Catalog_1984-1985.pdf

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Part of Course Catalog, 1984-1985

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The Evergreen State College
Catalog
Olympia. Washington

Accreditation
The Evergreen State College is accredited
by the Northwest Association of Schools
and Colleges.

sntents

ArChives
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President's Message

Education with a Difference
Admissions
Academic Regulations
Fees and Charges

Academic Offerings
23
25

61
72
75
76
78
80

Picking Your Program
Core Programs
Specialty Areas and Other
Areas of Advanced Study
Applied Social Theory
Center for Community Development
Environmental Studies
Expressive Arts
Humanities
Language and Culture Studies
Native American Studies
Political Economy and Social
Change
Science and Human Values
Demonstration Project
Science, Technology and Health
Teacher Certification
Off-Campus Programs
Part-Time Study at Evergreen
Graduate Study at Evergreen
Special Forms of Study

82

The Physical Campus

86
88
90
93

Campus Directory
Governance
Faculty
General Index

94

Academic Subject Index

96

Campus Profile
Academic Calendar
Contacting Evergreen

29
32
33
39
47
51
53
55
59

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The EV"'9,een SIZto College
Olympia, Washmg,on 98505

~

President's Message
Since our founding in 1967, we have tested
and refined a format for undergraduate
study that is exciting and unique. Those efforts have brought Evergreen national
recognition as a leader in higher education
today. Our curriculum enables students to
combine applied and theoretical work in
ways which intertwine science and
technology, the arts and the humanities, and
all of the social sciences in an atmosphere

of cooperation and devotion to academic
excellence.
At Evergreen, real issues are tackled
and analyzed from a variety of perspectives.
Our approach to education demonstrates the
interdependence of all bodies of knowledge
and stresses an understanding of the context
in which inquiry is conducted and action is
taken.
The success of our graduates speaks
well for the effectiveness of our academic
program. In our most recent placement
survey, 931170 of all Evergreen graduates
reporting indicated that they had obtained
successful placement in jobs, graduate and
professional school, or personal pursuits.
Currently, 851170 of all Evergreen graduates
who have applied to law or medical school
have been accepted. The degree of success

our graduates experience in their lives after
Evergreen is among the highest to be found
in the nation.
Study at Evergreen prepares students
very well for employment and acceptance to
graduate school. It also prepares students
for life in a complex, ever-changing society.
At Evergreen, we strive to spark a life-long
interest in learning and exploring which will
enable our graduates to be flexible, responsive and involved in their communities.
One of Evergreen's greatest strengths is
its faculty. Our faculty are hired because of
their strong commitment to high quality
teaching. As a result, students at Evergreen
are taught by an exemplary group of professors dedicated to providing a superior,
and personalized, undergraduate education.
The approach to education at Evergreen

virtually guarantees that a student will
develop close and lasting relationships with
several professors. The opportunity to work
in close contact with these faculty members
adds another very important, and distinctive, feature to undergraduate study at
Evergreen.
We are proud of the education we offer
at The Evergreen State College. Even though
we are a younger institution, our reputation for excellence is becoming known
nationwide. I invite you to read more
about our college in the pages that
follow. Evergreen could very well be the
college you've been looking for. If so, I
look forward to sharing the Evergreen experience with you.
Daniel J. Evans
President

3

Education with a Difference

~ Evergreen is one of the "16 leastknown, best small colleges in the country. . . a hidden gem in higher
education. "
Edward Fiske
Education Editor
The New York Times

The Evergreen State College is a liberal
arts and sciences college with some very
special features.
Located just outside Olympia, a
seaport community of 37,000 at the
southern tip of Puget Sound, Evergreen
was created in 1971 to serve as a regional
learning center for the citizens of
southwest Washington and as an educational alternative to the state's other colleges and universities. Because Olympia is
the state capital, Evergreen also serves
state government as an educational
resource and, beginning in 1983, as home
of the Public Policy Institute, which will
provide research and information for the
legislature.
The newest four-year public institution
in the State of Washington, Evergreen's
enrollment has grown to nearly 2,800
students in the twelve years since it
opened. In that time, Evergreen has
distinguished itself through its special approach to education, and by the accomplishments of its facuIty, students, and
graduates. Recently, the state recognized
the college's larger role in higher education by naming Evergreen as Washington's
only College of Arts and Sciences with
statewide responsibility.

At Evergreen you'll find:
Full-time, interdisciplinary studies that
help you develop an understanding of the
relationships among the arts, humanities,
natural, and social sciences;
The chance to master one or more
major fields of study by drawing
knowledge from several different
academic disciplines;
A dedicated faculty committed to
teaching and to maintaining a small
faculty-student ratio that ensures close
interaction between students and faculty;
An emphasis on cooperative learning,
tailored to individual needs;
A combination of teaching modes that
relies heavily on the use of seminars or
small group discussions along with lectures, laboratory and field work, internships and individualized studies;
The opportunity to develop effective
problem-solving skills that combine teamwork with unified and focused studies of
contemporary problems;
An insistence on student development
of college-level skills in writing, oral
presentations, research and critical
reasoning;
A new facility that provides state-ofthe-art equipment for all students to
apply their skills and training to practical
experiences;
A campus on 1000 acres of scenic,
forested, waterfront property only minutes
from the heart of state government, and a
short drive away from major
metropolitan areas, the Cascade and
Olympic Mountains, and the Pacific
Ocean.

Seminars are for discovering how to let books affect
our lives.

Seminars are where you talk, and listen,
to the other members of your program
as you learn together.

Interdisciplinary
Many of these features can be found at
other colleges, but the first-full-time interdisciplinary studies-is truly distinctive.
Nowhere else will you find so much of
the curriculum organized into unified and
focused programs of study. It is our major innovation, and it generates everything
truly "different" about Evergreen.
At most schools, students enroll in
three to five courses each quarter. Frequently this leads to fragmentation and
multiple, competing demands. At Evergreen, you have the special opportunity to
study one topic at a time from a variety
of perspectives.
If you enroll full time, you will probably take a single Coordinated Study program lasting from one to three quarters.
Most programs represent a full academic
load-16 quarter-hour credits-and all of
your work is coordinated around a central
theme or issue. Reading, writing, discussion, and research all develop the program theme. You and your faculty
members are free from unrelated competing assignments. You can devote your
full energy to in-depth study, and take the
time needed to connect all the diverse bits
of knowledge you uncover.
Learning to make those connections
is one of the larger purposes of education
at Evergreen. The world is complex; problems rarely have simple solutions. Learning in isolated fragments takes you only
halfway toward understanding; the rest is
achieved by knowing how to fit the pieces
together.

Programs

Fitting the pieces together is what
Evergreen's interdisciplinary programs are
all about. They cover a range of subject
areas, or disciplines, in detail, but also integrate the pieces into a meaningful
whole. By studying one topic from different disciplinary perspectives, you'll
begin to perceive systems in their entirety,
and widen your perspective to a larger
framework.
The interdisciplinary approach is not
comfortable or easy, but it is rewarding.
You move beyond the safe boundaries of
specialization, beyond your personal view
of the way the world operates. Musicians
might combine performance with audio
engineering. A sequence of environmental
studies could include calculus and graphic
arts. Advanced programs in the humanities and social sciences often include field
work which expose you to people and
cultures outside your immediate
experience.
You'll find Evergreen's interdisciplinary
programs challenging, exciting and
demanding; and you'll get to know
yourself and the world better in the process. You'll discover you have unsuspected
talents and abilities. You'll accept uncertainty as the first step toward knowledge,
and develop persistence in your search for
unity and purpose. You'll be able to do
this in a setting where creative problemsolving is encouraged, developing your intellectual tools applauded, and ideas are
anchored in the real world.

Seminars an Important Feature
At the heart of most Evergreen interdisciplinary programs is the seminar, a
meeting of 20 students with their faculty
member for extended group exploration
of some crucial topic or reading.
Although a program might involve as
many as 90 students working with four
faculty members, much of the class time
in that program will be spent in these
small group discussion sessions.
Students prepare for seminars by studying a book from the program's required
reading list, by doing some writing, or by
completing a small library research project. With the guidance of their faculty
member, students then gather together to
help each other understand the book, to
critique each other's writing, to share the
results of their research. For seminars to
succeed, each member must participate
actively, analyzing the assigned materials,
helping others with their thoughts, thinking aloud, and ferreting out meanings and
implications.
Such close collaboration with your
faculty and fellow students will help you
clarify your own ideas. The differing
viewpoints expressed in such concentrated
group effort lend perspective and depth.
You learn to express yourself clearly and
forcefully, and also to work
cooperatively-two capacities Evergreen
graduates have found particularly helpful
in their lives and careers.
The seminar is used at other schools,
but generally limited to upper-division or
graduate classes. Freshmen often sit in
large classes passively listening to lectures,
interacting with other students only in
smaller discussion groups led by teaching
assistants. In contrast, at Evergreen
freshmen and seniors alike spend a considerable time in seminar, in direct
contact with faculty and fellow students.
The 20:1 student-faculty ratio is not a
mere accounting average at Evergreen, it
is a standard ratio at all levels.

5

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I
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Evergreen Works
Interdisciplinary study, unified and
focused programs, seminars as the dominant mode of instruction-all these factors combine to make Evergreen unique
among the country's liberal arts colleges.
It is a uniqueness that works. The
National Science Foundation in awarding
Evergreen an $868,000 grant, one of the
largest of its kind ever made, recognized
the college as a national model for new
kinds of instructional programs in the
natural and social sciences. Evergreen
pioneered writing across the curriculum
years before such efforts became popular
throughout the U.S. Evergreen also leads
the nation in the number of StudentOriginated Study grants awarded to
undergraduates by the National Science
Foundation. Student artists win an
unusual number of statewide and national
competitions. Graduates have enrolled for further study at more than 200
schools around the country, and several in
recent years have won prestigious
fellowships at such major schools as
Harvard, Columbia, and Notre Dame.
Our students succeed in these ways in
large part because our interdisciplinary
programs and seminars encourage their
daily use of the skills required for independent study, group research projects,
and imaginative systematic analysis. And,
too, because our programs anchor
themselves in the crucial issues of the real
world.

Successful Placement
Adding a real-world dimension to
academic study is an expected and
carefully planned part of an Evergreen
education. It may also explain Evergreen's
success in competitive employment and
graduate school openings. Many students
have a year or more of near-professional
experience through internships before they
even begin looking for jobs. The effect is
noticeable-93 percent of Evergreen's
graduates over the years have found successful placements in jobs, graduate
schools, government agencies, entrepreneurship, and many other pursuits.
This impressive statistic was obtained
by surveying all graduates from 1972 to
1981, not just those registered with our
6 Career Planning and Placement Office.

At Evergreen, you'll learn to think and
act for yourself, to work cooperatively
and negotiate with others, and thus to increase your initiative, self-confidence, and
responsibility. You also discover the value
of cultural diversity by dealing with a
wide range of people, situations, and
problems.
By making the best of your Evergreen
experience, you'll develop integrity and a
sense of responsibility for the choices you
make. You'll also learn how to make better choices, so you'll leave this campus
with a stronger sense of what you need
for a satisfying life. These qualities are
just what employers and graduate schools
are looking for in college graduates.
Evergreen certainly is "different:' The
record shows that it is a difference that
works.

Five Ways to Study at Evergreen
Evergreen offers you several ways of
approaching studies in the arts,
humanities, natural, and social sciences.
They include Coordinated Studies, Group
Contracts, Individual Learning Contracts,
Internships, and part-time studies.
Internships, covered briefly here, are
discussed in greater depth in the section
on Special Forms of Study, page 80.
There is also additional information on
part-time studies on page 76. For an easyto-read breakdown of Evergreen's curriculum and structure of study, please
turn to page 22.

Coordinated Studies and Group
Contracts

How do Coordinated Studies and Group
Contracts differ from more conventional
courses taught elsewhere? What will it be
Start working toward your career and
like to be a member of a group engaged
employment goals early by letting the
in an integrated program of study?
Career Planning and Placement Office
Like any other institution, Evergreen
work for you. If you figure out what
uses lectures, seminars, essays, research
direction you want to take and use the
projects, field projects and similar educacollege's advising and academic resources
tional formats. But each program has the
to plan ahead, you can expect satisfactory
freedom to order these elements in
placement in a job or graduate school
whatever organization will be most effecafter you graduate.
tive. Evergreen programs tend to embrace
Career Planning and Placement staff
a number of different teaching methods
members will help you identify your
but there are similarities.
career interests, gather information about
During a typical week in a Coordinated
them, identify potential employers or
Study program, you will probably attend
graduate programs, and develop your
a general lecture with all 80 members of
strategy for job or graduate school
the program, perhaps twice a week. You
entry. The office works closely with firstmight also spend six hours in small group
through fourth-year students on an
discussions or seminars of 20 persons
individual and group basis, as well as
each. It is quite likely that you will spend
offering many workshops where practicing a certain number of hours in the field or
professionals pass on the benefits of their
in laboratory sessions if you are in a
experience.
science program. In many programs there
Visit the Career Library in Library 1213 are also weekly individual sessions
and stop by the office at the beginning of between you and your seminar faculty.
each quarter for your schedule of career
All Evergreen programs involve a great
and employment information programs.
deal of contact in small groups.
One striking difference from other colleges is that at Evergreen all these activities occur within the one and only
program in which you are enrolled. That
program has a comprehensive design, so
that all activities are coordinated. This
enables you to concentrate on your work
without the distraction of conflicting
assignments. Studying the topic full time
means that students finish by understand-

Career Planning and Placement

~ "If we don't tell the stories, it all ends
right here-there's
no continuity, there's
no weaving, there's no focus."

Joye Hardiman, faculty member in literature, draws
the best out of books and students with her
exuberance.

Joye Hardiman,
Faculty member in literature

ing it from many perspectives, and they
acquire the skills to approach other problems in the same way.
Each Coordinated Study program has
certain activities in which all members of
the program take part. The most important of the shared activities is the
seminar. Some programs also use highly
structured workshops to train students in
essential skills (writing, research techniques, methods of logic) or to clarify
central concepts. Science programs
organize laboratory work and field trips;
art programs organize studios.

Students in Coordinated Studies also
work extensively on their individual skills
and interests. They write short essays and
critiques; they keep notebooks and journals. Many programs climax with extensive individual or group research projects.
Many permit, or even require, internships.
Every Coordinated Study program combines, therefore, concentration on intensive group cooperation with relevant
independent study. Students in our Core
Programs are carefully trained to do such
work, and, having acquired such skill, go
on to exercise it in the programs offered
by the Specialty Areas.

Coordinated Studies and Group Contracts differ from each other essentially in
size. A Group Contract involves only one
faculty member and only up to 20
students; a Coordinated Study program
involves two or more faculty, with 20 or
more students for every faculty member
involved. A Group Contract may be interdisciplinary, usually centers on a seminar,
and might involve workshops, field trips,
labs, internships. What it necessarily involves is concentrated work with one
faculty member.

Modes of Study

What It's Like

Level

Example

Coordinated Study

~1\vo to five faculty
~Student works with several instructors
~Study in different disciplines around a
pre-defined broad theme or problem
~ Broadly interdisciplinary
~Differs from a coordinated study by
having only one or two faculty and a
narrower, more disciplinary focus.
~Student-defined plan of study
~Usually with a single faculty member
~Scope may be narrow or broad

Available to freshmen
through seniors,
particularly advisable
for first- and secondyear students
Intermediate and
Advanced Work

~Core program:
"Society & the Computer"
~Specialty Area Program:
"Utopias"
"Matter and Motion"
"Psychological Counseling"

Mostly intermediate
and Advanced Work

~Students work on-the-job with public
agencies and businesses under the guidance
of a field supervisor
~ Academic component with a faculty
sponsor
~Emphasizes practical experience and
learning-by-doing
~Could be combined with any other study
mode
Usually taught by one faculty with narrow
focus-like a "traditional" college course

Mostly advanced, for
juniors and seniors

A study of calligraphy
A study of shorebird
habitat
A study of passive solar
walls
~Legislative liaison
assistant
~Assistant Gallery
Manager
~ Advertising Account
Management Intern

Group Contract

Individual Contract

Internships

Part-time Courses

All levels provided

Introduction to
Computers and BASIC

7

~ "Evergreen has developed a solid interdisciplinary approach to the liberal
arts that draws students from all over
the country."
New York Times Selective Guide to Colleges.

8

Individual Learning Contracts

Internships

Part-time Study

An Individual Learning Contract is an individual study plan worked out between
you and a faculty sponsor. You agree
verbally and in writing to complete
specified activities-readings, field
studies, internship work, artistic productions, research papers-while the sponsor
agrees to provide regular consultation and
advice.
A full-time Individual Contract should
receive as much of your energy and attention as a Coordinated Study program, a
Group Contract, or full-time studies at
any other college. Contracts are best
suited to advanced, imaginative,
resourceful students who have welldefined goals and can pursue them with a
minimum of supervision.
To qualify, you must demonstrate to a
prospective faculty sponsor that you have
a strong project in mind and that you are
capable of working, for the most part, on
your own initiative. The contract itself
reflects the results of negotiation between
you and your sponsor, and it binds both
of you to the obligations you specify.
The Academic Advising Office is a
good place to begin investigating
possibilities for a contract. It maintains
lists of faculty who have contract openings available, and of their fields of
specialization. Academic Advising also
can provide valuable advice in organizing
and carrying out your studies under this
flexible, but most difficult, form of
learning.
In filing a contract, one point remains
firm; the two important signatures on the
contract are yours and your sponsor's.
Neither should be given easily. If you
cannot live up to the contract, then do
not sign it. If the faculty member advising you has doubts about your ability or
motivation, he or she should not sign the
contract. If your contract requires special
facilities or equipment, additional
signatures may be required.
Despite the difficulties, a successful
Individual Learning Contract can be a
milestone in your college career, providing
learning tailored closely to your personal
goals.

Many programs offer you the opportunity
to work as an intern in the context of a
fully integrated program. Separate internships are also possible. In either case, they
provide an excellent means of testing
what you learn in college in the world of
daily work and responsibility. Over half
of Evergreen's graduates participate in
some form of internship during their stay
at the college. Most of them have been
placed in southwest Washington
businesses, schools or government agencies.
For more information on this special
form of study, turn to page 80.

It is possible to pursue part-time study at
Evergreen in a variety of ways. If you
wish to work toward a degree, specially
designed half-time programs provide the
most coherent method of achieving that
goal in an interdisciplinary fashion.
(There are also a number of full-time programs that offer half-time options.) These
programs meet at times convenient for
working students, usually in the evenings
or on weekends.
Coursework, more akin to evening
study programs at traditional colleges,
also is available. The table on pages 76
and 77 summarizes the preliminary list of
part-time offerings for 1984-85. This is
only a partial list, and other offerings will
be added later. A complete listing of
course offerings is available approximately
three weeks before the beginning of each
quarter in the Evergreen Times, which can
be obtained in Admissions, the Registrar's
or Academic Advising.
You can also study part-time at
Evergreen through Individual Learning
Contracts and Internships. Further information about internships may be found in
the "Special Forms of Study" section in
this catalog.
Journalism intern Rena Shawver and staff member
Ken Balsley select slides for a television message
about Evergreen's Summer Repertory Theatre.

Seminars often provide you with the opportunity to
read a paper on the theme under discussion.
Sometimes, you'll read papers from everyone else in
the seminar.

What You Can Study at Evergreen
Evergreen's interdisciplinary curriculum is
particularly appropriate for the rapidly
changing world of the 1980's. It is divided
into eight interdisciplinary Specialty
Areas, each of which focuses on advanced
work in a specific area, and Core Programs, which are specifically designed for
entering students. In addition, Evergreen
has a Center for Community Development, a Language and Culture Center,
and a special curricular area which offers
programs in Science and Human Values.
There are also three professional programs at Evergreen: one in Teacher Certification (see page 72) and the others,
graduate programs (see page 78) which
lead to a Masters degree in Public Administration and Masters degree in Environmental and Energy Studies.

Core Programs:
An Introduction to Evergreen
Whether you enter Evergreen as a
freshman or transfer student, you are
strongly advised to enroll in a Core Program. It will serve as your academic introduction to the college and a stepping
stone to more advanced studies.
Some transfer students are reluctant to
consider a Core Program, thinking
mistakenly that such programs are only
for beginners, are entirely too easy,
perhaps even "remedial" While it is true
that every Core Program is open to any
student regardless of preparation, it is
also true that the material studied and
activities undertaken often operate at a
remarkably high level. It is not at all uncommon for juniors and seniors, and
students well over 35 to enroll in a Core
Program, especially if the subject matter
is new to them. Core Programs also provide new and transfer students a chance
to better cultivate the essential skills they
need to succeed in seminars, independent
research, and advanced reading and
writing. Many Core Programs, recognizing that a large number of their students
are actually advanced, make special
arrangements for them.
In any case, any students new to
Evergreen would be wise to consider
seriously enrolling in a Core Program,
whatever their age or past academic experience. Freshmen would be unwise to
consider anything else.
Core Programs usually last a full year
and their content is broadly interdisciplinary. For instance, "Political
Ecology" investigates international politics
and environmental trends by drawing on
material from the natural sciences, social
sciences, and humanities. Other programs
combine different disciplines to study
their respective central themes. This interdisciplinary approach means studying a
situation as an integrated whole, not a
collection of isolated fragments.

Core Programs also are designed to
help you develop the intellectual skills,
self-confidence, and maturity to meet the
demands of college. All Core Programs
are structured to provide you with:
Extensive work on oral and written
communication skills;
Small classes and close student-faculty
interaction;
Skills in using the library effectively;
Skills in problem-solving and
teamwork;
Development of critical thinking
abilities;
Systematic orientation to the college, its
methods and resources;
Regular, personal evaluation between
faculty and students; and
Systematic, individualized academic
advising.
Evergreen proudly staffs Core Programs
with its most experienced faculty, women
and men who are particularly qualified
and eager to work with entering students.
Unlike many colleges, Evergreen runs its
Core Programs at a lower student-faculty
ratio than its upper division programs.
Successful individual study requires this
close student-faculty interaction.

9

~ Evergreen is "one of a few small institutions which have tried to keep the
faith with liberal arts education which
truly liberates the individual. "
Time magazine

10

Specialty Areas

Curriculum Planning

Program Planning and Covenants

After taking one of the Core Programs,
you may begin taking programs in the
various areas of specialization. Evergreen
offers eight interdisciplinary areas of
specialization called Speciality Areas on
an ongoing basis. Each area provides you
with a complex curriculum ranging from
one to three years in length, and with
opportunities for a number of different
career pathways.
In the Environmental Studies specialty
area, for example, you will find a multitrack curriculum which allows you to emphasize natural history, energy studies,
marine studies, agriculture, environmental
design, or applied community studies.
The same variety can be found in most
other Specialty Areas.
Many students develop individual plans
of study which combine programs in
various Specialty Areas. If you have an
interest in arts administration, for example, you might take work in the management area of Applied Social Theory and
in the Expressive Arts. Similarly, if you
have an interest in health and human services, you would benefit from such programs as "Health and Human Behavior,'
"Management and the Public Interest;'
and offerings in Political Economy and
Social Change.
Your academic advisor is an invaluable
resource in helping plan your program at
Evergreen to best suit your academic interests and needs.
Descriptions for every program in the
Specialty Areas are listed from page 29-71
in the Academic Offerings section of this
catalog. Such information as the faculty
member, enrollment limit, special expenses, and course equivalencies (the subjects, or disciplines, covered in a program), is listed with the program descriptions; while suggested courses of study
for different career interests are included
at the beginning of the Specialty Areas.

Evergreen's flexible curriculum can be
molded and changed to meet new student
needs and to utilize new information arising from scholarly research. Yet there is
also continuity from year to year, allowing you and other students to plan your
selection of programs and contracts. Welltested Core Programs tend to be repeated,
as do entry-level programs in the Specialty Areas.
Evergreen faculty take the major role in
curriculum planning, but they encourage
student participation. Opportunities for
you to participate and comment are
provided through Specialty Area meetings
prior to the faculty's spring planning
retreat.
New programs, usually Group Contracts, are approved each year in response
to students' suggestions and proposals.
Evergreen encourages this sort of initiative, but new students need to know
that each offering must be sponsored by
faculty and approved by academic deans.
Developing a new Coordinated Study or
Group Contract requires a great deal of
work and advance planning. Curriculum
planning routinely begins a full 18 months
before the program is offered!

Once underway, a Coordinated Study program or a Group Contract is not subject
to major replanning. Most programs are
fully designed in advance, and students
occasionally participate in that detailed
planning. Faculty are held responsible by
the academic deans to stay as close to the
submitted plan as originally announced in
that year's catalog.
Faculty are, of course, responsive to
your needs as a program unfolds. It has
even happened, on occasion, that students
have been given large responsibility for
planning some segment of a program. But
changing the structure or content of a
program is undertaken only by consensus
of the faculty involved.
In Coordinated Study programs, faculty
sign a faculty covenant among themselves
regarding the way in which they will conduct the program. In many programs and
group contracts a second agreement, a
student covenant, is prepared by the
faculty, outlining students' rights and
responsibilities. Among the most important points such covenants usually cover
is how credit will be awarded, in what
amounts, for what activities, and just
what a student must accomplish in order
to earn credit. Faculty responsibilities also
are specified. Most Coordinated Studies
run smoothly and efficiently, but should
a problem arise, these covenants serve
as a guide for resolution.

Students Charles Sturge (left) and Randy Holycross
find time to converse after class.

Choosing Your Program

Student Julia Hansen came to Evergreen by way of
Seattleand Shoreline Community College.

~

Academic Advising

Evergreen recognizes that students differ
in maturity and personality as well as
interests and capacities. Because the college acknowledges and tries to build upon
this diversity, there are no structured
majors, or specific required courses for all
students.
The alternative to requirements is not
random choice of academic courses, but
rather highly individualized, carefully
thought-out educational plans. Close interaction between you, your faculty, and a
well-functioning advising system are
critical ingredients in making such a
system work for you. Although respon. sibility for this educational planning
ultimately rests with you, the college has
developed many resources to assist you in
the planning process, ranging from Core
Programs to the Academic Advising and
Career Planning and Placement Office.
As you plan your program, Evergreen
encourages you to develop breadth and
depth in your educational background, to
acquire the communications skills
necessary for our rapidly changing society, to become an able critical thinker, to
acquire an understanding of the significance of cultural differences, and to
become an effective problem-solver.
To do this, you may find an applied
experience, such as an internship or a major research project, an important part of
your Evergreen education as has been true
for the majority of students. You may
also want to undertake a senior project as
the capstone of your education here.

You are responsible for planning your
credit generating work at Evergreen, so
choosing the most appropriate academic
program for each quarter or each year is
a serious decision. Several sources of information and advice are available to help
you clarify your long and short range
learning goals and make the best program
selections.
Your seminar leader and current program faculty will provide ongoing
counseling and advising as a natural
result of close and frequent contact with
you. If you are enrolled in a Core Program, you'll be able to attend an
academic advising workshop each quarter.
You'll also find another valuable resource
in students who have been at Evergreen
for a few years. In addition, you can get
information from your faculty advisor at
the quarterly Academic Fairs, and in the
Academic Advising Office.

A Typical Week
Monday

Tuesday

9-10:30

9-12

All-program
lecture

Book
seminar

Wednesday

All-college
work day

Thursday

Friday

9-12

9-10:30

Book
seminar

All-program
lecture

11-12

11-12

Small group
discussion

Small group
discussion

Noon
1-3

1-3

Workshop
or lab

No classes
scheduled

Workshop
or lab

11

~ "In seminars, you learn to work for
and with others; you interpret the
material for yourself with more
sophistication; you learn that no one else
can do your learning for you, but, at the
same time, you need the other members'
ideas to complete your learning."
Wirt Wolff
student

Your Faculty Advisor

Academic Fairs

Credit and Evaluation

After you complete a Core Program, or if
you transfer into Evergreen with at least a
year of previous college work, you will be
assigned to a faculty advisor who will remain with you as long as you're at
Evergreen. Because your program faculty
change from year to year, it is important
to have an advisor who'll provide counseling throughout your college career. Your
preference is considered, and care is given
to match you with a faculty member who
has academic background or experience in
the areas of your interest.
You and your faculty advisor will
discuss and plan your current program
selection, long-range academic goals, and
the process of designing the "path" of
your undergraduate education. Your advisor will work to ensure that your
choices are thoughtful and relevant to
your plans for future employment or
graduate school. Your advisor will maintain a record of your advising meetings to
ensure continuity. He or she will also
serve as a resource person, referring you to other faculty or campus services whose help you might need.

Near the end of each quarter-and at the
start of Fall Quarter-an Academic Fair is
held at which faculty from all programs
and from the Individual Contract pool
gather' in one room, at one time, to
discuss their offerings with you and
answer your questions. They sit at tables
clearly marked with program titles, and
they have their program descriptions,
schedules, and covenants with them. Personnel from Academic Advising, the
Registrar's Office, and the Deans also
attend.
This is your best, most direct opportunity to find out how a program you
may be considering will be structured,
what material will be covered, in what
style, and how closely it serves your
needs. Students who are deeply puzzled
about their options often find clarification, even wholly new directions, from
their contacts at Academic Fairs.
Dates and hours of the Academic
Fairs are available from Admissions, the
Registrar, or Academic Advising.

