic views
man as a cultural creature, inspects the evolution of
culture and society with respect to the environment,
and studies social and cultural adaptations to these
environments.
The core material concludes with
in-depth investigations of several different societies
and their relationships to their environments.

124

l2:5

The Good Life Seminar involves groups devoted to
fundamental communications skill development, and
discussions of personal reaction, growth and values.
Workshop and Projects - Students take part in both
workshops and projects. Workshops are generated by
both the faculty and students, and include: environmental health problems, propagation of plants, myth
and religion. Projects are student initiated. They are
related in content to the program and include presentation of results to the whole program.

Man

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Three Quarters
Basic
Four Units Each Quarter
The theme of this one-year Coordinated Studies program is man's ageless quest to understand himself and
the universe around him. In the course of history, this
quest has led man to philosophy, religion, science,
and art ... in short, to his culture. Learning from experiences and learning from the records of previous
generations have been the twin paths followed by
man in these pursuits.
The program has a core content in which everyone
participates, providing a foundation in biology, physics, earth science, mathematics, history, and literature.
During three one-week excursions and regular shorter
trips, we explore some of the wilderness areas of
Washington. We also participate in a vigorous physical
fitness program which offers such choices as mountaineering, ski touring, swimming, and dance. This core
program will take up roughly three-fourths of the student's time during the first quarter, two-thirds during
the second, and one-third during the final quarter. In
the remaining time, the student chooses from a variety
of specialized activities and topics such as rock climb-

1..21

126

ing, painting, the evolution of man, comparison of
modern cosmology with religious theories of creation
and the ocean.

P-O'ZT-A'L-S'
(Personalized Options Reaching Toward Affective
Learning Skills)
Three Quarters
Basic
Three Units Each Quarter
This program primarily includes beginning Evergreen
students who are interested in pursuing a wide range
of activities in order to acquire a breadth of experience and knowledge, or who wish to explore various
possibilities in a search for potential areas of specialization. It offers students an educational environment
which has been designed to maximize the probability
of a successful beginning experience in their pursuit
of higher education. And, it provides the counsel and
expertise of a group of faculty and several veteran student facilitators whose goal is to assist students in
their personal and academic development. Components of the program include:
Basic Skills Workshops in reading skills, writing
skills, and in the art and science of interpersonal
communications.
Directed Seminars - The highly structured first term
features a broad variety of academic seminars and
workshops, ranging from two or three weeks to the

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entire term, and including studies from a number of
disciplinary viewpoints, as well as explorations that
are interdisciplinary in nature. Typical topics considered include: the creative process in children, shoreline biology, and the use and misuse of rational
process.

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Three Quarters
Basic
Four Units Each Quarter

Special Interests Special interest workshops and
activities such as still photography, hiking and camping, throwing pots, group awareness exercises, and
academic concentrations take place throughout the
year.

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Individual/Society, a social science-oriented Coordinated Studies program, focuses on the complex interactions of the individual or groups of individuals and
the society in which they must function. It explores
the following concepts: (1) The impact of an individual on society; (2) The impact of society on an individual; (3) The roles groups and institutions play in
society; (4) Functional and dysfunctional aspects of
society; (5) Society from a socio-technical-political
systems viewpoint; (6) One's own roles(s) in society
one's own impact one's own personal power
within society to get one to look at personal
choice.
The program involves the development of skills in the
areas of problem-solving, decision-making, research,
interpersonal communications, observation, interviewing and public speaking.
A typical week includes: individual conferences,
workshops, reading and writing seminars, field work,
and a program assembly.

150

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Individual Projects - Individual project opportunities
are available first term, small projects are structured
into second term, and a major project mandatory
during third term. Second term includes seminars and
workshops aimed at providing students the tools necessary to pursue and critique their chosen projects.
Examples: questionnaire formulation and interviewing
techniques, probability statistics and experimental
design, and using the library as a research tool.
This program includes a lecture series, a film series,
field trips and internship opportunities.

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Three Quarters
Basic
Four Units Each Quarter

jects in music, art, drama, politics, dance, modern and
classical Greek, mathematics, and religion. But the
heart of the program involves small group discussions
of books which we read in pairs; one from Athens and
one from modern America.

This program is a search for our roots in the past, an
attempt to understand the present, and an analysis of
our hopes, and fears, for the future. We ask tough
questions about our proper relationship to the state,
to our community, and to ourselves. We try to find out
who we are, and what kind of human beings we
should become. Even as we study our heritage, we ask
whether it is worth studying and whether our traditions are worth saving. For one year, we search together for wisdom by following even the most difficult
questions wherever they lead.
We compare Democratic Athens and America, imperialistic Athens and America, and creative Athens and
America. Ancient Athens was the place where Democracy started. Athens' experiment foundered in an imperialistic war. Does the United States run the same
risk today? Athens was the place where many of our
values and most of our art started. Is all of that worth
knowing and using today?
The program includes weekly lectures, slide shows
and assemblies, as well as individual and group pro-

:152

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Two Quarters
Basic and Advanced
Four Units Each Quarter
The main goal of this program is to help find ways to
make serious art a meaningful part of our lives. The
components:
Making In part, this program offers technical
training to increase skill and facility in producing writing, music and visual art. We meet together three
times a week to do brief practical exercises of all kinds
in utilizing the fundamental elements of these arts.
Responding - Close reading, hard looking and intensive listening are also central activities of the program.
We spend time in workshops giving each other feedback about how we experience each other's creations.
In seminars twice a week we work on interpreting
specific works of art. The program also includes occasional festivals for relaxation and enjoyment of the
major work of the people we've been studying.
Reflecting - We are also concerned with philosophical reflection on the nature of language, music, and
images. Lectures often explore theories of art. We
work together in seminars to understand some difficult books as well as a lot of brief passages off the
cuff.

"13-4

Independent
Work - The week's schedule includes
blocks of reserve time during which students are expected to work on their own: drawing and painting;
or practicing an instrument; or writing; or reading literature; or working in chamber orchestra or ensemble. The schedule also provides time for faculty to
give individual guidance and criticism on a regular
basis to students continuing their own advanced work.

-:155

Participating in group meetings, book seminars and
topical discussions; attending lectures, movies, and
panels; working in project seminars.

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Three Quarters
Basic
Four Units Each Quarter
This program is designed to consider such matters as
the relationships of form and function in art, science,
nature, and society; to study and experience motion
in art, science, and nature; to learn about materials
and techniques as used by the scientist, artist, and designer; and to experience the dynamics of the design
process as it is common to all life. Program activities
include:
Studying selected topics and doing workshops in biology, drawing, sculpture, dance, psychology, design
methodology,
philosophy,
mathematics, physics,
computer applications, writing, visual perception, sociology, and architecture.
Solving problems such as the design and construction
of a musical instrument; production of a tactile work
of art or kinetic sculpture; design of toys for child
development for use in the College Day Care Center;
development of a "scientific" experiment to measure
the effect of physical environment on human thought
and behavior; or the establishment of an ecological
monitoring system for an area on the Evergreen
campus.

131

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C/\Taiiv9merican 8-tiPies

losophy - in a word, the arts and sciences- within a
context which speaks to Native America from
Pre-Columbian times to the present. The program includes slides and lectures as well as ceremonies and
talk which are shared with resource people from various tribes.

One Year Pilot Program
Three Units Each Quarter
This program was planned for Indian students who are
enrolled as tribal members from any of the 34 tribes in
the Pacific Northwest. Primary focus is on the Native
American Community in the Pacific Northwest; however, enrolled tribal members from other tribes in the
country are welcome to participate. Limiting participation to Indian students is necessaryat the present time
due to the many problems and concerns facing Indian
people which only they can begin to solve. And, if
self-determination is to become a reality, the education of Native Americans must be directly relevant to
them.
The program is sponsored as a Coordinated Studies
Program by four Native American faculty members. It
focuses its attention on: 1) Creating internships which
directly benefit the Native American Communities;
and 2) Native American-oriented Philosophy, Religions, Literature, Indian Medicine, Music, Dance and
Art (painting, weaving, ceramics, sculpture, archery,
etc).
The program considers old and new problems as they
relate to History, Politics, Economics, Sociology, Phi-

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Three Quarters
Advanced
Four Units Each Quarter
Matter and Motion is designed to provide a unified
course of study in mathematics and the natural sciences. We start from the premise that mathematics,
physics, chemistry and biology are integrally related.
We explore this unity by focusing on the concepts,
theories and structures which underlie all of the natural sciences.
Content Through a balance between theory and
applications we examine the fundamental unity of the
mathematical sciences by in-depth treatment of the
following subjects: calculus and its applications
through differential equations; thermodynamics and
its applications in biology and chemistry; atomic
theory, quantum mechanics and chemical bonding;
electricity, magnetism and electrochemistry; topics in
biophysics, cell biology, molecular biology; organic
chemistry and topics in biochemistry.
Alternatives to some of the above topics are covered
in small special interest groups. Both analog and digital computer programming are applied to problems
connected with the overall study. Laboratory work is

140

an important component of the program. As a change
of pace from the intensive science study, students
read and discuss books in the humanities and social
sciences and engage in activities in drama, art, music,
writing, hiking, snowshoeing, etc. This portion of the
program, called "sanity seminars", is normally student-initiated.
Structure The program is structured around a
common core consisting of lectures, problem sessions, "sanity seminars", and laboratory work.

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141

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pare internships. Students also research and prepare
grant proposals to finance their second year of research.
A typical week includes lectures, group meetings, field
and laboratory research.

An Advanced Coordinated Study Program in
Environmental Research
Eight Quarters
Advanced
Four Units Each Quarter
This advanced Coordinated Study program provides
education and training meant to prepare students for
employment in the solution of pollution problems. A
wide spectrum of disciplines, including ecology,
chemistry, entomology, economics, toxicology, limnology, environmental law, computer programming,
and oceanography, are taught in an integrated way.
Emphasis is on research and the effects of pollutants
on biological systems.
The program runs eight consecutive quarters, including summers. The program objective involves
development of a comprehensive quantitative and
qualitative description of pollutants and pollution in
the Puget Sound Basin specifically and the State of
Washington generally. Group research occurs during
the first year; individual research, culminating in a
publishable senior thesis, will develop in the second
year. The program provides students with time to pre-

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Three Quarters
Advanced
Four Units Each Quarter
This program is constructed around two major premises:
1. Western civilization is in a waning period, due in
large part to the perceived existence of simple
dichotomies in the thought patterns of the
Western world.
2. A viable future in the post-industrial world will
be attained, not by clinging to these dichotomies
in order to define the human condition, but by
the humanistic integration of them.
This program is grounded in the firm belief that such
an integration can be achieved only through rigorous
analysis of the human condition leading to the resolution of such perceived dichotomies as: Freedom vs.
Authority, Individualism vs. Citizenship, Public Power
vs. Personal Vulnerability.

and on the testing of these tools. During the second
and third quarters we devote two weeks to each
writer. The first week the student is required to write a
counter-parable, and the second week the student
writes an essay reconciling his own parable and the
author's.

The model used in the program is to examine the parables of such authors as Dante, Chaucer, Shakespeare,
Jung, Buber, Nin, Kafka, and others. The first quarter
concentrates on acquiring analytical tools and conceptual frameworks for analyzing the paradoxes of choice,

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Three Quarters
Advanced
Four Units Each Quarter
A major premise of our program is that each of us has
lost his mind - or a good part of itand that we are
committed to exploring the terrain on which it might
be found.
The Approach - Our approach is an intellectual one,
but it emphasizes the understanding of the subjective
rather than the objective realm. We begin with a full
quarter's study of two modern pioneers in the awareness of subjectivity, Sigmund Freud and Carol Gustav
Jung. The territory to be traveled is the Humanitiesnon-Western and Western alike.
The FieldWe explore the humanities as a whole, as
Freud and Jung did. We are not limited to the traditional
historical-political
"Western
Civilization"
perspective; rather, we study both European and
non-European
culture,
and
explore
nonchronologically a set of documents and artifacts which
exhibit basic myths, symbols, legends, and rituals the "stories" which men have told themselves to give
structure to perception and experience.

Teaching Mode - Besides the faculty seminar and a
large group meeting each week, we achieve focus in
offering only one seminar per week to each student
with two faculty members always present, participating, and equally responsible for what happens. This is
an issue-raising seminar, after which every student has
a guaranteed and mandatory tutorial - to discuss the
student's understanding of the reading, to present
written material, and to assist in individual projects.
These formal procedures combine the advantage of
group and individual effort.
During the first quarter we immerse ourselves in the
works of Freud and Jung. We aim at nothing short of
mastering the basic tenets of their thought. The
second quarter concentrates on literary and visual
samples of European and non-European culture. The
third quarter deals primarily with myths and symbols
of the contemporary world.

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Three Quarters
Advanced
Four Units Each Quarter
The specific goal of the program is to pursue the
problem of how dreams and poetry are related
through exploring all possible avenues of theory and
research. Students and faculty will collaboratively
write and publish three books on aspects of the
problem.
Avenues of investigation include: (1) Studying the
psychology of the creative act; (2) Thoroughly investigating the matters of symbol, metaphor, and allegory
in both dreams and poetry; (3) Evaluating the importance of dreams to specific cultures and periods; (4)
Examining the distinction (dichotomous?) between
reflection and analysis as ways of approaching dreams
and art; (5) Writing a phenomonology of dream refl e ct ion s w hi c h d i stin g u ish e s bet wee n t y pes 0 f
dreams; (6) Rigorously attempting a structural correlation, in detail, between the dream and the poem and
between the creative acts involved in both.
Program activities also involve the development of
certain skills and techniques: (1) Learning Middle English and, for some members, gaining a degree of com-

petence in Old French, Italian, or Medieval Latin; (2)
Acquiring necessary research techniques; (3) Utilizing
the d rea m - r e fl e c t ion pro c e ss for m 0 r e t h a n
self-knowledge so that we may extend its usefulness
in research; (4) Learning the art of public writing,
since book-publication is our aim.
In general, the first quarter of the program is devoted
to skill development. The second quarter is devoted to
the various avenues of research indicated by the program's set of problems. The third quarter is spent
writing the books.

J4S

149

A:meri{'ClS CM75lC
Three Quarters
Advanced
Four Units Each Quarter
There is no country in the world today where more
types and traditions in music continue to live than the
United States. The aim of the America's Music program is to try to understand this phenomenon - historically, sociologically, and especially, musically. The
primary focus of attention is the music: playing it,
singing it, analyzing it, writing about it, listening to it.
But students in the program also try to learn from their
own musical tastes something about who they are and
how they fit into this pluralistic and diverse society.
The types of music to be studied and performed include: Native American Music; classical; jazz; pop,
rock, and soul; country, western, and folk (especially
Bluegrass); film, radio and television music; avant-garde, electronic and third stream; and musical
theater.
The program is organized around three types of small
group meetings; (1) Basic Music Skills Classes and
Workshops featuring such elementary skills as the
ability to read and sight-sing music and more sophisticated skills such as advanced theory, counterpoint,

1.)0

composition, and analysis. Group skills workshops in
vocal and instrumental music are offered regularly. (2)
Book Seminars which include discussions of and
written work about non-musical materials (novels,
poems, short stories, historical and sociological books
and materials), as well as works on history of American music and musical styles. Records and tapes are
used extensively in seminars. (3) Performance Groups.
A variety of performance-oriented groups-including
a chorus, large jazz-rock ensemble, small bluegrass
and folk groups, a musical theater group, and small
instrumental ensembles rehearse frequently. All
students in the program participate in some aspects of
the performance groups, depending on ability and
interest.