Faculty members have final responsibility
for seeing that their program's curriculum
plan is carried out. They also bear final
responsibility for all matters of academic
credit.
In Coordinated Study programs, faculty decide the amount of credit that can
be earned, the subject areas in which it
can be earned, and the requirements for
earning it. These decisions are specified in
program covenants, and should also be
specified in each individual contract.
Although there is usually room for some
negotiation between you and your faculty
on particular matters, the program covenant or the contract always sets the
limits. You can and should discuss all this
thoroughly with your faculty.
Both you and the faculty enjoy
academic freedom at Evergreen. This
means that no student may be denied
credit because of political, religious or
other beliefs. You will often be required
to prove that you understand positions
other than your own. But no academic
program may require or presuppose acceptance of a particular doctrine or
position.

The Academic Advising Office
As the central source of all academic information on campus, Academic Advising
coordinates the entire advising program,
under the direction of an assigned faculty
member. The primary functions of
Academic Advising include: assigning you
a faculty advisor; providing current information about programs, changes and additions to the curriculum; locating faculty
available to sponsor Individual Contracts
and opportunities for student-generated
curricular proposals; conducting advising
workshops, particularly for Core Programs; and offering counsel if you need
additional assistance or if your faculty
advisor should be on leave.
More information on the Academic
Advising Office is available in Library
1221.

Academic Fairs before the beginning of each quarter
are where you can find who the faculty are and what
they'll be teaching during the upcoming quarter.
Here, faculty mathematician George Dimitroff, who
also teaches statistics and actuarial science, explains
12 the subjects he'll cove~ to a new student.

~ "Ours is the tradition of Oxford and
Cambridge and Socrates and Plato,
where a teacher works with a small
group of students in an active way so
they don't become passive listeners
and note-takers.
"
Dan Evans
President, The Evergreen State College
December 21, 1981
The New York Times

Narrative Evaluations

Student Evaluation of Faculty

Evaluation Conferences

Instead of giving grades, Evergreen faculty write narrrative evaluations of each student's work. These evaluations describe in
detail just what this particular student did
in the program or contract, what this
student was attempting to do, where this
student's area of concentration lay, and
how well this student succeeded. These
narrative evaluations provide a vastly
more detailed and insightful analysis of
your work and progress than any set of
number or letter grades.
The faculty evaluation of student
work also lists a set of Course Equivalencies that divides the credit earned in the
program or contract into its constituent
parts, and assigns them rough titles to aid
other schools or future employers in
"translating" the credit earned into approximations of standard courses.
Sometimes these equivalencies are easy to
make ("Introductory Psychology;'
"Theoretical Physics"), but just as often
the program work resists simple translation into traditional courses. In either
case,these equivalencies are generally indicated at the end of each program
description in this catalog, and initial
program materials.
Each student also writes a SelfEvaluation. You will describe your work
in your own words, explaining what was
most important to you, what was unimportant, and why. You will offer evidence
of your comprehension and provide
details about your progress and success in
the program. This self-evaluation, when
done carefully and seriously, often
representsa major part of your learning
experience,for in it you summarize your
experience,putting everything in order
and connecting this study to your past
learningand future plans. Self-evaluations
are often the most revealing documents in
a student's transcript.
Student transcripts consist of both
faculty evaluations and student selfevaluations,along with detailed program
descriptionsor actual Individual Contracts. Thus, when you send your
Evergreentranscript to another school or
future employer, they receive in effect a
detailed history and evaluation of your
work here, not a set of course titles and
letter grades. This transcript is hefty, but
if you and your faculty write it carefully
it can be a highly useful document.

Students have the right and responsibility
to evaluate the work of their faculty
sponsors and seminar leaders. These
evaluations are used by the faculty in
their own development, and can guide
them toward the improvement of their
own teaching strategies. Faculty need to
know specifically what you think has and
has not worked.
Student evaluations of faculty also are
used by the academic deans, along with
other information, in helping with faculty
development, and in assessing whether or
not faculty are retained. At a school
where teaching is our most important
commitment, student evaluations of faculty are among our most important
documents.
You can complete your evaluation of
any faculty member with whom you work
after the decision has been made on
credit. This eliminates any suggestion that
award of credit may have been influenced
by your evaluation of faculty, and allows
you to give a frank critique. This is done
by turning the faculty evaluation in to the
program secretary. She will hold it until
credit has been awarded, and then give it
to the faculty.

The final week of every quarter is Evaluation Week. It corresponds to the
conventional "exam week:' except that it
is devoted entirely to writing and discussing student and faculty evaluations.
Each faculty member has somewhat
different practices, simply because each
has a personal style. But there are some
uniformities. Students in programs and
contracts should have individual conferences with their faculty to discuss the
evaluations. Your self-evaluation, your
evaluation of the faculty, and the faculty
evaluation of your work are all part of
conference discussions.
If differences of opinion exist between
student and faculty, they can usually be
worked out, face-to-face, during this conference. If not, students may appeal to
the faculty's academic dean.
Many programs also produce "inhouse" evaluations of each student's
work-informal, relaxed, and utterly candid assessments, which are meant as
private communications between faculty
and student. These can come at midterm, at the end of a term, or at any
point in the program where such advice
seems appropriate.
These formal and informal written
evaluations, plus individual conferences
and the many contacts you have with program faculty, mean that you need never
be puzzled for very long about how well
you are doing in a program.
Obviously, such an elaborate evaluation procedure is only possible in programs and contracts. Course evaluations
are brief, and only rarely involve conferences with the faculty. Even in courses,
however, you write self-evaluations and
evaluations of the faculty.

13

Admissions

Admission Procedure
You, as do all applicants who wish to be
considered for acceptance as fully
matriculated students, must submit the
following items to the Admissions Office:
I. The Washington Uniform Application.
A non-refundable application fee of $15
must accompany this form. Your check or
money order should be payable to The
Evergreen State College.
2. Official transcripts of all your previous
college work and, (for those applying
directly from high school or with less
than 45 quarter hours of college work) a
record of your completed high school
courses, including your rank in graduating
class.
A transcript is considered official if
(a) it bears the seal of the institution,
(b) it is signed by an appropriate college/university official, and (c) it is sent
directly from the college/university to the
Admissions Office.
Evergreen seeks to attract a diverse student body. You and all other applicants
are considered on an individual basis, and
the admission process is conducted
without regard to race, color, national
origin, sex or handicap. If qualified applications should exceed available space,
further admission decisions may take into
account a variety of factors to achieve a
diverse student body.
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 reserves the
right to deny admission.

Application Deadlines
Applicants for Fall Quarter should have
completed the admission procedures by
September I, December 15 for Winter
Quarter, and March I for Spring Quarter.
Summer Quarter has open enrollment.
Freshman Admission
Requirements
Normally, any graduate of an accredited
high school in the upper half of the
graduating class will be considered for
admission. If ranking is not available,
applicants will be considered on an
individual basis.
14

If you do not fall in the upper half of
your graduating class, you will need to
show evidence of your ability to succeed
at Evergreen by submitting test scores, letters of recommendation from persons in a
position to give professional judgement,
and other supporting data as requested by
the Admissions Office. Test scores most
commonly submitted include the
Washington Pre-College Test, the
Scholastic Aptitude Test, or the American
College Test.
Evergreen expects high school applicants' transcripts to show successful
completion of a variety of academic
courses which indicate adequate preparation for a challenging collegiate program.
Admission can be granted on the basis
of six semesters, preferably seven, of high
school work. Applicants considered on
this basis must submit a transcript showing the completed high school record and
date of graduation before final acceptance
by Evergreen.
General Educational
Developmental Tests
Applications also will be accepted from
persons 18 or older who have completed
the General Educational Development
tests, but have not actually graduated
from an accredited high school. Normally,
the applicant is expected to have scored at
the 50th percentile or above in all test
categories.
Transfer Students
If you are a transfer student, you will be
considered for admission if you made
satisfactory progress at your previous college and left in good academic standing.
Applicants from other colleges or universities who have completed 45 or more
quarter hours of college-level credit (or
the equivalent), need not submit high
school transcripts or test scores. Those
who have completed less than 45 quarter
hours of college-level work must submit
high school transcripts in addition to college transcripts.
As a transfer student, you are required
to present an official transcript from each
college or university you have attended.
Failure to provide all transcripts to the
Admissions Office constitutes grounds for
disenrollment. Action will be taken on a
transfer application when all transcripts

for previously completed work have been
received. If you enter Evergreen Fall
Quarter and you are currently enrolled in
another institution, you must have an official copy of that record sent to the Admissions Office immediately following
completion of the course(s).

Transfer of Credit
Evergreen has a generous policy on the
acceptance of credit from other colleges
and universities. The maximum credit that
can be transferred is 135 quarter credits
or 90 semester hours. The maximum
credit that can be transferred from two
year colleges is 90 quarter credit hours.
If you are a transfer student who has
completed the appropriate Associate in
Arts degree at a Washington state community college, you may receive the maximum of 90 transfer credits. Since the
community colleges offer several degree
programs, you should consult your advisor for more specific information.
The procedure for transferring credit is
to supply official transcripts of all
previous work at the time of application
for admission. The Admissions Office will
evaluate the credit and supply you with a
report upon completion of the admission
procedure.
Policy varies slightly depending on the
kind of institution from which you are
transferring and the kinds of course work
involved. In general, courses in which a
grade of C - or below, or below 2.0 grade
point, was received are not acceptable in
transfer. Physical education activity
courses, remedial courses and high school
equivalency courses are not transferrable.
Some vocational and personal development courses are transferable, others are
not. Contact the Admissions Office for
details.
Credits earned at nonaccredited institutions, technical institutes, military, art and
music institutes, foreign colleges and
universities and proprietary schools (such
as business colleges and correspondence
schools) are evaluated on a case-by-case
basis by the Registrar (see also the section
on Evaluation of certificated learning on
page 81).The principle used is that the
work performed should be equivalent to
work for which a four-year college or
university would normally give credit
toward a B.A. degree.

a
e

Upside-Down Program

International Students

Special Students and Auditors

If you hold a vocational or technical
Associate degree from a two-year
accredited community college, you may be
eligible for the Upside-Down Program.
Working with a faculty committee, you
earn 90 credits at Evergreen in interdisciplinary study designed to assure a
level of general education comparable to
other bachelor's degree recipients. Upon
successful completion of these 90 credits,
the voc/tech degree program will be
posted as 90 transfer credits and you will
be recommended for a bachelor's degree.
Non-completion of the recommended 90
Evergreen credits will result in a courseby-course evaluation of the voc/tech
coursework; such an evaluation usually
results in less than 90 transfer credits.
Minimum eligibility criteria include the
achievement of at least a 2.5 cumulative
grade average and satisfactory completion
of at least one, preferably two, English
composition course(s). Evergreen currently
has transfer agreements for the UpsideDown program with the following community colleges:
LowerColumbia Community College
(A:r.A in Early Childhood Education);
Olympia Technical Community College
(A.T.A'sin Business Administration,
Marketing Management, Accounting, and
Data Processing); and Peninsula Community College (A.A.S. in Fisheries
Technology).
Evergreenis in the process of completing transfer agreements with other
collegesand programs, so please check
with the Admissions Office about your
eligibilityfor the Upside-Down Program.

If you are a freshman international student who has met the minimum entrance
requirements for college in your native
country and can provide evidence of proficiency in the English language, as well as
financial stability, you will be considered
for admission. If you are transferring
from a college in your own country or in
the United States, you must also meet the
regular transfer admission requirements as
described above.
All international students should complete and submit:
1. The Washington State Uniform Application and pay the $15 non-refundable
application fee.
2. Official copies of all high school
and/or college records.
3. Results of the Test of English as a
Foreign Language (TOEFL). Transfer
students from local colleges may take an
on-campus language assessment instead
of the TOEFL.
4. Evidence of having at least $9,000
(U.S) to pay all normal expenses for one
year's enrollment at Evergreen.

If you are a part-time student and do not
wish to have academic work immediately
applied toward your degree, you do not
have to complete the application process
outlined under the admission procedure
section. Entry into part-time work for
non-matriculant students is handled
directly by the Registrar's Office.
The categories of Special Student and
Auditor are designed largely for Olympiaarea residents interested in college work
but not currently seeking a baccalaureate
degree. Both categories are generally
limited to 11 quarter credit hours (parttime) of study.
Special Students receive credit and narapply for admission to degree-seeking
status as described under the admission
procedure section. Upon acceptance, all
previous work will be credited toward the
degree.
Auditors receive neither credit nor narrative evaluation, and no credit can be
advanced toward a degree if they later
apply for admission to the college.

Returning Students
If you were previously enrolled at
Evergreenand plan to return after having
withdrawnfrom the college or taking a
leaveof absence for more than four
quarters, you must fill out the
WashingtonState Uniform Application
and submit a $15 non-refundable application fee. You must submit copies of all
transcripts from colleges/universities attended since leaving Evergreen. The
admission decision will be based on the
completeacademic record.

Summer Quarter
Conditional Admission
The Admissions Committee considers all
applicants on an individual basis. Applicants who do not meet the admissions
criteria may be asked to submit additional
information. The Admissions Committee
may offer a conditional admission if the
applicant's credentials show that he or she
has a reasonable chance for academic
success in Evergreen's unique academic
programs. Students admitted on a conditional basis are required to accept and
fulfill the conditions outlined in their
letter of admission.

Summer Quarter enrollment does not require completion of the formal admission
procedure. It is handled directly through
the Registrar's Office.
Admission Notification
Enrollment Deposit

and

Notification of the admission decision
will be made after a review of the completed application.
Upon notice of eligibility, the applicant
should send an advance deposit of $50,
which is automatically applied to first
quarter tuition. Payment will reserve
enrollment on a first-come, first-serve
basis.
No deposit is required of Special
Students and Auditors.
This tuition deposit is regulated by the
tuition refund schedule and a student
who does not enroll may forfeit this
amount.

15

Academic Regulations

Registration

New and Continuing Student
Enrollment Process
If you are a continuing student, you
should consult registration information
that is mailed out each quarter.
If you are a new student, you should
select a check-in date upon being admitted
and come to campus for an individual
appointment with a check-in advisor. At
this meeting, you will discuss your personal interests and concerns, evaluate your
basic study skills, receive registration
forms, and be assigned a faculty advisor.
As a new, full-time student, you are
automatically assigned a facuIty advisor,
who will work with you from entry to
graduation.
If you are accepted for admission before
mid-May, you should select a Spring
Quarter advising and registration date. All
programs are filled on a first-come, firstserve basis, and some require a facuIty
interview or audition for entry, so early
registration will increase your chances of
getting into the program of your choice.
When you enroll, you will designate the
length of your program or contract by
specifying the beginning and ending dates.
You also will specify the number of
quarter credit hours you'll take per quarter
during that period. There will be no need
to re-enroll each quarter during this
designated period if you continue in the
same program or contract. Changes of the
beginning or ending dates, or in the
amount of credit taken, need to be made
as far in advance as possible. Early
notification will assure proper assessment
of tuition and fees.
Any increase in the number of quarter
credit hours for which you are registered
must be submitted to the Registrar no
later than the fifth day of any quarter.
As a continuing student, you should
select your academic programs for the
following year with the aid of an advisor
during advance registration, conducted in
mid-May. Dates for advance registration
are shown in the calendar on page 96.
Special registration periods are held for
those desiring to enroll as non-degree seeking Special Students or Auditors. Ordinarily, these special registration periods
coincide with the opening dates announced
in both on- and off-campus publications.
16

Throughout the year, important information will be mailed to you, therefore
you are required to keep a current
address-even those of short durationon file with the Registrar's Office
throughout your stay at the college.
(See also Bills and Payment Procedures).

To Drop Or Change A Program
If you want to drop or change a program,
pick up a Change of Registration Form
from the Registrar's Office. At that time,
you also should check to see if faculty
signatures are required for the particular
programs involved. It is essential to complete these in advance.

Withdrawal and Exit Interview
You may Withdraw at any time, but an
Exit Interview at the Registrar's Office is
required (telling a faculty member is not
sufficient). See the Financial Information
section for the tuition and fee refund
schedule.

Leaves of Absence
If you have been regularly admitted and
need to "stop out" for awhile, you are
eligible for a leave of absence of no more
than one year. If you are not enrolled in
a program or contract by the enrollment
deadline, you are considered to be on leave
(up to one year for undergraduates and
one quarter for graduate students).
Academic Credit

General Policies
You will accumulate academic credit for
work well done and levels of performance
reached and surpassed. Only if you fulfill
academic obligations will full credit be
entered on the permanent academic record.
Otherwise, there will be no entry or partial
credit for what was accomplished. Credit
is expressed in quarter credit hours.
As a full-time Evergreen student, you
wiV be enrolled in only one full-time
learning activity. If you enroll full-time,
additional credit cannot be earned concurrently at another college for transfer back,
nor will you be able to earn more than the
maximum full-time amount at Evergreen.
Evergreen will not accept credit twice
for the same course work.

Full-time and Part-time Status
Evergreen counts you as a full-time student if you are: (1) an undergraduate
enrolled for 12 or more quarter credit
hours, or (2) a graduate student enrolled
for nine or more quarter credit hours. If
you enroll for less, you are considered a
part-time student.
Maximum full-time enrollment is 16
quarter credit hours (18 for those in the
Teacher Certification Program and 12 for
graduate students). These maximums include any transfer credit earned during the
same period through simultaneous enrollment at another school.
You may accelerate your education only
by enrolling for a fourth quarter of study
each calendar year (i.e. Summer Quarter).

~terans
If you are a veteran, be advised that VA
standards for full-time training are different from those of the college. Specifically, the "seat time" rule requires a
minimum amount of time in classroom
situations. Check with the Office of
Veterans Affairs to assure that your program, internship, or learning contract
meets those standards.
Partial Credit Options
and Withdrawals
Evergreen's credit system distinguishes
between quantity and quality. The quantity
of academic work performed is recognized
by an award of credit based on satisfactory completion of the program, contract,
or course requirements. The quality of
your work is expressed in a written
evaluation.
Some programs will make provisions for
partial credit; others will not. That determination rests with the faculty of each
particular program or contract. Faculty
will announce that policy at the outset of
the quarter. Exceptions are made only with
faculty approval.

Evaluation
To evaluate your work, you work individually with the faculty member who
leads your seminar. At the end of each
quarter, the faculty writes a narrative
evaluation, a one-to-two-page description
which details the exact nature of your

work, its quality, and your progress during
the quarter. This written evaluation takes
the place of a letter grade. For a full
description of this unique educational
process, please turn to page 13.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the two
primary records of your work at
Evergreen.
The transcript, maintained by the
Registrar's Office, is a record of your
academic achievement which includes all
work done for credit, the official description of the program or contract, faculty
evaluations, and your own evaluations
(when required). Once the evaluation is
accepted in the Registrar's Office, a copy
is sent to you. If you need your faculty to
further revise your evaluation, you have 60
days or until your transcript is sent by request, whichever comes first.
The entire body of information is
mailed when a transcript is requested,
although graduate students who also
attended Evergreen as undergraduates may
requesttranscripts of only their graduate
work. Transcript processing requires time:
pleaseallow two weeks between receipt of
your request (and $5 fee) and mailing of
the transcript.
Credit and evaluations are reported only
at the end of the program or contract,
unlessyou go on a leave of absence,
withdrawor change programs.
Youmaintain your own portfolio, which
includes the official descriptions of programs or contracts for all work
attempted, descriptions and copies of
faculty evaluations, and your own evaluations, including those not on the
transcript. You should also include
examplesof your best work and any
other pertinent information.
The portfolio is your academic
biography,to be shared with faculty during your learning experience and with
graduate schools and prospective
employersin future interviews.
Confidentiality of Records
Evergreencomplies with the federal Family
Education Rights and Privacy Act of 1974,
whichestablishes fair information practices
regardingstudent records at American col-

leges and universities. Check with the
Registrar if you're interested in the details
about this legislation.
Retention of Records
Credentials, including original documents
submitted in support of an application,
become the property of the college and
are not returnable. Transcripts of students
who do not register for the term for which
they applied will be held two years before
being discarded.
If you require transcripts of work done
at other schools, those transcripts must be
secured directly from the schools, not from
copies in our files.
Academic Standing
Because the college follows a narrative
evaluation system, your transcript contains
only information on credit which has been
successfully completed. Some recognition,
of a nonpunitive nature, needs to be made
of the student who is not making satisfactory progress. The following stages of
academic standing have been designed to
allow the student having academic difficulties the maximum amount of advice
and counsel in resolving these problems.
At the same time, it acknowledges that if
a student is unable or unwilling to do his
or her best work at Evergreen, then their
place should be given to someone else.
During any quarter a student who is in
danger of earning less than the registered
amount of credit will be notified in
writing of that danger by the faculty sponsor or program coordinator.
1. Academic Warning--A student who
earns fewer than two-thirds the number of
credits for which he or she is registered in
three successive quarters will receive an
academic warning from the Registrar, a
copy of which will also go to the student's
current or preregistered coordinator or
sponsor. Similarly, a student enrolled for
more than half-time who receives no credit
at all during two successive evaluation
periods will receive academic warnings.
Such warnings urge the student to seek
academic advice or personal counseling
from a member of the faculty or from the
appropriate officers in Student Services. A
student will be removed from academic
warning status after three quarters of successful work in which more than two-

thirds of the credits were earned.
2. Required Leave of Absence--A student
on academic warning who receives either
an incomplete or fewer than two-thirds of
registered credit is required to take a leave
of absence, normally for one full year. A
waiver of the action can be granted only
by the academic deans upon presentation
of evidence of extenuating circumstances
by the student. To re-enter at the end of
such leave, the student must supply to the
deans evidence of readiness to assume
responsibilities.
A student returning from a required
leave of absence will reenter on academic
warning and will be expected to make
normal progress toward a bachelor's degee
without incurring further required leave.
Failure to earn more than two-thirds
credit at the next evaluation period will
result in academic dismissal from the
college.
Graduation Requirements
The minimum requirements for awarding
either the Bachelor of Arts (B.A.) or the
Bachelor of Science (B.S.) is 180 quarter
credit hours. Continuation beyond 200
quarter credit hours without graduating requires approval of an educational plan by
the academic dean.
If you transfer from another college,
you must earn at least 45 of the last 90
quarter credit hours as an enrolled student
at Evergreen to be eligible for an Evergreen degree. External credit or CLEP
tests do not satisfy the 45 quarter hour
credit requirement.
If you have a baccalaureate degree from
a regionally accredited institution (including Evergreen), and wish to earn a
second baccalaureate degree, you normally
must earn at least 45 additional quarter
credit hours as an enrolled Evergreen
student.
An application and exit interview are
necessary for graduation. Contact the
Registrar's Office at least one quarter in
advance of the anticipated graduation
date.
The B.S. degree requirement also includes 72 quarter credit hours in
mathematics and natural science, of which
48 quarter credit hours must be in
advanced subjects. Concurrent award of a
B.A. and B.S. requires a minimum of 225
quarter hours, including 90 at Evergreen,
and application at least one year in
17
advance.

------------------.-----------------------.-

Fees and Charges

~--

~ More than half-55 percent-of
the
full-time students enrolled at Evergreen
receive financial aid. The average award
is $2880.

Tuition and Fees

Billing and Payment Procedures

Estimated Academic Year Expenses

Fee calculations are based on four student
status indicators: undergraduate or
graduate enrollment, state residency,
quarter credit hours, and Vietnam
veteran. These indicators are established
and adjusted only by the Registrar.
If you are a full-time resident
undergraduate student, your tuition and
fees will be $339 per quarter, and $1,162
if you are a full-time nonresident student.
Of these amounts, $63 are allotted as Services and Activities fees.
If you are a part-time student, tuition
and fees are $33 per quarter credit hour,
up to a maximum of $339 (resident), and
$116 per quarter credit hour, up to a maximum of $1,162 (nonresident).
If you are a full-time graduate student,
tuition and fees are $476 per quarter
(resident) and $1,406 (nonresident). For
part-time graduate students, the charges
per quarter credit hour are $47 for
residents ($476 maximum) and $140 for
nonresidents ($1,406 maximum).
These are projected tuition and fees for
the 1984-85 academic year, and subject to
change.

The Student Accounts system assembles
all student financial information, both
charges and credits, and prepares a
periodic statement of account. This makes
it possible for you, as a registered student, to submit a single check for tuition
and fees, housing, and other charges by
mail or night depository. The Cashier's
Office is open from 8:45 a.m. to 3:30
p.m. Monday through Friday.
Thition and fees are billed by mail on a
quarterly basis if you are "pre-registered:'
The second class day is the payment
deadline if you are "pre-registered:'
Payments must be in the Cashier's Office
by 3:30 of the second class day. Failure to
pay tuition and fees by the established
due date will result in disenrollment. Postmarked payment envelopes received after
the due date/time are considered late.
If you register during the "regular
registration" period, you must pay your
tuition and fees at that time. You have an
option to pay at least one-half of your
tuition and fee charge by the assigned due
date and the balance in full by the 30th
calendar day.
Students allowed to register during the
second class week must pay a $15 late
registration fee. Students allowed to
register after the tenth class day must pay
a $65 late registration fee. Students who
are dropped after the 30th calendar day
for non-payment of tuition and fees must
pay a $50 reinstatement fee to re-enroll.
The college charges a mandatory $15
quarterly health fee that is assessed with
tuition and fees for all full-time students.

These are the projected costs for the
academic year 1984-85, and are subject to
change.

Residency Status for Tuition and Fees
To be considered a resident, you must be
domiciled in the State of Washington for
at least one year (prior to the first day of
the quarter) for other than educational
purposes, and either financially independent, or, if financially dependent, have a
parent who has been domiciled in the
State of Washington for at least one year
(prior to the first day of the quarter) for
other than educational purposes.
All others are classified as nonresident
for tuition and fee purposes.
Applications to change residency status
are available at the Registrar's Office and
must be made in advance of the first day
of the quarter you feel the requirement
has been met. (Allow at least 10 days for
processing your application.)

18

..

Residents Nonresidents

Tuition and Fees
(Full-time)
Books and
Supplies
Housing
and Meals
Personal
Needs
In-State
Travel
Total

$1017

$3486

330

330

2460

2460

825

825

600
$5232

600
$7701

Refunds/Appeals
Refunds of tuition and fees are allowed
only if you withdraw from school or are
called into military service for the United
States.
If you follow proper withdrawal procedures at the Registrar's Office, you will
be refunded as follows:
Fee/Charge
Category
Enrollment
Deposit

Tuition and
Fees

Housing
Deposit

Refunds Applicable
Applies to first quarter
tuition and fees. 100 percent refundable to the fifth
class day of the quarter.
100 percent to fifth class
day of quarter, 50 percent
to 30th calendar day; after
that, no refund.
$30 (rental contract)
refundable upon end of
contract or withdrawal
from college. $50 (unit
lease) refundable upon end
of contract.

Objections to the application of any
financial policy or charge must be
presented to the Registrar within 10 days
after the first billing.

All the media tools you'll need to record sight and
sound, as well as professional instruction and advice,
are available through Evergreen's extensive Media
Services.

Miscellaneous Fees
Housing deposit
Rental contract
Unit lease
Transcript
ID card replacement
Returned check
Non-refund application fee
Enrollment deposit
Late registration fee
Reinstatement/late registration
fee
Lab fee (varies)
Leisure Education (varies)
Library 2126, Darkroom
(student rate)
Daily
Quarterly
Parking
Year
Quarter
Daily

Motorcycles

,

$20.00
8.00
.50

$ 60
100
5

5
6

15
50
15
50
10-25
5-100
1.75
30.00
Autos

$40.00
16.00
.50

Student Health Insurance
The college provides the opportunity for
students to purchase health insurance for
themselvesand dependents. Options includeeither major medical insurance or
full health care coverage. Students
registeredfor less than eight credit hours
or as a "special" student are not eligible
for insurance coverage. Full-time students
(registeredfor ten credit hours or more)
willautomatically be enrolled in the major medical plan unless a waiver card or
full health care request is submitted to
StudentAccounts by the fifth class day of
each quarter. Contact Student Accounts
at 866-6000,ext. 6447, for details concerningthe different policies that are
available.

Financial Aid

Emergency

If you expect difficulty in meeting the
costs of college, you should apply for
assistance through the Financial Aid
Office.
Evergreen's goal is to provide appropriate financial guidance to all
students, and financial aid to those
students who could not otherwise attend
Evergreen. Awards from the college's aid
programs rest strictly on personal need
and can only supplement the contribution
of the student and his/her family. Most
of the aid offered by the college is open
only to full-time students and may take
the form of grants, loans, employment,
scholarships or a combination of these
possibilities.
The Financial Aid Office also offers
you financial counseling and maintains a
listing of part-time employment opportunities both on- and off-campus.
In addition, the following scholarships
are based on merit as well as financial
need:
Ward Bowden Memorial Scholarship
assists students with financial need in the
fields of journalism and political science.
Roger Camp Memorial Scholarship
assists students with financial need.
Edith K. Draham Scholarship
assists students with financial need and
demonstrated ability in fiction writing.
Shauna May Memorial Scholarship
is awarded to students based on financial
need and merit.
Carlton Morris Cooley Scholarship
is awarded to an outstanding senior in
English-related studies.
Saul and Daydee G. Haas Foundation
Award of Merit
is awarded to an outstanding junior or
senior in the field of communications.
Charles J. McCann Scholarship
is awarded to a senior who has completed
at least one full year at Evergreen, shows
the capacity to work well with others, and
demonstrates ability to design and carry
out a plan of study and does it well.
Ethel MacPhail Scholarship is awarded to
an upper-division woman concentrating in
a business management related field.
Foundation Scholarships are awarded to
prospective new full-time Evergreen
students who have distinguished
themselves with contributions to community, academic excellence, or other
demonstrated talent.