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Indivzdual; Grozp <3arnil3

contract topics into many other kinds of occupational
training and experience in solving practical problems.
A variety of group learning contracts had been arranged by the beginning of 1973-74. The following list,
though not exhaustive, will give some idea of the
range of experiences possible at Evergreen in this way
of studying:

ConUtU'fj

1P5~H
All individual learning contracts must be negotiated
between students and the sponsors who are available
at any given time. They depend upon very specific interests at each step.

A Year in Sweden
Basic Skills in Science and Technology
Correctional Institutions
Environmental Systems Project
International Film Production--in Italy
Japan and the West-Year in Japan
Language,Culture and Writing
Marine Life and Water Quality
Media: Theories and Techniques
Mobile School Unit
Molecular Biology
Music
Power and Decision in American Society
Psychology in the Community
Revolt in/ by Economics
SeacoastManagement
The Classics
The Evergreen Environment
Theater Arts (including Dance)
Women and Literature

The faculty members assigned primarily to be available as sponsors for individual contracts in 1973-74
represented such interests as the following:
American studies
anthropology
audio-visual
techniques
biology
.
business administration
ceramics
classics
clinical psychology
comparative literature
education
English literature
foreign languages

history
history and philosophy
of science
international relations
Latin American studies
philosophy
physics
political science
social organization
sociology
urban planning

Other faculty and staff members who sponsored one
or two contracts each add to this list. And the availability of off-campus internships extends the range of

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U/VlMu!a:r Courses, 7??8~;Z~
At the beginning of 1973-74, the following modular
courses had been announced, each to be offered for
one quarter during the year. Several modular courses
were to be developed to match the needs of students
with the experience available on the faculty.
Approaches to Shakespeare
Beginning the Calculus
Ceramic Process
Confronting Life: a Practical Introduction to Sociology
Godard, Resnais,and Truffaut
History of American Cinema, 1919-1941
Introduction to AnalogHybrid Computer
Introduction to Genetics
Introduction to the Philosophy of Science
Introduction to Urban Planning
Introductory Chemistry
Problems in Philosophy
Sociology of Everyday Life
Studies in the History of the United States
Survey of Oceanography
The Future of Sino-American Relations
The Soviet Union Today
Thomas Hardy and D.H. Lawrence
Varieties of Contemporary American Childhood
Vertebrate Zoology

l)6

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Futu]{'~pJ['ospects

l)7

Pro~ects,J}J?1-3
You will not find here the specific new programs to be
offered in 1974-75 and the years beyond. Instead, you
will find general essayswhich set forth our attitudes,
hopes and plans. They amount to a comprehensive
invitation to belong to this kind of college. Those who
wish to join us, as well as those who will be continuing their work here, will receive announcements
of specific programs for 1974-75 as the proposals for
them are approvedby the early spring of 1974.

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There are many stimulating ideas, problems, and
needs around which Coordinated Studies programs
can be and will be organized. Rather than listing such
interests before they have reached the stage of definite proposals, however, it would seem useful to describe how Coordinated Studies groups are formed.
Plans for Coordinated Studies programs are formulated by faculty members, frequently in cooperation
with students. The next series of proposals for
year-long programs will be formulated and submitted
during the Winter Quarter of 1973-74.
After a proposal has been approved, each team designs its own program, makes up its own schedule,
conducts its own experiments in curriculum design
and teaching, arrives at its own agreements for governance, and evaluates its own effectiveness. The team
asks for a mandate and gets it. It is up to the team to
use its resources, its energy, and its mandate to do
something memorable and something significant.

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Good contracts depend upon a matching of interests
between students and sponsors and the availability of
the resources needed. Both the coming together of
the people and the fulfilling of needs will continue to
be somewhate restricted in these early years of the
College. Not only do contracts often depend upon
acquaintance only now being developed among
our first students, faculty, and staff members; all of us
will also have to gain experience with this pattern
gradually so that we can achieve the flexibility we seek
and still keep our Contracted Studies sensible and
strong. Even more important, in these early years, the
resources of Evergreen are limited. Our physical facilities and the variety of experience represented by
those persons available to sponsor contracts are not
yet extensive enough to enable Evergreen to support
as many kinds of specialized study as our students
might wish to undertake.
You may expect, therefore, that in the early years
there may be a preponderance of opportunities for
joining group contracts over individual contracts and
of faculty initiative rather than student initiative to get
things started. Advanced students who can best use
the specialized help available will be given priority in
arranging contracts. We can, however, tell you now

-.:LOa

1-61

about some of our preparations for more extensive
activity in Contracted Studies. We shall never pretend
that we have something ton everyone; but as we grow
and learn, so the opportunities for Contracted Studies
will grow.
We assume that all faculty members not involved in
Coordinated Studies programs during a given period
of time will be available to sponsor Contracted Studies. Faculty members sponsoring group contracts will
work with 15-25 students each. (FacuIty members
sponsoring individual contracts will work with about
15 students each, according to the specific demands
upon their time - such as offering modular courses,
running workshops, developing self-paced learning
materials, or serving as subcontractors for other projects.) There will be a tendency, already observed in
our first years, for individual projects begun in Coordinated Studies groups to gather momentum and turn
into separate learning contracts.
If you join Evergreen or continue your work here in
1974-75 and the future, you will find increasing opportunities for contracts as the faculty grows. As both
students and faculty members move back and forth
between Coordinated Studies and Contracted Studies,
we hope to maintain a position in which about 40%
of the faculty will be available to sponsor group and
individual contracts in any given quarter.

16,2

As you think about the sorts of problems you might
wish to study through learning contracts, you should
also consider the rich variety of skilled assistance
which you can receive from off-campus subcontractors. The agencies, industries, businesses, schools,
public service institutions, and workshops of the
larger community contain many people who can help
you, especially in those areas of vocational practice
which need not be duplicated on campus but which
nonetheless hold large opportunities for learning. The
Office of Cooperative Education is hard at work identifying these people and preparing the arrangements
through which the students and sponsors engaged in
future contracts can make use of their services.
FacuIty and staff members wi II be available to sponsor
work in Contracted Studies only over time and by
turns. But from these observations and from your
reading of the descriptions of 1973-74 offerings, you
should have a sense of the kinds of experienced and
energetic people who will be eager to match interests
with you.

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Sef(Pacea-flearl1i~
Learning at Evergreen can take place in many forms.
Seminars, workshops devoted to skills, and laboratory
investigations are a few examples. But we also consider self-paced instructional systems to be an integral
part of our resources for learning. The purpose of a
self-paced instructional system is to organize one's
time and talent in mastering difficult concepts.
We assume that a student can approach various subjects by various routes books, discussions,
first-hand experiences; but also through slides, films,
video tapes, audio tapes, and computer programs. We
begin by having an inventory of learning materials and
devices easily available.
At Evergreen, there will be much writing and discussion, but we also use techniques, such as computer
instruction, sound-on-sound tapes, and other learning
programs which enable a student to know how he is
succeeding step-by-step and to store his immediate
responses for future checking.
A self-paced learning program thus takes a certain
kind of information or a procedure out of the standard
classroom format and makes it available to the student
in a learning resources center. The student masters
material on his own time and at his own rate, exactly
when he finds it essential to his understanding of
some key concept.

J..6-+

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Tk Scienas at EvergeeJLJ

Self-paced learning resources will at times be included
within the total work of a Coordinated Studies program or as assignments within a learning contract. In
some cases, students will devote a whole learning
contract, with guidance and evaluation from a faculty
sponsor, to the mastery of a series of self-paced
learning units. At other times, they may sign a contract
to produce new self-paced learning programs. Having
investigated those routines which can be studied and
mastered by interplay with a tape, film, computer, or
other program, students and teachers will not have to
devote meetings to mechanical drifling, but can work
on the learning they have already developed and plan
the next appropriate steps. Students and teachers will
thus be better able to use their time together for intensive discussions.

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The Evergreen State College is a place where emphasis
is placed on collaborative team efforts rather than narrowly competitive individualism. Prospective scientists
will not study science in isolation from the rest of the
world.
Already, most Coordinated Studies programs at Evergreen have some aspects of scientific thinking woven
into their fabric. Students in specific programs move
into the laboratory in order to conduct projects
growing out of their studies. Similarly, students in
Contracted Studies may write contracts that will involve them in research problems in one or another of
the sciences. Through either or both of these ways of
earning credit, individual students may prepare themselves for advanced studies in the various disciplines
of science or may develop a broad understanding of
the relationship of science to other areas of human
knowledge.
Though Evergreen will not force students into required "major" programs or department-oriented disciplines, a student can specialize in some scientific
discipline with a view toward professional capability.
The faculty is committed to the interdisciplinary approach in making science teaching itself relevant and
more immediately useful, as well as in trying to bring

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about a union of science with the arts and humanities.
In addition, certain kinds of interdisciplinary scientific
investigations which cannot normally be approached
at the undergraduate level in other institutions are
possible at Evergreen.
.:
Much of the information and many of the skills necessary for tackling problems in science have traditionally
been bound up in courses. At Evergreen, such benefits
will be available in the form of self-paced learning
modules in learning resource centers. Thus, skills
needed for microscopy or concepts necessary for an
understanding of photosynthesis can be gained when
and if needed by any student in any program and at
his or her own pace.
The combined opportunities for group studies, individual research and self-paced learning make the science programs available at Evergreen as varied as the
individuals pursuing them. Coordinated Studies programs such as "A Matter of Survival", "Form and Function", and "Matter and Motion" have had great appeal
to students planning careers in science as well as to
those whose chief interests lie elsewhere. A group
contract in the Evergreen Environment has provided
advanced work in environmental studies. Individual
contracts ranging from anthropological and archeological studies in the Valley of Mexico to research in
aquaculture have contributed to the scientific understanding of those who have worked in them.

'168

Resources and Facilities
The Evergreen campus, located in a thousand-acre
forest on the shores of Eld In let of Puget Sound, provides an excellent location for environment-oriented
science programs. The marine biology laboratory
fronts on Eld Inlet. Close by, in cooperation with the
Washington State Game Commission, the College is
developing an Environmental Studies Center on the
Nisqually Delta. Several ecological reserves exist
within the thousand-acre campus, and the college
owns 3,300 feet of Puget Sound shoreline. Mud flats,
oyster beds, a saltwater marsh, protected coves for
overwintering waterfowl, and a ready supply of barnacles, clams, jellyfish, and other marine invertebrates
are right at hand.
Extensive on-campus laboratory facilities are available
to interested students. In keeping with the interdisciplinary philosophy of Evergreen, research laboratories
for the sciences exist side by side with ceramics studios, metal sculpture
shops, and auto-tutorial
learning-resources centers.
All of the science laboratories are designed for
teaching and research projects. No exclusive chemistry, physics or biology teaching-laboratories exist.
Science education will always be project- and research-oriented.

v=

Included in the laboratory facilities is a hybrid computer-assisted instructional system. This system, combining a digital NOVA computer with an analog computer, provides a valuable learning alternative for students who are not conversant in higher mathematics.
Beyond this, the College has a computer center dedicated to undergraduate educational use.
Laboratory facilities also include animal rooms; greenhouses; wood, metal, electronics, glass and plastic
shops; aquaria and growth chamber rooms; electron
microscope laboratory; and photography facilities. Of
particular interest is a large two-story terrarium where
students can simulate environments
to provide
learning resources as well as to interpret various aspects of nature to the general public. Certain common
instrument rooms are glassed in so that visitors and
users alike can share some of the excitement of interesting work being done. Standard equipment needed
for investigations in any of the sciences is available.
However, please remember that specialized work in
science is possible only to the extent that faculty and
facilities are available. At present varied opportunities
for study in the physical, biological and earth sciences
do exist. Remember too, that the responsibility for
specialization will be upon the student. He will have
to decide what he wants to do, find out what he must
do to accomplish his objectives and then do the work

1-71

to the satisfaction of both himself and the faculty
member or members working with him. Within these
limitations, the progress of a student specializing in
some particular area is dependent entirely upon his
imagination and his capacity for work.

Tly;z1rt atEverB'~
Evergreen offers exciting opportunities for exploration
in the arts through Coordinated Studies programs
which emphasize collaboration among artists, collaboration between artists and scientists, and collaboration
between artists and scholars. For examples of 1973-74
programs offering such opportunities, see the descriptions of Form and Function; Words, Sounds, and Images; America's Music; and Democracy and Tyranny.
Group and individual learning contracts also provide
opportunities in certain areas for students who have
demonstrated appropriate readiness for advanced
work. Whenever possible, contract students will be
encouraged to form cooperative teams for work in
areas requiring physical labor and organization such as ceramics. Those students wishing to negotiate
individual contracts in the arts may have to share responsibility for facilities and equipment in their respective media.
At present Evergreen is well equipped for collaborative artistic activity in film, video, and multi-media
work. Our present capabilities for computer graphics,
for animations, and for the electronic synthesis of
music can serve as evidence for our interest in collaboration involving musicians, visual artists, filmmakers,

1("<'

lZ5

scientists, mathematicians, computer specialists, and
electronic engineers. Work in ceramics will be available in a newly-completed ceramics studio, and
large-scale sculpture will be well accommodated in a
new facility designed for metal-wood-glass projects. A
small foundry and expanded shop space are also included in this facility. Printmaking,. painting, jewelrymaking, silkscreening, batik and other such activities
will be accomplished in space temporarily modified
for such projects in the laboratory building. Students
should not come to Evergreen expecting a large-scale
fine arts building, but they can expect opportunities to
pursue studies in arts if they are willing to improvise
and sometimes work under less than ideal conditions.
Other specialized work in music, drama, and dance is
currently accomplished in limited, temporary, or
make-shift spaces. Further facilities for the arts will be
constructed in the years ahead.
Despite these limitations we wish to pursue creative
explorations in an environment where ideas (not narrowly "artistic" ideas, but all ideas which have exciting
potential for aesthetic exploration) are in constant
exchange, and where the likelihood of making discoveries grows as students learn to move more easily
among several disciplines.
Our approach to the study of the arts is "holistic."
Thus, when students are introduced to the history of

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174

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the arts, they are encouraged to find ideas and images
in past and distant cultures which bear vital meaning
for the present. They are also encouraged to see various cultural phenomena as part of a global human
culture, a fabric that is being constantly rewoven and
experienced anew. They may perceive, for example,
how the experience of Black men in Africa and later in

1(6

,-----:::..

America has found artistic form and expression, and
how this experience relates to styles of art and life
which we find to be current and "peculiarly American."
Within this atmosphere of cross-disciplinary collaboration and integration, students who wish to pursue
careers in the arts can prepare for further professional
study and work. The responsibility for specialization,
however, rests with the student. If a student has demonstrated readiness for more specialized work in the
arts, he will have the opportunity to negotiate contracts for long-term artistic projects on campus, and
internships, apprenticeships or other field work off
campus.
According to the resources available and the degree of
current interest in a specific activity, all Evergreen students will have the opportunity to engage in the arts
through credit-bearing or extracurricular projects and
programs. Performing groups such as a jazz ensemble,
a choral ensemble, a dance company, a theater company, a music-theater company, and other chamber
ensembles for classical, folk, and rock playing - all
these will continue to function as long as there is student interest. A comparable range of activities is gradually being made available to students with interest in
film, ceramics, painting, printmaking, weaving, and
sculpture.

w

puhfic Events
As it grows, Evergreen provides a good number of
films, exhibits, lectures, symposia, concerts, plays and
other presentations. Though it wi II increasingly
sponsor series of lectures, performances, and art exhibits, the offerings at Evergreen will usually be related to academic programs and other ongoing
campus activities. They will grow out of the day-to-day
concerns of the students, faculty, and other staff.
Most of these events will be open for the whole
campus and the community beyond the campus.
Some of them will be generated directly from the
work of Coordinated Studies programs or participants
in learning contracts. Others will be produced by special interest groups of students, faculty, other staff,
and friends from the surrounding community. Some
will be presented by visiting artists and scholars; but
whenever possible, visiting performers and lecturers
will not appear on campus for the events alone. Instead, their visits will be incorporated into the programs of Coordinated and Contracted Studies or the
interests of clubs and other groups. The visitors will be
available for discussions, conversations, master classes
and specific teamwork. They will provide larger contexts in which the public events themselves can have
greater meaning.