Emergency loan funds are donated by
businesses, service and professional
organizations and individuals in the community, and Services and Activities Fees.
This program is designed to aid all
students who face temporary need by providing short term loans of up to $200. If
you need this service, apply through a
personal interview in the Financial Aid
Office.

Loan Program

Disbursements
Financial aid is distributed quarterly (to
coincide with tuition and fee payments)
by the Financial Aid Office. All charges
are deducted from the quarterly award,
with the balance paid to you during the
first week of instruction. Exceptions are
emergency loans, which are paid as needed, and the on-campus work-study program, which is distributed through the
payroll system.

Lisa Levy, a junior from Ecuador, enjoys seminar
discussion.

19

The Condensed Curriculum

Core Programs

Page

F W S·

Humanities

Foundations of Human Inquiry
Great Questions and Great Books
Political Ecology
Re-Introduction to Education
The Paradox of Progress
Society and the Computer
Issues, Traditions, and Change
Growth and Form
Thinking Straight

26
26
26
27
27
27
28
28
28

••
• ••
••
• ••
••

Metaphor, Dreams, and Language
17th Century England: Literature
and Philosophy
Utopias: Alternative Societies in Thought
and Practice
17th Century Continental Europe: Literature
and Philosophy
Studies in American Culture 1890-1940
The Cuban Experiment: Theory and Practice
Image and Idea of the Human Body

31
31
31
66

•••
•••

32

•••

• ••
• ••

•
•

48
49
49

•
•
••

.

•

49
50
50
50

~
~

Applied Social Theory

Management and the Public Interest
Mass Communications and Social Reality
The Lives and Education of Children
Computers in Education

••

•

Language and Culture Center

School of International Studies
Partnership Program
French Culture
Russia/USSR

51
52
52

Center for Community Development

Community Development

Native American Studies

Environmental Studies

Introduction to Environmental Studies
Principles of Biology
Oceanography, Piloting, and Seamanship
Maritime Entrepreneurship and Marine Affairs
Coastal Natural History
General Entomology
Agricultural Entomology
Ecological Agriculture
Evergreen Environment IX: Natural History
Advanced Environmental Studies

35
35
36
36
36
37
37
37
38
38

••
•••

•

•
•

•

•

••

••
•••

Expressive Arts

The Gaia Aesthetic: Discovery
through Creation
Studio Project: Painting and Drawing
Personal Is Political/Imagemaking
Cluster Contracts in 3-D Art
Flat, Flat, Round: Photography,
Drawing, and Painting
Techniques of Visual Anthropology
Anthropology of Visual Communication
Applied Cultural Documentation: Bali
The Artistic Imagination
Memory Images
Dance: Creation and Performance
Directors on Directing/Actors on Acting
Fiction Writing Workshop
Writing Short Fiction and Poetry
Oral and Performing Traditions
Composition and Performance
America's Folk Music in Cultural Perspective
22 Performing America's Music

Ceremonies: Prefigurative Culture
Counseling the I Culturally Different
Native American Learning Environments
Political Economy and Social Change

Political Economy and Social Change
Political Economy of Scientific Problems
The U.S. Economy Today
Comparative Studies in Social Institutions
Microeconomics and Social Justice
The Good Life in the Good Society
World Population Policy
Science and Human Values Demonstration

40
40
40
41

••
•
•

41
41
42
42
42
43
43
43
44
44
45
45
46
46

•••

•

•

•

•
•
••

••
••

•

•
••
• ••
• ••
• ••

54
54
54

The Human Condition I: Science,
Human Values, & Modern Evil
Cutting Edge Symposium
Community Resources- DesignSocial Change

56
56
57
57
57
58
58

.
•.
•.
•.
•

•

..
..
•

~
~

•

•~
~

Project

60
60

•••
•••

60

••

Science, Technology, and Health

Data to Information
Computability and Cognition
Computers in Education
Human Health and Behavior
Psychological Counseling
Molecule to Organism
Matter and Motion
Energy Systems
Natural and Artificial Structures
Chemical Thermodynamics
Electronics
Natural and Artificial Dynamics
Digital Electronics
Dynamic Systems
Atom, Field, and Quantum
Chemical Kinetics
The Science, Technology,
and Health Seminar
Senior Learning Community
in Human Health and Behavior
Cutting Edge Symposium

65
66
66
66
67
67
67
68
68
68
69
69
69
70
70
70

~~~
~~~

71

~~~

71
71

~~~
~~~

Teacher Certification at Evergreen

72

~
~~~
~~
~~~
~~~
~~~
~
~
~
~
~
~
~
~

Off-Campus Programs

Evergreen-Tacoma Program:
Comparative History of World Ideas
Evergreen-Vancouver Program:
Human Environments, Human Expressions
Part-time Study at Evergreen
Graduate Study

at

75

~~~

75

~~~

76

Evergreen

Master of Public Administration
Master of Environmental Studies

78
79

Special Forms of Study

80

*F-Fall Quarter
W-Winter Quarter
S-Spring Quarter
Pt=-Part-time Option
In-Internship Possibility

Seven Easy Steps to Picking Your
Program
1. Decide what you want to study. Consider your career goals, if you already
have them. Consider also anything else
that interests you and is important to
you. It is true that you'll take only one
program at a time at Evergreen, but those
programs cover many different subjects.
So, give yourself the chance to learn
broadly.
2. Read the catalog to find the appropriate program for you.
~If you are a freshman, choose one of
the Core Programs described on pages 25
to 28.
~If you are a transfer student, look up
the subjects that interest you in the
Academic Subject Index, beginning on
page 94. This lists all the programs which
cover your subjects. Don't ignore Core
Programs-they may be perfect for you.
If a Specialty Area is listed under your
subject, read over all the offerings in that
area.
~Look at the Curricular Pathways
described in the Specialty Areas where
your interests lie. Pathways will suggest a
logical sequence for your years of study
in a particular field, and help you decide
where to begin.
~Examine also the planned equivalencies
at the end of each program description to
see the full range of subject matter it will
cover.
~ Browse over a number of possibilities
before you settle on one. Try to choose at
least three viable alternates before you
take the next step.
3. Discuss your choices and your goals
with your assigned faculty advisor, or
with the faculty and staff in the
Academic Advising Office. The Advising
Office keeps program descriptions that
will have been expanded and updated
from what you read in this catalog.
Often, programs which appear only
vaguely appropriate in the catalog reveal
themselves as exactly appropriate and personally exciting when you read the latest
details. Your advisor and the Advising
Office can give you additional program
leads that you might pass over on your
own.

23

4. Attend the Academic Fair, which is
described on page 12. The faculty will be
assembled there, all in one place at one
time, sitting at tables marked with their
program titles. You can discuss program
content and style directly with the program faculty, and pick up a syllabus.
~ Ask all questions, share your
puzzlements and enthusiasms. Don't
hesitate to ask for advice. If a program
isn't right for you, faculty will direct you
to other options.
5, Choose your program. In all these
discussions-with your advisor, with the
Academic Advising Office, with prospective faculty-keep your goals in mind
and, also, the range of your interests and
needs. Your selection for this one quarter
should fit into your overall plans, and it
should also lead you to something. On
the other hand, you do have time, you do
have a wide range of interests, and you
probably do not have to do some one
thing immediately.
~ Ask for whatever help you need in
making your choice; if you don't find the
help you need in one place, ask for it
somewhere else.
~ You'll know you've chosen wisely when
enthusiasm strikes you and you begin to
fantasize excitedly about the work ahead.
6. Register.
7. Pay your tuition. And that's it! You're
now ready to attend your seminar.

Twelve Questions Most Frequently
Asked About Evergreen
Do I need to know exactly what I want
to do at Evergreen?
No, but sometimes it helps. Often it's a
hindrance. Coordinated Study programs
are excellent places for finding directions,
or discovering directions that are wholly
new and unexpected.
Who will help me decide which program
to take each quarter?
Your academic advisor, the Academic
Advising Office, your current program
faculty, the faculty in areas which interest
you. The Academic Fair (page 12) is an
unexcelled opportunity to test the waters
and figure out exactly which of the upcoming offerings is best for you.
Who will help me plan my degree
program?
Your academic advisor, the Academic
Advising Office, your program faculty,
the Career Planning and Placement Office. Any or all of the above. When in
doubt, ask.
Can I take two programs at the same
time?
No. At Evergreen you take one full-time
program a quarter.
Can I take courses in addition to a fulltime program?
Quite often. Each program description in
this catalog specifies whether additional
courses are allowed. You can also
negotiate this with the program faculty.
Are individual projects or internships
allowed?
Yes. Most programs incorporate individual, or small group, projects. Some
incorporate internships. Consult the program descriptions, and talk with faculty.
Advanced students can arrange full-time
independent projects through Individual
Contracts (page 8), and Internships
through the Cooperative Education Office
(page 80).

24

What is your grading system?
We don't give letter or number grades,
but students do earn full, partial, or no
credit for their work. Your faculty
"grades" your work by writing a detailed
narrative evaluation assessing the work
and its quality. See page 13.
Are all 1984·85 programs listed in this
catalog, or are others added later?
Nearly all full-time programs were
planned well before this catalog was
printed. Information about any changes
or additions will be available at the
Academic Advising Office. Part-time offerings, which are only described briefly
here, appear in full in the quarterly
publication, The Evergreen times.
Where can I get more information about
programs?
The Academic Advising Office often has
more detailed program descriptions, including book lists and weekly schedules.
These are also available at the Academic
Fairs or directly from program faculty.
What are the areas I can study at
Evergreen?
Most of the conventional college subjects,
plus a number of specialties. Consult the
"Academic Subject Index" (page 94), and
browse through the Specialty Area
descriptions (pages 29-72). All the many
advisors, and the Admissions counselors,
can give you detailed information about
offerings in the fields that interest you.
What degrees do you offer?
The Bachelor of Arts, the Bachelor of
Science, the Master of Public Administration and, beginning in the fall of 1984, a
Master of Environmental Studies.
What can I do with a degree from
Evergreen?
Get a job in business or government,
teach, attend graduate school, attend
medical school. Our graduates undertake
all the usual careers, and invent some of
their own. See "Placement" (page 6.)

Core Programs

Convener: Jovana Brown

Brown

Core Programs are designed to give
students in their first or second year of
college a solid foundation of knowledge
and skills as preparation for more advanced studies. Core Programs will introduce you to the central mode of study
at Evergreen-the Coordinated Studies
program, in which faculty members from
three or four different disciplines use their
knowledge to help you explore a central
theme or problem. This interdisciplinary
approach means you will study a situation as a whole, not as a collection of
unrelated fragments. Core Programs are
one place to discover the full breadth of
the issues that will concern you-the
connection of artistic expression to social
conditions, for example, or the relations
of biological facts to individual
psychology.

Core Programs emphasize the development of skills necessary for you to do
successful college work. For most
students, this means learning how to write
easily and well in various modes, how to
read carefully, analyze arguments, work
cooperatively in small projects or discussion groups, and how to use the many
resources in the Library. Core Programs
also aim to help you connect your studies
with your own intellectual and personal
concerns and to make responsible decisions about your education.

Each of the Core Programs listed in
this catalog section is an integrated study
program that combines a number of different activities (seminars, individual conferences with faculty, lectures,
laboratories-whatever is appropriate) to
help you learn about the program theme
or topic, and at the same time to learn
about your own goals, about defining
problems and dealing with them, about
the college's people and facilities, about
how to read critically and write easily and
well.
Special note:
1Wo- and three-quarter long Core
Programs admit new students at the
beginning of each quarter.

25

Foundations of Human Inquiry
Fall, Winter/ Coordinated Study
Coordinator: David Hitchens
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: Permission
required
Additional course allowed: No
A two-quarter Core Program for students
not sure "where to start" with their learning. The program will be broadly based
on the western cultural tradition and will
examine texts, painting, sculpture and
music from a variety of viewpoints.
Students will be introduced to the
methods inherent in the traditional
humanist and social disciplines-and then
taught interdisciplinary study. Beginning
students who wish to pursue rigorous
study of how to apply sound reading,
writing, listening, seeing, thinking and
talking skills to the remainder of their
undergraduate careers will find "Foundations of Human Inquiry" an excellent
starting point. Close attention to
program materials-whether written, aural
or pictorial-will develop solid interpretive,
analytical, comprehension, and discursive
abilities.
Planned equivalencies in quarter hours:
4-history; 4-philosophy; 4-literature;
4-creative writing; 4-cultural anthropology; 3-art history and appreciation; 3-music history and appreciation;
2-government and political theory;
2-economics; 2-sociology.
32-total
Program is preparatory for careers and/or
future study in law, international affairs,
education, and equivalent areas identified.

,

26
Core Programs

Great Questions and
Great Books
Fall, Winter, Spring/ Coordinated Study
Coordinator: David Marr
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: $25 for program retreat
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed' No
Are men and women playthings of the
gods, or do mortals create their own
destinies? Is personal happiness an illusion, or a real possibility? Is the restless
individual today a new breed, or only a
modern counterpart of a figure from the
past whose story is told in the Bible or in
the Odyssey? To whom are we responsible? Does history repeat itself? Can the
future be seen?
In Great Questions and Great Books,
we will hear men and women from vastly
different ages of history relate their
hopes, loves, fears, and convictions. We
will develop our sense of time (and
thereby our sense of responsibility) by
seeing how past relates to present and
how both may shape our future.
This program, like creation, begins with
the Word. It immerses us in the great
stories of the western world-stories of
genesis and the fall from grace, poems
fashioned of great deeds and great words
of ancient heroes, tragedies of revenge,
comedies of survival. We will read the
Bible, Homer, Sophocles and Aeschylus,
St. Augustine, Dante, Chaucer,
Shakespeare and Milton, along with
modern writers whose poems, fictions and
histories resonate with some old questions
about the meaning of existence.
We will strive to develop our powers of
perception, discernment and judgment by
careful reading of several classic forms, to
express ourselves clearly in writing and
speaking, and to listen sympathetically,
yet critically.
The tentative schedule includes
seminars on Monday and Thursday,
workshops on Thesday, and conferences
with faculty on Wednesday.
Planned equivalencies in quarter hours:
18-masterpieces of ancient, medieval,
and modern literature; 12-English composition; 14-history: ancient, medieval,
and modern; 4-art appreciation.
48-total
Program is preparatory for careers and/or
future study in liberal arts and sciences,
professional careers in law, medicine,
journalism, and business.

Political Ecology
Fall, Winter/Coordinated Study
Coordinator: Peter Taylor
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: Field-trip costs
Part-time Options: Yes, 12 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes
"Political Ecology" examines human
understanding of the environment, how
humans and the environment have
affected each other, and how
political/economic institutions affect both
our values and environment. To investigate these themes, it will be necessary
(I) to learn basic ecological concepts,
(2) to examine the historical and
philisophical inheritance that shapes our
personal and societal values, and (3) to
understand the political and economic
processes that influence the quality of our
lives and the environment.
Program goals include (I) examination
and formation of personal environmental
values, (2) improvement of basic learning
and communication skills, and (3) introduction to the natural sciences, social
sciences and humanities.
This program presents introductory
topics in the natural and social sciences
through faculty lectures, guest speakers,
workshops, seminars, films, labs, field
trips and special projects. There will be a
strong emphasis on improving basic
academic skills: reading, writing, library
research, and critical thinking.
Planned equivalencies in quarter hours:
l6-environmental studies; 8-biology;
4-expository writing; 4-literature.
32-total
Program is preparatory to further studies,
careers and/or future study in natural
and social sciences, environmental studies,
environmental education, field biology,
political economy, and humanities.

Re-Introduction

to Education

The Paradox of Progress

Society and the Computer

Fall, Winter, Spring/Group Contract
Sponsor: Lovern King
Enrollment: 30
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

Fall, Winter, Spring/ Coordinated Study
Coordinator: Jeanne Hahn
Enrollment: 80 Faculty: 4
Prerequisites: None
Special Expenses: Possibly
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter, Spring/ Coordinated Study
Coordinator: Lucia Harrison
Enrollment: 80 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No

This program is designed for women
making the transition from home or job
to college. The program will provide a
place for women to make self-assessments
of their strengths and weaknesses, develop
academic and study skills, improve social
interaction techniques, learn goal setting/decision-making, examine images of
women in media and literature, and experience writing as expression and as
genre. Each student will be responsible
for constructing a learning contract that
shows systematized planning by specifying
the desired outcomes and then designing
a program to achieve those ends.
A probable booklist includes: Images of
Women in Literature, ed. Mary Anne
Ferguson; Jane Eyre, Charlotte Bronte; A
Room of One's Own, Virginia
Woolf; Woman Warrior, Maxine Hong
Kingston; Women as Winners, Dorothy
Jongeward; The Color Purple, Alice
Walker; The Third Woman, ed. Dexter
Fisher; The Yellow Wallpaper, Charlotte P.
Gilman.

"Every day, in every way, we're getting
better and better" ... maybe!
Progress! What is it? Is it always good?
Sometimes good? Never good?
Microcomputers, test tube babies, solar
cells, wonder drugs, nuclear power,
mechanical hearts, the "green revolution" ... toxic wastes, genetic engineering,
pesticides, nuclear holocaust ... the
paradox of progress.
Since 1600, the application of the newly
triumphant methods of the natural
sciences to society and human values has
promised limitless possibilities for advancement. But as life span has
lengthened, quality of life improved, concepts of justice, equity and humanity
broadened-people have also felt a loss
of autonomy, industrial nations have suffered recurrent boom and depression, and
the world now perches on the edge of
nuclear disaster.
By studying Newtonian mechanics,
thermodynamics and the steam engine,
relativity theory, Darwinian evolution,
ecology, genetics, and molecular biology
we can grasp the scientific basis for some
of our current and future technologies.
By studying the rise of capitalism through
the industrial revolution, the development
of liberalism and its Marxist critique,
Social Darwinism, Romanticism, and the
social impact of modern technology-we
will come to grasp with some of the
paradoxical effects of progress, and some
implications for the future.
This program will offer regular instruction in critical reasoning, expository
writing, analytical reading and the discussion of ideas. Students can advance their
competencies in mathematics, biological
and physical sciences, the humanities and
the social sciences in preparation for
advanced work. Spring Quarter, research
projects and computer studies will be
included.

Write a check, apply for a loan, buy
groceries, phone a friend, work on a production line. You cannot go through a
day without information and communications technology. Some people applaud
improvements in the quality of work and
life using information technology to coordinate workers and resources in modern
complex urban societies. Many eagerly
explore new applications that may change
the way we work, play, educate, manage
and govern. Others worry about the impacts
of the use of information technology. Are
the impacts beneficial to some, harmful
to others? How should the use of this
technology be governed nationally and
internationally given varied approaches to
economic and political decision-making,
varied cultures, and varied levels of
technical sophistication?
In order to make sense out of this socalled information revolution, students
must be able to gain some perspectives
about the development and use of tools
(technology) historically. "Society and the
Computer" uses the study of many
technologies and cultures to better
understand what we can expect from the
impact of computer technologies on our
modern industrial urban societies.
Students will study computer and communications technology; it's use in
business, science, education, government,
and the arts; its potential, and limitations.
The program also teaches basic collegelevel skills in critical analysis and
problem-solving, writing, computer programming; and mathematics by self-paced
methods which allow each student to
begin from, and progress to, any level of
which he or she is capable.

Planned equivalencies in quarter hours:
12-english composition; 12-women in
history; 12-women in literature; 12-selfassesment of learning
48-total
Program is preparatory for careers and/or
further study in liberal arts.

Planned equivalencies in quarter hours:
16-humanities and expository writing;
16-natural science and mathematics;
16-social science and history
48-total

Planned equivalencies in quarter hours:
16-humanities and social sciences;
16-math and science; 6-logic and
problem-solving; 6-writing; 4-project.
48-total
Program is preparatory for careers and/or
future study in the humanities, natural
and social sciences, mathematics,
business, government, and education.

Program is preparatory for careers and/or
future study in all areas.

27
Core Programs

Issues, Traditions and Change

Growth and Form

Thinking Straight

Winter, Spring/Coordinated Study
Coordinator: Mark Papworth
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None;
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed' No

Spring/Coordinated Study
Coordinator: Sandra Simon
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additonal Course Allowed: Yes

Spring/Coordinated Study
Coordinator: Dave Hitchens
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes

To study questions of tradition and
change in the modern world, we will
identify specific social, technological and
intellectual issues in key countries, examine the traditions which shaped them
and propose changes to resolve them:
Japan (population control; industrialization); China (the Maoist Cultural Revolution); India (social structure); USSR
(political-economic
revolution); Central
America (land reform, education); the
Middle East (oil and security; Israel and
the Arab World.)
History and tradition will be examined
from the perspective of social
engineering-preserving
or discarding the
past while preparing for the future. The
program will stress the development of
critical thinking, logical analysis, research
and writing skills.
We will use Snow, Red Star Over
China; Reed, Ten Days that Shook the
World; Tofler, The Third Wave; Illich,
Toward a History of Needs; Embree, The
Hindu Tradition, Solzhenitsyn, The First
Circle; Heilbroner, The Future as History;
Friere, Pedagogy of the Opressed;
Schuon, Understanding Islam; Lawrence,
Seven Pillars of Wisdom; Salisbury, Black
Night, White Snow; Ouchi, Theory Z;
The Face of Battle, and selections from
the Old Testament.

D'Arcy Wentworth Thompson has defined
"growth" as a process involving movement, change, or development; and
"form" as the response to the forces
which produce such changes. We will look
at architecture, organic evolution, and
poetry to see:
what growth forces are contained
within mathematical,
scientific, or
linguistic forms;
how natural processes and forms influence artificial structures and cultural
conventions;
what connections exist between scientific inquiry and aesthetic expectations;
how artistic traditions foreshadow
technological inventions.
As a basic program, we will stress
reading, writing and library research
skills.

This program focuses on analyzing,
criticizing, and inventing rational
arguments. We'll consider, as a frame for
our work, the limits of rationality and its
relations to other modes of thinking. The
program should help students in science,
the social sciences, or the humanities who
want to learn to think, talk, and write
more effectively about logical arguments,
whether in scientific articles or newspaper
editorials. About half the program is the
steady practice of writing, working in
groups, and toiling alone. The other half
of the program applies these methods to
contemporary
issues

Planned equivalencies in quarter hours:
2-expository
writing; 2-research;
3-natural
history; 2-poetry;
3-design
process

12-total

Planned equivalencies in quarter hours:
4-informal
logic; 4-English
composition; 4-philosphical
issues in contemporary culture; 4-contemporary
social
problems

16-total
Program is preparatory for careers and/or
future study in law, management, journalism, social sciences, and the
humanities.

Program is preparatory for careers and/or
future study in liberal arts, design, the
arts and the humanities.

Planned equivalencies in quarter hours:
4-literature;
8-writing;

4-research
16-history

skills;

32-total
Program is preparatory for careers and/or
future study in humanities, international
relations, foreign service.

28
Core Programs

Active listening plays an important part in program
seminars, and in the communication required for
many careers after college.

Applied Social Theory

Convener: Rita Pougiales

Pougiales

Affiliated

Faculty: Guy Adams,
Nancy Allen, Thad Curtz,
Betsy Diffendal, Don Finkel,
Mary Huston, Virginia Ingersoll,
Chuck Nisbet, Rita Pougiales, Niels Skov,
and Greg Weeks

The Applied Social Theory specialty area
offersyear-long integrated work in
preparation for careers in management,

education,pre-law,and mass communications. Coursework will be organized
around the application of theories in
socialscience to the realities of work in
contemporary America. This area's programscombine training in necessary
skills,the opportunity for practical
experiencethrough internships, and a
thorough education in ways to think
about modern life. For long-term satisfaction and success in any of these rapidly
changing fields, there is nothing so
practical as a good theory.

29

~ "Care must be taken not to judge the
state of society, which is now coming into
existence, by notions derived from a state
of society which no longer exists.
"
Alexis de Tocqueville
Historian

Career Pathways in Applied Social
Theory

Communications
An intensive pathway in communications
is offered through the year-long program,
"Mass Communications and Social Reality.' This program includes extensive
applied work in journalism and is compatible with an internship in this area of
study. Work in mass communications,
psychology, sociology, journalism, and
communications is included.
Students with an interest in communications may find work in a number
of other specialty areas relevant to their
academic pursuits. Language study,
photography, creative writing, and the
substantive concerns of other specialty
areas make a sound base for the study of
communications. Evergreen students have
also engaged in internships in this area
both on and off campus and they have
played an active role in the campus
media.

Education
In 1984-85, "The Lives and Education of
Children" and "Computers in Education"
provide exciting steps along an education
pathway. The professional teachers
certification program is also available for
those desiring certification.
In 1985-86, the year-long program
"Development: The Aim of Education"
will be offered. It will teach developmental and social psychology and philosophy
of education from Socrates to Dewey.
This program is not a certification program nor does it lead to a Teaching
Certificate. It aims instead to help
students interested in education develop a
framework to think concretely about
educational goals, strategies, and settings.
For further information, contact faculty
member Donald Finkel.

30
Applied Social Theory

Management
All the curricula necessary to a career
pathway in management is incorporated
into the year-long "Management and the
Public Interest" program. The essentials
of a strong management program are
included with work in economics,
organizational theory and behavior,
accounting, computing, marketing and
finance, personnel, and related subjects.
Students desiring additional applied
experience frequently do an appropriate
internship in their final quarters at
Evergreen, take programs in other specialty areas, or do an individual contract in
their area of interest.

Pre-Law
Law schools do not require college credits
in any specified subjects. They want
students who can read well, write well,
and speak well, and who have a broad
general education, with perhaps some
specialization in a field other than law or
politics. For instance, the rapidly developing field of environmental law needs
lawyers with some substantive understanding of the environmental sciences.
Many Pre-Law students concentrate on
social sciences, but law schools value
particularly work in the humanitiesliterature, philosophy, history-because of
the concentration on language, precise
thinking, and understanding of our intellectual heritage and the progess of
civilization.
Evergreen's commitment to broad interdisciplinary study adapts itself perfectly
to the needs of the Pre-Law student.

This student lends credence to faculty member
Richard Jones' observation: "Great books are not
things that you read once. They are read with optimal satisfaction only when reading means
rereading. "

Management and the Public
Interest
Fall, Winter, Spring/Coordinated Study
Coordinator:Virginia Ingersoll
Enrollment:96 Faculty: 4
Prerequisites:Microeconomics, Introductory Accounting, (available during Fall
Quarter for students who have not taken
them)
SpecialExpenses: None
Part-timeOptions: Yes
InternshipPossibilities: No
Additional Course Allowed: No
Many important challenges confront those
who will manage organizations in the
closing years of the 20th Century. The
role of the United States in the world
economy is shifting. There is concern
about productivity in the workplace and
about how relationships between workers
and management can be redefined to
enhance productivity and to improve the
quality of life on the job. Interactions
between business and government are
becoming more complex and, some say,
more burdensome. Business and government alike are preoccupied with "high
tech" including the increasing use of
computers and the advent of robotics.
This program will confront issues such
as these, providing encouragement
for
students to think carefully and creatively
about the context in which their careers
will be played out. The program also offers rigorous training in specific management skill areas. Among these are:
managerial economics, managerial
accounting, marketing, organizational
behavior, finance, management policies,
and introductory computing.
This is a very demanding program,
which aims to prepare students for careers
in business, in the public sector and in
service organizations.
It is also solid
preparation for graduate school in '
business or public administration
and for
law school.

Planned equivalencies in quarter hours:
4-organizational
psychology;
4-management
practices; 4-principles
of marketing; 4-managerial
economics;
4-organizational
theory; 4-managerial
accounting; 4-business
politics;
4-statistics;
4-computing
for managers;
4-financial
management; 4-business
government and society; 4-personnel
management

48·total

Mass Communications
Social Reality

and

Fall, Winter, Spring/Coordinated Study
Coordinator: Thad Curtz
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or Core
Program

Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No

The Lives and Education of
Children
Winter, Spring/Group Contract
Sponsor: Rita Pougiales
Enrollment: 35
Prerequisites: One year of college
Special Expenses: None
Part-time Options: This is an eight
quarter-hour

program

Internship Possibilities: Yes
Additional Course Allowed: Yes

This program will assess the role of mass
communication
in American life and
develop skills in journalism. We will study
the social, economic, and technical forces
that have shaped our communications
systems. We will analyze messages produced by this system, considering their
impact on individuals, society, and
culture. We will think about the powers
and limits of print and television while
developing our abilities to work with
them by investigating and reporting on
the various communities to which we
belong.
The possible relationships between
journalists and communities will be the
program's central intellectual concern.
The words and images produced by journalists help form each social group's
understanding
of itself and of the world
outside. (Most of us have never seen
Moscow or the city council; what we
think of as the real and solid world is
made out of words and images.) In the
past 100 years the changes in communications and communities have continually
altered how journalists worked and what
they needed to know. This process will
continue. In both theory and practice we
will concentrate on the proper role of
professionals in a world where we talk of
society as a mass, instead of as a number,
of communities, and in which journalism
is mass-produced.
Our readings will include works by
novelists, social scientists, and media
critics, among them Doris Lessing, Raymond Williams, Dwight MacDonald,
Muriel Kantor and Herbert Schiller.

Through children's perceptions and reactions to social expectations, educational
practices, family structure and world
events, we will investigate childhood and
the cultural values and practices that affect it. What we learn from anthropology,
psychology, history, and literature, we will
apply to current and alternative practices
in education and in other professions that
deal with children.
The program will include an historical
study of the changing image of the child;
investigation of children's cognitive and
psychological development; study of select
topics such as anxiety, motivation and
creativity; and investigation of significant childhood processes such as development of sex role identity, assumption of
community involvement (i.e., family and
school), and recognition and response to
external threats, particularly nuclear
armament.
We will try to see the world through
children's eyes. To do this we must
develop an ability to apply cognitive
learning theory; historical, cultural and
psychological analyses; and role theory.
Program readings will include theoretical
material from psychology, anthropology,
sociology and political economy; in addition, there will be readings in literature,
including children's literature. Participants
in the program will write regularly, and
conduct a field research project.

Planned equivalencies in quarter hours:

16-total

6-reporting
lab; 8-sociology
of mass
communications;
6-psychology
of communications; 6-communications
systems
and institutions; 6-article
writing;
4-content
analysis; 6-mass
media
criticism; 6-mass
communication
and
popular culture

Planned equivalencies in quarter hours:
4-history
of the child; 4-cultural
context of the child; 4-developmental
learning theory; 4-social
psychology of
childhood

Program is preparatory for careers and/or
future study in child development, education, social work, and the social sciences.
Computers in Education

48-total
Program is preparatory for careers and/or
future study in business, government, or
service organizations; MBA studies, MPA
studies and law school.

Program is preparatory for careers and/or
future study in journalism, mass communications, sociology, social science, and
related fields.

For a complete description of the Spring
Quarter program about the technical and
educational sides of the computer, see
page 65.

31
Applied Social Theory

Center for
Community Development

Director: Russ Fox
Evergreen offers a unique opportunity for
undergraduate and graduate students to
work with local communities and community groups in participatory research,
community and organizational development, and community education projects.
Our year-long, full-time programs enable
students to integrate academic preparation
with significant community project
involvement. Our emphasis on interdisciplinary content, collaborative analysis
and problem-solving, and communication
skills in the classroom prepares students
for the complexity and active involvement
of community project work.
The Center for Community Development works with community groups and
our academic programs to assist in the
identification and preparation of community projects. The Center is a clearinghouse to match community requests
with academic resources, prepares and
organizes resources and training materials,
maintains a studio laboratory for students
working on community projects, and is a
part of a statewide partnership of colleges
and universities providing community
services.
In addition to assisting academic programs in all areas of our curriculum, the
Center provides internship opportunities
for advanced students who wish to gain
experience putting their management,
computer studies, community organizing,
graphics, community education, social
and health policy, political economy,
planning, environmental studies, science
and technology, or democratic citizenship
studies into practice.
The Center located in LAB II 2223,
and is staffed by Faculty Director Russ
Fox (1983-85), advanced student interns,
and community volunteers.

32
Applied Social Theory

Community Development
Fall, Winter, Spring/Internship (Cluster)
Coordinator: Russ Fox
Enrollment: 5 Faculty: 1
Prerequisites: Senior status; one year at
Evergreen; strong academic record, including group process and communication
skills
Special Expenses: Some field trip and
project travel expenses
Part-time Options: Yes, 8-16 quarter hours
Internship Possibilities: Internship status
required for participation; paid internships possible for work-study qualified
students
Additional Course Allowed: Yes
Advanced students from any specialty
area who wish to specialize in community
development concepts, skills, and experience may apply for internships with
the Center for Community Development.
Students will participate in:
1. Seminars on the history, theories,
models, and principle concepts of community development. Issues such as
empowerment vs. dependency, the role of
the professional, the sources of validity of
knowledge, the control of information,
short vs. long term benefits, and the
criteria for the evaluation of community
development efforts will be examined.
New theories, models, and techniquessuch as participatory research-will be
analyzed in depth. International and
large-scale perspectives and case studies
will be included, along with local
examples.
2. Skill development workshops: group
facilitation, survey design, needs assessment, interviewing, problem diagnosis,
graphics presentation, and data
management.
3. Research that generates materials for
the Center for Community Development: bibliographic material, local
resource networks, case studies, training
materials, assessments of local needs,
theories and models of community
development, computer applications in
community development and the
responses of other institutions to community needs.
4. Preparation, presentation, and evaluation of workshops for other academic
programs requesting assistance from the
Center. These will include the skills identified in (2) as well as project identification and design and liaison with community groups.
5. Community development consulting
work in response to requests from community groups. Examples could include
resource identification, project planning assistance, group process diagnosis
and assistance, one or two session
workshops, or short-term assistance with
research.

6. Individual research relating community
development concepts to the student's
other academic interests.
Planned equivalencies in quarter hours:
12-Theories, models, and techniques of
community development; 6-planning and
community research skills; 6-advanced
group process techniques; 12-community
development practicum; 12-individual
research in student's area of study
48-total
Program is preparatory for careers and/or
future study in management, planning,
education, social work, community
development, effective citizenship.

Environmental Studies

Convener: Richard Cellarius
Affiliated Faculty: Michael Beug,

WilliamBrown, Larry Eickstaedt,
J.R. Filmer, Russ Fox,
StevenHerman, Pat Labine,
KayeV. Ladd, David Milne,
John Perkins, Robert Sluss,
OscarSoule, Jim Stroh, Pete Taylor,
and Al Wiedemann
Associated Faculty: Rob Cole,

KenDolbeare, Phil Harding,
Rainer Hasenstab, and Greg Weeks

The philosophy of Environmental Studies
is that the interaction of human societies
and natural systems must be managed in
a manner that ensures the prosperous survival of both. It is our primary goal to
help people develop the knowledge, skills,
and experiences to express that
philosophy in many different roles in
society.
Specifically, the goals of Environmental
Studies are:
1. To understand the nature and development of terrestrial and marine ecosystems,
of human societies-particularly the relevant political, economic, social, and
cultural aspects-and of their interactions.
2. To learn the richness and the limits of
the environmental and social resources
available to sustain both human
environments and natural systems.

3. To study the cultural values and
philosophies that shape environmental
behaviors.
4. Through applied work, to develop the
skills necessary to handle our resources
wisely.
Environmental
Studies requires
students and faculty who are willing to
study material from many disciplinesdisciplines drawn from the natural and
social sciences, from the arts, and from
the humanities-and who are willing to
break down the boundaries between the
disciplines to realize the integration
necessary to achieve the goals stated
above.

33

~ "We are not going to be able to
operate our spaceship Earth successfully
nor for much longer unless we see it as
a whole spaceship and our fate as
common. It has to be everybody or
nobody."
Buckminister Fuller
Architect and inventor

Career Pathways in Environmental
Studies
Major curricular tracks in Environmental
Studies include Field Biology and Natural
History, Marine Studies, Ecological
Agriculture, and Environmental Assessment and Design. Additional strengths of
the Environmental Studies faculty include
ecological physiology, environmental
chemistry, environmental history and
philosophy, environmental policy, geology,
physical geography, and planning. The
faculty are experienced in, and committed
to, providing students with practical experience through field work and projects
that serve the people and organizations of
southwest Washington and the Pacific
Northwest.
Environmental Studies has close working relationships with two other Specialty
Areas. Political Economy and Social
Change provides a strong social science
component, particularly in environmental
politics, economics, and the social impacts of technology. Science, Technology,
and Health provides additional work in
the physical sciences, including chemistry
and energy studies, and in the biological
sciences, emphasizing molecular and
organismic biology. Most faculty in
Environmental Studies are also affiliated
with the Graduate Program in
Environmental and Energy Studies. Advanced undergraduates may be able to
enroll in a graduate course with the permission of the instructor, if it is
appropriate to their curriculum and they
have the appropriate prerequisites.
Students choosing to concentrate their
efforts in Environmental Studies would
select from the following pathways:

First Year: Any Core Program

Future Offerings

Second or Third Year: Environmental