178

J-79

Because the academic programs of Evergreen are
more than usually flexible and responsive, we shall
often be able to arrange public performances as more
than "extracurricular activities," rehearsed for or attended separately from the normal day's work. Instead, we can incorporate them into our programs or
even plan new academic programs to produce them.
For example, we can offer a Coordinated Studies program aimed at performances of a play and designed
for about forty students and two faculty members. The
program team can work out assignments as actors,
technical staff and production staff. The team can concentrate on studying the play thoroughly; reading
other works by the playwright, his predecessors and
his contemporaries; studying theatrical techniques;
but always sharing in the total project. At the culmination of the program will come the performances of the
play on campus and perhaps even "on the road."
Extend this procedure into performances of music and
dance, or into shows of visual artworks
and
mixed-media productions, and you will get some idea
of how we intend to connect the study of the arts with
the practice of the arts. Think about how other kinds
of programs and contracts and club activities can lead
to lecture-demonstrations, documentary films, presentations of slides or video tapes or audio tapes, symposia, or conferences, and you will understand how

180

groups can make their ideas count on the campus and
in the larger community.
In addition, Evergreen students will find much activity
in the performing arts within the Olympia area, including local theater and music groups and the productions of visiting groups brought by the Governor's
Festival of the Arts and the Community Concerts Association. Arrangements are also possible through the
Olympia Opera Guild for reduced rates for performances of the Seattle Opera.

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181

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Evergreen recognizes at least three types of needs for
training in foreign languages:
1. The student preparing to study or to work
abroad will need strong competence in the
spoken and written language of the country he
will visit.
2. Some students will need to acquire much skill at
reading a foreign language and some conversational skill in order to pursue their chosen patterns of study. They may, for example, wish to
read literary works in the original languages or to
deal with secondary sources in foreign languages
relating to their main interests.
3. Some students who may already have invested
substantial effort in the study of a foreign language may wish to keep up or improve their
fluency. They may even wish to concentrate their
studies upon a foreign language or upon comparative linguistics.
There are no "language requirements" at Evergreen,
except as they might arise naturally from one of these
needs. For instance, students desiring to participate in
a program including study abroad will be required to
gain competence in handling the language before they
go.

182

U1Ht,WlgO\!\J

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Evergreen intends to satisfy student needs for foreign
language training in a number of ways:
We are already able to provide group tutoring and
skills workshops in certain languages, among them
French, German, Russian, Spanish, and Italian. We
wish also to provide
auto-tutorial
and person-to-person studies in a variety of languages. These
might be pursued over a long period of time and rec-

15

ognized by tests administered for credit as part of a
learning contract.
We hope eventually to be able to provide total immersion programs in a number of languages - either on
campus or elsewhere. In these programs, students
should hear, speak, and read the foreign language for
several months, all the while participating in rigorous
problem-oriented
seminars,
workshops,
and
auto-tutorial programs in the foreign language and the
culture which it represents.
If resources and student demand permit, we also hope
to conduct regular seminars in foreign languages on
other academic subjects. In any case, we shall make
every effort to enable those who have already acquired some skill in a foreign language to use it in the
normal pursuit of their studies.
We want foreign language study at Evergreen to include not only the usual European languages but also
certain Asian and African languages if staff, facilities,
auto-tutorial resources and interest permit. (We have
already offered intensive work in Japanese and some
work in Chinese.)
Incoming students, however, should understand that
planning for such an extensive program in foreign languages is only in its initial stages. It may be several
years before Evergreen can satisfy a broad range of
student needs and desires for foreign languages.

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S~Af1rOM
Evergreen intends to provide opportunities for many
students to study foreign areas and cultures at first
hand. We shall offer some Coordinated Studies programs which will first immerse the student in the language, history and culture of a foreign land and then
enable him to continue his studies in the foreign land
itself. (For Example, "Japan and the West" prepared
some of its students on campus during 1972-73 for a
year to be spent in Japan, 197.,3-74.) We shall provide
other opportunities for less formal and perhaps briefer
periods of study abroad in conjunction with programs
or projects developed at Evergreen. In Contracted
Studies, it will be possible for teams of fifteen students
and one instructor to work abroad for full credit while
still remaining enrolled on the Evergreen campus (for
example, the "Study in Europe" group contract in
1972-73, and the "International Film Production" and
"Year in Sweden" groups of 1973-74).
When we cannot provide such opportunities directly,
we shall help students to enroll in programs operated
by other institutions and agencies. Generally, if a student needs foreign study in connection with some
project essential to his education, we shall attempt to
facilitate this study.

l~

Registration For Students Studying Abroad
Students should do the following prior to their departure from Evergreen for study in other countries:
1. Pre-register on program selection card, with signatures of student and faculty advisor.
2. Process status changes: i.e., change of units,
withdrawal or leave during the course of the
year, graduation, extension beyond 45 units.
3. Make sure address on file at the Registrar's
Office is CORRECT. This is absolutely necessary
for billing.
4. Secure necessary certification if V.A. or Social
Security Benefits apply.
5. For students needing financial aid, give signatures on loans, file statement of intent, etc., in
advance.
These details can be handled in advance, but the responsibility for initiating action rests with the student.
Inquiries should begin at the Registrar's Office .

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181

EVaiUlltion Theporfo!io
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Evaluation

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EvaluaITon ,Career PlanniYlb, Credentials
188

More important than the units of credit recorded and
the assurance that you are in good academic standing
will be the evaluations you receive of your performance. Within a Coordinated Studies program, you will
be constantly evaluated and tested by your seminar
leader in individual conferences and through comments on the assigned work you turn in. You will test
your own mastery of self-paced learning units and will
be tested by your faculty team for other kinds of skills
and knowledge. You will be continually engaged in
mutual critiques with the other members of your seminar and of the Coordinated Studies group and perhaps even face the criticism of a larger audience if
your work leads to a performance, a publication, or an
exhibition. In a group learning contract, you will also
face continual evaluation by your teammates. In any
contract, your work will be carefully scrutinized by
your sponsor and any subcontractors who may be involved, on or off campus. Because you will not be
competing for grades, critical evaluations by your
teammates and faculty will be directed toward helping
you, not toward standardized comparisons.

18~

The Portfolios
When you have completed any contract or program
for a unit or multiple units of credit, the quality of
your performance will be evaluated in documents to
be added to your Official Transcript. The Office of the
Registrar will keep your Official Transcript, adding to
it the three basic documents for each award of credit.
Each unit of credit or block of units will be represented by at least three documents: (1) the Coordinated Studies program description or your contract;
(2) an evaluation of your performance by your seminar
leader or sponsor (and any subcontractors
or
off-campus supervisors), especially as it relates to your
previous level of experience and capabilities; and (3) a
statement by you, commenting on what you feel you
have learned and evaluating the guidance and support
which you received.

prospective sponsors and seminar leaders an ever
clearer comprehension of where you have been,
where you are, and the direction in which you should
be moving. Thus, in lieu of departmental majors or
required tracks, it will make possible a continuity of
planning for you and your advisors. If your interests
make it advisable for you to transfer to another institution, the portfolio will indicate what your Evergreen
credit means. Otherwise, as you graduate, your Official Transcript will become the full record of your
undergraduate career and will represent to employers
or to professional schools the quality and extent of
your work.

You and your seminar leader or sponsor will maintain
your own larger "Traveling Portfolio." In addition to
the basic documents it will include samples of your
work written, photographed, drawn, or taped.
When the time arrives for you to leave Evergreen, you
will have the opportunity to include selected examples of your work directly in the Official Transcript as
part of a microfilmed permanent record. Your Traveling Portfolio will go along with you from sponsor to
sponsor, from program to program, always growing in
size and in specific detail. It will give you and your

19°

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Students contribute two documents while studying at
The Evergreen State College. One is the PERMANENT
ACADEMIC RECORD. The other is the student's
PORTFOLIO. Here is what each is supposed to contain:
Permanent Academic
Portfolio
Record
1) The official description
1) The official description
of the program
or
of the program
or
contract for all work
contract, if credit is
attempted.
awarded;
Descriptions
and eval2) Description and evalu- 2)
uations of all work
ation of work done, if
attempted.
Personal
credit is awarded;
evaluations
are not
3) Credit Report;
intended for the per4) Student
manent record.
Self-Evaluations.
ALL OF THIS IS MAILED 3) Credit Report.
self-evaluaWHEN
4) Student
tions, including those
YOU REQUESTA TRANnot for the permanent
SCRIPT
record;
5) Polished and edited
work judged worthy

192

of inclusion. This does
not mean ALL work.
6) Program
Change
Check Sheets, records
of interview, petitions
for leave, and anything else that will
help create an academic biography
of
the student.

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A transcript is issued by the Registrar's office at a student's written request and consists of the official
listing of credit and evaluations of that work. The TESC
transcript will identify credit earned at other mstrtutions, too. It will not list work in a program for which a
student did not receive credit. The transcript witl normally be issued to gain admission to other c(J'ileges,
graduate school, and the like.
A student's portfolio should contain duplicates of the
evaluations, credit reports, and program switch forms,
that are being accumulated for the official transcript.
We report credit and evaluations only once during the
academic year - at the end. When you go on a leave
of absence, withdraw, or switch programs during the
year, it will be necessary to pull in the credit and evaluations for the time spent in a program. If we fail to

195

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take care of this little detail at that time, there will be a
hole in your records (both official and portfolio),
causing a delay in producing transcripts. Pulling in
credit and evaluations when a student leaves a program, for whatever reason, insures carefully written
evaluations at a time when the work performed remains clear in everyone's mind.
Questions concerning record keeping at Evergreen
can be directed to the Registrar's Office.
•••••.
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194

Career pfanni!!f
Evergreen provides many opportunities for you to
prepare for your career after graduation. Basic Coordinated Studies programs proceed by the sharing of
many viewpoints, many kinds of experiences, and a
responsibility for learning how special vocations bear
upon central problems. Advanced Coordinated Studies programs and Group Contracts focus strongly on
special problems involving special fields. Individual
contracts enable students first to undertake various
kinds of specialized work on or off campus and then
to engage in extensive periods of on-the-job learning
with the assistance of the Office of Cooperative Education. Thus, you can build a sequence of academic
programs toward a career.
We do not have departments labeled by traditional
subject headings at Evergreen, nor do we have "majors." But we do offer specialized facilities and resourceful people who can help you to penetrate quite
far into various academic disciplines
and into
pre-professional training. Chances for field work, internships, and other kinds of experience off campus
will allow you to tryout your interests in highly practical ways.
Students who are wondering how 1973-74 programs
relate to specific academic and career goals they may

19)

have, should be aware that several sources of guidance are available to aid them in their planning. In
every instance students should feel free to write to
coordinators of programs or to contact faculty members identified in this bulletin for advice on how specific programs or contracts might contribute to their
specific academic and career goals.
In addition, the Counseling Service can provide valuable guidance. Call or write:
Helena Knapp, Vocational Advisor
(206-866-6151)
Career Counseling
Students interested in Health Sciences should write
to:
Burt Guttman
Health Sciences Advisory Group
for information regarding which programs might best
contribute to meeting requirements for admission to
medical, dental, veterinary and other health science
professions. As our organization develops in this third
year of operation, more faculty and staff counselors
will be identified to help you with your planning for
specific careers.
Teacher Preparation
Evergreen believes its educational program to be ideal
in providing the academic and personal growth expe-

:1.,96

1['

riences most beneficial to those intending to enter the
teaching profession. However, we have not established with the Superintendent of Public Instruction
the means by which a student can receive certification
to teach in the public schools. Students interested in
becoming teachers may wish to complete one or more
years at Evergreen and then transfer to one of the
other institutions in the state which can provide certification to teach in the public schools.
Illustrative Programs of Study
In the Evergreen Bulletin for 1973-74, we suggested
several illustrative programs of study to indicate how a
small number of typical students might put together
Coordinated and Contracted Studies during their careers at the College and where these experiences
might lead them. Several of them have altered their
future lives a bit since last year, but they can still indicate the sorts of four-year and two-year schedules
which you and your sponsors and seminar leaders
might well work out.
Four Years
Barbara Black (generally interested in public affairs,
law, management)
First Year:
Coordinated
Studies,
"Causality,
Freedom and Chance."
Second Year: Coordinated Studies, "American Stu-

J.97

dies," two quarters; one quarter contract for internship with Washington
State Legislature.
Coordinated Studies, "Power and
Third Year;
Personal Vulnerability."
Fourth Year: Contract for two quarters of internship in a state governmental agency;
one-quarter group contract in public
administration.
takes up a position in a governmental
agency.
Max Blau (interested in literature, music, perhaps
teaching)
Coordinated Studies, "Human DeFirst Year:
velopment."
Second Year: Continues "Human Development";
and internship as a teacher's aide in a
secondary
school, helping with
reading and music.
Coordinated
Studies,
"Words,
Third Year:
Sounds, and Images."
Fourth Year: G roup contract in aesthetics for one
quarter; individual contract for internship in public school administration.
goes on to a graduate program in
education; becomes a school administrator.

J.99

Roger Redmond (interested in business management
and finance)
First Year:
Coordinated
Studies, "Individual,
Citizen, and State."
Second Year: Coordinated
Studies, "Politics,
Values and Social CHange."
Third Year:
Group Contract, "Revolt In/By Economics"; two quarters; individual
contract in computer programming.
Fourth Year: Individual
contracts, readings in
fiscal policy and internship in a bank.
accepts a position
in a bank.
Arthur Brown (interested in graphic art and drama)
First Year:
Coordinated Studies, "Space, Time,
and Form."
Second Year: Coordinated Studies, "Image and
Idea."
Third Year:
Group Contract, "International Film
Production - Italy."
Fourth Year: Group Contract in theater arts; individual contract for an internship
with a Seattle producing organization.
takes up employment as graphics
specialist
in a public-relations
agency.

2ill

200

Cynthia West (interested in natural science, business
management)
First Year:
Coordinated
Studies, "Political
Ecology."
Second Year: Group Contract, "The Evergreen Environment."
Third Year:
Group Contracts, "Molecular Biology" and "Marine Life and Water
Quality."
Fourth Year: Individual
contracts
on and off
campus in fisheries, wildlife management, and forestry.
goes to graduate school leading to a
position with a wood-products industry.
Two Years
Jane White (interested in Japan)
First Year
Coordinated Studies, "Japan and the
West."
Second Year: Group Contract,
"Japan and the
West Year in Japan" (including
apprenticeship and life with a Japanese family).
takes further work in Far Eastern
Studies after graduating, leading to a
position
involving
JapaneseAmerican trade relations.