Academic programs not available in
1984-85 but which will be offered in
subsequent years on a regular basis include the following (the Environmental
Studies Entry Cluster, described above, is
a prerequisite to these programs):
"Environmental Design" (Fall, Winter,
Spring, 1985-86 and subsequent years).
This program will examine the social and
physical context of contemporary design
issues. The goal is to develop an
understanding of the connections between
cultural life-patterns, natural environments, and the physical and social
structures of human societies. Components will include design theory, design
practice, graphic communication, and
community studies.
"The Marine Environment" (Winter,
Spring 1985-86, alternating with
"Evergreen Environment"). This group
contract will feature marine ecology, a
survey of marine organisms, and general
oceanography. There will be a strong emphasis on field and laboratory studies,
with a field research project during
Spring Quarter.
We also plan to offer a program in the
fall of 1985 and alternate years that deals
with the terrestrial environment, such as
"Earth Environments" (geology and
ecology), or "The American West"
(geology, geography, history, and
literature). "Tropical Natural History"
tentatively will be offered in Fall, 1986,
and alternate years thereafter.

Studies Entry Cluster (prerequisites for all
advanced work in Environmental Studies):
"Introduction to Environmental
Studies" (8 quarter hours; Fall, Winter)
"The Political Economy of Scientific
Problems" (4 quarter hours; Fall, Winter,
Spring)
"Principles of Biology" (4 quarter
hours, Fall, Winter, Spring)
Elective (8 quarter hours, Spring)
Note:
Students with strong backgrounds in
biology or political science may substitute
coursework in chemistry, computer programming, or mathematics for one or
more courses in the Entry Cluster.
Third or Fourth Year:

"Advanced Environmental Studies"
(normally taken in the fourth year), including a senior project in the subject
area of the student's major interest.
Students emphasizing a particular area
might take one or more of the following
in addition to or instead of "Advanced
Environmental Studies":
Field Biology and Natural History Track:
"Entomology;' "Evergreen Environment;'
"Coastal Natural History"
Marine Studies Track: "The Marine Environment;' "Tropical Natural History;'
"Oceanography, Piloting and
Seamanship?'
Ecological Agricultural Track:
"Entomology;' "Ecological Agriculture"
Environmental Assessment and Design
Track: "Environmental Design;"
"Advanced Environmental Studies" is central to this track.
Note:
Students interested in adding a physical
science emphasis should consider "Matter
and Motion" (appropriate for future
studies in environmental chemistry, pollution, and hazardous wastes management),
or "Energy Systems" in the Science,
Technology, and Health specialty area.

34
Environmental Studies

Additional advanced work is available
through internships and individual learning contracts.
All upper division students should consult with a faculty member in Environmental Studies or with the convener
for advice on how best to design their
academic program to meet their specific
needs.

Introduction to Environmental
Studies

StudentMatt Mero makes a pencil rubbing of a leaf
fossil while on a field trip to the John Day country
of north central Oregon with his "Introduction to
NaturalScience" program. Faculty scientist Kaye V.
Ladd (hat) sits in the background.

Fall, Winter/Group Contract
Sponsor: Pat Labine, Fall; Winter faculty
to be announced
Enrollment: 40 Faculty: 2
Prerequisites: Any Core Program or
equivalent experience in reading, writing,
and analysis; Some introductory experience in natural or social science is
recommended
Corequisites: "Principles of Biology" and
"Political Economy of Scientific
Problems" should be taken concurrently
unless previously completed
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes, if corequisites are previously satisfied
Additional Course Allowed: Yes
Our objective is to understand the nature
of the human environment, how it has
shaped and been shaped by human activities, and the forces and values underlying present-day environmental activities
and decisions.
1. "Human Ecology" (Fall) will deal with
the ecological interactions of the human
species and its environment. Topics include human population biology,
ecological adaptations of the human
species, and ecosystem analyses of human
societies with special emphasis on
material cycles and energy flows.
2. "Environmental Geography/Earth
Science" (Winter) will deal with the
nature and evolution of the physical
systems of land, air and water that form
the basis for human attempts to adapt to
the environment in mutually compatible
ways. The impact of human settlement
will be of special concern.
Particular attention will also be given
to the dynamics of climate in shaping the
major biomes of the world. Basic concepts of geology, soils, and geomorphology will be introduced.
Readings and seminar discussions will
deal with historical and contemporary
views of human environments and natural
systems. They will also integrate the study
of human ecology and the physical
environment with the concurrent course
work in biology and political
theory/social policy.

Principles of Biology
Fall, Winter/Course
Instructor: Richard Cellarius
Enrollment: 100 Faculty: 2
Prerequisites: None; high school
chemistry or one quarter college
chemistry recommended
Special Expenses: Laboratory kit
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes (this is a
sequence of courses)
A sequence of three courses covering
principles of structure, function, and
interrelationships of cells, organisms, and
ecosystems. Fall topics: biological
organization, bioenergetics, cellulary
metabolism, cell division. Winter topics:
cellular organization, genetics, development, plant and animal structure and
function. Spring topics: behavior, ecology,
population biology, evolution, survey of
organisms. Laboratory exercises will
illustrate principles and important techniques used in biological studies. Three
hours of lecture and one three-hour
laboratory each week.
Planned equivalencies in quarter hours:
4-principles of biology 1; 4-principles
of biology 2; 4-principles of biology 3
12-total
Program is preparatory for careers and/or
future study in biology.

The Political Economy of
Scientific Problems
Fall, Winter, Spring/Course
This sequence of courses will provide the
theoretical perspectives of the social
sciences and practice in social-politicaleconomic analysis essential to understanding contemporary scientific,
technological, and environmental problems. For the full description, see
page 56.

Planned equivalencies in quarter hours:
4-human ecology; 4-environmental
geography/earth science; 8-seminar in
environmental studies
16-to181
Program is preparatory for careers and/or
future study in in environmental studies.

35
Environmental Studies

Oceanography,
Seamanship

Piloting and

Fall/Group Contract
Sponsor: l.R. Filmer
Enrollment: 24
Prerequisites: Sophomore standing
Special Expenses: Field trips
Part-time Options: Limited to
oceanography
Internship Possibilities: No
Additional Course Allowed: Yes
This program will introduce students to
the fundamentals of piloting, seamanship
and small boat handling, including The
Rules of The Road, first aid, safety, sailing, and boat and engine maintenance.
Use of Evergreen's 38-foot motor-sailer
Seawulff will provide students with the
hands-on opportunity for development of
these skills. Simultaneously, this nautical
experience will serve as a vehicle for introducing topics in general oceanography
to students with little or no previous
science background.
Planned equivalencies in quarter hours:
4-general oceanography; 8-piloting and
seamanship
12-total

Maritime Entrepreneurship
Marine Affairs

and

Winter/Group Contract
Sponsor: l.R. Filmer
Enrollment: 24
Prerequisites: Tho years of college: "Introduction to Environmental Studies" or
one quarter of "Management and the
Public Interest" recommended; permission
of instructor
Special Expenses: Frequent field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Control and use of the seas has been
essential to the economic vitality of all
great nations. The recent upsurge in international trade, ocean mining, fisheries,
aquaculture, offshore drilling, and the increasingly multi-national nature of
American industry has focused attention
on the necessity that growth, development, and management of marine
resources be organized in a manner consistent with sound, progressive ecological
policy. We will study maritime, industrial,
and commercial activities, and the use
and management of ocean resources
through lectures, seminars, guest speakers,
and many on-site visits. Students will
have abundant opportunity to design
future internships in maritime enterprises
of their own choosing.
Planned equivalencies in quarter hours:
8-topics in maritime commerce and
industry; 8-topics in marine resources
16-total

Members of the "Evergreen Environment" program
gather to inspect a frog held captive temporarily by
faculty biologist Steve Herman.

36
Environmental Studies

Coastal Natural History
Spring/Group Contract
Sponsor: Peter Taylor
Enrollment: 24
Prerequisites: general biology, college or
high school
Special Expenses: Field trip costs up to
$60

Part-time Options: This is an 8-credit
program
Internship Possibilities: No
Additional Course Allowed: Yes
This group study program is about the
natural history of the Pacific Northwest's
marine coasts. Coastal ecosystems will be
examined through lectures, reading, films,
and field study. A variety of organisms,
including algae, vascular plants, invertebrate animals, fishes, birds, and mammals, will be observed in the field and
laboratory. Representative coastal habitats
of Puget Sound and the Pacific ocean
coast will be visited. The development of
observational skills, supported by rigorous
field notes, will be stressed. Each student
will conduct a brief field project.
Planned equivalencies in quarter hours:
4-coastal marine ecology; 4-marine
organisms
8-total
Program is preparatory for careers and/or
future study in marine and environmental
studies.

General Entomology

Agricultural Entomology

Ecological Agriculture

Fall/Course
Sponsor:Robert Sluss
Enrollment: 20
Prerequisites:One year of college study.
Recommended that students take "Principlesof Biology 1" concurrently if you
havenot had college biology.
SpecialExpenses: $20 for insect-collecting
equipment
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes

Fall/Course
Instructor: Robert Sluss
Enrollment: 20
Prerequisites: "General Entomology" and
General Biology
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes

Winter, Spring/Coordinated Study
Coordinator: Pat Labine
Enrollment: 36 Faculty: IY2
Prerequisites: Core Program or
equivalent; introductory college work in
biology, ecology and chemistry
Special Expenses: Approximately $50 for
field trips
Part-time Options: Yes
Internship Possibilities: Consent of coordinator required
Additional Course Allowed: Consent of
coordinator required

A one-quarter (4 quarter hours) course

in general entomology. Students will be
introduced to the systematics, structure,
function, behavior, and evolution of insects.A library research paper will be
required. Students should expect three lecturesand one three to four hour lab each
week.
Planned equivalencies in quarter hours:
4-general entomology
4-total
Program is preparatory for careers and/or
future study in entomology.

A one-quarter course in agricultural entomology. Students will study the life
cycles, damage, natural enemies, and control of common agricultural pests with
emphasis on those of local interest. The
history of agricultural entomology and a
consideration of various approaches to insect pest control will be included.
Students will be required to prepare a
library research paper on an appropriate
topic. Students should expect four hours
of lecture each week.
Planned equivalencies in quarter hours:
4-agricultural entomology (upper
division)
4-total
Program is preparatory for careers and/or
future study in agricultural entomology.

"Ecological Agriculture" considers options for viable, small-scale agriculture in
the industrialized nations and the
developing world. To provide background,
seminar readings range broadly over
agricultural history and economics;
analyses of the world food situation; and
the growing literature on Third World
development, appropriate technology and
small-scale agriculture.
Students can expect technical work in
soil science, entomology, land-use planning and agricultural preservation, plant
science, the ecology of agricultural
systems, the theory and techniques of
organic agriculture, and farm management. There will also be opportunities for
individual and group research projects.
We will emphasize the development of
practical skills. Students will help run the
market garden on Evergreen's Organic
Farm, and will take extensive field trips.
Planned equivalencies in quarter hours:
Distributed among soil science,
entomology, plant science, organic horticulture, research techniques, expository
writing, agricultural economics, rural
sociology, and Third World agriculture
and development.
32-total
Program is preparatory for advanced
work in ecological agricultural research,
market garden management, and a variety
of internships in urban agriculture,
marketing, community service and smallscale agricultue.

Susie O'Carroll, staff gardener, helps keep Evergreen
green.

37
Environmental Studies

Evergreen Environment IX:
The Nature of Natural History

Advanced Environmental
Studies

Winter, Spring/Group Contract
Sponsor: Steven Herman
Enrollment: 42 Faculty: 2
Prerequisites: Upper division standing;
"Principles of Biology" or equivalent
Special Expenses: Approximately $175 for
field trips; each student will be required
to own good quality binoculars, a hand
lens and a set of plant and animal field
guides
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter, Spring/Coordinated Studies
Coordinator: Kaye V. Ladd
Enrollment: 45 Faculty: 3
Prerequisites: "General Entomology" and
General Biology or equivalent; plus
one year of intermediate-level work in the
natural or social sciences.
Special Expenses: Some for travel in
Puget Sound area
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, during
Fall Quarter

The objective of this program is to provide the student with the basic skills and
understanding necessary to competently
observe, interpret and record natural
pheonomena as they concern plants and
animals, and their environment. The program theme will be the nature of natural
history, developed through field work and
readings in the history of natural history
and the lives of prominent naturalists.
Field work will involve the scientific
description of landscapes and animal and
plant phenology and behavior, as well as
the identification of plants and animals.
A rigorous record-keeping system
(naturalist's field journal and species
accounts) will be the nucleus of student
work and will be of great importance in
the evaluation process.
Instruction will emphasize the proper
use of the field journal and species
accounts, plant and animal morphology
and behavior, the improvement of
organism identification skills, and the
description, collection, and preservation
of biological specimens. There will be a
number of field trips totaling about 26
days, including a week-long and a twoweek long trip in spring.

This program is a three-quarter sequence
designed to prepare students to work as
professionals on environmental issues.
Fall Quarter the program will be for 12
quarter hours and focus on work in
resource management and ecological
methods, including some chemical
methods. This material will be integrated
through seminar discussion and through
research and analysis of case studies on
local environmental issues. Full-time
students are expected to take an additional course to strengthen their weakest
areas.
Winter Quarter the program will be 16
quarter hours and focus on work in
environmental policy, marine ecology, and
environmental chemistry. This material
will be integrated through seminar discussion and through a field-oriented research
project designed by the faculty. In addition, students will develop research proposals for projects to be completed
Spring Quarter, learn how to turn these
proposals into a formal grant or contract,
and begin the background work on the
project of their choice.
Spring Quarter the program will be 16
quarter hours and focus on completing
the projects developed Winter Quarter. In
addition, there will be a seminar on environmental issues.

Planned equivalencies in quarter hours:
5-natural history of the Pacific
Northwest; 5-history of natural history;
5-field records in natural history;
5-ecosystem ecology; 4-field zoology;
4-field botany; 4-ornithology;
32-total
Program is preparatory for careers and/or
further study in environmental sciences,
biological sciences and preparation for
work with resource agencies.

Planned equivalencies in quarter hours:
4-resource management; 4-ecological
methods; 4-environmental policy;
4-marine ecology; 4-environmental
chemistry; 4-social science research;
4-natural science research; 16-project
related (distributed among environmental
and applied social sciences)
44-total
Program is preparatory for careers and/or
further study in environmental policy, environmental assessment, and environmental research.

38
Environmental Studies

Other Study Opportunities in
Environmental Studies
The Senior Project or Thesis option is
available for variable credit under the
sponsorship of individual faculty in
Environmental Studies. For guidance on
the procedures for setting up a senior
project, please consult the convener of
Environmental Studies.
Internships are available in a variety of
different agencies, businesses and private
and public organizations. Advanced planning is imperative for students planning
to undertake an internship. Students
should begin by talking with the Office
of Cooperative Education early in the
quarter preceding the internship. Consult
with the Environmental Studies convener
for advice on possible faculty sponsors
and areas of interest.
Individual contracts are available to
advanced students with well-defined plans
of individual study. If you are interested
in doing an individual contract, you
should begin planning your program of
study early in the preceding quarter. The
possibility of specific studies under the
individual contract mode depends upon
faculty and equipment availability each
quarter. Students may contract for no
more than one quarter at a time. If you
are interested in pursuing an individualized program of study and need advice
on a faculty sponsor, consult with the
convener of Environmental Studies.

Expressive Arts

Conveners:Ainara Wilder and Lynn
Patterson
Affiliated Faculty: Susan Aurand,
CraigCarlson, Don Chan,
SallyCloninger, Tom Foote,
Marilyn Frasca, Meg Hunt,
Jean Mandeberg, Pat Matheny-White,
Ruth Palmerlee, Lynn Patterson,
TerrySetter, Paul Sparks, Charles Teske,
SidWhite, Ainara Wilder,
BillWinden, and Bud Johansen

Wilder

Associated Faculty: Richard Alexander,
RudyMartin, David Powell, Pete Sinclair,
Sandra Simon, Gail Tremblay, and Mary
Nelson

Patterson

Youare invited to join the Expressive
Arts faculty each year in the study of a
varietyof exciting personal and historical
themes.You and the faculty will study
thesethemes by doing creative work in
visualart, music, dance, theatre, film,
video,photography, or creative writing;
youwill support and enrich your creative
workby doing historical research on the
natureand uses of creative work in
variouscultures and times. The themes
studiedeach year are drawn from the
faculty'sown work as professional artists,
directors,choreographers, composers, performers,designers, writers and historians.
Asthe questions central to the faculty's
workchange, the programs offered evolve.
Thus,the Expressive Arts curriculum continuesto be vital and informed by the
newinsights and enthusiasm of the
faculty.
As a student studying in Expressive
Arts, you should not expect to focus
yourcreativework in one area of art only.
Evergreenoffers an interdisciplinary, collaborativecurriculum in the arts, in keepingwith both the college's philosophy and
the increasinglycollaborative nature of
contemporaryart. This means that you
willbe encouraged and expected to study
in morethan one art area and to under-

take collaborative work with other
students working in a variety of art
forms.
Each year, the offerings in Expressive
Arts include:
A sophomore-level Coordinated Study
program (for 1984-85, "The Gaia
Aesthetic: Discovery Through Creation");
Junior- and senior-level, work-based
Group Contracts;
Opportunities for individual contracts
(advanced students only) and internships
in arts management;
and, skill-development courses to supplement your work in your program or
group contract.
All students enrolled in Expressive
Arts Group Contracts will participate in
the Evergreen Arts Symposium, an exciting, all-arts weekly series of lectures,
performances and exhibitions. Each of
the symposia is a forum for the sharing
of works-in-progress by students and
faculty, for seeing new works by a variety
of visiting artists and performers, and for
the lively discussion of key issues in the
arts today.

If you wish, you may complete a Thesis
Project in your senior year. Your Thesis
Project demonstrates to a committee of
Expressive Arts faculty that you have
(a) become competent in the skills and
concepts of a visual or performing
discipline; (b) used those skills and concepts to investigate a personal, cultural,
or historical question or theme; and
(c) acquired an understanding of the
historical development and social uses of
your discipline. The Thesis Project may
take a variety of forms, for example, a
one-person exhibition, the performance of
an original work, or a senior recital. To
prepare a Thesis Project, you should identify a faculty member in the spring of
your junior year to serve as your Thesis
Project Advisor and begin to plan your
project with him or her.
Study in the Expressive Arts area is
preparatory to careers in the visual and
performing arts, art history, arts management, and humanities.

39

The Gaia Aesthetic:
Discovery Through Creation

Studio Project:
Painting and Drawing

Personal is
POlitical/lmagemaking

Fall, Winter/Coordinated Study
Coordinator: Meg Hunt
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, or one year

Fall/Group Contract
Coordinator: Marilyn Frasca
Enrollment: 20 Faculty: 1
Prerequisites: Coordinated Study program

Winter/Group Contract
Sponsors: Marilyn Frasca and Susan

of college work

Special Expenses: Art supplies, dance

or equivalent,
signature.

clothes, etc.

Special Expenses: Cost of own art

portfolio,

and faculty

Part-time Options: With faculty approval

materials.

only

Internship Possibilities: No
Additional Course Allowed: Yes, it's

Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, with per-

required

mission of faculty.

If we assume that the Earth is an
organism of which we are a part, and if
we are concerned about our mutual relationship, what does that do to our art? It
must be something deeper than waving
our arms like trees or drama-diatribes
against pollution, although those elements
might appear as part of something larger.
If we assume that the health of Earth is
also our health, how do we make healthy
art? What about techniques and
materials? intent? audience? function?
What are our values, and how do we express them?
We will be a group of painters, dancers,
musicians, photographers
and poets who
are examining these and other questions.
We will not agree on everything. We will
make works-individually
and collectively-that
express our emerging
aesthetic(s). We will read and discuss
many ideas on the subject (Lovelock,
Doczi, Snyder and many more) and examine the works of artists (Noguchi,
Hawkins, Winter and many more) whose
search seems to be similar to ours.
Each student in the program will take
one Expressive Arts course each quarter
to develop his/her skills. All students will
participate in the Evergreen Arts

This program is a one quarter opportunity to do studio work in the visual arts.
Each week students and faculty will work
in the campus studio a minimum of four
hours per day on an intensive study of a
chosen theme in either painting or drawing. Students will be expected to produce
five finished images each week and to
attend weekly studio classes, work discussion seminars, and seeing seminars. All
students will participate in the Evergreen

Arts Symposium.
Planned equivalencies in quarter hours:
12-painting
2-writing

or drawing; 2-art

history;

16-total
Program is preparatory for careers and/or
future studies in expressive arts and
humanities.

In Mexico in the 1920's and 30's, Frida
Kahlo and Diego Rivera joined art with
social commentary. Through readings and
by seeing images, we will try to understand how such personal work is also
political work.
Students will paint, draw, or sculpt and
attend all lectures, work discussion
seminars and studio classes. The program
will travel to Mexico to see the Rivera
murals and the Kahlo paintings. (Students
can arrange alternative projects should
travel be impossible for them.) A course
in Spanish is suggested for students planning to travel to Mexico. All students will
participate in the Evergreen Arts

Symposium.
Planned equivalencies in quarter hours:
draw-

16-total
Program is preparatory for careers and/or
future studies in expressive arts and
humanities.

Planned equivalencies in quarter hours:
8-aesthetics
and individual projects in
art, dance, music, drama or poetry;
4-comparative
literature;
4-6-philosophy
or design; 6-popular
culture

24-total
Program is preparatory for further
studies, careers, and/or graduate study in
the arts, aesthetics, and writing.
Evergreen '5 Printmaking Studio is one of the best
facilities of its kind in the Pacific Northwest.

Expressive Arts

equivalent, arts program, portfolio, and
signature of faculty
Special Expenses: Cost of own imagemaking materials, expense of travel to Mexico,
if student takes this journey
Part-time Options: Tuesday, Wednesday,
Thursday 9-12; Imagemaking Project for
8 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes, with permission of faculty

4-art
history; 4-aesthetics;
8-Imagemaking
Project (painting,
ing, sculpture)

Symposium.

40

Aurand

Enrollment: 32 Faculty: 2
Prerequisites: Coordinated Study or

ClusterContracts in 3-D Art
Spring/Individual Contract Cluster
Sponsor:Jean Mandeberg
Enrollment:24
Prerequisites:Presentation of a portfolio
ofstudio work and faculty signature
SpecialExpenses: Art materials and
studiofees
Part-timeOptions: Yes
InternshipPossibilities: Yes
AdditionalCourse Allowed: Yes
I willbe sponsoring a cluster of individualcontracts in three-dimensional art
foradvanced students. I am interested in
workingwith students using a wide range
of materials and processes.
Plannedequivalencies in quarter hours:
to be individually determined
Programis preparatory for careers and/or
future study in expressive arts.

Flat, Flat, Round:
Photography, Drawing and
Painting, and Ceramics
Fall, Winter, Spring/Group Contract
Sponsor: Paul Sparks
Enrollment: Fall, 23; Winter, 18;
Spring, 16
Prerequisites: One year of college work
Special Expenses: This is an intensive
studio program. Students should budget
for art materials, lab fees, and fees for
visiting artist lectures.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Winter
Quarter students may be required to participate in the module, "Northwest Currents Art History"
This is in reality three different programs
flying in formation. Each is aimed at the
serious student who wants to do
something well. Each quarter will offer
intensive instruction in a different
medium. The work for each segment will
be offered in the context of important
questions and issues linked to the work of
artists who have made these same questions a central issue in their own lives.
Fall Quarter will focus on exploration of the craft of photography and the
language of formalism: the real and
unreal world, aesthetics of elegance and
the poetry of pure form. Winter Quarter
will focus on painting and drawing in the
context of the traditions of expressionism.
We will deal with color, surface, gesture,
eloquent marks, process and feeling.
Spring Quarter will consider magic and
personal power. We will do ceramic
sculpture and undertake an inquiry into
the world of the primitive and native
artist.
Students may work in this program for
a full year, or exit and enter at the end of
each quarter. The emphasis of the program will be on skill development and on
the development of a personal aesthetic
and direction through each medium. The
faculty will work in the studio along with
the students as a means of initiating
dialogues.
Students in this program will: (1) do
studio work in three different media, each
focusing their work on a central theme,
(2) study art history, (3) keep a formal,
structured journal, and (4) meet, talk
with, and visit the studios of artists in the
Northwest.

Techniques of Visual Anthroplogy
Fall/Group Contract
Sponsor: Lynn Patterson
Enrollment: 32 Faculty: 2
Prerequisites: Tho years of college-level
work, presentation of portfolio, and
faculty signature
Special Expenses: $165 lab fee (includes
\12" and %" VT, 16mm raw stock, processing and editing); in addition, students
must supply film and processing for still
photographic exercises
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Students with
previous production training may, with
faculty approval, substitute one arts
module for in-program production
workshops
"Techniques of Visual Anthropology" will
provide a foundation in non-fictional,
culturally-informed image making.
Students will be trained in field production techniques for visual anthropology
encompassing still photography, basic
16mm sync production, and location video
and sound recording. Exercises in still and
moving formats will insure development
of technical control, critical awareness,
observational and reflexive styles, and
facility in the design of ethical and
culturally-relevant media documents.
Students will study the art of
ethnographic reporting and culture; and
will analyze documents in print and film
by anthropologists. All students will participate in the Evergreen Arts Symposium.
Planned equivalencies in quarter hours:
5-visual anthropology: theory; 5-visual
anthropology: techniques (field production); 6-ethnographic reporting and the
study of culture
16-total
Program is preparatory for careers and/or
future study in anthropology/media.

Planned equivalencies in quarter hours:
Fall: 8-photography; 5-art history;
3-writing; Winter: 4-painting;
4-writing; 4-drawing; 4-art history;
Spring: 8-sculptural ceramics; 5-art
history/aesthetics; 3-writing
48-total
Program is preparatory for further
studies, careers, and/or graduate studies
in expressive arts.

41
Expressive Arts

Anthropology of Visual
Communication

Applied Cultural Documentation:
Bali

Winter/Group Contract
Sponsor: Lynn Patterson
Enrollment: 20
Prerequisites: Junior level, signature re-

Spring/Group
Contract
Sponsor: Lynn Patterson

quired; students enrolled in "Techniques
of Visual Anthropology"
in Fall or
previous years have first priority; other
students must demonstrate previous
experience in film, photography, or
anthropology
Special Expenses: $35 for darkroom use
and reprints, plus cost of film
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This one quarter Group Contract will
help students in the arts and social
sciences to affect and analyze visual
images. Students will be exposed to the
theory and method of visual documentation of culture and visual communication
(gesture, costume proxemics, kinesics, and
semiotics). Projects will involve various
media, including still photography and
audio. Students will design a final
research project which draws upon the
documentation
studies, applies the various
theoretical perspectives, and treats in
depth the symbolic and visual aspects of
one cultural group, event, or environment.
All students will participate in the

Enrollment: 20
Prerequisites: Junior level, faculty

Fall, Winter/Coordinated Study
Coordinator: Jean Mandeberg
Enrollment: 48 Faculty: 2
Prerequisites: Core Program and Expressive Arts Coordinated Study, or

signature

equivalent

required

Special Expenses: To be determinedobviously

high

Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will undertake a collaborative project
documenting the work of a number of
visual and performing artists of Bali. We
will arrange homestay/apprenticeships
for
students, who will then have two months
to study with artists, determine a focus
for their documentation,
and produce the
work. Students who have completed
"Techniques of Visual Anthropology"
and
"Anthropology
of Visual Communication" preferred. Commitments
and
registration for the program must be
made by January, 1985, so language
study and group planning can begin prior
to Spring Quarter. Students should correspond with faculty as soon as possible so
meetings can be scheduled and newsletters
updating plans for the quarter can be
sent to prospective participants.

Fifteen students must register in order
to offer this program.

Evergreen Arts Symposium.
Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours:
8-theory
and techniques of visual communication; 8-theory
and techniques of
the visual documentation
of culture
16-total

Program is preparatory for careers and/or
future study in anthropology, media and
communication.

The Artistic Imagination

16-applied
16-total

cultural documents

in Bali

Program is preparatory for careers and/or
future study in art, anthropology, and
media.

Special Expenses: Art Supplies
Part-time Options: Yes, 12 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract will examine the
artistic process through a fusing of studio
work (2-D and design) and study in art
history. We are interested in understanding how artists identify, develop, and
present visual ideas. How can ideas that
are present only in the artist's imagination
be translated into visual form that is
communicable to others and transcends
the artist's personal experience? How does
this process help us make sense of the
world and heighten our attention? What
is the audience's role in appreciating
visual work and how does the artist-ascritic analyze and write about an art
work within its historical context while
also understanding
the spirit of the work?
Students will learn to examine various
stages in which the imagination functions
by doing their own studio work, reading,
and participating in seminars. We are looking for students at all levels of technical
ability who want to critically study the
function of imagination in creating and
viewing of art works. Students with
background in the humanities are encouraged to consider this progam.

Planned equivalencies in quarter hours:
16-art history (special topics);
16-beginning,
intermediate, or advanced
studio work (level and medium to be individually determined)
32-total

Program is preparatory for careers and/or
future study in arts and humanities.

Student filmmakers Doug Bertran (left) and Mark
Smith.

42
Expressive Arts

Memory Images
Spring/Coordinated Study
Coordinator: Hiro Kawasaki
Enrollment: 72 Faculty: 3
Prerequisites:Coordinated Study or
equivalent; college-level

literacy

SpecialExpenses: Expenses for week-long
retreat

Part-time Options: Thesday, Wednesday,
Thursday, 9-11, and Memory
eight quarter hours

Project

for

Internship Possibilities: No
Additional Course Allowed: Yes
"Memory Images" will study the
philosophical and psychological nature of
a person's memory of a past event in his
or her life. The program will meet
together three mornings a week: one
morning for an intensive journal
workshop during which each person will
remember events in his or her life in
writing, one morning for talks on the
philosophy and psychology of memory,
and one morning to see and respond to
memory images. Two afternoons each
week, the program will meet in smaller
groups for discussion of student memory
projects and for book seminars. During
thequarter each student will make a
substantial object-visual,
written, oralwhich incorporates his or her memory
image(s). The main text for the book
seminars is Marcel Proust's Remembrance
of Things Past. Other readings will be
assigned. During the early part of the
quarter, the program will go on a oneweek retreat.

Planned equivalencies in quarter hours:
4-intensive journal workshop;
4-philosophy
and psychology of
memory; 4-memory
images in art;
4-autobiography

16-total
Program is preparatory for careers and/or
future study in humanities and the expressivearts.

Dance: Creation and
Performance

Directors on Directingl
Actors on Acting

Winter, Spring/Group Contract
Sponsor: Bernard (Bud) Johansen
Enrollment: 18
Prerequisites: Interest in dance and pro-

Fall, Winter/Group Contract
Sponsor: Ainara Wilder
Enrollment: 35 Faculty: 2
Prerequisites: Core Program, plus one

duction work; some should have one to
ten years of dance-ballet
or modern
technique, others, technical and management skills; interview and possible audition; signature required
Special Expenses: Dance clothes and
shoes (ballet and character)
Part-time Options: Evenings and
weekends

Internship Possibilities: No
Additional Course Allowed: Yes
This group will focus on a major
production directed and choreographed
by
Bud Johansen. Each student will be involved in various aspects of the performance (not all will perform as dancers),
and will gain knowledge and skills needed
to produce, present, and promote a major
theatrical event.
All students will keep journals of their
observations of this work in progress and
write analytic papers based on their
observations. They will attend regularly
scheduled seminars on dance history,
aesthetics, and production needs. Books
will be discussed, music analyzed, ballets
criticized and performances attended by
all students. Some dancers will work on
their own choreography and will perform
them for the group with a possible public
performance.
A part-time option is available by
special permission of the sponsor. Each
dance student will be expected to take a
technique class in modern and/or ballet.
An additional course is allowed in any
area of interest. Rehearsals and classes
will be conducted, at times, off campus
on evenings and weekends. All students
will participate in the Evergreen Arts

Symposium.

year of theatre arts skill; faculty signature
materials,
transportation,
and ticket costs for five
main stage plays in Seattle
Part-time Options: 12 quarter hours

Special Expenses: Workshop

Internship Possibilities: No
Additional Course Allowed: Yes
Directing for the theatre may be described
as a process of transforming
personal
vision into public performance. The
Director must first develop a capacity for
creating vision, an ability to fuel the
imagination from many sources; he or she
must then be able to transform this vision
into a theatrical reality, using a mastery
of many theatre crafts. The entire Fall
Quarter will be spent investigating the art
of directing.
Winter Quarter focus will be on the art
of acting with special concerns about
women in theatre. This art form will be
examined from the director's point of
view. For this reason, students are not encouraged to enter the program only during Winter Quarter.
Our main study methods will be
through research, seminars, workshops,
and bi-weekly trips to the various Seattle
main stage productions. All students will
participate in the Evergreen Arts

Symposium.
Planned equivalencies in quarter hours:
12-l6-beginning,
intermediate or
advanced directing; 12-16-beginning,
termediate or advanced acting

in-

24-32-total
Program is preparatory for careers and/or
future study in arts, humanities, and
graduate work in theatre arts.

Planned equivalencies in quarter hours:
8-12-dance
performance;
4-8-choreography;
8-dance
history and
aesthetics; 4-arts
management;
4-technical
production

28-36-total
Program is preparatory for careers and/or
future study in teaching and
choreography.

43
Expressive Arts

Writing Short Fiction
and Poetry
Spring/Group Contract
Sponsor: Gail Tremblay
Enrollment: 24
Prerequisites: One year of college work
Special Expenses: Weekly photocopying
of work
Part-time Options: With faculty approval
only
Internship Possibilities: No
Additional Course Allowed: With faculty
approval only
Students will write and rewrite either
short fiction or poetry. They will be expected to produce at least 30 pages of
finished, well-crafted, original work. In
addition, they will read and discuss the
works of important American fiction
writers and poets including Richard
Hugo, Alice Walker, James Masao Mitsui,
Alurista, Ntozake Shange, Tess Gallagher,
Eudora Welty, and others. From these
works, we will gain an understanding of
what these writers have to say and how
they use images, choose details, and make
their poems or stories "technically tick:'
All students will participate in the
Evergreen Arts Symposium.