202

Marcia Green (interested in literature, media theory
and criticism)
Coordinated Studies, "CommunicaFirst Year:
tions and Intelligence."
Second Year: Individual contracts in literature and
history; prepares an extensive analysis of the work of an American film
director.
goes to graduate study in media
theory and analysis.
Paul Nord (interested in regional planning)
First Year:
Coordinated Studies, "Environmental
Design."
Second Year: Group Contract, "Urban Planning";
individual contract for internship in
Pierce County Assessor's Office (Tacoma).
becomes certified as real estate appraiser, takes position as manager of
a housing development.

t
2°5

Evergeen Cretentfafs
!
I

Because of differences in educational thinking and in
systems of registration and reporting, the necessity
may arise for translating the Evergreen credit you have
earned into other frames of reference. Should you
apply to a professional school or desire to transfer to
another college, your seminar leaders will help you
make these translations. The work you have done in
Coordinated Studies programs and in learning contracts can, if necessary, be described as equivalent to a
certain amount of course work in a certain range of
subject-materials, according to more traditional systems. The credit you earn at Evergreen will be acceptable elsewhere, allowing for the various requirements
and policies of various institutions.
As you prepare to leave Evergreen, you should find
your portfolio to be most helpful as a way of describing to future employers or to other academic institutions the preparation for a career which you have
made at Evergreen.

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11

GENERAL ADMISSIONS
REQUIREMENTS
In general, The Evergreen State College is concerned
with helping prospective students determine whether
they can profit from its distinctive program. The College can best serve those who have the initiative and
the clarity of personal goals to which the institution
can most helpfully respond. Drive and determination,
a capacity for hard work, and a sense of purpose are
more important than one's previous record of attainment.
High School Graduates
Normally, any high school graduate may be considered for admission if he ranks in the upper half of his
graduating class. There are no requirements for any
specific number of high school units or course sequences. Evergreen places major emphasis on its Supplemental Admissions Form, available on request from
the Office of Admissions. High School transcripts and
college test scores must be submitted but there are no
special requirements
(beyond upper-half
class
standing) with respect to grade point average or
standardized test results. The reason for requesting
test scores is to insure the completeness of the record; they help the College to determine whether it is
aiding its students to develop in productive ways. Or-

2..06

2°1

dinarily, the test Scores submitted should be on the
Washington Pre-College Test or on the Scholastic Aptitude Test of the College Entrance Examination Board.
General Educational Development Tests
Applications also will be welcomed from persons 18
years of age or older who have completed the equivalent of the twelfth grade but have not actually graduated from a high school.
Transfer Students
If the applicant from another college or university has
successfully completed fifteen or more quarter-hours
of credit (or the equivalent), he need not submit high
school transcripts or test scores. If he has not successfully completed fifteen quarter hours of college-level
work, he will submit his high school transcripts in addition to his college transcripts.
Credit for work satisfactorily completed at other institutions can be applied toward a baccalaureate degree
at Evergreen, subject to Evergreen's requirement of
forty-five units for graduation. See the section on
"Registration" for further information.
Transcripts from ALL colleges attended must be submitted in support of the application, but primary
emphasis will be placed on the prospective student's
evidence of interest, initiative and creativity as indi-

2.08

cated in his responses to the Supplemental Admissions Form. Action will not be taken on the application until all transcripts are in. Failure to submit transcripts of all previous college work constitutes ground
for disenrollment. Copies will not be accepted.
Advanced Placement
An applicant with a score of three (3), four (4), or five
(5) on the Advanced Placement Examination of the
College Entrance Examination Board will be granted
full credit for successful advanced placement work.
Specific advanced placement in the various academic
disciplines will be determined, when such determination is relevant, by appropriate members of the Evergreen faculty. Credit will also be granted on the basis
of the College Level Examination Program of the College Entrance Examination Board
Students from Other Countries
The admissions procedures for Canadian students are
the same as those for students from the United States.
All others should request special instructions from the
Office of Admissions. 1-20 forms will be issued shortly
before school begins. Issuance of this form will enable
the student to enter the United States for educational
purposes only.

2°9

ADMISSIONS
PROCEDURES
December 1,1973 is the first day applications for degree-seeking students are processed for Fall Quarter,
1974. Admissions usually close in Mayor June. The
specific date is not determined until late spring. Fall
enrollment will be limited to the number that can be
effectively served within the available resources and
facilities. Applicants for subsequent terms during the
academic year will be considered as space becomes
available.
1. A $15 application fee is required (nonrefundable
and nonrecurring) in the form of a check or
money order. Payment should accompany the
Uniform Application for Admission to Colleges
and Universities in the State of Washington.
2. A student applying directly from high school
should request that an official transcript of his
record, including his rank in his graduating class,
be sent to the Admissions Office by the appropriate school official. Provisional acceptance can
be granted on the basis of three years of high
school work. Applicants accepted on this basis
must submit a transcript showing the completed
high school record and date of graduation before acceptance is final.
3. A transfer student is required to present one (1)
official transcript from each college or university

21l

attended. Students must be in good academic
standing at the last institution attended. Failure
to provide all transcripts to the Admissions
Office constitutes grounds for disenrolling a student. No action will be taken on a transfer application until ALL transcripts or previously completed work have been received. Students entering Fall Quarter who are currently enrolled in
another institution must have an official copy of
that record sent to the Admissions Office not
later than June 20.

I,

I,

II

4. The Supplemental Admissions Form is an essential and major part of the admissions procedure.
It must be completed by all prospective students
in support of the application. The Supplemental
Admissions Form will be sent upon receipt of the
Uniform Application for Admission to Colleges
and Universities in the State of Washington.
5. An Admissions decision will not be made on an
incomplete application. An application is considered complete when the following items have
been submitted to the Admissions Office:
a) Uniform Application for Admission to Colleges and Universities in the State of Washington, together with the $15 application fee;
b) Supplemental Admissions Form;
c) Official transcript (s):

....2..12

d) For those students entering from high school,
rank in class.
6. Test scores are not used directly for admissions.
They are used in other areas of the College. Local
or national test scores should be submitted.
7. Upon receipt of a notice of eligibility, the applicant must send an advance deposit in the
amount of $50 within 30 days, or within the time
specified in the notification of eligibility. This
deposit is forfeited if the student fails to register,
except tor circumstances outlined in the section
"Refunds Appeals".
8. The Health Evaluation Form, enclosed with the
acceptance letter must be completed by a physician and returned to the campus Health Center,
The Evergreen State College, Olympia WA
98505, at least 30 days prior to the date of registration.
Notification of admissions decisions will be made as
soon as possible after a review of the completed application has been made. A student must re-apply if
he fails to register in the term for which application
was made. If, in receiving a completed application,
Evergreen determines that a person's enrollment
could present a physical danger or threat to members
of the campus community, the college also reserves
the right to deny admission on that basis.

2~)

Statement of Records
Credentials, including original documents, submitted
in support of an application become the property of
the College. The admissions credentials of students
who do not register for the term for which they applied will be held two years before being discarded.

Waiting List
In the event that enrollment quotas are met prior to
registration , a waiting list will be established. Students
placed in this category must meet the same admissions requirements. Acceptance from the waiting list
will depend upon the number of declinations received
from students previously accepted. Winter and Spring
Quarters operate on a waiting list situation only. September 1 to December 1 are the processing dates for
Winter term, and january 1 until March 1 for Spring
term.

Summer Sesson
Summer Quarter is separate from the regular school
year. Applicants should check with the Admissions
Office in May for further information regarding admission to the Summer session.

Special Students and Auditors
The categories of Special Student and Auditor are designed largely for Olympia-area residents interested in
college work but not seeking a baccalaureate degree.

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Both categories are generally limited to one unit of
study.
Special Students receive credit and a narrative evaluation; they may subsequently apply for admission to
degree-seeking status as described above, after which
all previous work would be credited toward the degree.
r-;
The Auditor receives neither credit nor narrative evaluation and hence no credit can be advanced towards a
degree in the event of subsequent admission to the
college.
Study opportunities for Special Students and Auditors
are announced several weeks prior to the beginning of
each quarter. Registration occurs on the first or
second day of each quarter.

I

i

Notice-Important
It is your responsibility to keep your mailing address
current. Program selection, housing, and registration

!

materials are sent to you by mail. Failure to respond to
any of these may result in disenrollment.

I,I

Campus Visits
Personal interviews are not required, but they are
encouraged. All prospective students and other interested persons are welcome to visit the campus and to
discuss Evergreen's program with members of its staff.
Please call or write to make an appointment. The
Office of Admissions may be reached Monday through
Friday 8:00 to 5:00 by calling (206) 866-6170.

216

:;;Zf[jSfiatioIU
Continuing Evergreen students select their choices of
academic programs for the following year during advanced registration, conducted in mid-May on dates
specified in the College Calendar.
Newly-admitted
students are asked in the early
summer to indicate their choices of academic programs for the following year.
Registration materials are mailed in mid-August to
both continuing and newly-admitted students. The
packet includes a registration card - reflecting program selections for the year and tuition billing.
These materials must be returned to the College, with
full tuition payment enclosed, by the specific date
announced; if not, students face disenrollment.
This method of finalizing registration is quick and
convenient. There are no lines, no wasted hours.
However, Evergreen's registration procedure requires
a great deal of coordination and it also demands a
high level of cooperation from students. Consequently, we require that students keep current addresses- even those of short duration - on file with
the Registrar's Office from the time of acceptance
through their tenure at the College.
Special registration periods will be held for those desiring to enroll as non-degree-seeking, Special Stu-

2y

II I

I

dents or auditors. Ordinarily, these special registration
periods coincide with the opening dates of new quarters, with specific dates announced in both on- and
off-campus communications media.
Advance registered students wishing to change program selections may inquire at the OFFICE OF THE
REGISTRARduring the first several days of the quarter.
For 1974-75, details of the registration process will be
mailed to all admitted students in early August. It is
mandatory, then, that students inform the Registrar's
Office of correct summer mailing addresses.

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Special Services, Policies, Proceaures
Zl~
21.8

JrfOrmafimz Center
Coordinated by the Office of College Relations, Evergreen's Information Center is designed to serve communications needs of the entire academic community
as well as those of visitors to campus. The Center is
located in the main mall of the College Activities
BUilding and is operated by several part-time student
employees of the Office of College Relations. The Information Center distributes the weekly Happenings
Calendar; maintains a large master calendar on which
additions to or changes in schedules may be made;
compiles a daily College Journal which includes
up-to-date items of interest; maintains a number of
special announcement bulletin boards (campus and
community events, study activities, transportation information, etc.); distributes a variety of college publications and documents; and operates a telephone
answering information system.
Essentially, the Information Center provides general
information for coordinated community action and
helps locate individuals and or groups "where the action is." The Information Center serves as a "publicizing" arm of the College, rather than as an instrument
of investigation and instigation. Its function is one of
letting all the left hands know what the right hands are
doing at any given moment. The Center actively seeks

2<.,0

and disseminates information about the broadest possible range of goings-on within the Evergreen Community and, to a lesser extent, the outside world.
The Center is a centralized place to take information
that requires attention throughout the Evergreen
community.
The Center is a centralized place to go when any
community member wants information about various
college activities or wants to know who to ask for
answers to questions.
The Center plays a key role in Evergreen's scheme of
governance (see Governance and Decision Making
Section). Accurate and thorough communication is
absolutely essential to the establishment and maintenance of a true community of learners, all of whom
have a vital stake in what happens at the College.
The Information Center's operating hours coincide
with those of most college business offices, 8 a.m. to 5
p.rn., Monday through Friday.

22-l

t7VeYvsJapeIj~7wJ TV
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A newspaper, FM radio station, and closed-circuit television
system have developed during Evergreen's
early years. These media - which operate in response
to student interest - not only enhance campus communications but also serve as learning and recreational resources.
The Paper, ordinarily issued weekly Fall through
Spring Quarters, is a student-generated newspaper
sponsored by a Board of Publications, appointed by
the president and including student, faculty, and staff
representatives. The Paper primarily carries news, features, and commentary concerned with Evergreen and
higher education. The student editor is responsible for
content. A faculty or staff member serves as adviser.
Radio station KAOS (89.3 FM) airs a wide variety of
shows created by the students who support and staff
it. Programming leans to classical, jazz, and blues
music; college affairs; and governmental
news gathered from nearby Olympia. An Associated Press wire
news terminal, just outside the studio door, is available to the entire Evergreen community.
Evergreen's closed-circuit cable system coordinated by the Library provides
for distribution of
television programming, either through the pick-up of
off-campus commercial stations or through the origination of programs on campus.

2Z2

22)

7-COUSi1Z6
A wide range of housing accommodations is available
on campus and in the Olympia area. The College imposes no housing requirements, but will assist in locating accommodations best suited to each student's
needs.
On-Campus

Housing

On-campus housing includes apartment-type space
for 600 students,
from single studio rooms to
five-person suites. All units are designed to provide
living conditions similar to those available in the best
private off-campus facilities, and are regulated according
to the same principles
that apply to
off-campus apartment houses to the fullest extent
possible.
Responsibility for determining policies, procedures,
contract terms, conditions, and rate schedules rests
with the Board of Trustees, which may make modification at its discretion without notice. Rental rates are
not changed during the term of any contract. Assignments are normally made on a first come, first served
basis; the College may elect to reserve a number of
the total spaces avai lable to accommodate students
having special needs. Final responsibility
for
on-campus room assignments rests with the College,

2-<-4-

but, to the extent possible, student preferences will be
honored.
Pets may not be kept in campus housing.
Although none of the apartments was designed for
married couples, a limited number can be made available for married students.
On-Campus Facilities
Campus living accommodations include a high density
group with three five-story and one ten-story buildings, and a low density group comprised of 19 apartment duplexes (38 apartments). Seven basic types of
resident hall accommodations are available, as indicated in the adjoining diagrams:
1. Five-student apartment. These units are designed
to give each occupant his own bedroom/study
room. Roommates share bath and kitchen facilities. Each unit has a comfortable living room.
Both the five-story and ten-story buildings include five-student apartments. Number of units
available: 30 (accommodating 150 students).
2. Four-student apartment, kitchen-dinette.
Two
students share each bedroom/ study room in this
two-bedroom unit, which has a separate bathroom, kitchen-dinette and living room. All apartments in the low density group (duplexes) are of
this type. Number of units available: 38 (accommodating 152 students).

2.<-5

HOUSING
ACCOMMODATIONS
THE EVERGREEN STATE COLLEGE

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Student Apartment

3. Four-student apartment, efficiency kitchen. Two
students share each bedroom/ study room in this
two-bedroom apartment, which has a separate
bathroom and efficiency kitchen connected with
the living room. These units are found only in
the five-story residence halls. Number of units
available: 20 (accommodating 80 students).
4. Three-student apartment. Three of these units,
each with an over-sized single bedroom/ study
room, bathroom,
and convenient
living
room-kitchen combination, are located on the
top floors of the five-story buildings. In addition,
a faculty apartment on the first floor of each of
the same buildings has been converted to a
three-student apartment, with bedroom, living
room, bathroom and kitchen-dining
alcove.
Total number of units available: 6 (accommodating 18 students).
5. Two-student apartment. Design of these units
varies
widely.
Some
have
separate
bedroom/ studies; all have kitchen facilities and
bathrooms. Two-student apartments are located
in the five-story residence halls. Number of units
available: 23 (accommodating 46 students).
6. Two-student studio. Two students share a combination bedroom/ study / living room. All have
complete bathroom facilities, and access to a
community kitchen-lounge. The studios are 10-

2Zf

cated in the ten-story structure. Number of units
available: 63 (accommodating 126 students).
7. One-student studio. This is the most private unit,
with access to bathroom facilities shared with
three other one-student studios and to a community kitchen-lounge. The one-student studios
are all located in the ten-story building. Number
of units available: 28 (accommodating 28 students).
Each living unit on campus is equipped with all items
normally found in a furnished apartment: bed frame
and mattress, desk and chair, wardrobe, dresser, supplementary furniture where needed, and all necessary
appliances. Individual study lamps are not furnished,
nor are personal items such as bath mats, bed linens,
blankets, pillows, towels, pots and pans, plates, cups,
and eating utensils.
Full coin-operated laundry facilities are available to all
occupants. In the high density group, laundry facilities
are available on the ground floor of the ten-story
building; in the duplex group, a separate laundry
building is provided. Mail services are provided in the
same location as laundry facilities.
A telephone is located in each apartment with local
service provided by the College without charge. The
student must, however, accept financial responsibility
for all toll calls. Although adequate storage space is

22..8

available within each apartment, additional rental
storage facilites are available within each living group.
Each fall, housing policies and procedures are reviewed by a student task force and revised for applicability during the next year.
Students have full responsibility for 'maintaining the
appearance and cleanliness of their apartments.
Lounges, lobbies, and other common areas are maintained and cleaned by student employees and/ or professional custodians.
Students wishing to do their own cooking will find a
representative selection of packaged meats, assorted
dairy products, condiments, fruits, vegetables, soups
and bakery products on sale in the College Activities
Building.

Renter's Rights
To inform students of their rights and obligations as
renters, the Director of Housing has prepared a "Renter's Rights Pamphlet," available without charge. The
information in the pamphlet applies to students living
on campus as well as those living off campus, although it has proven to be of special value to students
off campus.

.1

Rental Rates and Deposit for On-Campus Housing
See the Student Accounts section of this catalog for
rental rates. A student must deposit $50.00 to reserve
residence hall space. The College business office
maintains the deposit during the student's occupancy;
the deposit is fully refundable when the student leaves
the residence hall if the unit and the student's account
are in order.
Students may select a Quarterly, Bi-Quarterly
nual LeaseAgreement.

2)0

or An-

;.2.j:1

Fooa Services
Located in the College Activities Building, Evergreen's
major food service facilities include a cafeteria and
related dining rooms. Food service=provides a contracted board plan of either ten meals (lunch and
dinner) or fifteen meals (breakfast, lunch and dinner)
each week. In addition, food service offers a casual
meal plan on a cash basis, a complete snack bar and
grill service, a convenient retail food store and a full
compliment of vending machines throughout the
campus. A full catering and banquet service is also
available.

I
Ii

The College contracts with a professional manager to
operate all food service facilities. The manager is
charged not only with the details of food and finance,
but also with the intangibles of student satisfaction. In
addition to satisfying routine requirements for dining,
the food services manager attempts to provide a variety of meals and tries to meet the special needs or
desires of students. Steak or similar special entrees are
offered at least once each week. Festive meals are
provided periodically during the. year. A "natural
foods" line is available to interested students and special diets are accommodated when medically required.

2j2-

I

2])

I

II

I'

Food service is available in the cafeteria on either a
contract or cash purchase basis. Neither is required of
any student regardless of his place of residence. The
contract plan is considerably less expensive than direct purchase.
Although the use of food service facilities is not required of any student regardless of his place of residency, the board plan offers an economical,
well-balanced diet to every student. Careful consideration should be given to the comparative costs presented in the Fees and Charges section of this catalog
when deciding whether to utilize the board plan, cash
meals, snack bar, or self-prepared meals. The food
service operation represents a major source of student
employment opportunities;
many of the scheduled
working hours for food service are filled by student
employees. Students interested in working in food
service operations should contact the Director of Financial Aid and Placement.
All aspects of the food service operations are subject
to constant input, criticism, and modification through
a food committee having a majority of students. Any
student wishing to participate should contact the
Director of Auxiliary Services.

23+

Boak{!ore
The Bookstore (in the College Activities Building)
serves the College and the community with a basic
and stimulating selection of books that not only keeps
pace with, but is ahead of the demand. By bringing
the best of new and time-tried selections to the store
shelves - including selections for each field of study
_ the Bookstore has a constructive influence on student interest in books.
The Bookstore makes available a full line of study
supplies to supplement the reading material of academic programs. If the materials are not in stock, a
special order can be placed with assurance of speedy
delivery.
Additionally, the Bookstore carries a complement of
personal, cosmetic, gift and novelty items to provide
the shopper with appropriate items for every need.

2.j)

7Vlail .scrrices
The Post Office delivers student mail to the Residence
Halls in bulk six days a week. Campus mail service
personnel distribute deliveries to individual mail
boxes. U. S. Postal Mail drops are centrally located on
the college campus for individual outgoing mail. Students should make sure all their correspondents are
notified of their correct mailing addresses, to include
residence halls, room number and The Evergreen State
College zip code, 98505.
Stamps, parcel mailing, certification, etc. are available
from a self-service postal unit in the College Activities
Building.
The College cannot accept financial responsibility for
receiving and storage of personal belongings for students; therefore, arrangements should be made for
storage, if it is necessary, with a local shipping agency
or some other local address.

2)6

257

5 tudau: Accourt!;
POLICIES AND PROCEDURES
Student Classification
Resident and Non-resident Status
/,,'
The term"resident student" means one who has had a
domicile in the State of Washington for the period of
one year immediately prior to the first day of a quarter
for other than educational purposes; a dependent
son, daughter, or spouse of a federal employee residing within the State; or a dependent son, daughter,
or spouse of a staff member of the College. All others
are considered non-resident students.
Part-time and Full-time Status
For purposes of payment of tuition and fees, the term
"part-time student" means one who is enrolled for
one Evergreen unit of credit. The term "full-time student," for tuition and fee purposes, means one who is
enrolled for two or more units. Part-time or full-time
status for fee calculation will be determined during
registration, and may not be changed after the sixth
day of instruction of the quarter.
Tuition, Incidental Fees, and Other Charges
Application Fee
A $15 application fee is required of all applicants for

2j8

regular credit prior to consideration for admission.
This fee is a one-time payment, and is not refundable
nor applicable to the payment of any other charges.
Special Students and Auditors pay no application fee.
Advance Deposit
An advance deposit of $50 ($20 for part-time) is required from students admitted for regular credit
within 30 days after notification of acceptance is received from the Office of Admissions. (No advance
deposit is required of Special Students and Auditors.)
Payment will reserve enrollment, on a first-come,
first-served basis. This deposit will be forfeited if the
student does not register for the quarter admitted. If
the student completes registration but withdraws after
the tenth day of instruction, he is eligible for a full refund of his advance deposit, minus any outstanding
debts owed to the College. The advance deposit is not
applied toward payment of tuition, but is maintained
as a deposit in the student's account and continues to
reserve an enrollment position through succeeding
quarters until he graduates or otherwise withdraws.
Exit Interview
Withdrawals are never blocked but must be accomplished through an Exit Interview. At the conclusion of
the interview, the advance deposit is refunded, less
any outstanding debts to the College.

25/'

Tuition and Fees
Fee calculations are based on three student status indicators using the rates contained in the Student Accounts/ Fee and Charges section of this Catalog: (1)
state residentcy,
(2) academic load (full-time,
part-time), (3) Vietnam veteran. These indicators are
established, and may be adjusted, only by the Registrar.
Student Health Insurance
The College, through a contract with a private insurance carrier, offers a comprehensive medical insurance plan for all enrolled students. Limited on-campus
medical facilities during Evergreen's early years make
this coverage advantageous for students not otherwise
insured against health risks. Coverage under the plan
for new students is automatic unless waived by the
student. Failure to waive coverage prior to or during
check-in creates a non-cancellable quarterly contract.
Students with eligible dependents may make arrangements, if desired, through the Student Accounts Office
for expansion of the insurance to cover those dependents.
Parking
Parking facilities adjacent to the academic plaza and
residence halls are available to students and visitors.
Every vehicle parked on campus grounds during reg-

I

240

2-t:l

ular working hours, or parked in residence hall
parking areas at any time, must display a parking
permit. Drivers may purchase daily permits at the entrance to the parking lots. Monthly, quarterly or yearly
permits may be purchased in the Cashier's Office.
(NOTE: Parking fees were not charged during the
1973-74 academic year, but are subject to reinstatement.)
Student Identification

Cards

Identification cards will be made available to all students without charge at the time of enrollment. A $5
charge will be levied for replacement of lost cards.
Financial Aid Disbursements

III

Financial aid awards are made by the Office of Financial Aid. The amounts, types, and conditions are transmitted to the Student Accounts Office for accounting
and disbursing. All financial aid, with the exception of
short-term emergency loans, is distributed quarterly to
coincide with the assessment of tuition and fees. Because financial aid is designed primarily to pay direct
expenses of going to college, all outstanding charges
at the time of distribution are deducted from the quarterly award, and any balance of the aid is paid to the
student. The exception to this policy is the on-campus

~

worly'study program, for which funds are distributed
through the payroll system. The balance of aid, if any,
will usually be available for disbursement to the student at the Student Accounts Office, upon presentation of proper identification, during the first week of
instruct ion.
Billing and Payment Procedures
The student accounts system assembles all financial
information, both charges and credits, for each student and prepares a monthly statement of account.
This makes it possible for each student to submit a
single check for tuition and fees, housing, food services, and other charges by mail or night depository.
The Cashier's Office is open from 9:00 a.m. to 12:30
p.m. arid from 1:00 p.m. to 4:30 p.m., Monday
through Friday, to accept payments in person, particularly when payment is made with cash.
Tuition and fees are billed on a quarterly basis regardless of the content or length of a student's academic
program. Although bills are prepared and mailed well
in advance of required payment dates, the mobility of
students often results in bills not arriving or arriving
too late to meet the deadlines. Students should be
aware of payment schedules, and should at all times
keep a current mailing address on record with the
Registrar. The student is responsible for making satis-

24)

factory arrangements to pay bills within the specified
time limits. Failure to pay tuition and fees as scheduled will result in disenrollment.
Policies and fees are subject to change at the discretion of the Board of Trustees.

A

Prior

t st Class
Day thr u'
6th Class

to

1st Class
Day

Day

7th Class
Day thru'

11th Class
Day thru'

10th Class
Day

30th
Calendar
Day

Fee Category

All checks must be made payable to'The Evergreen
State College and delivered to the Student Accounts
Office.
RefundS/Appeals

No refund of tuition and fees will be allowed except
for withdrawal under the following conditions: (1)
death or serious accident or illness in the immediate
family, (2) military draft call or reserve call-up, (3)
other unavoidable or unforeseeable circumstances,
after review. See the following table for refunds applicable to a student who has initiated and completed
proper withdrawal proceedings. Objections to the
application of any financial policy or charge may be
presented to a fee refund review panel consisting of
one faculty member, one student, and one staff
member. Appeals to this panel must be presented in
writing to the Student Accounts Office. The panel
meets routinely once a week during the academic
year, and may grant exceptions to specific policy applications based on institutional error, or any of the
three reasons listed above.

244

Advance

Tuition

Deposit

and Fees

Insurance

lif applicable)
Housing

Deposit

Housing

Rental

After
30th
Calendar
Day

-0--

-0-

100%

100%

100%

100%

50%

50%

-0-

100%

-0-

-0-

-0-

-0-

~O-

,100%

if reservations

occupancy,
If you never
are moving

are cancelled

or if you vacate

on

45 days prior to

30 days' notice.

be required;
if you
pay for 30 days after notice.

move! in, no rent will

out,

you must

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24--5

.Studou: Aa:ounfj
FEES AND CHARGES
Actual 1974-75 school year charges-for tuition and
fees, housing, food services, and other categories of
student expense are not known at this time. Categories and rates listed in the following tables are based
on charges in effect during Fall Quarter, 1973. Additions, deletions, or adjustments may be made prior to
Fall Quarter, 1974 and will be noted in material which
supplements this publication.
Schedule of Tuition and Fees
Resident-Full-time
student, per quarter
Resident - Vietnam veteran - FuII-time student.
per quarter
.
NonresidentFull-time student, per quarter
.
ResidentPart-time student and Special Student,
per quarter. . .
.
Nonresident - Part-time student, per quarter
AuditorOne unit, per quarter ....

$165.00
120.00
453.00
80.00
219.00
20.00

Application Fee and Advance Deposit
Application Fee (regular students only)
.
Advanced Deposit - Full-time (regular students only) .
dvanced Deposit Part-time (regular students only)

Miscellaneous

Fees

Replacement of Student Identification

21-'6

15.00
50.00
50.00

.

5.00

Food Service

Other Charges
Student Health Insurance
Student only, per quarter
....
Student and dependents, per quarter

14.90
40.75

Vehicle Parking
Automobiles
Daily
Monthly
Quarterly.
Yearly ...
On-Campus

$ 0.25
5.00
10.00
30.00

Motorcycles
and Scooters
$ 0.25
2.50
5.00
15.00

Housing

Resident Halls accommodations, per month, each occupant:
Four-student apartment, duplex units
. . . .
$70.00
Five-student apartment.
. . . . . . . . . . .
68.00
Two-, three-, or four-student apartment, or one-student
studio room . . . . . .
66.00
Two-student studio room
. . . . . .•
....
64.00
Housing Deposit.
. . . . . . . . . . . . . . . . . . . ..
50.00

~

Contract Plan:
15-meal boarding plan, per student, per week
Casual or Cash Plan (Rates per meal):
Breakfast.
Lunch . . . . . . . . . . . . . .
Dinner.
Special Monthly Festive Meals.
Average cost of cash plan, per student, per week.

16.50

1.00
1.50
2.00
2.50
22.50

Summary of Estimated Quarterly Expenses
1. Prior to or during first quarter only:
Application Fee.
Advance Deposit
Housing Deposit
2. Direct Education Costs:
Tuition and fees .....
Books and Supplies (estimate).
Miscellaneous Fees and Charges
3. Related Costs:
Housing (average) ...
Meals (contract
plan).
4. Other Expenses:
Personal (estimate) .
Insurance (optional)
Car (estimate) ....

Resident
$ 15.00
50.00
50.00

Nonresident
$ 15.00
50.00
50.00

165.00
50.00
25.00

453.00
50.00
25.00

190.00
182.00

190.00
182.00

135.00
15.00
65.00

135.00
15.00
65.00

24-;9

Summary of Estimated Academic Year Expenses
For the 1974-75 academic year at Evergreen a single
resident student, without a car, living in College housing, using the boarding plan, can reasonably expect to
spend $2,291 on his education as follows:
Tuition and Fees. .
.
.
Books and Related Supplies
.
Miscellaneous Fees and Charges..
. ...
Housing and Meals ..
Personal Expenditures
.
Travel to and from home
.
Total estimated expenses for 3 quarters, 1974-75

495.00
150.00
80.00
1,116.00
400.00
50.00
2,291.00

$

I

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7tU'i/ifiesVse/~ufdfOIhJ
The Evergreen State College is a public agency, owned
and operated by the State of Washington and subject
to the laws of the state and of Thurston County. Its
policies must therefore be consistent with the law and
reflect the responsible management of a very large
public investment. At the same time, the institution's
public character means explicitly that it exists for the
benefit of Washington's citizens. To discharge its obligations and to insure the effective use of its facilities,
the College must operate under some simple rules.