Planned equivalencies in quarter hours:
8-creative writing; 8-20th Century
American literature
16-total

Program is preparatory for careers and/or
future study in humanities and creative
writing.

44
Expressive

A rts

Fiction Writing Workshop
Fall/Group Contract
Sponsor: David Powell
Enrollment: 20
Prerequisites: Some experience in writing;
college-level expository writing; faculty
signature required
Special Expenses: Weekly xeroxing of
work
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This workshop for fiction writers follows
lines that have proven results. First, there
will be lectures, critiques and readings
organized around dialogue, point of view,
symbolism, description, characterization,
plot, and setting. These activities will
focus on classic examples of great fiction,
and on the writing of the students in the
program. Second, an unadjustable, unnegotiable minimum of 20 typed pages of
second-draft fiction per week will be
required. Workshop sessions will include:
critiques, support group sessions, lectures,
readings, rewrite sessions, more critiques,
and writing exercises.
Planned equivalencies in quarter hours:
12-creative writing; 4-readings in
modern fiction
16-total

Program is preparatory for further studies
in professional/graduate school, journalism, and professional writing.

American Performing Arts
Cluster Group Contracts
A Cluster of four Group Contracts

centered upon the study and performance
of American music and related art forms
willbe offered throughout Fall, Winter
and Spring Quarters. Each Group Contract will emphasize a different aspect of
performance style and technique; however,
common interests and overlapping needs
willresult in regular collaborations
between faculty and students in the
various groups. You should register for
the Group Contract in which you are primarily interested. Once enrolled, you may
electto participate in one or more of the
ensembles, workshops, or courses offered
as part of the other Group Contracts in
the Cluster. Students in the Cluster will
thus have access to vocal and instrumental performance opportunities, as well as
work in aesthetics, writing, composition
and production. You may move from one
Group Contract to another at the start of
eachquarter.
All four Group Contracts in the
American Performing Arts Cluster will
sharea lecture and discussion series entitled ''America's Performing Arts: Roots,
Issues,and Directions:' They will also
participate in Evergreen Arts Symposium.
Thefollowing Group Contracts are includedin this cluster:
"Oraland Performing Traditions"
"PerformingAmerica's Music"
':4merica'sFolk Music in a Cultural
Perspective"
"Composition and Performance"

American Performing Arts:
Oral and Performing Traditions

American Performing Arts:
Composition and Perfomance

Fall, Winter/Group Contract
Sponsor: Charles Teske
Enrollment: 24
Prerequisites: Junior level
Special Expenses: To be announced
Part-time Options: Yes, consult program
description and faculty
Internship Possibilities: No
Additional Course Allowed: With faculty
permission

Fall, Winter, Spring/Group Contract
Sponsor: Donald Chan
Enrollment: 23
Prerequisites: Junior level and experience
in music performance
Special Expenses: To be announced
Part-time Options: Yes, consult faculty
Internship Possibilities: No
Additional Course Allowed: With permission of faculty

Each quarter a core seminar entitled
"Oral and Performing Traditions" will be
offered. A series of courses on
"Playwriting:' "History of Jazz:' and
"Songwriting" will also be offered.
Students may also elect to participate
In workshops, ensembles or courses offered by the other Group Contracts in the
American Performing Arts Cluster. All
students will attend a core lecture series
entitled ''America's Performing Arts:
Roots, Issues and Directions:' and participate in the Evergreen Arts Symposium.
Brief descriptions of the four components of this program are as follows.
"Oral and Performing Traditions" (Fall
and Winter, 4 quarter hours): Songs,
ballads, tales, oral epics, rock lyrics,
spirituals, blues, minstrels, vaudeville and
jazz-how they work, what principles of
improvisation connect them, and how
these working principles differentiate
them from literature meant for reading
and from music played from notation.
"Playwriting" (Fall, 4 quarter hours):
analysis of several plays; exercises in
writing scenarios and scenes. Each student will write the script of a one-act
play suitable for the stage, video or film.
Limit: 20 students.
"History of Jazz" (Fall, 4 quarter
hours): the history and aesthetics of jazz,
listening sessions and readings, lectures
and discussions; study of the styles, major figures, roots and new directions of
jazz. No enrollment limit.
"Songwriting" (Winter, 4 quarter
hours); analysis of lyrics and melodies by
other composers, composition of songs,
and sharing of performances; and mutual
criticism. (Prerequisite: Music fundamentals or equivalent background in music
reading and notation.) Limit: 20 students.

Students in this Group Contract will be
able to work on the following areas of
musicianship: improvisation, composition
arranging, performance practices (i.e., jazz
ensemble, chamber music, the business of
music, and performance organization) and
music theatre (conducting skills, audition
techniques, and music preparation).
During the course of the year, students
will be given the opportunity to compose,
arrange/orchestrate, and have their works
performed. There will also be an opportunity to work in large performing
ensembles, i.e. Jazz Ensemble, Chamber
Singers, or Olympia Symphony. So that
the student will be better prepared, some
of the time will be devoted to the
business of music, i.e., resume preparation, contracts, copyrights, audition
techniques, etc. The object is to give the
student enough survival skills to face the
reality of the outside world.
Students may join this Group Contract
for Fall, Winter or Spring. In addition,
students in this Group Contract may elect
to participate in workshops, ensembles or
courses offered by the other Group Contracts in the American Performing Arts
Cluster. All students will attend a core
lecture series entitled ''America's Performing Arts: Roots, Issues and Directions:'
and participate in the Evergreen Arts
Symposium.
Planned equivalencies in quarter hours:
will vary individually.

Planned equivalencies in quarter hours:
Fall: 4-history of oral and performing
traditions; 4-playwriting; 4-history of
jazz; 4-America's performing arts: roots,
issues, directions; Winter: 4-history of
oral and performing traditions;
4-playwriting or history of jazz;
4-songwriting; 4-America's performing
arts: roots, issues, directions
32-total
45
Expressive Arts

American Performing Arts:
America's Folk Music in
Cultural Perspective
Fall, Winter, Spring/Group Contract
Sponsor: Tom Foote
Enrollment: 23
Prerequisites: Junior level
Special Expenses: To be announced
Part-time Options: Yes, consult faculty
Internship Possibilities: No
Additional Course Allowed: With permission of faculty

American Performing Arts:
Performing America's Music
Fall, Winter, Spring/Group Contract
Sponsor: William Winden
Enrollment: 23
Prerequisites: Junior level and some experience in music performance

Special Expenses: To be announced
Part-time Options: Yes, consult faculty
Internship Possibilities: No
Additional Course Allowed: With faculty
permission

Students working in this Group Contract
will study and trace the evolution of
America's folk music in a cultural
perspective. We will examine the lifestyle
and daily existence that surrounded the
emerging sounds. Lectures and presentations will cover early ballads, Southeast
Appalachian
vocal and instrumental
styles, cowboy, blues, gospel, bluegrass,
Latino-Tex Mex, Cajun, rockabilly and
country-and-western
music.
Instrumental
workshops on the various
stringed instruments used in our folk
music will be arranged for in accordance
with students' interests. It will also be
possible for students to participate in performing ensembles of folk music, variously configured, in accordance with individual interest.
Students may join this Group Contract
for Fall, Winter or Spring quarter. In addition, students in this Group Contract
may elect to participate in workshops,
ensembles, or courses offered by the other
Group Contracts in the "America's Performing Arts" Cluster. All students will
attend a core lecture series entitled
''America's Performing Arts: Roots, Issues
and Directions;' and participate in the

Evergreen Arts Symposium.
Planned equivalencies in quarter hours:
(will vary
American
workshop
performing
directions
16-total

individually): 4-history
of
music; 8-instrumental
and performance; 4-America's
arts: roots, issues and
each quarter.

"Concert Performance:' Fall. Concert performance of American vocal and instrumental music will be prepared. Music
from all periods of American history will
be represented, including the years of the
Revolutionary and Civil Wars; the 20th
Century, however, will be emphasized.
Music written for small ensembles and
solo pieces will predominate.
In addition to rehearsing and performing American music, students will study
the historical background and social implications of the styles with which they
are working. "They will also examine the
formal musical structure of each piece
which is performed. Musical performance,
history and theory will therefore be combined as the music is learned.
"Music Theatre;' Winter. The emphasis
during Winter Quarter will be upon
American Music written for the theatre.
Again, performance preparation will include a study of historical, social and
formal musical considerations
pertaining
to each piece.
Singers will study acting techniques
which are particularly applicable to music
theatre performances.
They will also work
to develop movement skills. Short,
informal perfomances will be given.
"Large-Scale Music Theater,' Spring.
The performance of larger scaled
American music theatre works will
occupy Spring Quarter, in combination
once more with historical, sociological
and music theory studies.
Students may join this Group Contract
for Fall, Winter, or Spring Quarter. In addition, students in this Group Contract
may elect to participate in workshops,
ensembles or courses offered by the other
group contracts in the American Performing Arts Cluster. All students will attend
a core lecture series entitled "America's
Performing Arts: Roots, Issues and Directions;' and participate in the Evergreen

Arts Symposium.
Planned equivalencies in quarter hours:
4-America's
performing arts: roots,
issues and directions; 4-applied
music:
performance ensembles; 4-music
history:
American music; 4-form
and analysis:
American music
16-total each quarter

46
Expressive Arts

Other Study Opportunities
in Expressive Arts
Internships are available in a variety of
different agencies, businesses and private
and public organizations.
Advanced planning is imperative for students planning
to undertake an internship. Students
should begin by talking with the Office
of Cooperative Education early in the
quarter preceding the internship. Consult
with the Expressive Arts convener for advice on possible faculty sponsors and
areas 0 f interest.
Individual contracts are available to advanced students with well defined plans
of individual study. If you are interested
in doing an individual contract, you
should begin planning your program of
study early in the preceding quarter. The
possibility of specific studies under the
individual contract mode depends upon
faculty, space and equipment availability
each quarter. Students may contract for
no more than one quarter at a time. If
you are interested in pursuing an individualized program of study and need
advice on a faculty sponsor, consult with
the convener of Expressive Arts_

Students Gretchen Mattila and Greg Huddleston
share a sunny day on campus.

Humanities

Levensky

Conveners: Mark Levensky and Pete
Sinclair
Affiliated Faculty: Richard Alexander,
Gordon Beck, Stephanie Coontz,
VirginiaDarney, Peta Henderson, David
Hitchens, Richard Jones, Hiro Kawasaki,
EricLarson, Mark Levensky,
CharlesMcCann, David Marr,
RudyMartin, Art Mulka,
ChuckPailthorp, Mark Papworth,
DavidPowell, Thomas Rainey,
GilSalcedo, Pete Sinclair, Nancy Taylor,
and Kirk Thompson

Sinclair

TheHumanities specialty area is a group
of 24 faculty from the fields of literature,
history,philosophy, anthropology,
archeology,psychology, and religion. We
arecommitted to these subjects, and concernedwithin them about the following
themes:
The nature and value of written, visual,
musical,and oral texts.
Connectionsbetween language,
thought,value, behavior, and society.
Conceptionsof the nature of a person
orpeople.
Evaluationsof the relationships
betweena person or people and other
menand women; private and public institutionsand the gods.
Attempts to imagine and make new
relationships,and new societies.

We do some work on one or more of
these themes in each of our programs. In
addition, we design each of our programs
to:
Emphasize great texts and/or artifacts
and their relations to our specialty area
themes.
Encourage discussion in seminar
groups.
Help each student improve his or her
writing.
Promote cooperative, interdisciplinary
study.
Do work at a level as advanced as the
knowledge and skill of the majority of
students allows.

Career Pathways
Our curriculum of Coordinated Studies,
Group Contracts, and Courses is varied
but connected. New Humanities programs
begin each quarter. Students who complete one Humanities program have an
opportunity to join another, complementary program in the Humanities area. We
have laid out no prescribed pathways as a
student who progresses carefully among
these offerings, guided by developing personal interests, and devotes the senior
year to advanced work will emerge with a
strong concentration in the Humanities.
Humanities programs have part-time options. Humanities area faculty also will
teach noon, evening, and weekend courses
and sponsor individual contract projects.
Work that a student does in the
Humanities specialty area helps prepare
him or her for future undergraduate and
graduate work in the Humanities or
social sciences and, in general, for a
significant, adult, reflective life.

47

Metaphor, Dreams and Language
Fall/Group Contract
Sponsor: Richard Jones
Enrollment: 24
Prerequisites: One Coordinated Study
program
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This advanced Group Contract is
designed to pursue Julian Jaynes's
hypothesis that the evolution of human
language has pivoted on its dual function
as (I) a means of communication, and (2)
an organ of perception-the latter by way
of constructing metaphor. We shall seek
to further refine the hypothesis by
systematically studying the effects on
writing of reflecting on the unconsciously
constructed metaphors of dreams.
Activities will include seminars, lectures, and relevant exercises. The primary
responsibility will be completion of an
assigned research project.
Planned equivalencies in quarter hours:
4-literary criticism; 4-dream
psychology; 4-linguistics; 4-expository
writing.
16-total
Program is preparatory for careers and/or
future study in humanities.

Reflection is another form of participation.

Humanities

~ "People who have been at Evergreen
for awhile are adept at using questions
to draw other people out to work on an
idea. I value this skill highly. . .
Seminars were the most important part of
the programs, the best way to learn to
think with other people."
Steve Wolford
1981 graduate

and Philosophy

17th Century England: Literature

Utopias: Alternative Societies in
Thought and Practice

Fall/Group Contract
Sponsor: Richard Alexander
Enrollment: 24
Prerequisites:Core Program or equivalent
SpecialExpenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter/Coordinated Study
Coordinator: Stephanie Coontz
Enrollment: 72 Faculty: 3
Prerequisites: Two years of college work
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed' No

The 17th Century marks the burial of the
Middle Ages and the birth of the modern
world. English thought and literature
playeda major role in the transition.
We will read works by Bacon,
Shakespeare, Donne, Hobbes, Milton,
Locke,and others.
Among the many themes: mind and
body, language and thought, the methods
of science, the nature of passion, God's
Will and Human Willfullness, the social
contract, skepticism and faith, rationalism, and revolution.
We will attempt broad coverage of
philosophical issues and also minute
examination of key passages.

This program explores three societies,
either imagined or real, that have been
put forward as alternatives to existing
social systems. Fall Quarter we examine
Plato's Republic, which presents the social
vision of a member of an upper class.
Winter, we turn to the political program
of those who tried to overturn the social
order in 17th Century England. Our
primary text for the first half of the
quarter is Gerard Winstanley's The Law
of Freedom in a Platform. Finally, we
embark on a case study of a society that
has been hailed by many as a living
utopia-that of the BaMbuti pygmies of
the Ituri Forest. Our text here is The
Forest People by Colin Thrnbull.
On Thesday mornings, one faculty
member will discuss the portion of the
text being read that week. Thesday afternoons, we will seminar on that text. On
Wednesday and Thursday mornings, the
other faculty members will relate material
from their own disciplines to the text. On
Thursday afternoons, we will seminar on
their presentations plus any supplemental
reading they have assigned. There will be
weekly writing assignments, which will
also be discussed in class.

Planned equivalencies in quarter hours:
4-17th Century English literature;
4-17th Century English philosophy;
8-individual project
16-tota\
Program is preparatory for careers and/or
future study in humanities.

17th Century Continental
Europe: Literature and
Philosophy
Winter/Group Contract
Sponsor: Richard Alexander
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
This contract is a continuation of the Fall
Quarter 17th Century: England:
Literature and Philosophy" contract, but
can be taken by itself. The themes for the
two quarters are roughly the same, but
the materials and approaches of the
authors are often markedly different, continental writers being far more attuned to
idealism, skepticism and faith, and hostile
to the new individualism and democratic
ideas flourishing in England.
Readings will include works by
Cervantes, Galileo, Descartes, Pascal,
Racine, Moliere, Spinoza and La
Rochefoucauld.
Planned equivalencies in quarter hours:
4-17th Century European literature;
4-17th Century European philosophy;
8-individual project
16-tota\
Program is preparatory for careers and/or
future study in humanities.

Planned equivalencies in quarter hours:
lO-philosophy; 8-history;
8-anthropology; 6-political theory
32-tota\
Program is preparatory for careers and/or
future study in philosophy, history, social
anthropology, politics, and teaching.

WillHumphreys, faculty member in philosophy, lecturesto the program, "Thinking Straight .••

49
Humanities

Studies in American Culture,
1890-1940

The Cuban Experiment:
Theory and Practice

Image and Idea of the
Human Body

Winter, Spring/Group Contract
Sponsor: David Powell
Enrollment: 24
Prerequisites: Core Program or one year
of college
Special Expenses: None
Part-time Options: Yes, 8 quarter hours
Internship Possibilities: No
Additional Course Allowed: No

Spring/Group Contract
Sponsor: Peta Henderson
Enrollment: 20
Prerequisites: One year in a Coordinated
Study or equivalent
Special Expenses: None
Part-time Options: Yes, 8 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes, if
part-time

Spring/Coordinated Study
Coordinator: Eric Larson
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

In the short 50 years between 1890 and
1940, there was so much accelerated
change in America that the artifacts of
American culture make a collage of
change and the effects of change. This
Group Contract will examine a series of
conceptions about the individual, and the
relationship between individuals and
society, in written, visual, and oral text
from this period. We will study documents of fictional prose, architecture,
philosophy, oral history, poetry, drama,
and social theory.
The primary texts for the contract include: Twain, Huckleberry Finn; Stowe,
Uncle Tom's Cabin; London, The Sea
Wolf; Cather, My Antonia; Wharton,
Brunner Sisters; Chopin, The Awakening;
Sinclair, The Jungle; Dreiser, Sister
Carrie; Faulkner, Light in August;
Hurston, Their Eyes Were Watching God;
Ellison, Invisible Man; Pierce, Selected
Writings; James, Pragmatism; Dewey,
Experience and Nature; Langer,
Philosophy in a New Key; Mead, Selected
Writings; Marx, The Machine in the
Garden; Looking for America, vol II, ed.
Kutler; Warner, The Urban Wilderness;
White, The Intellectual vs. The City;
Santayana, Character and Opinion in the
U.S.; selected works of architects Louis
Sullivan and Frank Lloyd Wright; and
selected poetry and drama.
Planned equivalencies in quarter hours:
8-Arnerican literature, 1890-1940;
4-Arnerican philosophy, 1890-1940;
4-Arnerican studies, 1890-1940
16-totaJ each quarter
Program is preparatory for careers and/or
future study in graduate/professional
schools and employment in
business/industry.

Our point of departure will be Fidel
Castro's "History Will Absolve Me"
speech. This and other Castro speeches
provide a basis for examining the relationship between the attempts to imagine a
new society, and the efforts to make a
new Cuba through the implementation of
policies affecting education, the arts,
agriculture, the family, etc. Issues of interest to students will be explored
collaboratively through seminars, oral
presentations, films, research workshops,
and an in-depth research paper.
"The Cuban Experiment" is an excellent choice for students from the
"Utopias" program, and for those
interested in Latin America.
Planned equivalencies in quarter hours:
4-history of Cuba, 1950-65; 4-cultural
anthropology; 8-individual research/expository writing
16-total
Program is preparatory for careers and/or
future study in social sciences or
humanities; and careers in foreign service
and business in Latin America.

On the human body, as a kind of "text",
we may "read" aspects of human culture:
male/female, beautiful/ugly, dirty/clean,
creativelimpotent, ascetic/hedonistic, and
young/old.
We will use literary, visual, and
anthropological texts showing or describing the body, and will include study
themes involving: the body in its parts and
as a whole, the body decorated and transformed, the body tortured and sacrificed,
the body in surrealism and pornography,
the body in advertising, the body as
sacred object, the body as sex object, the
body as aesthetic object, the body as
valued matter and energy, the body as
dead, and an object of cult and ritual
behavior.
Activities will include lectures, visual
presentations, writing workshops, and
seminar discussions.
Planned equivalencies in quarter hours:
4-humanities; 4-art history;
4-anthropology; 4-literature
16-total
Program is preparatory for careers and/or
future study in art, humanities, and social
science.

1
I
t

I
.I

c
c

Language and Culture Studies

School oj International Studies:
A Partnership Program With
the University oj Washington
Director: Andrew Hanfman
In order to provide students opportunities
to study foreign languages and cultures,
Evergreen has a Language and Culture
Academic Center. The Center plans and
coordinates year-long programs and
courses in the area of foreign languages
and international studies. It also serves as
a source of academic advice for students
who have an interest in language and
culture studies. The Center's director, Dr.
Andrew Hanfman, is a full-time
Evergreen faculty member in language
studies, specializing in Russian-Soviet
Area Studies.
The Center coordinates study abroad
programs and counsels students on
studies at foreign or local universities
with expanded area offerings. The Center
may also sponsor individual contracts involving language or culture studies in
foreign countries.
In the academic year 1984-85, two yearlong language and culture programs are
being offered under the auspices of the
Center: "French Culture" and "RussiaUS.S.R!' Other programs with an opportunity to study abroad include an
anthropology and media field program in
Bali, ''Applied Cultural Documentation;'
and an arts and culture program with a
trip to Mexico, "Personal Is
Political/Imagernaking"
For many students part-time language
study is highly appropriate. To serve these
needs, Evergreen offers a predictable
seriesof part-time courses. Most of these
courses are offered during evening hours.
Students interested in careers in business,
journalism, education, anthropology, and
human services will want to consider such
language study. The Director of the
Center will advise students on the
appropriateness of various types of
language study to their individual goals.
In the 1984-85 academic year, courses in
first-yearcollege French, Spanish, and
Russian will be offered as well as secondyearFrench.

Hanfman

The following list includes the academic
programs in this area planned through
1987:
1984-85

"French Culture;' Fall, Winter, Spring;
study in France, Spring 1985.
"Russia/USSR;" Fall, Winter, Spring,
Summer; study in the Soviet Union,
Summer, 1985.
1985-86

"Japanese Culture and Language;' Fall,
Winter, Spring; study abroad to be
announced.
"Spanish Forms;" Fall" Winter, Spring;
study abroad to be announced.
"Intermediate French;" Fall.
1986-87

"French Culture;" Fall, Winter, Spring;
study abroad to be announced. "Classical
World" (Greek and Latin); Fall, Winter,
Spring.

Beginning in the Fall of 1984, Evergreen
students who have met the necessary
prerequisites may be eligible to spend up
to a full year studying language, area
studies, or international political
economics as special students in the
University of Washington's School of International Studies. Along with Harvard,
Stanford, and a small number of other
universities, The School of International
Studies has been a pioneer in offering
programs in non-Western languages and
cultural studies.
The School of International Studies offers interdisciplinary curricula which are
organized to emphasize both regional and
topical studies. Students may concentrate
their study on a major world area within
the context of the humanities and the
social sciences; they may specialize in
topical studies, or they may pursue a
more general course of study within the
program.
Major areas available through this program include the following:
Chinese Studies
Japanese Studies
Korean Studies
Latin American Studies
Middle Eastern Studies
Russian and East European Studies
South Asian Studies
Comparative Religion
It is also possible to integrate the international or regional study with an
emphasis on business, health, or political
economy. The study of a foreign language
is an integral part of the program at the
School of International Studies.
Application to participate in a year at
the School of International Studies
should be made through the Director of
the Language and Culture Center,
Andrew Hanfman. Application must be
made before April 1 of the year preceding
admission to the University of
Washington. For advice on this program,
contact Andrew Hanfman as early as
possible.

51

French Culture

Russia-USSR

Fall, Winter, Spring/Group Contract
Sponsor: Susan Fiksdal
Enrollment: 24
Prerequisites: One year of college work
Special Expenses: To be determined
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter, Spring/Coordinated Study
Coordinator: Tom Rainey
Enrollment: 48 Faculty: 2
Prerequisites: No
Special Expenses: Approximately $3,000
in case of travel and study in USSR,
Summer, 1985.
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes

This program uses artistic genres,
language study, history, and anthropology
to look at French civilization since the
Revolution of 1789. Our aim is twofold:
to analyze some of the complex forces
that make a society, and to acquire a
solid understanding of the French
language; students can hope to gain a
better understanding for and appreciation
of, how the French value systems and
ways of life differ from our own.
During Fall Quarter, we'll spend
approximately four-and-a-half hours each
day learning how to read, write, speak
and listen to French on beginning and
intermediate levels, with an emphasis on
developing oral and aural ability.
The program then moves into a consideration of the artistic genres in the
19th Century when the artist turned to
the public, rather than patrons, for subsistence. Through the literature, painting
and music, we will examine the contrast
between the social upheavals and resulting
value systems of France and the United
States. Writers and artists may include
Victor Hugo, George Sand, Delacroix,
Zola, Matisse, Stendahl, and Berlioz.
Winter Quarter, we'll focus on the 20th
Century: Picasso, Debussy, Proust, St.
Exupery, Mary Cassatt, Gertrude Stein,
Anais Nin, Andre Breton, Celine,
Camus ..We will rely increasingly on
French texts; all lectures, workshops, and
seminars will be conducted in French.
In the spring, we travel to Lyons,
France to carry out research projects and
to continue our study of the 20th Century. We'll focus on contemporary
literature from all genres, relying heavily
on periodicals. We'll visit museums and
art exhibits, attend concerts and films,
and keep exhaustive analytical journals.
Planned equivalencies in quarter hours:
Distributed among French culture, 19th
and 20th Century French literature, social
history of France, and art history.
48-total
Program is preparatory for
future study in humanities,
studies, history, journalism,
law, international business,
writing.

52
Language and Culture Center

careers and/or
cultural
international
literature and

The program will offer extensive study in
the history and general civilization
(literature, art, music) of Russia and the
Soviet Union from the time of the Kievan
confederation, emphasizing historical,
social, and cultural developments during
the 19th and 20th Centuries. The current
political, economic, and social structure
of the Soviet Union will receive thorough
treatment in spring quarter.
Intensive Russian language study at the
basic and intermediate level will begin in
the summer of 1984, and continue in the
quarters to follow. All students will be encouraged to enroll. However, the program
will be open to students who do not wish
to take the language, and language classes
will be open to students from outside the
program.
Students can enroll each quarter for
either 16 or 12 quarter hours. To earn
16 quarter hours, a student must attend
two weekly lectures, participate actively in
two weekly book seminars, satisfy all
reading and writing requirements, and attend either a language class, a special
workshop designed for students who are
not taking the language, or a course of
their choice outside the program.
Part-time students can earn 4 quarter
hours of credit by attending one of the
language classes or the program
workshops; or by attending the weekly
lectures, reading four books from the
required program reading list, and submitting a term paper at the end of the
quarter.
Given sufficient student interest, the
faculty will arrange a quarter-long study
trip to the Soviet Union during the summer of 1985. Twelve to 16 additional
credits can be earned in this component
of the program.
Planned equivalencies in quarter hours:
Summer, 1984: 16-Russian language;
Fall, 1984: 4-Russian language;
4-Russian history; 4-Russian literature;
4-history, literature, art, depending upon
workshop or project; Winter, 1985: same
as Fall, but substitute Soviet for Russian
history; Spring, 1985: 6-Russian
language; 2-Soviet literature; remainder
same as Winter; Summer, 1985:
16-Russian language.
80-total
Program is preparatory for further study
in Russian language, history and
literature.

Personal is
Politicai/imagemaking
For a complete description of this Winter
Quarter program about the interaction
between the art and social commentary of
Mexican artists Kahlo and Rivera, see
page 40.
Applied Cultural Documentation:
Bali
For a complete description of this Spring
Quarter program on anthropology and
media in Bali, see page 42.

Native American Studies

Convener: Gail Tremblay
Affiliated Faculty: Lloyd Colfax,
Rainer Hasenstab, Lovern King,
Mary Nelson, Gail Tremblay, and
David Whitener
Associated Faculty: Betty Kutter,
Betsy Diffendal, and Craig Carlson

Tremblay

Themajor goal of Northwest Native
American Studies is to provide an open
educational opportunity for Native
Americans;it is not merely a place to
studyNative Americans.
However,this interdisciplinary area is
designedto serve two specifically different
studentgroups: Native American students
whoare interested in enriching their
uniquecultural heritage and developing
strategiesfor self-determination in the
pluralisticsociety in which we live; and
studentsinterested in learning about traditionalNative American cultures and
values,including the dynamics of change
ina plural society.
Northwest Native American Studies will
includeat least one major program and
twoauxiliary programs, as well as a
minimumof one course each year. In
addition,the area will collaborate and
designsymposium components with other
specialtyareas on topics such as health,
science,
environmental studies, and art.
Collaborationwill include allowing
NorthwestNative American Studies
studentsto participate in certain activities
of programsthat have agreed to collaborate,and allowing students from other
programsto participate in activities in the
Northwest
Native American Studies area.

Career Pathways in
Native American Studies

Students can use various methods to
build strength and skill. For example:

We tailor the educational experience of
each student to his or her particular
needs; there are, therefore, no prescribed
"pathways" in Northwest Native
American Studies, although there is a
general pattern which most students
follow.
Work in Northwest Native American
Studies always begins with an interview
with one of the Specialty Area faculty. In
this interview, student and faculty plan an
individualized course of study so as to insure that study in this area will satisfy
that student's personal needs.
Students in Northwest Native American
Studies work to develop (1) Individual
Identity, (2) Group Loyalty, and (3) Personal Authority. Having developed these
strengths, and the particular skills they
need, they return to their communities
and have a positive impact on the world
around them.

· .. they can study a year in the central
Northwest Native American Studies program (in 1984-85, "Ceremonies:
Prefigurative Culture"), and another year
in an auxiliary program (1984-85,
"Counseling the Culturally Different")
· .. they can take a number of quarters in
our programs and combine this with
study in programs, contracts, or internships outside our area
· .. and some students will spend additional time working with the faculty in
the central program.
In addition, this area will provide programs to prepare Native American
Teacher Certification students, and the
area will advise students wishing to
prepare to become certified teachers.

53

Ceremonies:
Prefigurative Culture

Counseling the Culturally Different

Native American Learning
Environments

Fall, Winter, Spring /Coordinated Study
Coordinator: David Whitener
Enrollment: 72 Faculty: 3
Prerequisites: Interview and faculty
signature
Special Expenses: Field trip expenses and
project materials
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

Fall, Winter, Spring/Group Contract
Sponsor: Mary F. Nelson
Enrollment: 46 Faculty: 2
Prerequisites: Interview and faculty
signature
Special Expenses: Expense sharing for
short field trips
Part-time Options: Yes, if relevant to
focus of program; 4 credits only Winter
Quarter
Internship Possibilities: All students on 16
credit internships Spring Quarter, 1985
Additional Course Allowed: No

Fall/Coordinated Study
Coordinator: To be announced
Enrollment: 30
Prerequisites: Admission to Teacher
Certification Program
Special Expenses: $10 for field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

This is a student-centered program
through which students may integrate
self-designed projects into a coordinated
learning environment. The basic
philosophy of the program is that
students from varied cultural perspectives
can help one another learn. They are able
to do this by using the resources of
students, faculty, and surrounding communities in order to grow and recognize
their potential as human beings in a complex society which uses ceremony as a
bond that shows people the direction
their culture is taking. In this program,
students will be invited to participate in
campus wide symposia, to design work
that allows them to affirm their own
cultural roots, and to maintain close communication with faculty when designing
and developing a scholarly independent
study project which is suited to their own
personal learning style. The goal of the
program is to help students develop skills
which suit their own goals and to integrate those goals into a community
shaped by a sense of direction in
harmony with its shared cultural models.
Planned equivalencies in quarter hours:
8-cross-cultural communication skills;
8-Native American culture and history;
8-philosophy; 8-human resource
development; 16-individual skills
development specified by faculty upon
evaluation of student's work.
48-total
Program is preparatory for further
studies, careers and/or graduate study in
cultural exchange, education, social
services, community work, environmental
planning, the arts, and Native American
studies.

54
Native American Studies

This program is intended for students
interested in understanding and examining
the differences in counseling the
American racially or culturally different
from the Native American, Asian
American and the Mexican American
ethnocultures. It will help students realize
and develop realistic and meaningful skills
and techniques that address the culturally
different in America.
This program will allow each student to
examine carefully their own misconceptions, biases, and beliefs about these different perspectives on multicultural concepts, and to learn to utilize concepts that
include and exclude these multicultural
perceptions. The program will include
readings and research on various theories
of psychological, sociological, historical
and political approaches used in the past,
as well as examining and studying
theories found in these ethnocultures.
During Fall and Winter Quarter we will
explore various theoretical perspectives via
readings, films, guest lecturers and field
trips. Spring Quarter, students will have
field internships in counseling to apply
what they have learned.
Only those sincerely interested in
ethnocultural counseling should enroll.
Partial book list: Counseling the
Culturally Different, Sue (textbook);
Children of Ishmael, Krisberg and Austin;
The Psychology of the Afro-American,
Jenkins; No No Boy, Okada; Weeping in
the Playtime of Others, Wooden; Bless
Me, Ultima, Anaya; Winter in the Blood,
Welch; Native Son; Wright; Letters from
Soledad, Jackson; Indian Oratory,
Vanderwerth; People Making, Satir; I'm
OK, You're OK, Harris: Blaming the Victim, Ryan; Reality Therapy, and Stations
of the Mind, Glasser; Transactional
Analysis, Berne; Gestalt Is, Stevens; The
Helping Interview, Benjamin; and more.
Planned equivalencies in quarter hours:
8-ethnocultural psychology; 8-sociology
of ethnocultural social structures;
8-multicultural counseling/theory;
16-multicuJtural counseling practicum;
4-cross-cultural perspectives in counseling; 4-writing and research
48-total

Students in this program will work to
build their own skills, both academic
skills and interpersonal communication
skills. They will share their knowledge
and develop personal teaching styles for
use in the classroom. They will be
exposed to a wide range of curriculum
materials from a multicultural perspective
with special emphasis on developing a
basis for teaching Native American
studies and reaching students from a wide
variety of cultural backgrounds. In this
program, we will do field study by
visiting local reservations and schools, use
local resource people, explore diverse
cultural images in media, and analyze
print materials. Students who need to
work on fulfilling major requirements
may take the program part time in order
to take courses or other part-time programs in their major field. Those
interested in a part-time internship option
need permission of the program
coordinator.
Planned equivalencies in quarter hours:
4-Native American Studies;
4-multicultural studies; 8-cross-cultural
perspectives in learning.
16-total
Program is preparatory for careers and/or
future study in teachers' certification.

Political Economy and Social
Change

Convener:Ken Dolbeare
o
Affiliated Faculty: Bill Arney,
.on
ge

for
un

ective
a

Priscilla Bowerman, J ovana Brown,
Ken Dolbeare, Betty Ruth Estes,
Jeanne Hahn, Gerald Lassen,
Russell Lidman, Alan Nasser,
Matt Smith, Susan Strasser,
Ron Woodbury, and
Irwin Zuckerman.