Using College Premises.
Individuals or organizations may use Evergreen's
premises and facilities for purposes other than those
integral to the College's educational programs if (a)
the individuals or organizations are eligible to use
them, (b) suitable space is available at the time requested, and (c) appropriate procedures are followed
to insure that necessary arrangements are made for
preparing the space to be used and that conflicts will
not arise over the use of space or equipment. In all
cases, a person must identify himself as responsible
for the fulfillment of all agreements made about the
use of College quarters and facilities.

2)2.,

To apply for the scheduling of a special event or the
appearance of an outside speaker, interested persons
must see the Director of Recreation and Campus Activities. Reservations for space and facilities are made
through the Director of Facilities. Space and facilities
are assigned on the basis of the following priorities:
(1) Evergreen's regular instructional and research programs, (2) major all-College events, (3) events related
to the special interests of particular groups of students, faculty, or staff members, (4) alumni-sponsored
events, (5) events sponsored by individuals or organizations outside the College. Unless previously authorized in writing, an admission fee may not be charged
or contributions solicited at any meeting or event on
Evergreen's campus.
Alcoholic Beverages.
Following state and local law, alcoholic beverages may
not be served at campus events un less a banquet
permit has been obtained from the State Liquor Control Board. Under the same authority, it is unlawful to
possess, serve, or consume alcoholic beverages "in a
public place." All the academic buildings, the exterior
campus, and the corridors and lounges of Evergreen's
residence halls are "public places" by this definition.
The drinking or possession of any alcoholic beverage,
including beer, anywhere within these areas, then, is
legally off limits.

.2,5)

The one exception is the rooms assigned as dwelling
places in the residence halls and residential modular
units. These places are homes, and drinking is legally
permissible if one is 21 years of age. If a student or
other person is less than 21, then his drinkingor his
being served an alcoholic drink - violates the laws of
the state. (The 1973 Washington State Legislature
adopted 19 as the legal age for drinking of alcoholic
beverages; the law has been referred to vote of the
state's electorate and will become effective only when
and if approved by the people.)
The whole matter of alcohol on campus challenges
our capacity to govern ourselves. If we fail to do so
responsibly, we invite intrusions from outside our own
community.
Firearms.
The same point applies to the possession of firearms
on campus. There is no reason to have them in an
educational institution. If, for convenience, hunters
want to bring shotguns or rifles with them to make a
trip home unnecessary as appropriate seasons come
around, then they may check their weapons with the
Security Office. Provisions have been made there to
keep guns safely and to return them to their owners at
suitable times. Handguns never seem to be proper
possessions in a college environment. If they are

I

-L74

brought to Evergreen, they must be checked with the
Security Office in the same way that rifles, shotguns,
and other firearms must be checked. A special explanation in writing, however, must be filed in the cases
of pistols, automatics, or similar weapons.
Anyone in possession of an unchecked firearm at Evergreen must be regarded as violating a basic principle
of eduactional living and is subject to immediate expulsion.
Pets
Pets are not allowed on campus unless under physical
control by the owner. In no case are pets allowed in
buildings. Stray animals are placed in a holding pen
constructed under Humane Society standards, retained one day while the owner is sought, and thenif the owner cannot be found - turned over to the
Humane Society.
Bicycles
Bicycles should not be parked in College Buildings.
Bicycle parking blocks are available at numerous locations throughout the campus usually just outside
building doors. All such blocks are constructed so that
bicycles may be locked to them.

2??

Safi}b
smoking
Smoking is prohibited in areas marked "No Smoking"
and in unmarked offices, seminar rooms or other
areas when abstinence is requested by the person in
charge. Where smoking is permitted, please use ashtrays.
Parking
Motor vehicles may be parked only in posted lots.
Parking in or alongside roadways is hazardous and
prohibited. Illegally parked vehicles will be towed
away at the expense of the vehicle driver.
Traffic Regulations
Maximum campus speed, other than on the Parkway,
is 25 miles per hour. Lower limits are indicated by
signs where required. Drivers must obey all posted
traffic signs on the campus.
Emergency Services
First aid and ambulance services are provided by the
McLane Campus Fire Department 24 hours per day,
seven days per week.

2)7
~6

!~~

Ser1f!!!y
Security Office
1/1

,
!

I

Evergreen's security personnel, r"ecognizing that
people have different needs, experiences, and outlooks, perform their duties with respect for individual
beliefs, rights, and freedoms. Their main concern is
serving the campus community and attending to the
welfare and protection of students, staff, and faculty.
The working body of the Security Office is made up of
non-uniformed officers and students trained in techniques for handling problems of human interaction as
well as those involving breaches of the College's Social Contract and regulations, and state laws.
In short, Security's main objective is to do all it can to
help the Evergreen community function smoothly.
The Security Office makes available visitor parking
permits when appropriate; other parking permits _
when required - may be purchased at the lots (daily)
or the Cashier's Office (monthly, quarterly, and annually).

the Housing Office and the Security Office make available personal property cards for listing all personal
items of value. The Security Office retains the card for
reference in the case of loss or theft.

·1

I

Personal Property
The College cannot assume responsibility for the loss
of personal property in buildings or on the campus,
regardless of the reason for the loss. However, both

2;8

I

2,53

~ 7, JfJ;AlN~tk5~Y1eyp{fL)
4!~
~

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..
'.~\~J,
t~;;??:~~~~_

NOTE:
A special new Commission on Governance, appointed
by the president, has already begun evaluating the following two documents, with an eye toward making
specific suggestions for alteration where needed and
upon agreement of the academic community. Should
new governance documents become operational prior
to the start of the 1974-75 academic year, you will receive a copy under separate cover.

I

:

II

Gavernanc~

~~~
~

2fu
260

Guven7fma:'arliJ Decision -maf:£'!'J

at-ZVff{JetJL.,
Introduction

Evergreen is an institution in process. It is also a community in the process of organizing itself so that it can
work toward clearing away obstacles to learning. In
order that both the creative and the routine work of
the community can be focused on education, and so
the mutual and reciprocal roles of the various members of the community 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.
To accomplish these ends, governance and decision-making in the Evergreen community must have
the following qualities:
1. The procedures must reflect the Evergreen approaches to facilitating learning, and recognize
the responsibility of the President and the
Board of Trustees for institutional direction.
2. "What to do" and "how to do it" should be
decided "where the action is", that is, at the
administrative level closest to those affected by
a particular decision.
3. "Where the action is" should be locatable.

2bZ

4. All people responsible for deciding "what to
do" should be accountable.
5. "What to do" and "how to do it" should be
decided after consultation and coordination.
Who is to be consulted, and what is to be coordinated are part of the definition of "where the
action is".
6. Consultation and coordination should be:
a. primarily concerned with substantive issues;
b. normally involving people who are affected
by and interested in the issues.
7. Oligarchies are to be avoided.
8. In the Evergreen community, individuals should
not feel intimidated or be subject to reprisal for
what they say.
9. In cases of conflict, due process procedures
must be available.
10. The procedures must respond automatically to
growth and be evaluated periodically.
Governance and decision-making in the Evergreen
community must not:
1. Separate the Evergreen community into constituencies with some sort of traditional representative form of government.
2. Require decisions by vote.
3. Call for standing committees and councils.
4. Stifle experimentation with new and better ways
to achieve Evergreen's goals.

Wj

."\
I

5. Has built-in methods for evaluating and if
necessary, changing-the
system.
6. Attempts, in every instance, to emphasize the
sense of community and to require members of
the community to play multiple, reciprocal, and
reinforcing roles in the community enterprise.
The legal Nature and Status of
The Evergreen State College

The following system, designed to accomplish these
objectives:
1. Calls for the continuous flow of information and
for the effective keeping of necessary records.
2. Provides for getting the work done and for
making decisions where the action is.
3. Allows for creative policy making, including a
policy initiation process open to any member of
the Evergreen community.
4. Insists on the speedy adjudication of disputes
with built-in guarantees of due process for the
individual.

2Bt

The Evergreen State College, established in Thurston
County by the 1967 Washington State Legislature,
operates under the provision of the Revised Code of
Washington (RCW 28B.40). Management of the College, care and preservation of its property, erection
and construction of necessary buildings and other facilities, and authority to control collection and disbursement of funds is vested in a five-member Board
of Trustees appointed by the Governor with the consent of the Senate for six-year overlapping terms.
Board members serve without compensation. Evergreen's President is chosen by and is directly responsible to the Board of Trustees for executive direction
and supervision of all operations of the College. The
Trustees and the President in turn delegate many duties and responsibilities to others in the Evergreen
community. The governance system of Evergreen recognizes the legal nature and status of the College as

26;

·1

I

I
I

well as the de facto system whereby the community
works toward achieving its goals and purposes.
The President may delegate responsibility and authority to the vice presidents. They in turn may delegate duties to deans and directors, etc. The essential
business of the community - to foster learning - is
the responsibility
of everyone in the community, and
cannot be delegated.

i

i

Information, Communications and Record-Keeping
The Evergreen community
needs to be open,
self-conscious and self-correcting if it is to be both
viable and innovative. The left hand does need to
know what the right hand is doing. Furthermore, Evergreen needs to be able to remember the important
things both its left and right hands have done, and
with what degree of success or failure they have done
it.
(In keeping with the original mandate of the Committee on Governance, the Information and Communications Center has been established.)
The College Forum. As an occasion for all concerned
members of the Evergreen community to come together; to think together; to talk, listen, and reason
together, the College Forum meets regularly.
The president of the College leads the Forum discussions. He is responsible for preparing and publishing

266

·'1
\
I

III

an agenda, but it is to be understood that the agenda
is open-ended. The Forum is not a decision-making
body. It is a place and a time and a gathering where
hard questions can be asked, where dreams can be
told, where plans for a better college may first see the
light of day.
In addition to the College Forum, similar forums led
by vice presidents, deans and directors, etc., are encouraged. These forums may allow for more focused
discussion in specific problem areas of the communityenterprise.

2&3

The College
Sounding
Board. As an important
all-campus information and coordination body, the
College Sounding Board meets on a regular schedule
to facilitate coordination of activities among all areas
of the Evergreen community. This group is not vested
with binding decision-making powers, but it does
constitute a consultative pool or "sounding board"
where discussion and advice on issues affecting various areas in the College can be heard, and needs for
coordination can be aired.
The membership is constituted as follows:
1. The president is a member of the Sounding
Board.
2. Each vice president appoints not more than 10
persons from his area of responsibility as member of this body.
3. 13 students regularly serve as members of this
body.
The students serve as facilitators to all members of the
Evergreen community in areas of initiative petitions or
proposals, help individuals locate where the action is,
and otherwise facilitate communication and coordination on campus. They are selected from various academic program areas, with assurances that women
and persons from ethnic minority groups are represented.
Every member of the Sounding Board serves in this

269

facilitating role, and participation on the Board serves
to acquaint its members with the multitude of problems, decisions, plans, etc., that typify an active center
for learning. Each member of the Board must arrange
for a substitute if he or she is to be absent from any
particular meeting.
The College Sounding Board selects a moderator and
a recorder for a limited term. These responsibilities
are rotated through the Board membership. The moderator sees that the group meets on a regular schedule, prepares and publishes an open-ended agenda
for each meeting, and assures a free and open discussion of the issues. The recorder is responsible for reporting the issues discussed.

Getting the College's Work Done:
Patterns of Administrative Decision-Making
Decision-making at Evergreen takes place "where the
action is", that is, at the administrative level closest to
those affected by the particular decision. Those responsible for making the decisions must be locatable
and accountable; they are expected to obtain input
and advice from concerned parties as a regular part of
the decision-making process.
Locatability.
Location of those responsible for the
functioning of various areas of the community is identified in the College organizational chart, the Faculty

jlf$iii5
Handbook, and the Business Policies and Procedures
Manual. Delegated duties and responsibilities should
be made as explicit as possible, and information regarding the decision-making roles of various members
of the Evergreen community should be made easily
available in the College Information and Communications Center. Members of the College Sounding Board
will also serve as information sources on these questions of locatability.
Administrative
Evaluation
and Accountability.
Accountability for decisions made or not made, and the
degree to which those affected have been encouraged
to make inputs into the decision-making process, will

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be reflected in the College's system of administrative
evaluation. Like the student and the faculty evaluation
procedures, the administrative evaluation must emphasize growth in learning how to perform more
effectively the roles for which the individual is responsible. The procedure (still being developed) will include a large element of self-evaluation and evaluation by peers, but must also include clear opportunities for input by those other members of the College
community who experience the results of the administrative processes. It is through this evaluative procedure that the community can express itself most constructively on the effectiveness of the administrative
process and the long-term interests of that community. Without a smoothly functioning procedure encouraging evaluative contributions from a wide circle
of community opinion concerning the administrative
performance of the decision-makers in the College,
the campus community cannot be expected to place
its confidence in the system of governance elaborated
here. Administrative evaluation is therefore central
and essential to the workability of the governance pattern proposed.

Consultation, Input, and Advice. The Evergreen State
College wishes to avoid the usual patterns of extensive
standing committees and governing councils. Instead,
decisions are made by the person to whom the re-

272

sponsibility is delegated, after appropriate consultation.
At least three major avenues for consultation and advice are open to a decision-maker within the College,
depending upon personal style and the scope of the
problem. The person may wish to: (1) simply solicit
advice on a direct and personal basis; (2) select a Disappearing Task Force (ad hoc committee) for the purpose of gathering information, preparing position
papers, proposing policy, or offering advice; (3) appoint a longer term advisory body for counsel on a
matter requiring expertise (this option should be used
infrequently to avoid the "standing committee syndrome").
Three major resources exist for selection to these consultative processes;
1. The Natural Consultative Pool Certain decisions have an effect only on a limited number of
persons who are easily identifiable.
2. The Community Service List - All members of
the Evergreen community are eligible for selection to the list by a random selection process.
Names are drawn from the list following the
random order in which they were selected. Service on the list is considered a responsibility and
a privilege of membership in the Evergreen
community.

275

3. The Voluntary Service List - In addition to the
Community Service List an Evergreen Voluntary
Service List is compiled by the computer center.
Any member of the Evergreen community may
have his name added to the list, and if he so desires may specify certain interest areas where he
would" wish to serve (e.g., Bookstore, DTFs
dealing with experimental housing, administrative service, sports, etc.). This list is available
through the Information and Communications
Center. Any individual or group can use this list
to locate individuals to serve on DTFs, to identify
people with certain interests, or to find talent
and expertise. Those placing their names, interest areas, etc., on this list will have entree into
the governance process in ways not immediately
provided by the Community Service List. The
College is advised to experiment with all aspects
of the service list concept. It may prove to be an
important innovation in the campus governance
system.
Initiative Processes
In addition to those who by law or by delegation of
duties and responsibilities are charged to develop
policy in the performance of their duties, any member
of the Evergreen community can write a proposal,
gather together a disappearing task force to develop a

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proposition, or present a petition. The appropriate
administrative officer is obliged to read and act upon
such proposals at the earliest possible time after receipt of said proposals in finished form. If accepted by
the appropriate authority, the proposal will become
official Evergreen policy and will appear in the next
Evergreen Bulletin, Faculty Handbook, Business Policies and Procedures Manual, or other official Evergreen documents. Proposals not accepted will be returned to their initiators along with the reasons for
rejection.
Aid and advice on the initiative process are available
to individuals and groups from members of the College Sounding Board as well as from the Information
and Communications Center.
DTFs or other consultative bodies can be formed in
the same manner as indicated in Section III, C of this
document.

3. Provide a campus adjudicatory apparatus, not
one intended to operate in place of civil authority.
The appeals system should be required only
when all prior attempts to resolve disputes and
grievances "where the action is" have failed. All
members of the Evergreen community should
feel a heavy responsibility to make every effort
to solve individual and community problems
imaginatively and constructively without resort
to this system.
Appeals Procedures. In the event that satisfactory resolution of disputes or grievances is not achieved, or in

Adjudication of Disputes, Grievances, and Appeals
The grievances and appeals system at The Evergreen
State College is designed to:
1. Reflect the programs and character of the institution and apply to all members of the community.
2. Provide a working system where appeals can be
heard in the least possible time; one that is capable of speedy resolution of conflict and grievances.

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cases of appeal for infraction of the code of conduct,
the following procedure will be employed:
1. It is the responsibility of the individual or individuals affected to intiate the process.
2. The first step involves written notification of an
appropriate
facilitator
(a member of the
Sounding Board or others as selected) regarding
the dispute or grievance. This notification should
include all necessary details about the dispute.
The facilitator establishes that appropriate prior
attempts at resolution have been made. He then
forwards the written grievance to the appropriate
person or office (coordinator, dean, director,
vice president, or president).
3. The appropriate person or office notifies the individual or individuals involved of a time and
place for a hearing. (This hearing must take place
within one week of notification of dispute.)
4. The hearing board is constituted in the following
way:
a. The board consists of five members representing each disputant.
b. Members are selected from the Community
Service List.
c. The hearing board reflects the peer groups of
the disputants.
d. The members are selected by a random
number process from identified peer groups.

278

e. Each side represented in a dispute has the
right of two peremptory challenges.
5. The decision of the hearing board is binding on
all parties concerned. However, if the sanction
imposed by this hearing body involves possible
suspension, a fine in excess of $25, an official
institutional reprimand which would become a
part of the individual's permanent record, or a
matter of serious principle, then the decision can
be appealed to the All-Campus Hearing Board.

279

All-Campus Hearing Board. All-Campus Hearing Board
hears conflicts of a serious nature which are appealed
from other hearing boards.
At the beginning of each academic year, the president
impanels three members of the Board. These members have the authority to review all appeals documents and to decide in advance which cases it will
hear. At the time when a case is to be heard, four additional members, representing the peer groups of the
disputants, are selected for each individual case. All
Board members are selected from the Community
Service List utilizing variations of the random number / peer group process. Each side represented in a
dispute has the right of two peremptory challenges.
The only appeal within the institution beyond the
All-Campus Hearing Board is by petition to the Board
of Trustees. The Board of Trustees may also, on its
own motion, review any decision of the All-Campus
Hearing Board and affirm, modify, or reverse that decision.
In cases heard by the All-Campus Hearing Board, disputants will:
1. Receive adequate (5 to 10 days) written notice of
the nature of the grievance and possible sanctions (where appropriate).
2. Receive written notice of the date, time, and
place of the hearing.

280

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3. Be advised of the names of the witnesses who
will appear in the case.
4. Receive a fair hearing.
5. Have the right. to present a defense and witnesses and the right to cross-exarnie opposing
witnesses.
6. Have access to a transcript of the proceedings
and the findings of the Board.
Evaluation of Governance
Necessary and essential amending of this document is
to be accomplished through the initiative procedures
contained herein. Every five years, the President shall
convene a Commission to evaluate the Evergreen governance system. It will be the responsibility of that
Commission to affirm its effectiveness or to propose
changes. When changes are proposed, they shall be
published for discussion within the Evergreen community. At the discretion of the President, in appropriate
consultation, recommended changes may be subjected to suitable ratification procedures.
Conclusion
Most contemporary forms of academic governance
have taken shape from the faculty struggle for power
and from the continuing conflict between faculty and
administration. The faculty has clothed its cause in
democratic rhetoric, and college presidents have been

reluctant to stand against the language of Jefferson.
But a public college is not a state. A public college is
not a self-governing body politic. It is the educational
and initiatory agency of the state. Its work is learning,
not self-government.
At Evergreen, we have designed, and hope to perfect,
a simple system of academic government that grows
out of and meets the needs of the teaching enterprise.
We havenot used the federal government as a model,
and we are not going to use inappropriate political
rhetoric. Our organizational,
administrative,
and
policy-formulating structure must reflect our teaching
function.
At Evergreen, we assume a community built upon
commonality of interest, instead of upon inevitable
conflict between irreconcilable interest groups. We
assume cooperation between members of a single interest group. Those who come together at Evergreen
will do so because they want to, because they want to
become fellows.
Evergreen will not be the place for students, faculty,
deans, or presidents who function best in overt or
covert confl ict.
Pressure-group politics is not the way to search for
great curricular ideas, and is not the way to run an
educational
community.
Conflict,
pressure,
non-negotiations, and confrontation politics will not

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create a fellowship - war perhaps, maybe a standoff,
constituencies certainly, but not a reasonable community.
Evergreen must try to avoid a labyrinth of college-wide and departmental committees. Instead,
proper power, opportunity, authority, and responsibility will be distributed functionally to those groups
of faculty and administrators who need it to do the
work they must do. This means that the president, vice
president, and deans will set limits - wide limits and the faculty teams will explore widely within those
limits. We want to insure maximum administrative
support for the widest possible exploration and elaboration of the Evergreen programmatic ideal. We want
to provide cooperating teams of faculty with opportunities for the design of better ways of learning. We
want to provide for continuous
self-study
and
self-evaluation by students, faculty, and administration; and continuous critical self-study of the entire
College. Evergreen is to have a growing, changing,
living curriculum, faculty, and administration.
Our system of decision making, evaluation, and appeals has been designed specifically to support the
teaching and learning programs peculiar to Evergreen.
Though it is the product of months of careful deliberation, it is not intended to stand unchanged for all
time. It is a system that is to be tried and evaluated,

281'

and it is to be changed for the better on the basis of
experiment and experience. This document is subject
to review and to change by processes analogous to
those which originally created it.

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Social Coraracr)
Introduction
In its life as a community, The Evergreen State College
requires a social contract rather than a list of specific
prohibitions and essentially negative rules. The contract, open to modifications over time and responsive
to the changing circumstances sure to attend the institution's future, represents a commitment by each one
of us to search for the set of agreements that define
the spirit that we are trying together to engender at
the College, that indicate the conditions that support
the primary purposes for which Evergreen was called
into existence, and that specify the principles under
which all of us can live together as civilized and decent people who share the often very different excitements of learning.
All persons who become affiliated with the College as
students or as employees agree as a condition of acceptance or employment to conduct themselves according to the principles embodied in these documents. This arrangement precludes the necessity of
collecting signature cards and of requiring the occasionally distasteful signing of formal "oaths."
Basic Purposes
The Evergreen State College is an association of
people who come together to learn and to help each

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other learn. Such a community of learners can thrive
only if each member respects the rights of others
while enjoying his own rights. It depends heavily on a
network of mutual trust and an atmosphere of civility;
and it grows in its human utility only if each of its
members lives up to the responsibilities for honesty,
fairness, tolerance, and the giving of his best efforts as
those efforts are entailed by his membership. Students, faculty, administrators, and staff members may
differ widely in their specific interests, in the degrees
and kinds of experience they bring to Evergreen, and
in the functions which they have agreed to perform.
But 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.
These considerations directly imply the necessity of an
organized structure to achieve the goals of more
effective learning, a system of governance that encourages widespread participation in the making of
College decisions (See Governance
and Decision-Making at Evergreen), and a full awareness on the
part of every member of the community of how his
behavior influences the climate and the spirit of the
campus. If the spirit and climate of the College are to
promote learning most effectively, then each member
of the community must protect in an active, thought-

29l

Even more important, however, is the requirement,
difficult to define and impossible to legislate, that
each member of the Evergreen community concern
himself with how the College can become a more
productive, more humane, and more supportive place
in which to learn. This requirement entails an explicit
and continuing consideration of the delicate balances
in the relationship of the members of the Evergreen
community to each other and to the institution itself.
Evergreen and Society

ful, and concerned way (a) the fundamental rights of
others in the community as citizens, (b) the right of
each member of the community to pursue different
learning objectives within the limits defined by Evergreen's resources in people, materials and equipment,
and money, (c) the rights and obligations of Evergreen
as an instiution established by the State of Washington, and (d) the rights of all members of the community to fair and equitable procedures for determining
how, when, and against whom the community must
act when its safety or its integrity has been damaged.

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Members of the Evergreen community recognize that
the College is inherently and inescapably a 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. From this state of affairs flow certain rights for the members of the Evergreen community, certain conditions of campus life,
and certain obligations.
Among the basic rights are freedom of speech,
freedom of the press, freedom of peaceful assembly
and association, freedom of belief, and freedom from