wide
his

I

Dolbeare

s, use
:e

o
.s
rder
0-

ption

irs:
ltural

lid/or

PoliticalEconomy and Social Change
integrates anthropology,
economics,
history, law, political science, and
sociology as a way of understanding
the
modern world and as a set of tools for
analyzing contemporary
public problems.
We focus particularly on those problems
involving scientific, technological, and
environmental applications. We are
interested in how such problems evolved,
how they are understood, how and why
certain decisions are made about them,
and what difference this all makes for the
quality of human life.
All major problems are deeply
grounded in cultural, social, economic,
and political theories, history, and practice. Their understanding
involves exploring basic analytic concepts and values
(freedom, equality, justice, democracy)
and their meanings today. We look at
societies as dynamic, ever-changing
systems, compare them to other countries
and cultures, and evaluate their impacts
on the everyday lives of all affected
people. We encourage learning to think
independently, critically, and with
awareness of the nature and sources of
our own way of thinking and knowing.

Career Pathways in Political
Economy and Social Change
There are three pathways, or areas of
concentration,
students can pursue after
they take the foundation program,
"Introduction
to Political Economy and
Social Change:"

Government and Public Policy, which
includes the structure and decisionmaking processes of governments at all
levels. We also examine what governments
have done with respect to public problems and what difference it has made for
people generally.
Economics, which includes economic
history, intensive theoretical and practical
work in micro and macroeconomics,
critical evaluation of their applications,
and a survey of possible alternatives.

Law and Society, a pre-law pathway
which includes the philosophical
foundations and historical development of law
and legal systems, their social effects and
functions, and the governing role of law
and lawyers in the United States today.
Students are encouraged to undertake
senior theses or projects, or internships,
as integral parts of their academic work.
Faculty in the area will make a special
effort to prepare students for internships
with the state legislature, executive departments, or other agencies and organizations in order to take advantage of the
special opportunity
offered by our
location in the state capital.
Each of these areas will, wherever
possible, compare the American experience with that of other countries and
cultures. In addition, we offer pathways
in collaboration
with Environmental
Studies and Science, Technology, and
Health, both formally charted (as in
"Science, Technology, and Public Policy")
or as designed by individual students.
These pathways lead to careers in law,
government, business, education, and professsional social science. While we assume
that most students who undertake studies
in Political Economy and Social Change
are preparing themselves for a basic
critical understanding
of today's
problems, we also shall assure that those
who specialize in the area are fully
prepared for graduate and professional
education in the disciplines represented
here.
55

Pre-Law Preparation
Law schools do not require college
credits in any specified subjects. They
want students who can read well, write
well, and speak well, and who have a
broad general education, with perhaps
some specialization in a field other than
law or politics. For instance, the rapidly
developing field of environmental law
needs lawyers with some substantive
understanding of the environmental
sciences.
Many pre-law students concentrate on
social sciences, but law schools particularly value work in the humanitiesliterature, philosophy, history-because of
the concentration on language, precise
thinking, and understanding of our intellectual heritage and the progress of
civilization.
Evergreen's commitment to broad interdisciplinary study adapts itself perfectly
to the needs of the pre-law student.

Political Economy and Social
Change

Political Economy of Scientific
Problems

Fall, Winter, Spring/Coordinated Study
Coordinator: Priscilla Bowerman
Enrollment: 72 Faculty: 3
Prerequisites: One year of college or in
core program
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed' Yes, program
is only 12 quarter hours; "Political
Economy of Scientific Problems;' a yearlong course, is recommended Winter and
Spring

Fall, Winter, Spring/Course
Instructor: Priscilla Bowerman
Enrollment: 120 Faculty: 5
Prerequisites: Sophomore standing
Special Expenses: None
Part-time Options: This is a series of 4
quarter hour courses

The economic, political, and environmental crises of today have their origins in
the development of an industrial, statecentered society. This society arose in
Western Europe in the 17th Centuryshaped by political, economic, industrial,
and scientific revolutions-and has now
spread to much of the world. If we wish
to comprehend this development independently and judiciously, we must
grasp the coherence of these historic
transformations, and the interaction of
the crucial ideas which shaped, justified,
or challenged them.
Fall Quarter, we will begin by examining the nature of the social sciences: the
questions asked, the explanations
accepted. We will explore the origins of
modern society and of "social science" in
the 17th and 18th Centuries. We will
examine individualism, democracy,
liberialism, and conservatism. Winter
Quarter, we will focus on the
technological and industrial revolutions,
the rise of the modern state, and
imperialism. Students will be introduced
to micro-economic principles, Marxist and
positivist social theory, and their interaction with science and philosophy.
Spring Quarter, we'll focus on the 20th
Century. The development of macroeconomic principles and the emergence of
global politics and economics will be the
central concerns.
Planned equivalencies in quarter hours:
8-European and American history;
5-macroeconomics; 5-microeconomics;
8-political theory; 6-social theory;
4-cultural anthropology
36-total
Program is preparatory for careers and/or
future study in law and society,
economics, government and public policy.

Fall: "Foundations of Social Science:'
Students will be introduced to the major
political-economic theories used by social
scientists to analyze the history of the rise
of industrial society and the modern
state. Special attention will be paid to the
roles played by science and technology in
the development both of modern society
and of modern social science theory.
Students may expect to learn how our
understanding of contemporary social
issues and problems is shaped by
knowledge of social history and of social
and scientific theory and practice.
Scientific and social theories illuminate
society and its problems, but each theory
casts light in its own particular way,
depending on its philosophical bases,
values, and social origins. Each provides
some insights, yet proscribes others. We
shall evaluate these insights, and other
strengths and weaknesses of each
approach.
Winter: "19th Century Scientific
Problems" will explore two or three
major issues or problems that emerged in
the industrialization of Western society.
We will study the historical context in
which the issues emerged, seeking to
understand how then-existing world views,
economic doctrines, and scientific
knowledge interacted with the contemporaneous public decision-making to produce particular social and/or political
responses. We will also seek to understand
how these historical responses both contribute to and limit our understanding of
present social issues and problems.
Spring: "Contemporary Scientific
Problems" Current social science will be
applied to local or regional problems in
which science, technology, and the
environment play major roles. Some field
research will be integrated into the course,
and the full range of approaches used in
current public policy analysis will be
employed and evaluated in concrete
settings.
Planned equivalencies in quarter hours:
Fall: 4-Foundations of Social Science;
Winter: 4-Problems of Industrial
Society; Spring: 4-Public Policy Analysis
12-total
Program is preparatory for careers and/or
future study in environmental studies;
science, technology and health; and social
sciences.

56
Political Economy and Social Change

The U.S. Economy Today
Fall/Group Contract
Sponsor: Alan Nasser
Enrollment: 24
Prerequisites: One year of college or Core
Program; priority given to students who
have had "Introduction
to Economics" or
equivalent
Special Expenses: None
Part-time Options: Yes, with permission
of sponsor
Internship Possibilities: Yes, with permission of sponsor
Additional Course Allowed: No
We will investigate the current economic
crisis in the United States, its origins, and
prospects for the future. We will relate
economic conditions in the United States
to those in Great Britain, Western Europe,
and Japan. We will examine the impact of
the economic crisis on the political
system, and the impact of the political
system on the economic system. Issues to
be discussed include inflation, unemployment, the balance of trade, runaway
shops, productivity, the relations among
the agricultural, manufacturing,
and
service sectors, and economic planning.
We will examine conservative, liberal, and
radical approaches to these issues.

Comparative Studies in Social
Institutions

Microeconomics
Justice

Fall/Group Contract
Sponsor: William Arney
Enrollment: 24
Prerequisites: Junior standing or permis-

Winter/Coordinated Study
Coordinator: Alan Nasser
Enrollment: 46 Faculty: 2
Prerequisites: (Applies only to students

sion of instructor

enrolling in the microeconomics
portion)
"Introduction
to Political Economy" (or 4
quarter hours each principles of
microeconomics
and macroeconomics);
two years high school algebra or one year
college algebra, or permission of
coordinator
Special Expenses: None
Part-time Options: Yes, 12 quarter hours
Internship Possibilities: No
Additional Course Allowed: Only for 12
quarter- hour students

Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Once the Modern State was invented in
the 19th Century, it was either imposed
upon countries throughout Western
Europe, or imitated by them.
Modern institutions-prisons,
schools,
asylums, hospitals-are
isolated entities.
Modern police forces deal not just with
crime, but also with public hygiene, the
care and training of children, and people's
use of their sexuality. The Modern State
is the first in history to standardize time
worldwide.
We will study the precursors of modern
institutions, particularly the slow deployment of scientific perspectives on social
life. We shall also compare histories of
several social institutions across diverse
Western countries.

Planned equivalencies in quarter hours:
Planned equivalencies in quarter hours:
8-contemporary
economic problems;
8-competing
ideologies in contemporary
economics

16-total
Program is preparatory for careers and/or
future study in economics, public policy,
and government.

4-sociology;
4-political
4-policy
studies

science;

12-total
Program is preparatory for careers and/or
future study in economics, public policy,
and government.

and Social

This program covers intermediate
microeconomics
and current debates
among philosophers and economists
about distributive justice and other
topics: firms, markets, and other components of the economy; philosophical
assumptions embedded in theoretical
descriptions of the economy; and the
roles that concepts of justice and rights
can play in the economy and society.
The program consists of classes and
workshops in microeconomics,
seminars
in philosophy, and a core seminar. The
part-time option (the core seminar plus
either the microeconomics
or the
philosophy class) is aimed at students
with insufficient background to benefit
from, or qualify for, the entire program.

Planned equivalencies in quarter hours:
8-intermediate
microeconomics;
8-theory
and practice of distributive
justice

16-total
Program is preparatory for careers and/or
future study in law and society,
economics, government and public policy.

Mitsui Mitsuharu, visiting faculty member in management, taught at Evergreen on exchange from
Kobe University in Japan during the /983-84
academic year. Participating in a panel discussion
with him on the right is faculty member Richard
Alexander.

57
Political Economy and Social Change

The Good Life in the Good
Society
Spring/Group Contract
Sponsor: Alan Nasser
Enrollment: 24
Prerequisites: Interview with coordinator
and at least sophomore standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will examine the connection between
modern ideas about the morally good life
and modern ideas about what makes a
society (social system) good. We will
study the moral, social and political
philosophies of important modern
philosophers, including Hobbes, Locke,
Rousseau, Kant, Hegel, and Marx; and
their theories of human nature, community, moral obligations, the basis of social
life, the justification of property rights
and the nature of the state, among others.
This will not be a study of the history of
ideas; it will also involve relating these
ideas to the actual cultural and historical
circumstances in which they arose.
Planned equivalencies in quarter hours:
4-traditional vs. modern moral
philosophy; 6-modern social theory and
contemporary problems; 6-modern
political theory and contemporary
problems
16-total
Program is preparatory for careers and/or
future study in political theory, history,
government, philosophy, and law.

58
Political Economy and Social Change

World Population Policy
Spring/Group Contract
Sponsor: William Arney
Enrollment: 24
Prerequisites: Junior standing or permission of instructor
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
How did world population come to be
problematic? For whom is population
problematic? Why do some countries with
the highest growth rates claim that
"population control" is part of the First
World's plan to oppress the Third?
This contract introduces demography,
theories of population change, and several
"solutions" to the population problem.
We shall study population dynamics,
migration, population growth and
economic development, and world
dynamics models. Population policies in
the United States and the People's
Republic of China will serve as case
studies.
In groups, students will write papers on
population issues in the country of their
choice.
Planned equivalencies in quarter hours:
4-sociology; 4-political science;
4-policy studies
12-total
Program is preparatory for careers and/or
future study in law, business education,
government, and social science.

Other Study Opportunities in
Political Economy and SocialChange
The Senior Project or Thesis option is
available for variable credit under the
sponsorship of individual faculty in
Political Economy and Social Change.
For guidance on the procedures for setting up a senior project, please consult
the convener of the specialty area.
Internships are available in a variety of
different agencies, businesses and private
and public organizations. Advance planning is imperative for students planning
to undertake an internship. Students
should begin by talking with the Office
of Cooperative Education early in the
quarter preceding the internship. Consult
with the convener of Political Economy
and Social Change for advice on possible
faculty sponsors and areas of interest.
Individual contracts are available to advanced students with well defined plans
of individual study. If you are interested
in doing an individual contract, you
should begin planning your program of
study early in the preceding quarter. The
possibility of specific studies under the
individual contract mode depends upon
faculty and equipment availability each
quarter. Students may register for no
more than one quarter of individual contract at one time. If you are interested in
pursuing an individualized program of
study and need advice on a faculty sponsor, consult with the convener of Political
Economy and Social Change.

Science and Human Values
Demonstration Project

Convener: Carolyn Dobbs
Affiliated Faculty: Beryl Crowe,
Leo Daugherty, Carolyn Dobbs,
Phil Harding, Hazel 10 Reed,
Sandra Simon, and
York Wong

Dobbs

The aim of this Demonstration Project is
to provide a bridge between science and
the humanities. It is structured around
these three assumptions:

That the purpose of knowledge is to improve the human condition by alleviating
suffering and providing ways to live in
harmony, within our species, and within
the natural environment.
That the traditional questions asked by
the humanities are relevant, and that,
when informed by the current knowledge
in the natural, physical, and social
sciences, the humanities can help ensure
our survival as a species and promote an
optimal civilization.

The Science and Human Values
Demonstration Project, then, will train
students to be, both professionally and
politically, interpretive life scientists and
technologically informed humanists. In
doing this, we will approach questions
relevant to the human condition without
ideological predelictions.

That citizenship in such an optimal future
(not to mention responsible and successful professionalism) requires a moral
vocabulary, drawn from the humanistic
tradition, that can generate reasoned
responses to contemporary
problems in the human condition.
59

The Human Condition I:
Science, Human Values, and
Modern Evil
Fall, Winter, Spring/Coordinated Study
Coordinator: Beryl Crowe
Enrollment: 96 Faculty: 4
Prerequisites: One year of college or
faculty permission
Special Expenses: None
Part-time Options: Yes-2, 4, and 8
quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes, one
Daily, we encounter painful instances of
man's inhumanity to man. We cannot
deny the reality of such evils, but after a
century of cultural and philosophical
relativism, bolstered by biological theories
about "aggression" and "survival of the
fittest;' we have lost our ability to talk or
think cogently about inhumanity. We lack
a viable public moral vocabulary: our
existing moral vocabulary is private and
religious. Yet, political responses must be
made to modern evils. But we can act
politically only on that which we can talk
about.
The goal of this program is to create a
new vocabulary for discussing modern
evils-a vocabulary that is biologically
sound, psychologically relevant,
humanistically acceptable, and historically
objective.
The following list illustrates the topics
to be covered: Contemporary Moral Confusion; Modern Apologetics for Evil;
Psychology and Pseudo-Innocence;
Science and the Abandonment of Posterity; Technology and Pseudo-Speciation;
Social Science and the Denial of Tragedy.
Writing components: Fall Quarter, Confessions of Complicity in Evil; Winter
Quarter, A Play on Complicity in Evil.
Planned equivalencies in quarter hours:
4-psychological theories; 4-20th
Century history; 4-modern literature;
4-sociology of racism; 4-social
psychology; 4-creative writing;
4-modern philosophies; 4-contemporary ideologies; 4-political science;
4-expository writing; 4-history of
science at war; 4-psychology of genocide
48-total
Program is preparatory for further
studies, careers and/or graduate study in
humanities, social sciences, history of
science, pre-law.

Cutting Edge Symposium
Fall, Winter, Spring/Symposia
Coordinators: Carolyn Dobbs, Fall; Hazel
10 Reed, Winter; Beryl Crowe, Spring
Enrollment: 24 Faculty: one each quarter
Prerequisites: None for lecture series;
intermediate standing for remainder
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
American glorification of anything new
has led us to assume that the latest results
of scientific research always lead to
human betterment. We forget that science
exploits one version of "truth" and that
competing truths have equal value. We
forget that scientific advance always has
political consequences.
The "Cutting Edge" will focus on a
current scientific advance that re-shapes
traditional assumptions. We will explore
both the issues this research consciously
addresses, and those it ignores. We will
question the effects of that research on
the ethical, social, and political situations
we all face. To cite one well-known
example: how have advances in genetic
engineering forced upon us moral dilemmas about creating life, and political
dilemmas about limiting research?
At least one "Cutting Edge Symposium" will be offered each quarter, in
cooperation with other specialty areas. A
lecture series-open to students, faculty,
staff, and public-will generate two
quarter hours of credit for registered
students. Students may supplement the
lecture series with a seminar focused on
the presentations and additional readings,
for two more hours of credit.
Students wishing to take up to 16 hours
of credit per quarter can negotiate an
individual contract with faculty affiliated
with the "Symposium;' or the student's
own Specialty Area.
Topics under consideration for the
1984-85 academic year include Evolution
(Fall), Artificial Intelligence and FifthGeneration Computers (Winter), and Immunology (Spring).
Ideas for specific "Cutting Edge" symposia and questions about content and '
structure should be addressetl'to Carolyn
Dobbs, convener of the Science and
Human Values Demonstration Project.
Planned equivalencies in quarter hours:
Depends on specific content each quarter
and studies worked out with contract
sponsor when student chooses the researh
option
'
4-12 total
Program is preparatory for studies,
careers, and/or graduate study in appropriate sciences, social sciences, or
humanities.

60
Science and Human Values Demonstration Project

Community ResourcesDesign-Social
Change
Fall, Winter/Group Contract
Sponsor: Phillip Harding
Enrollment: 24 Faculty: 1
Prerequisites: Sophomore standing, or by
interview
Special Expenses: $25/quarter
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Within the Science and Human Values
Demonstration Project, students may
choose to focus on community resources,
design, and social change. Fall Quarter
will be given to the study of design
methodology and an examination of the
forces that form the social, natural, and
built environments of the human community. Designing will be approached as
a process of changing environment, and
as a social and political activity which
clarifies as it changes and gives form to
human values. When we are unable to
participate in forming our environments,
we are involuntarily formed by them.
Winter Quarter, accordingly, we will strive
to articulate our environmental experience
and translate it into "action by design"
through project work in the community.
Students will have the option in the
spring of continuing project work on an
individual contract. Throughout the year,
students will also participate in the
seminars and lectures of the program,
"The Human Condition 1:'
Planned equivalencies in quarter hours:
8-cultural anthropology; 8-design
theory and practice; 8-aesthetics;
8-ethics
32-total
Program is preparatory for further
studies, careers and/or graduate study in
design, planning, and environmental
design.

Science, Technology and Health

Convener: Rob Knapp
Affiliated Faculty: John Aikin,
Clyde Barlow, Rob Cole, Barbara Cooley,
Diana Cushing, George Dimitroff,
Burt Guttman, Will Humphreys,
Linda Kahan, Jeff Kelly,
Rob Knapp, Elizabeth Kutter,
Sig Kutter, Al Leisenring,
Earie McNeil, Willie Parson,
David Paulsen, Jake Romero,
Fred Thbbutt, and
Byron Youtz
Associated Faculty: Hazel Jo Reed,
Debbie Robinson, and
Rita Pougiales

61

~ "What after all has maintained the
human race on this old globe despite all
the calamities of nature and all the tragic
failings of mankind, if not faith in new
possibilities and courage to advocate
them."
Jane Addams
Social Reformer

This area is a center for the study of the
physical sciences, mathematics, computing, health-related subjects and
laboratory biology. These subjects are
studied in several ways: for their own sake
(theories and experiments), for their
applications (e.g., in engineering, information systems, or healing), and for their
place in culture and society. It explores
this vast field within its own programs,
and in partnership with other Specialty
Areas.
The area has three main goals:
to provide high-quality introductory and
advanced work for undergraduates interested in careers or future work in
science, technology, or health; to
investigate the relationship of science,
technology, and health to social and
individual human concerns; and to make
learning about science, technology, and
health available to students with primary
commitments to other areas of study.
Academic Pathways: Students may take
any of the programs and courses in this
area at any time, provided they meet all
prerequisites. For ease in planning, we
have laid out suggested program
sequences, or academic pathways, in subjects where student interest is strong and
where we have special strength. Each
pathway is composed of a number of
regularly-offered programs and courses so
arranged that students can easily gain
essential prerequisites-arranged
also so
that students can balance Science,
Technology and Health with studies in
other areas. We do not want students to
spend all their time in a single subject.
Some pathways are equivalent to the
"majors" available in conventional colleges and universities. Others are unique
to Evergreen, and take advantage of the
college's special emphasis on interdisciplinary learning. All are designed to
give students the knowledge they need to
go on to productive work or graduate
study in the fields of their choice.

The current Science, Technology, and
Health academic pathways are:

Academic Pathways in Science,
Technology, and Health

Computer Studies (offered in partnership
with Applied Social Theory area);
Energy Systems;
Health and Human Behavior with three
sub-pathways-Health Sciences, Human
Services, Psychological Counseling;
Laboratory Biology;
Mathematics;
Physical Systems;
Science, Technology and Public Policy
(to be offered starting in 1985/86 in
partnership with Political Economy and
Social Change area);
3/2 Engineering
Detailed descriptions of each pathway
follow.
Programs and Courses: Much of the
academic work in Science, Technology,
and Health takes place in full-time
integrated programs, in which several subjects are taught in a coordinated way that
allows the concepts and skills from each
to aid the learning of the others. A fulltime student typically enrolls in one of
these programs for 12 to 16 quarter hours
of credit each quarter. Almost all of the
descriptions on the following pages refer
to programs of this kind.
In addition, we offer a number of
courses in which a single subject is
taught. These courses typically award 4
quarter hours of credit or about 114 of a
full-time load. These courses are useful
for gaining prerequisites, for pursuing
part-time studies, or simply for gaining
an acquaintance with a subject without
making a full-time commitment to it.
Important Note: Students who plan to
gain a given prerequisite by taking one of
these courses should pay close attention
to their timing: we are able to offer most
courses only once each year.

Computer Studies
The Computer Studies Pathway is designed to serve students planning careers or
graduate study in the fields of computer
science and information systems. The student who completes this Pathway will
have a solid foundation in computer
science and will be prepared for career
opportunities in this rapidly expanding
area.
The pathway is strongly interdisciplinary and includes partnership
programs offered on a regular basis with
other specialty areas and disciplines
including the arts, communication, education, management and business, and the
natural sciences. Much of the Computer
Studies Pathway is accessible on a parttime basis and to students outside the
pathway.
The structure of the pathway is as
follows:
First Year:

Any Core Program
Second Year:

"Data to Information:' an entry level program offered each year covering the
fundamentals of information systems,
programming, and system design. This
program participates in the Science,
Technology, and Health Seminars.
Third and Fourth Year:

Advanced offerings alternate, with one
group of topics offered in even years (e.g.
1984-85) and another group in odd years
(e.g. 1985-86). The programs in each are:
Even years:
"Computability and Cognition'Iffall,
Winter, Spring/Coordinated Study) or
"Computers and Communications"
(Fall/Group Contract");
"Computers and Artists" (Winter/Group
Contract); and "Computers in Education" (Spring/Group Contract).
Other such partnership contracts may
evolve.
·not offered in 1984-85

62
Science, Technology, and Health

~ "If you leave the future to the big
'think factories' they are the ones who
will make your future and not you."
Robert Jungk
Writer

Odd years:
"Business of Computers" (Fall,
Winter, Spring/Coordinated Study) or
"Information Systems: Physical and
Biological" (Fall, Winter,
Spring/Coordinated Study).
Students intending to follow the Computer Studies Pathway should plan to
enroll in "Data to Information" and one
more advanced program. Students in this
Pathway are also encouraged to select at
least two quarters worth of programs
from other specialty areas related to their
interests.

Energy Studies
The Energy Studies Pathway leads to
careers in applied energy analysis and
development, energy efficient design, and
energy policy analysis and implementation. Opportunities for employment exist
throughout the industrial and commercial
sector, and in numerous local, state, and
federal agencies.
The heart of the Energy Studies curriculum is the third-year program,
"Energy Systems;' which is followed by
fourth-year work in either technical or
policy areas.
The suggested pathway:
First Year
Any Core Program
Second Year
Electives(Introductory calculus and
physicsare useful though not required for
entry into "Energy Systems")
Third Year
"Energy Systems"
Fourth Year
1\vooptions: Either electives (Fall) and
"Science,Technology and Public Policy"
(Winter,Spring) or "Natural and ArtificialStructures" (Fall), "Natural and
ArtificialDynamics" (Winter), and electivesand/or senior project or internship
(Spring)

Health and Human Behavior
The Health and Human Behavior
Pathway has three main, often intersecting
branches: counseling, human services and
health sciences. Workers in all three areas
need to be fully aware of the interaction
of social, psychological and biological
forces affecting human health and
behavior as they intervene when trying to
improve the quality of life of those they
serve.
Each of the three branches needs to
develop its own set of tools, but with full
appreciation and awareness of the impacts of all three sets of factors and of
the complementary roles of the other
health and human service professionals.
The entry-level program, "Human Health
and Behavior,' is designed to provide this
shared perspective as well as a Common
language and the skills needed by all.
More specialized programs, courses, and
internships develop the special skills needed in each area, while further integration
and improved communication between
areas is facilitated by the "Senior Learning Community" (see page 71).
Sample career goals and work undertaken by students in each branch include:
Psychological counseling provides
preparation for paraprofessional work in
the counseling and mental health fields,
and also prepares students for graduate
study in psychology, social work, and
counseling. A strong liberal arts and
sciences background is recommended, as
are the "Helping Relationships" or
"Psychological Counseling" Group Contracts. Students aiming at a doctoral
program are urged to include "Developmental Psychology and Family Structure;'
"Personality Theory;' "Abnormal
Psychology;' and "Statistics and Research
Methodology" in their curriculum.
Human Services provides preparation
for careers as advocates, case workers, administrators, planners, or counselors in a
variety of settings and for graduate work
in many human service areas. Additional
work taken by students in this branch
includes "Statistics and Research
Methodology.' "Helping Relationships" or
"Psychological Counseling;' "Problem
Youth:' "Nutrition:' additional studies in
economics and public policy (particularly
as such factors affect health and human
services), appropriate internships, and the
"Senior Learning Community.'

Health Sciences provides preparation
for paraprofessional jobs such as counseling in nutrition and health, for professional training in dentistry, medicine,
veterinary medicine, naturopathic
medicine, midwifery, and for graduate
work in nutrition, biochemistry, genetics,
microbiology, pathology, etc. Students in
this branch should expect to study
inorganic chemistry (possibly coupled
with physics and math in "Matter and
Motion"), organic chemistry and
"Molecule to Organism." They often
select additional work in such programs
and areas as "Nutrition;' "Helping Relationships" or "Psychological Counseling:'
health policy planning, computers,
statistics and experimental design, as well
as the "Senior Learning Community"

Laboratory Biology
This Pathway focuses on studies of
molecular and organism biology in the
lab, using concepts and methods from
biochemistry, molecular and cellular
biology, genetics, development and
physiology. It is distinguished from basic
ecological studies (see Environmental
Studies) that entail much field work, even
though they also require some work in a
laboratory.
First Year
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion"
Second Year
"Matter and Motion" or "Human Health
and Behavior" ("Biology I, II, III"
should be taken during either the first or
second year).
Third Year
"Molecule to Organism" or outside
studies.
Fourth Year
"Molecule to Organism" or individual
study; "Senior Learning Community"
Many students take on individualized
study through contracts, sometimes involving research projects with faculty
members. Past and current students have
been involved in projects such as
bacteriophage genetics and
photosynthesis.

63

Science, Technology, and Health

---.I

~ "If we are to arrive at the year 2000
and view about us a world worth turning
over to future generations, we must conceive of most of that world today and
build it with every succeding tomorrow."
Glenn Seaborg
Nuclear Physicist

Mathematics
The Mathematics curriculum consists of a
variety of courses. integrated programs.
, and individual contracts that provide
students with the opportunity to do
intermediate- and advanced-level work in
mathematics. It is designed to serve those
students who are preparing for careers
and/or graduate study in mathematics. as
well as those students who want a solid
background in mathematics for work in
related fields.
Students are encouraged to combine
their study of mathematics with that of
related disciplines. such as computer
science, physics. or philosophy. The two
Coordinated Studies programs listed
below provide the full-time student with
an integrated way of doing this. The
courses and individual contracts enable
both the full-time and part-time students
to do more specialized and advanced
work.
A recommended pathway through the
mathematics curriculum is as follows:
First Year

Any Core Program, plus courses. if
necessary. to meet prerequisites for "Matter and Motion:'
Second Year

"Matter and Motion." full-time, or
calculus course. part-time.
Third and Fourth Year

"Computability and Cognition'i=a fulltime, integrated program in mathematics.
logic, computer science, and philosophy;
courses in advanced calculus. differential
equations. abstract algebra. linear algebra.
and numerical analysis; individual contract in more advanced topics.
Note: "Computability and Cognition" will
be offered in 1984-85. and ''Advanced
Calculus" (course) in 1985-86.

64
Science, Technology, and Health

Physical Systems
Students interested in professional work
or study in physics or chemistry will find
that the Physical Systems Pathway will
help them build a strong foundation of
concepts and methods while providing an
unusual opportunity to understand the
applications and impacts of these
technical subjects.
The suggested academic pathway for
Physical Systems is as follows:
First Year

Any Core Program, plus courses if
necessary. to meet prerequisites for "Matter and Motion:'
Second Year

"Matter and Motion:'
Third or Fourth Year

Chemistry emphasis (offered in evennumbered years starting in 1984/85):
"Chemical Thermodynamics" (half-time.
Fall). Chemical Kinetics (half-time,
Winter), and "Atom, Quantum and
Field" (Spring); plus additional courses to
fill out Fall and Winter Quarters.
Physics emphasis (every year): "Natural
and Artificial Structures" (Fall), "Natural
and Artificial Dynamics" (Winter), and
''Atom, Quantum, and Field" (Spring).

Science Technology, and Public
Policy

3/2 Engineering Partnership with
University of Washington
Evergreen has joined with the University
of Washington in offering a cooperative
program in engineering. Beginning at
Evergreen, students study interdisciplinary
liberal arts and complete a full set of
engineering prerequisites and then. if
recommended by the Science, Technology,
and Health faculty, transfer directly into
professional programs (junior and senior
years) in the University's School of
Engineering. On completing both parts of
the program (three years at Evergreen,
two at the University) students receive
two degrees, a B.A. from Evergreen and a
B.S. in a specific engineering field from
the University of Washington.
At present, this program is in a trial
period, and allows entry to five engineering departments at Washington:
Aeronautical! Astronautical, Chemical,
Civil, Electrical, and Mechanical
Engineering. A limited number of places
are available, and only students with excellent academic records will be
recommended.
The suggested academic pathway for
3/2 Engineering is as follows (full
descriptions appear on pages 67-69):
First Year

Any Core Program, plus courses, if
necessary, to meet prerequisites for "Matter and Motion:'

(to be offered starting in 1985/86 in partnership with Political Economy and
Social Change area.)

Second Year

Students with strong backgrounds in
either the natural or social sciences will
work collaboratively to understand
historical and current public problems,
such as electric power or toxic wastes.
that involve major scientific and
technical questions as well as important
economic, political, and social effects.
Details of this pathway will be announced
in the 1985/86 catalog, and students interested in this pathway should take the
seminar, "Political Economy of Scientific
Problems:' offered in 1984/85.

Either "Energy Systems" (Fall, Winter,
Spring) or "Natural and Artificial Structures" (Fall). "Natural and Artificial
Dynamics" (Winter), and "Energy
Systems" (Spring).

"Matter and Motion:'
Third Year

Data to Information

~ 1984-85 Part-time Courses
Fall

Winter

Spring

General Biology II
General Chemistry II
College Physics II
Political Economy
of Scientific Problems
Science, Technology
and Health Seminar
Organic Chemistry III*

General Biology III

General Science

General Biology I
General Chemistry I
College Physics I
Political Economy
of Scientific Problems
Science, Technology
and Health Seminar

Political Economy
of Scientific Problems
Science, Technology
and Health Seminar
Organic Laboratory II*

*(continuation of studies begun in "Molecule to
Organism"program)
Mathematics

Calculus I
Linear Algebra

Calculus II
Differential Equations

Calculus III

Introduction to
Computers and
Programming (BASIC)
(repeat)
Pascal
Numerical Analysis I

Introduction to
Computers and
Programming (BASIC)
(repeat)
Pascal
Numerical Analysis II

Computer Architecture
Data Structures
(repeat)

Operating Systems
Data Base System

Computer Science

Introduction to
Computers and
Programming (BASIC)
Pascal
Intermediate
BASIC Programming
Machine Organization
Data Structures
Data Communications
Computer Graphics

Note: For some students, special circumstances will make the above courses inappropriate. For them, part-time enrollment in a full-time program is sometimes possible.
For the following subjects, consult the coordinator or sponsor of the program
indicated: University Chemistry, University Physics ("Matter and Motion"), Engineering
Thermodynamics ("Energy Systems"). In other cases, consult the Academic Advising
Office.

Senior Thesis
The Senior Thesis provides students with
the opportunity to extend the expertise
they have developed in Science,
Technology, and Health to a specific
problem or question as would be expected
of a professional in the field. Students are
encouraged to undertake a Senior Thesis
so that they might gain experience in the
formulation of a problem, the review of
previous work, devising experimental or
theoretical methods to answer a problem
the interpretation of the results, and the
defense of the conclusions. The Senior
Thesis is undertaken with the supervision
of a faculty member. Upon conclusion of
the project, the results will be presented
in an oral review.
Prerequisites: Senior standing in
Science, Technology, and Health.