personal force and violence, from threats of violence,
and from personal abuse.
Freedom of the press implies the right" to freedom
from censorship in campus newspapers and other
media. Concomitantly, such publications are subject

,293

to the usual canons of responsible journalism, to the
law of the press, and to the same conditions of
self-maintenance that apply to other forms of public
communication.
.
There may be no discrimination at Evergreen with respect to race, sex, religious or political belief, or' national origin with respect to admission, employment,
or promotion.
Because the Evergreen community is not separate or
segregated from the larger society, the campus is not a
sanctuary from the general law or invulnerable to the
general public interest. The members of the Evergreen
community are therefore obligated to deal with the
relationship between the campus and the larger society with a balance of forthrightness and sensitivity,
criticism and respect, and an appreciation of the complexities of social change and personal differences.
The Evergreen community will support the right of its
members, individually or in groups, to express ideas,
judgments, and opinions in speech or writing. The
members of the community, however, are obligated to
make their statements in their own names and not as
expressions of the College.
Each member of the College community has the right
to organize his own personal life and conduct according to his own values and preferences so long as
his actions accord with the general law, are in keeping

2.9+

with agreements voluntarily entered into, evince an
appropriate respect for the rights of others to organize
their lives differently, and advance (or at least do not
interfere with) the community-wide purpose of more
effective learning. In short, Evergreen does not stand
in loco parentis for its members.
The Conditions of Learning
As a community of people who have come together to
learn and to help one another to learn more effectively, Evergreen's members live under a special set of
rights and responsi bi lities. Foremost among these
rights is that of enjoying full freedom to explore the

295

III

nature and implications of ideas, to generate new
ideas, and to discuss their explorations and discoveries in both speech and print without let or hindrance. Both institutional censorship and intolerance by
individuals or groups are at variance with this basic
freedom. By a similar token, 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, also violate the principle of free inquiry.
Serious thought and learning entail privacy. Although
human accessibility is a basic value, and although
meetings of public significance cannot properly be
held in secret, 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.
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. In order to protect the safety of the
community and to respect the equal rights of those
who choose not to participate, reasonable and impartially applied rules, following established procedures
of governance ( See Governance and Decision-Making
at Evergreen), may be set with respect to time, place,
and use of Evergreen facilities in these activities.

I

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Honesty is an essential condition of learning. Honesty
includes (although it is not limited to) the presentation
of only one's own work in one's own name, the full
consideration of evidence and logic even when they
contradict a cherished personal point of view, and the
recognition - insofar as it is humanly possible - of
biases and prejudices in oneself as one strives to become a more effective learner.
Another essential condition of learning is the full
freedom and right on the part of individuals and
groups to the expression of minority, unpopular, or
controversial points of view. If the Evergreen community is to prove valuable to all its members, this right
must be especially cherished, particularly when the
predominant current of opinion, regardless of its character or its content, runs strong.
'
Related to this point is the way in which civility is a
fundamental condition of learning. Only if minority
and unpopular points of view are accorded respect,
are listened to, and are given full opportunity for expression wi II Evergreen provide bona fide opportun ities for significant learning as opposed to pressures,
subtle or overt, to ride the main tides of purely contemporary opinion.
All members of the Evergreen communitystudents,
staff, faculty, administrators, trustees, and all othersare under an obligation to protect the integrity of Evergreen as a community of learners from external and

298

internal attacks, and to prevent the financial, political,
or other exploitation of the campus by any individual
or group.
Institutional

Rights and Obligations

As an institution, Evergreen has the obligation to provide an open forum 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 community. (See Governance and Decision-Making
at Evergreen, sections on the College Forum and on the College Sounding Board.)

II

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The College has the obligation to- prohibit the use of
its name, its finances, and its facilities for commercial
purposes.
Evergreen has the right to prohibit individuals and
groups who are not members of its community from
using its name, its financial or other resources, and its
facilities for commercial, religious, or political activities. This right is balanced by an obligation to formulate and to administer its policies in this regard in an
even-handed manner.
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 support
the right of its community's members to engage, as
citizens of the larger society, in political affairs, in any
way that they may elect within the provision of the
general law.
The individual members of the Evergreen community
have the responsibility for protecting each other and
visitors on campus from physical harm, from personal
threats, and from uncivil abuse. Similarly, the institution is obligated, both by principle and by the general
law, to protect its property from damage and unauthorized use and its operating processes from inter-

300

ruption. At the same time, it also must guarantee the
right of the members of its community to be heard at
appropriate levels of decision-making with respect to
basic matters of policy and other issues of direct concern. As a community, Evergreen, through its governance structures, has both the right and the obligation
to establish reasonable standards of conduct for its
members in order to safeguard the processes of learning, to provide for the safety of its members, to protect the investment of the people of the State of
Washington in its properties, and to insure a suitable
respect for the very different tastes and sensibilities of
its members. For these reasons, the law empowers the
President or his designees to intercede whenever, in
his (or their) judgement, a clear and present danger to
these concerns exists.
The Issue of Strikes

The strike, including such variant procedures as the
boycott and the prolonged demonstration, has been
formally institutionalized in industrial society as one
means of effecting change. It is recognized at law, has
generated its own official personnel, and operates
according to relatively common understandings. Because the strike bases itself in adversary rather than
collaborative relationships, it is an inappropriate
means of seeking change at Evergreen. Nevertheless,

5°:£

an awareness of human frailty and the complexity of
our times suggests that, in spite of hopes that strikes
will not need to occur within our community, wisdom
and prudence call for some relevant concepts and policies from the outset.
As an effective means of demonstrating moral commitment and the courage of one's convictions, a strike
entails costs; those who choose to strike must put
something of value on the line that they choose to
draw. Otherwise; a strike readily degenerates into a
kind of hybrid - part party and part parade with little
moral or intellectual meaning. It is for this reason that

industrial workers do without their pay when they, for
explicit purposes, withhold their labor.
Because there is no reason for a campus to enjoy
exemptions from these principled conditions, two
entailments follow: First, both as an institution and as
a community, Evergreen has the right to deny pay and
academic credit to its members who participate in
strikes. Second, that right is balanced by an obligation
to accept legally conducted strikes without dismissing
those who participate in them.
Difficulties here are more probable in connection with
the denial of credit than with the denial of pay. If
striking students are able to meet their full academic
obligations, then the notion of Evergreen as a community of learners argues against their having credit withheld. The judgement of Program Coordinators and of
Supervisors of Learning Contracts has a central and
basic importance here; but when Program Coordinators and Supervisors of Contracts may also have been
involved in a strike, then the question arises of the
extent to which their judgement is uncontaminated
and of how free they may be from conflicts of interest.
Specific and detailed procedures must be developed
to cope with these contingencies, but the basic means
of arriving at equitable decisions are provided by the
sections on adjudication in Governance and Decision-Making at Evergreen.

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Judicial Action
Although the mechanisms of suit and litigation are
obviously essential at Evergreen, they represent the
last resort within a viable community. In this social
contract among Evergreen's members, our concern is
less on governmental and policy-oriented
issues,
which are covered primarily by Governance and Decision-Making at Evergreen, and more on the personal
relationships among its members and between various
groups, both formal and informal, that may come into
existence. In these realms of human relationships,
judicial action is a less desirable way of resolving difficulties in a genuine community than are more informal methods of mediation. The processes outlined
here
touch,
therefore,
on· three
levels
of
conflict-resolution:
informal
mediation,
formal
mediation, formal arbitration and enforcement, and,
where necessary, a means of appeal.
Informal Mediation
To begin with, it is expected that members of the Evergreen community who come into conflict with one
another will make a determined effort to resolve their
problems peacefully and quietly by themselves. When
unable to work out their differences in this direct fashion, then they may resort to informal mediation in
which no records are kept, nor formal bodies are con-

)0+

vened, and no "law" need be (although it may be) referred to other than the terms of this social contract.
By mutual agreement, the parties to a dispute may call
in a third party of their own choice to help them; they
may request counseling help from some other
member of the community; they may invite or accept
intervention by one of the Student Facilitators, or they
may select a moderator from the Community Service
List. These possibilities are not at all exhaustive; the
people in conflict can choose any other method that is
mutually acceptable to help them clear up their problems in a peaceful and quiet fashion. The great majority of disputes is expected to find resolution at this
informal level, and the obligation of the community is
to insure the availability of these kinds of methods.
Formal Mediation
When informal processes fail to produce satisfaction,
then the parties to a dispute may, following procedures outlined in Governance and Decision-Making
at
Evergreen, convene a jury from the Community Service List to decide the issue between them. To convene the jury, evidence must be presented that informal efforts at settlement have been tried in a bona
fide way. The task of the jury is essentially that of mediation; its functions are to resolve a conflict, to provide guidelines for the disputants to consider in their
future conduct, and to record its opinion. Although its

judgement is final, it has no power to enforce its findings or to penalize the party to the conflict whom it
finds at fault if, indeed, it identifies one of the disputants as "wrong" in some sense.
Only if, after such jury decision, the conflict or dispute
flares anew is a Board of Judgement convened, again
from the Community Service List, with powers of enforcement and penalty. The Board is bound by the
opinion of the preceding jury. Its task is to determine
whether that opinion has been violated, to enforce
that opinion and to apply suitable penalties when
necessary, and to record its action.

.)7
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Off-campus Offenses

Appeal Procedure
If the action by the Board of Judgement is unsatisfactory, then an application for appeal may be entered
with the All-Campus Hearing Board. The All-Campus
Hearing Board may accept or reject the appeal. If it
accepts, then it has the power to review the original
opinion of the jury as well as to consider the actions
by the Board of Judgement. The only appeal within
the institution is by petition to the Board of Trustees.
The Board of Trustees may also, on its own motion,
review the decision of the All-Campus Hearing Board
and affirm, modify, or reverse that decision.

3°S

There remains the problem of double jurisdiction or
the extent to which the Evergreen community may
have an appropriate interest in the implications of offenses that are committed outside its own precincts.
This problem is a very real one, but the general principle is that, unless the nature of the offense raises
questions about the suitability of the person's membership in the Evergreen community, his payment of
penalties exacted by the general law of our society
absolves him from paying additional penalties under
the rules of the College. This position is consistent
with the fact that Evergreen does not stand in loco
parentis. An additional entailment of this stance, however, is that the College cannot properly intervene in
behalf of its members if and when they come afoul of
the general law. This position in no way precludes, of
course, actions by individuals in their own names and
on their own responsibility; such actions fall within
the inherent rights of citizenship fully recognized by
Evergreen.
The question of a general community interest may be
raised only when members of the Evergreen community have been convicted
of off-campus offenses.
When, in the light of such a conviction, a member of
the Evergreen community believes that the offender
has, by the nature of his offense, demonstrated a lack

5~

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of fitness to continue as a student or an employee of
the College, he may request in writing a hearing on
the issue by the All-Campus Hearing Board. Initiative
rests entirely with the person who is involved.
When hearings are requested, they must, or course, be
conducted in public. If the finding of the All-Campus
Hearing Board is unsatisfactory, then a petition for
appeal may be filed with the Board of Trustees of The
Evergreen State College. If the appeal is accepted,
then the hearing by the Board of Trustees must be
held promptly and in public with its decision being
final. In accepting an appeal, the Board may, however,
appoint a panel of Hearing Officers to take testimony
which the Board will then review in arriving at its decision. On its own motion, the Board of Trustees may
also review any decision of the All-Campus Hearing
Board and affirm, modify, or reverse that decision.

j~eJ
I

(Accepted by Trustees and subject to review and
change by processes analogous to those which
brought it into being on November 18, 1971.)

+

'\IVlw\ATe Jlre--r
3

11

,3-:10

Bow if'Trustees iiiiC AdlnintflIators
Herbert D. Hadley, Longview, Chairman
Trueman L. Schmidt, Olympia
Halvor M. Halvorson, Spokane
Thomas Dixon, Tacoma
Janet Tourtellotte, Seattle
President: Charles J. McCann
Vice President and Provost: Edward J. Kormondy
Administrative Vice President: Dean E. Clabaugh

of radaruc am! PrlfSSiUJ1j;l( S~
Aldridge, Bill; Member of the Faculty (Sociology and Education)
Alexander, Richard, W.; Member of the Faculty (English and Literature)
Alien, Nancy; Member

,j-r.2......

and Language-

of the Faculty (Physical Science)

Annis, Judy; Information Officer
Arguelles, Jose; Member of the Faculty (Art History)

(on leave

Winter, 1973-74)
Barnard, W. Robert; Member of the Faculty (Chemistry)
Barry, David G.; Member of the Faculty (Biology)
Beck, Gordon; Member of the Faculty (Cinema Arts)
Beug, Michael; Member of the Faculty (Chemistry)
Bowerman, Priscilla; Member of the Faculty (Economics)
Brenner, Susan; Member of the Faculty (Art)
Brian, Richard B.; Member of the Faculty (Mathematics)
Cable, Carie; Member of the Faculty (Anthropology)
Cadwallader, Mervyn L.; Member of the Faculty (Sociology)
Carlson, Craig; Member of the Faculty (Communications)
Carnahan, David J.; Associate Dean of Library Services
Carr, Robert L.; Director, Office of State College and University
Business Affairs
Cellarius, Richard;

~w

of the Faculty (Literature

Spanish)
Anderson, Lee R.; Member

Member

of the Faculty (Biochemistry,

Plant

Physiology)
Chan, Donald; Member of the Faculty (Music)
Clabaugh, Dean E.; Administrative
Vice President
Cook, Sherburne; Science Program Coordinator
Cornish, Texas; Utilities Production Manager

55

Crowe, Beryl; Member of the Faculty (Political Science)
Curtz, Thaddeus, jr.; Member of the Faculty (Literature)
Daugherty, Francis Leo; Member of the Faculty (English Language
and Literature)
Daum, Ida; Member of the Faculty (Physical Anthropology)
(on
leave, 1973-74)
Davies, Charles; Library Electronic Media Producer
Delgado, Medardo; Member of the Faculty (Psychology and Minority Ethnic Studies)
Dickinson, Margaret; Member of the Faculty (Arts)
Dimitroff, George; Member of the Faculty (Mathematics)
Dobbs, Carolyn; Member of the Faculty (Urban Planning)
Doerksen, Arnold; Purchasing Agent
Donohue, Kenneth; Director of Cooperative Education
Durkee, Norman; Member of the Faculty (Music)
Eickstaedt, Lawrence L.; Member of the Faculty (Biology)
Elbow, Peter; Member of the Faculty (Literature)
Eldridge, Lester W.; Director of Financial Aid and Placement
Esquivel, A. Cruz; Member of the Faculty (Philosophy)
Estes, Betty; Member of the Faculty (History of Science)
Fiksdal, Susan; Member of the Faculty (French), part-time
Filmer, Robert; Member of the Faculty (Applied Science and
Technology)
Foote, Thomas; Member of the Faculty (Education and journalism)
Fox, Russell; Member of the Faculty (Urban Planning)
Frasca, Marilyn; Member of the Faculty (Art)
Freund, Henry; Member of the Faculty (Law)
Fuller, Richard; Media Operations Technician
Gerstl, Theodore;
Member of the Faculty (Applied Behavioral
Science)

5'14'

ul

Gottlieb, Robert; Member of the Faculty (Music)
Greenhut, Naomi; Member of the Faculty (Psychology)
Gribskov, Margaret; Member of the Faculty (journalism)
Griffith, Howard; Printing Supervisor
Gulden, james; Member of the Faculty (Education)
Guttman, Burton; Member of the Faculty (Biology)
Hahn, Jeanne; Member of the Faculty (Political Science)
Hanfman, Andrew; Member of the Faculty (Language Studies;
RussiarvSoviet Area Studies)
Harding, Philip; Member of the Faculty (Architecture)
Herman, Steven; Member of the Faculty (Biology)
Hillaire, Mary Ellen; Member of the Faculty (Sociology and Social
Work)
Hirzel, Woody; Photo-Media Specialist
Hitchens, David; Member of the Faculty (History)
Hubbard, Connie; Artist-Illustrator
Humphrey, Donald G; Member of the Faculty (Biology)
Humphreys, Willard C. jr.; Member of the Faculty (Philosophy)
Hunter, Sally; Administrative
Assistant to Vice President and
Provost
Ingram, Winifred;

Member of the Faculty (Psychology)

jacob, Ken A.; Housing Officer
jacobson, Norm; Custodial Supervisor
johansen, Bernard; Member of the Faculty (Dance)
johnson, james 0.; Systems Analyst
jones, Richard M.; Member of the Faculty (Psychology)
Kahan, Linda; Member of the Faculty (Biology)
Kan, Kingsley; Student Accounts Supervisor
Kelly, jeffrey; Member of the Faculty (Biochemistry)
King,·Ed; Assistant Director of Recreation
Klyn, Stan; Member of the Faculty (Arts-Engineering)

Y?

Knapp, Robert; Member of the Faculty (Physics)
Kormondy, Edward j.; Vice President and Provost and Member of
the Faculty (Biology and Ecology)
Kutter, Elizabeth; Member of the Faculty (Biophysics)
Kutter, G. Siegfried; Member of the Faculty (Astrophysics)
Larson, Eric; Member of the Faculty (Anthropology)
Leisenring, Albert; Member of the Faculty (Mathematics)
Levensky, Mark; Member of the Faculty <Philosophy)
Lynch, Victor; Media Electronics Technician
Lyons, Charles; Member of the Faculty (Mathematics)
Main, Faulene; Member of the Faculty (Business)
Maraire, Abraham; Member of the Faculty (Musicology)
Marr, David; Member of the Faculty (Literature-American
Studies)
Marrom, Rod; Security Supervisor
Marsh, Paul; Member of the Faculty (International Relations)
Marshall, Lorraine; Member of the Faculty (Reading)
Martin, Gail; Placement Counselor
Martin, S. Rudolph; Academic Dean and Member of the Faculty
(English)
Martinez, james; Member of the Faculty (Corrections)
Matheny-White,
Patricia; Head of Library Cataloging Services
Mayer, Kenneth B.; Director of Admissions
McCann, Charles l: President and Member of the Faculty (English)
McCarty, Craig; Food Services Manager (SAGA)
McCarty, Doris; Bookstore Manager
McNeil, Earle; Member of the Faculty (Sociology)
Meyer, Donald; Budget Analyst
Milne, David; Member of the Faculty (Biology)

y6

Mimms, Maxine; Member of the Faculty (Social Science)
Moss, john T.; Director of Auxiliary Services
Motley, Frank; Head of Library Reference Services
Munro, john; Systems Analyst
Nathan, Richard; Ad missions Counselor
Nelson, Marianne; Director of Development
Nelson, Mary; Member of the Faculty (Art-Minority Studies)
Nichols, Dick; Director of Information Services and Publications
Nickolaus, Donald; Systems Analyst
Nisbet, Charles; Member of the Faculty (Economics)
Olexa, Carol; Member of the Faculty (Sociology)
Pailthorp, Charles; Member of the Faculty (Philosophy)
Papworth, Mark; Member of the Faculty (Anthropology)
Parson, Willie; Member of the Faculty (Biology)
Patterson, Lynn; Associate Academic Dean and Member of the
Faculty (Anthopology)
Pearson, Linnea; Member of the Faculty (Literature)
Peffer, Lou-E lien; Counselor
Peterson, David; Member of the Faculty (Biology-Medicine),
part-time; College Physician
Phare, Darrell;
Member of the Faculty (Education-Minority
Studies)
Portnoff, Gregory; Member of the Faculty <Psychology)
Powell, David; Member of the Faculty (Literature)
Rainey, Thomas; Member of the Faculty (History)
Renshaw, Carl; Parking Foreman
Reynolds, Edward; Member of the Faculty (Psychology)
Rockwell, Bea; Payroll Clerk
Romero, jacob; Member of the Faculty (Applied Science)
Rose, Allan; College Activities Building Manager

:JI7

Royse, Chester; Member of the Faculty (Earth Science)
Russell, Gary; Security Officer
Saari, Albin; Chief of Media Engineering
Sainsbury, james; Assistant to the President
Salcedo, Gilbert; Member of the Faculty (History)
Schillinger, jerry L.; Director of Facilities
Simon, Sandra; Member of the Faculty (English Literature)
Sinclair, Leon (Pete); Member of the Faculty (Literature)
Skov, Neils; Member of the Faculty (Oceanography)
Sluss, Robert; Member of the Faculty (Biology)
Smith, LeRoi; Director of Counseling Services and Member of the
Faculty (Pshchology)
Smith, Matthew; Member of the Faculty (Political Science)
Smith, McDonald; Security Officer
Smith, Susan; Head of Library Circulation Services
Smith, William; Financial Aid and Placement Counselor
Soule, Oscar; Member of the Faculty (Biology)
Sparks, Paul; Member of the Faculty (Art-Photography)
Spence, Alan; Chief Accountant
Spence, Carol; Member of the Faculty (Psychology)
Steilberg, Pete; Director of Recreation and Campus Activities
Stenberg, Larry R.; Dean of Student Services
Stepherson, Lemuel A.; Member of the Faculty (Psychology)
Stilson, Malcolm; Head of Library Acquisition Services
Strecker, Robert; Plant Engineer
Sturgis, Clayton; Security Officer
Swecker, Dan; Assistant Coordinator of Cooperative Education
Syversen, Karin; Member of the Faculty (Literature)
Tabbutt, Frederick; Member of the Faculty (Physical Sciences)
Taylor, Nancy; Member of the Faculty (History and Education)

5'15

Taylor, Peter; Member of the Faculty (Oceanography)
Teske, Charles B; Academic Dean and Member of the Faculty
(English)
Thomas, Laura; Assistant to the Registrar
Thompson, Kirk; Member of the Faculty (Political Science)
Travis, Edwina; Director of Health Services
Unsoeld, Willi; Member of the Faculty (Philosophy)
Webb, E. jackson; Member of the Faculty (English)
White, Sidney; Member of the Faculty (Art)
White, W. Joe; Director of Equal Opportunity
Programs
Wiedemann, Alfred; Member of the Faculty (Biology)
Wilder, Ainara; Member of the Faculty (Theater and Drama)
Winden, William; Member of the Faculty (Music)
Winkley, Kenneth; Business Manager
Wong, York; Director of Computer Services
Woodbury, Ronald; Member of the Faculty (History)
Young, Frederick; Member of the Faculty (Mathematics)
Youngquist, Diann; Director of Personnel
'Youtz, Byron; Interim Academic Dean and Member of the Faculty
(Physics)

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