Fall, Winter, Spring/Coordinated Study
Coordinator: To be announced (for information, contact Rob Knapp)
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: $15-$20 for field trips
Part-time Options: Yes
Internship Possibilities: Only if student
has already completed part of the
program
Additional Course Allowed: Only if student has already completed part of the
program
"Data to Information" is the full-time,
entry-level program designed for students
entering the Computer Studies Pathway.
Students completing this program will
have the necessary preparation for further
work in computer studies at Evergreen.
Fall Quarter, we will introduce information and systems theory. We will learn the
organization of a typical computer, and
how to program it in assembler language.
Students who have not learned Pascal will
do so; those who know Pascal may select
a substitute course.
Winter Quarter, we will study data
structures and computer architecture. We
will also study the handling of scientific
and social data by statistical and other
means.
Spring Quarter, we will continue work
in data structures, and broaden our
understanding of computer systems by
study of operating systems. Students may
select an additional four-credit hour
course outside this specialty area.
Students enrolled in "Data to Information" for more than 8 credit hours per
quarter must participate each quarter in
"The Science, Technology, and Health
Seminar," or "The Political Economy of
Scientific Problems. This seminar component is a critical part of "Data to Information:' Those pursuing computer
studies must be able to talk about computer science in a wider context-and not
just with their computing peers, but also
with those who are not so "computer
literate:'
Planned equivalencies in quarter hours:
12-science, technology, and health
seminar, or equivalent; 4-systems and information theory; 4-quantitative
methods; 4-Pascal; 8-data structures;
8-machine organization and computer
architecture; 4-operating systems;
4-elective
48-total

Program is preparatory for careers and/or
future study in computer science and information systems.

65
Science, Technology, and Health

Computers in Education

Human Health and Behavior

Fall, Winter, Spring/Coordinated Study
Coordinator: AI Leisenring
Enrollment: 48 Faculty: 2
Prerequisites: At least one year of college;
entrance exam; permission of coordinator
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No

Spring/Coordinated Study
Coordinator: John Aikin
Enrollment: 48 Faculty: 2
Prerequisites: Background in either education/psychology or computer studies
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No

This program will investigate questions
such as the following:
What are the thought processes involved in solving a mathematics problem?
Can a person be taught to think intelligently and creatively?
Can the rules of thought be made
sufficiently explicit that a computer can
be programmed to think intelligently and
creatively?
What, if any, are the limitations of
formal reasoning?
Could brain physiology ever tell us all
there is to know about the mind?
What is the relationship between
language and thought? and between
thought, decision and action?

"Courseware" flooding our schools
promises to free teachers from recordkeeping and drills, present subjects better
than humans can, liberate students to
learn self-paced when and where they
wish.
Are such claims warranted? How can
schools deal with this flood?
We will:

Fall, Winter, Spring/Coordinated Study
Coordinator: Betty Kutter
Enrollment: 70 Faculty: 2
Prerequisites: Core Program or one year
college study
Special Expenses: Field trips
Part-time Options: Yes, this is an 8 credit
program; recommended additional courses
are listed below
Internship Possibilities: Yes
Additional Course Allowed: Yes

Computability

and Cognition

examine critically the nature of learning
and schools-the work of Piaget, Papert,
and others ...
review existing computer applicationsPLATO, microcomputers, LOGO, etc....
and develop technical skills in computing.

Topics in mathematics are central to this
investigation: mathematical logic, discrete
mathematics, automata theory, the theory
of computability, formal language theory.
Problem assignments will develop skills in
proving theorems and devising strategies
for solving problems. Students with a
strong interest in computer science can
also study practical techniques for computer algorithms, parsing, compiler
development, and language translation.
Mathematics is central also to the
larger issues discussed in the program: the
work of Chomsky on language, possible
connections between the "software of the
mind" and the "hardware of the brain;'
and theories about the limitations of formal systems in general and computers in
particular, which raises the questions
about the possibility of artificial intelligence adequately modeling the mind.
This program is designed for students
with a strong interest in mathematics,
computer science, cognitive psychology, or
philosophy who want to explore interconnections between these fields.
Planned equivalencies in quarter hours:
4-discrete mathematics;4-mathematical
logic; 4-computability theory;
4-automatic theory; 4-language theory;
4-abstract algebra; 4-design of
algorithms; 4-compiler design;
4-artificial intelligence; 6-philosophy of
science; 6-cognitive science
48-total
Program is preparatory for careers and/or
future study in mathematics, computers
sciences, philosophy, and education.
66
Science, Technology, and Health

This program is recommended for thirdand fourth-year students in education or
computer sciences. Students with
advanced standing in either area will be
well-prepared, and need not be advanced
in both.
Planned equivalencies in quarter hours:
8-educational psychology; 8-principles
of computer-assisted instructional design
16-total
Program is preparatory for careers and/or
future study in teaching, instructional
technology, computer-aided instruction
and educational applications of computers, and cognitive psychology.

In "Human Health and Behavior" we will
investigate the biological, psychological
and social forces that affect human
behavior, in order to develop a strong
foundation for further work in the areas
of health, human services, and counseling. Program material will be presented
on the basis of two important assumptions. First, behavior and health are
mutually influenced by psychological and
biological forces. Second, culture defines
and influences our understanding and
facilitation of health. All students will
take a common 8-hour core, with additional courses available for developing the
specific skills needed in preparation for
advanced work.
We will draw from human biology,
sociology, anthropology, and developmental psychology as we examine:
physiological development, nutrition,
perception, mind-body interactions; the
roles of gender and culture in differentiating human behavior and in guiding
development; the influences of social and
community structure, and social and
ecological forces, on mental and physical
health.
Through the core lectures, workshops,
seminars, and library research papers,
students will be encouraged to develop
analytical skills in reading, writing,
discussion, and research. Development of
the specific skills needed for the three
career pathways-psychological counseling, human services, and health
sciences-will mainly take place in
separate courses. Program faculty will
help students select the courses best
suited to their individual directions.
Recommendations for such concurrent
courses: Social Systems (Fall); Statistics
and Research Methodology I, II (Winter,
Spring); Chemistry I, II, III (any
quarter); General Biology I, II, III;
Computer-related studies.
Planned equivalencies are social and
developmental psychology, human
biology, nutrition, sociology, anthropology, literature
24-total
Program is preparatory for careers and/or
future study in psychological counseling,
human services and health sciences.

Psychological Counseling

Molecule to Organism

Matter and Motion

Fall, Winter/Group Contract
Sponsor: Kirk Thompson
Enrollment: 24
Prerequisites: Background in psychology,
senior standing, career plans in counseling
and mental health, and faculty permission
Special Expenses: Travel to internship
Part-time Options: None
Internship Possibilities: Half-time internship required
Additional Course Allowed: Consult
faculty

Fall, Winter, Spring/Group Contract
Sponsor: Jeff Kelly
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus mathematics;
one year general inorganic chemistry with
lab; physics (mechanics); introductory
biology useful but not essential; prerequisites could be filled by "Matter and
Motion:' "Introduction to Natural
Science:' or "Human Health and
Behavior,' plus appropriate courses
Special Expenses: Lab fee up to
$25/quarter
Part-time Options: Yes, with faculty
consent
Additional Course Allowed: Yes

Fall, Winter, Spring/Coordinated Study
Coordinators: Clyde Barlow and Sig
Kutter
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or
equivalent; mathematics through
trigonometry; high school chemistry or
equivalent
Special Expenses: None
Part-time Options: See below
Internship Possibilities: No
Additional Course Allowed: Students who
place out of portions of the program may
substitute additional courses.

This advanced group contract offers
preparation for paraprofessional jobs in
psychological services, and academic and
practical experience appropriate for
graduate study in clinical psychology,
counseling psychology, educational
psychology, and psychiatric social work.
The academic component is an
integrated equivalent to courses on (1) introduction to clinical procedures,
(2) structure and dynamics of personality,
(3) adolescent and adult development,
and (4) abnormal psychology. Students
who have taken comparable courses will
be expected to teach one or more classes,
in order to be engaged at a more
advanced level.
Internship component: Students are
urged to arrange their internships before
Fall Quarter begins, by contacting the
Office of Cooperative Education. Internships must be supervised by a counseling
or mental health professional. Internships
must involve a six-month, half-time commitment to one agency; repeated face-toface contact with adolescent or older
clients; and counseling experience involving psycholgical adjustment or
development.
The academic and internship components will be integrated through
workshops, seminars on internship
experience, and written assignments involving the relation of theory to practice.
Planned equivalencies in quarter hours:
4-psychology: introduction to clinical
procedures; 4-structure and dynamics of
personality; 4-adolescent and adult
development; 4-abnormal psychology;
l6-clinical practicum
32-total
Program is preparatory for careers and/or
further study in psychological services;
counseling, clinical, and educational
psychology, psychiatric social work.

This program is for students who want to
study organic chemistry and biochemistry
and who wish to integrate that study with
biology at the molecular, cellular and
organismic level. Opportunities will be
provided to develop good problem-solving
skills and laboratory techniques in addition to theoretical knowledge. It is an
excellent preparation for the health professions or for graduate school.
Fall Quarter (16 quarter hours) will
cover organic chemistry (with laboratory),
histology and microtechnique.
Winter Quarter (12 quarter hours) will
begin biochemistry with the study of the
physical and chemical properties of
biological molecules in the context of
their function in cells. Biology studies will
focus on cell biology and developmental
biology.
Spring Quarter (12 quarter hours)
biochemical studies will focus on
metabolism and physiological chemistry;
biological studies will cover vertebrate
anatomy and physiology.
There will be a substantial (8-12 hrs
week) chemistry and biology laboratory
component all three quarters. In addition
to carrying out traditional exercises in
light microscopy and dissection of
prepared specimens, students will learn to
operate and/or understand the modern
laboratory equipment.
Students who need 12-16 units of
organic chemistry to meet professional
school requirements will be able to take
additional organic chemistry courses
Winter and Spring Quarters to achieve
required equivalencies.
Planned equivalencies in quarter hours:
8-organic chemistry with lab; 10biochemistry; 8-histology and microtechnique; 6-cellular and developmental
biology; 8-anatomy and physiology
40-total
Program is preparatory for careers and/or
further study in biology, molecular
biology, biochemistry, medicine, dentistry,
pharmacy, veterinary medicine, nutrition,
and other life and health sciences.

This intermediate program is designed for
students with a keen desire to develop a
firm physical science and mathematics
background suitable for pursuing more
advanced work in the sciences. Students
should have completed intermediate
algebra and trigonometry and have a
background in high school level
chemistry. Some experience with computing may be helpful.
The program will cover differential and
integral calculus, topics in general
chemistry and physics (including thermodynamics, kinetics, quantum mechanics
and bonding, mechanics, kinetics, waves
and oscillations, electricity and
magnetism), and the use of computers in
experimentation. In addition students will
participate in the "Science, Technology
and Health Seminar" to examine history,
philosophy, and current public policy in
science.
The laboratory section of the program
will develop basic early lab skills in
physics and chemistry so that students
can then pursue project-oriented
laboratory work. Expertise in the use of
laboratory instrumentation and integration of computers with experimentation
will be emphasized.
Lectures, workshops, problem sessions,
laboratories and seminars are interwoven
to help students test and improve their
understanding of ideas and techniques
being studied, and also to help students
develop better skills in presenting ideas
and results in both written and oral
formats.
Planned equivalencies in quarter hours:
12-university chemistry; 12-university
physics; 12-calculus; 12~'Science,
Technology and Health Seminar"
48-totaJ
Program is preparatory for careers and/or
further study in health sciences; physical,
biological, or marine sciences; chemistry;
mathematics. Particularly appropriate for
students considering careers in physical
science, medicine, or mathematics.

67
Science, Technology, and Health

Energy Systems

Natural and Artificial
Structures

Fall, Winter, Spring/CoQrdinated Study
Coordinator: Robert S. Cole
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus math; and 6-8
quarter hours of college-level physical
science.
Special Expenses: Above average textbook
costs; drafting supplies; field trip
expenses.
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

Fall/Group Contract
Sponsor: Rob Knapp
Enrollment: 25
Prerequisites: Calculus and one year of
quantitative physics or engineering
("Matter and Motion" or "Energy
Systems" or equivalent)
Special Expenses: None
Part-time Options: Yes (8 or 12)
Internship Possibilities: Yes
Additional Course Allowed: Yes

The goals of "Energy Systems" are to
develop a broad understanding of energy
issues and energy technology in our society, and to build a technical ability to
analyze energy systems in detail, especially in small scale applications.
Fall Quarter, we will survey energy
sources, conversion technologies, distribution systems, and storage schemes. We
will study economic and policy issues,
and students will be expected to take the
course "Political Economy of Scientific
Problems" (see page 56). Heat transfer,
technical drawing, and mathematics will
round out the course of study.
Winter Quarter, we will study thermodynamic processes, solar energy applications (including photovoltaics), and solar
architectural design. We will continue
seminar readings in energy issues, and
students will do work in policy analysis
applications as part of "Political
Economy of Scientific Problems;'
Spring Quarter, we will focus on
research projects or internships in the
areas of alternative energy policy formulation, economic analysis, or feasibility
studies of specific energy systems. The
projects will have a "hands-on" emphasis,
We .will also offer a lecture series in
advanced topics in energy conversionincluding .biomass, conservation, hydro,
wind, or 'other systems. We will participate
in a seminar symposium.
"Energy Systems" is one of several
options suitable for 3/2 Engineering
students (see page 64 for the 3/2 options). The Fall Quarter energy survey
course is particularly suitable for gaining
an overview of current energy technology
and issues.
Planned equivalencies in quarter hours:
4-fundamentals of energy systems;
4-thermodynamics;
7-heating, cooling,
and conservation design; 2-graphics;
2-readings in energy policy; 8-project
or internship; 9-calculus (applied math);
12-the political economy of scientific
problems
48-total

Program is preparatory for careers and/or
further study in applied energy, architectural design, energy policy.
68
Science. Technology, and Health

Using advanced methods from physics
and mathematics, we will describe and
analyze natural and man-made structures.
Using ideas from design, engineering, and
philosophy, we will discuss their uses and
significance.
Students will receive a full introduction
to engineering statics and significant
amounts of solid state physics-the key
analytical approaches to the subject. They
will also investigate the design values,
economics, and history which shape such
important structures as cathedrals,
ultralight aircraft, transistors, and
magnetic materials.
Full-time students will develop graphic
or mathematical skills (architectural drawing, linear algebra, or computer graphics)
though suitable project or coursework
may be substituted by arrangement with
instructor.
Planned equivalencies in quarter hours:
4 each-engineering statics, design
seminar, materials science,
graphics/mathematics
16-total

Program is preparatory for careers and/or
future study in physics, engineering, and
energy studies.

Chemical Thermodynamics
Fall/Group Contract
Sponsor: Fred Thbbutt
Enrollment: 15
Prerequisites: "Matter and Motion" or
equivalent
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Equilibrium thermodynamics and
statistical mechanics will be covered, and
nonequilibrium processes introduced. The
laws of thermodynamics will be used to
explain energy transformations, using environmental, geological, chemical, and
biochemical for examples. We will strongly emphasize problem solving.
The optional laboratory component will
undertake modest research projects involving practical problems: the development
of a thermodynamically viable method
for recycling waste from an industrial process; detoxification of hazardous waste;
the thermodynamics of phase transitions
for energy storage; the measurement of
chemical potentials for a biochemical
storage of solar energy; the thermodynamics of naturally occurring
minerals.
Planned equivalencies in quarter hours:
4-chemical thermodynamics;
4-advanced physical chemistry
laboratory
8-total

Program is preparatory for careers and/or
future study in chemistry, geology,
biochemistry, medicine, and environmental science.
Evergreen intern Joe Clements (right) discusses a programming problem with Olympia High School student Louis Blowers.

Electronics

Natural and Artificial Dynamics

Digital Electronics

Pall/Group Contract
Sponsor: Fred Thbbutt
Enrollment: 23
Prerequisites: None, except for calculus
network analysis portion
Special Expenses: Maximum $15 to cover
cost of electrical components
Part-time Options: Yes
Internship Possibilities: Yes, in spring
Additional Course Allowed: Yes

Winter/Group Contract
Sponsor: Rob Knapp
Enrollment: 25
Prerequisites: Calculus and one year of
quantitative physics or engineering
("Matter and Motion" or "Energy
Systems" programs or equivalent)
Special Expenses: None
Part-time Options: Yes (8 or 12 quarter
hours)
Internship Possibilities: Yes
Additional Course or Project Work
Allowed: Yes

Winter/Group Contract
Sponsor: Fred Thbbutt
Enrollment: 23
Prerequisites: Familiarity with binary
number system and binary logic; introductory "Electronics" program, or
familiarity with Ohm's Law.
Special Expenses: $15 maximum to cover
costs of electrical components
Part-time Options: Yes
Internship Possibilities: Yes, Spring
Quarter
Additional Course Allowed: Yes

Using advanced methods from physics
and mathematics, we will study natural
and man-made motions. Drawing on
design, engineering, and philosophy, we
will discuss their uses and significance.
We will apply conservation laws and
differential equations to the analysis of
motion-from planetary orbits to spinning tops. We will investigate economic,
aesthetic, and "variational" principles
governing fluid flow, wave motion, rotations, and engineering mechanisms.
Design projects will be strongly encouraged. As mathematical fluency is
vital, students must take an introduction
to differential equations or an advanced
problem-solving class. Students may also
take the engineering thermodynamics offered in the "Energy Systems" program.

The more important digital electronic
components will be covered, emphasizing
their practical use through laboratory exercises. The laboratory will begin with set
exercises, and move to projects. Students
will use flip-flops, registers, gates, encoders, decoders, Schmidt triggers, digitalto-analog and analog-to-digital converters.
Some internships will be available Spring
Quarter for students completing both
"Electronics" and "Digital Electronics:'

The Introduction to Electronics portion
of this three-quarter time program offers
practical coverage of components used in
linear circuitry, with heavy emphasis on
the operational amplifier. Topics include:
regulators, oscillators, amplifiers, active
filters, waveform generators, and phaselock loops. No prior knowledge of electronics will be assumed.
An optional laboratory will provide experience in circuit construction.
For students with a background in
calculus, a further option in Network
Analysis will rigorously cover the quantitative basis for modern circuit analysis.
Topics include: Kirchoff's Laws, Laplace
transformations, network functions,
phasors, frequency response, power
transfer and Fourier series.
Some internships will be available Spring
Quarter for students completing both
"Electronics" and "Digital Electronics:'
Planned equivalencies in quarter hours:
4-introduction to electronics;
4-electronic laboratory; 4-network
analysis
12-total

Planned equivalencies in quarter hours:
4-digital logic; 4-computer interfacing;
8-total

Program is preparatory for further studies
in electronics.

Planned equivalencies in quarter hours:
4-intermediate mechanics; 4-differential
equations or advanced problem-solving; 2
each-design seminar, descriptive
dynamics; 4-related project or
coursework
16-total

Program is preparatory for further
studies, careers and/or graduate study in
natural sciences, medical technology,
audio engineering, electrical engineering,
and electronics

Program is preparatory for careers and/or
future study in physics, engineering, and
energy studies.

69
Science, Technology, and Health

Dynamic Systems

Atom, Field and Quantum

Chemical Kinetics

Winter/Group Contract
Sponsor: Fred Tabbutt
Enrollment: 23
Prerequisites: Calculus I, II; intermediate
programming
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes

Spring/Group Contract
Sponsors: Rob Knapp and Fred Tabbutt
Enrollment: 25 Faculty: 2
Prerequisites: Calculus-based physics and
chemistry ("Matter and Motion" or
equivalent); differential equations and intermediate mechanics ("Natural and Artificial Dynamics" or equivalent) needed
for physics emphasis
Special Expenses: None
Part-time Options: Yes (8 or 12 quarter
hours)
Internship Possibilities: No
Additional Course Allowed' Yes

Winter/Group Contract
Sponsor: Fred Tabbutt
Enrollment: 15
Prerequisites: "Matter and Motion" or
equivalent
Special Expenses: None
Part-time Options: Yes (4 or 8 quarter
hours)
Internship Possibilities: No
Additional Course Allowed: Yes

The strategies for analyzing the dynamics
of a system and developing models for
making predictions based on those models
will be covered. Several major case studies
will be used as vehicles for developing an
understanding of the theory in practicesystems such as population dynamics,
both competitive and prey/predator; the
World III model (basis for Limits to
Growth); energy flow in an ecosystem;
and feedback models of the central nervous system. Control theory, parameter
optimization, and sensitivity analysis will
also be covered.
Planned equivalencies in quarter hours:
4-systems analysis and control theory;
4-computer modeling
8-total
Program is preparatory for further study
in natural sciences, quantitative ecology,
systems analysis, and computer
simulation.

This program rounds out the
undergradute study of physics and
chemistry with intensive work on modern
theories of atomic and molecular
structure-that is, quantum theory, electromagnetism, and chemical bonding.
Students elect either a physics emphasis
including electromagnetism and optics; or
a chemistry emphasis including manyelectron atoms (self-consistent field) and
bonding (molecular orbital theory). All
students cover introduction to quantum
theory and to principles of molecular
symmetry. Computer methods will be emphasized. Each week, related work in
mathematics, history and philosophy of
science, and laboratory exercises will
enrich understanding of the central subjects, and provide variety.
Planned equivalencies in quarter hours
(each students's program will be selected
from the options listed):
4-introduction to quantum mechanics;
4-electromagnetism; 4-advanced
physical chemistry laboratory; 3-partial
differential equations and vector calculus;
3-seminar (history of atomic theory);
2-optics laboratory
16-total
Program is preparatory for further study
in calculus, physics, and chemistry.

70
Science, Technology, and Health

Current theories and experimental techniques for understanding the dynamics of
chemical reactions will be developed.
Topics to be covered include collision
theory, absolute rate theory and the
theory of unimolecular reactions. Special
emphasis will be placed on numerical
methods using the computer for solving
rate expressions. Applications which will
be stressed are the kinetic modeling of
reactions affecting the ozone layer, fast
reactions involving enzymes, molecular
beam experiments, and electron transfer
reactions.
An optional laboratory component will
allow students to undertake projects involving flash photolysis, stopped flow,
temperature jump, live-broadening, and
classical techniques to study chemical and
biochemical systems.
Planned equivalencies in quarter hours:
4-chemical kinetics; 4-advanced
physical chemistry lab
8-total

The Science, Technology, and
Health Seminar

Senior Learning Community in
Human Health and Behavior

Fall, Winter, Spring/Course
Coordinator: Will Humphreys
Enrollment: 80

Fall, Winter, Spring
Coodinators: Jeff Kelly and Betty Kutter

Cutting Edge Symposium
Coordinator: Carolyn Dobbs

This 4 quarter-hour course, designed for
students engaged in intermediate and advanced studies in the physical or computer sciences, includes material from the
humanities and social sciences of particular interest to prospective scientists. It
will be organized around a series of
topical lectures in the history of science,
history of technology, philosophy of
science, sociology of science, public
policy, and literature. There will also be
weekly small-group discussions. The
course will be taught jointly by the faculty coordinator, several guest lecturers,
and two or more faculty from Science,
Technology, and Health who will serve as
small-group discussion leaders. Readings
will include plays, novels, and
philosophical essays, as well as classics
from the history of science.
The course fulfills the seminar requirement for students enrolled full-time in
"Matter and Motion" and "Data to Information" and those students will be
given priority in enrollment.

This will be a regular Monday afternoon
activity written into most advanced individual contracts in counseling, human
services, and health fields. As such, it will
not require separation.
Virtually all the faculty in Science,
Technology and Health will be involved,
and presentations will be made by guest
speakers and students, as well. Some
quarters, a central theme will be chosen,
possibly in cooperation with another
specialty area; other quarters, a wide
variety of topics of general interest will be
covered. There will also be an hour set
aside for small or large group discussions
of problems and interesting issues
encountered in students' internships,
senior thesis studies, and other advanced
work.

Students doing advanced work may also
be interested in the "Cutting Edge
Symposium" (see page 60). Each quarter,
a lecture series and seminar discussions
will be offered on an area of significance
in science of the 1980's. The symposia
will explore issues science consciously addresses and those it blindly ignores, as
well as the effects of that research and its
technology on traditional assumptions,
and social and political considerations.
Topics under consideration for 1984/85
are Evolution (Fall), Artificial Intelligence
and Fifth-Generation Computers
(Winter), and Immunology (Spring).

Other Study Opportunities in
Science, Technology, and
Health
The Senior Project or thesis option is
available for variable credit under the
sponsorship of individual faculty in the
specialty area. For guidance on the procedures for setting up a senior project,
please consult the convener of the specialty area.
Internships are available in a variety of
different agencies, businesses and private
and public organizations. Advanced planning is imperative for students planning
to undertake an internship. Students
should begin by talking with the Office
of Cooperative Education early in the
quarter preceding the internship. Consult
with the convener of Science, Technology,
and Health for advice on possible faculty
sponsors and areas of interest.
Individual contracts are available to
advanced students with well-defined plans
of individual study. If you are interested
in doing an individual contract, you
should begin planning your program of
study early in the preceding quarter. The
possibility of specific studies under the
individual contract mode depends upon
faculty and equipment availability each
quarter. Students may register for no
more than one quarter of individual contract at one time. If you are interested in
pursuing an individualized program of
study and need advice on a faculty sponsor, consult with the convener of Science,
Technology, and Health.

71
Science, Technology, and Health

Teacher Certification

Director: Robert Hostetter
Administrative Assistant: Marilyn Watson
Evergreen Directors: Ronald Woodbury
and Barbara Smith
Faculty: Rosemary Barnhart, Diane Blair,
John English, Robert Ford,
Norm Heimgartner, Richard Hodges,
Cheryl Peters, Rita Pougiales,
Lovern King, Edith Richards,
Ray Roussin, Robert Steiner

~ Sequences of Courses Evergreen-UPS Teacher Certification Program
Elementary School Preparation

(50-52 quarter hours)
Fall I

Winter I

Spring I

Fall II

Winter II

Introduction to
Teaching Ed 301
5 qtr. hrs.

Context of Teaching
Ed. 415
2 qtr hrs.

Field Experience in
Education (September
Practicum) Ed. 407*
2 qtr. hrs.

Student Teaching
Ed. 401
14 qtr. hrs.

New students are
encouraged to use Fall
Quarter to complete
Evergreen requirements
in writing, coordinated
studies and natural
science.
"Native American
Learning Environments"
is offered Fall Quarter.
This program fulfills
both the optional
emphasis on Indian
education and the
coordinated studies
requirement.

Educational Psych.
Ed. 302
5 qtr. hrs.

Reading
Ed. 349
5 qtr. hrs.

Mathematics in Elem
School Ed. 350
5 qtr hrs.

Student Teaching Seminar
Ed. 416
2 qtr. hrs.

Language Arts in
Elem. School
Ed. 348
3 qtr. hrs.

Science Methods
Ed. 365
3 qtr. hrs.

Soc. Studies in Elem.
School
Ed. 345
2 qtr. hrs.

Art Experience for the
Educator Art 373
2 qtr hrs.

Secondary School
Preparation

Introduction to
Teaching
Ed. 301
5 qtr. hrs.

Context of
leaching
Ed. 415
2 qtr. hrs.

Field Experience in
Education (September
Practicum) Ed. 407*
2 qtr. hrs.

Educational Psych.
Ed. 302
5 qtr. hrs.

Secondary Curriculum
Development &
Methods Ed. 359
5 qtr. hrs.

Student Teaching
Ed. 402
14 qtr. hrs.

Secondary Reading
Ed. 360
3 qtr. hrs.

Student Teaching
Seminar Ed. 416
2 qtr. hrs.

(36-38 quarter hours)

Music Methods for
Elem. School
Music 321
2 qtr. hrs.

*This class is not required but strongly recommended.
72

stnith

Woodbury

In cooperation with the University of
Puget Sound, Evergreen has created a
highly successful professional Teacher
Certification program on campus. The
program integrates the best of traditional
discipline-centered education characteristic
of UPS with the Evergreen interdisciplinary curriculum.
At the undergradute level, students may
pursue Elementary or Secondary Initial
Certification through a sequence of
courses in educational philosophy,
psychology, and teaching methods.
Although people who already have a
Bachelor's degree are welcome in the program, it is set up for students to enter in
their junior or senior years and
simultaneously complete requirements for
the Baccalaureate degree from Evergreen.
Highlights of the program include
special requirements of all students for
coordinated studies, natural science and
writing, and initiation of a special emphasis on Indian education. Education
classesbegin in Winter Quarter. New
students are encouraged to use Fall
Quarter to complete Evergreen requirements in writing, coordinated studies
and natural science. Secondary Certificationcandidates will be able to gain their
fieldexperience in Fall Quarter, which is
not only the best time for classroom
experience,but also provides the best entry into the job market since substituting
hasbecome a virtual prerequisite of
regularpublic school teaching contracts.

The program has a strong emphasis on
field experience.
Because none of the education classes
begin before 1 p.m., students employed as
school aides and in other part-time morning jobs find the program especially attractive. It is a unique opportunity to
gain Washington State Initial Certification, on the Evergreen campus, at state
college tuition rates, in three or four
quarters.

Indian Education Special Emphasis
The Teacher Certification program includes a special optional emphasis on
Indian Education. This emphasis is
designed primarily to provide Indian
teachers for Indian schools. Students taking this option will complete all other requirements of the program, including
their major and minor fields of study.
They will also complete at least one full
quarter of study in "Native American
Learning Environments" during Fall
Quarter.
All students participating in the
Teacher Certification program should
benefit from this multicultural emphasis
in the program. The Fall Quarter offering
itself will satisfy the Teacher Certification
program's coodinated studies requirement.

Major and Minor Fields
It is possible to pursue the following
majors at Evergreen: art, biology,
chemistry, theatre, English and language
arts, mathematics, computer science, and
social science. Additional areas are in the
process of being approved. For a complete description of majors and minors
offered and courses required, see the
Academic Advising Office, Dean Ronald
Woodbury or Dean Barbara Smith. It is
not possible to pursue secondary majors
in music, home economics, vocational
education, physical education and some
other areas at Evergreen.

73

Teacher Certification

Admission Requirements

·1

Admission to the TESC/UPS Teacher
Certification program is highly competitive. Academic excellence is the
primary criterion. Students should begin
making their curriculum plan before
entering the program. All students should
develop strong writing skills and even
before entering the program many should
begin work on the graduation requirement
of college-level natural science. Secondary
students should have completed most of
their major requirements by the time they
enter the program. Strength of work in
proposed major and minor fields, as well
as letters of recommendation, playa major role in admissions decisions.
Minimum admission requirements include admission to the college, junior
class standing at the time of entering the
program, and a grade-point average of
C + (2.50), with graded transcripts or
comparable quality work on ungraded
transcripts.
As part of the admissions process,
applicants must also take standard
aptitude tests in reading, English, and
mathematics. Students scoring at less
than the 50th percentile may receive no
more than conditional admission to the
program. In preparation for the test,
students may take mock versions in order
to assuage any "test anxiety;'
identify any areas of weakness, or just
prepare for their first attempt. The
mathematics mock test is available in the
Self-Paced Learning (SPLU) Center and
reading and writing tests in the Learning
Resource Center (LRC). If necessary, a
second test is allowed in the fall.
For further information on the test and
when it is given, contact Marilyn Watson,
866-6000, ext. 6146.
Students entering the program with a
Bachelor's degree must also already have
had either 12 quarter hours of work in a
team-taught, interdisciplinary program
(including a seminar), or present a plan
to undertake this work with certification
conditional upon its completion; or
demonstrate equivalent experience in
interdisciplinary education.
Students wishing to apply for this program should complete all admission
requirements, including letters of recommendation and the special form from the
Admissions Office, prior to March 15.
Students who are selected for admission
at this time will be notified in writing
prior to the Academic Fair in early May.
A second, later, application deadline is
May 15, at which time those placed on
the waiting list after March 15 will be
reviewed, along with late applicants.
Full information may be obtained
through the Admissions Office. Current
Evergreen students will be charged a $5.00
copying fee for their transcripts. UPS will
consider education transfer credit on a
74 case-by-case basis.
Teacher Certification

Types of Certification

Job Availability

The State of Washington currently issues
Initial Certificates and Continuing Certificates to qualified applicants.
Students who successfully complete this
program will be eligible to hold the Initial
elementary (K-8), secondary (7-12), or
elementary/secondary (K-12) certificate.
The requirements for the Initial Certificate
include: (1) a Bachelor's degree, and (2)
completion of a State-approved teacher
education program which includes
meeting Initial generic standards as
described in the Washington Administrative Code. The Intial Certificate is
valid for 48 month from the date of issuance and may be renewed, upon completion of appropriate requirements, for
an additional 36-month period.
The Continuing Certificate
(elementary/secondary K-12) will be issued
to candidates who have (1) completed
three years of educational service (at least
two years must be in K-12 classroom
teaching); (2) completed 45 quarter hours
of upper-division or graduate-level study
(30 quarter hours of this work must be
taken after 180 days of teaching); and
(3) must have met the Continuing level
generic standards as described in the
Washington Administrative Code.
For further information, see Bob
Hostetter, Lab I 1012, 866-6000, ext. 6146.

During a typical year, approximately
35-40 school districts regularly approach
UPS for teacher candidates. In addition,
the UPS Office of Career Planning and
Placement receives written or phone contacts from numerous other districts seeking to fill specific teaching needs.
In 1981-82, the average beginning
teacher's salary in the Puget Sound area
was approximately $14,000.
In 1981-82, approximately 55070 of the
total number of TESC/UPS students
completing the certification sequence were
employed in regular full-time or substitute
teaching positions. Approximately 200/0of
our graduates did not chose to enter the
job market.

Continuation and Graduation in
the Certification Program
Criteria for continuation and graduation
in the Teacher Certification Program at
Evergreen include:
1. Completion of satisfactory work as
evidenced in the student's written
transcript evaluations at Evergreen.
2. Maintenance of a 2.50 average in the
student's UPS Certification classes.
3. Completion of major and minor field
requirements.
4. At least eight quarter hours of collegelevel natural science.
5. At least 12 quarter hours of work in
an Evergreen team-taught, interdisciplinary, coordinated studies program
or group contract, including participation
in a seminar. This requirement may be
fulfilled either in one program or group
contract of at least 12 quarter hours or in
two quarters of half-time, eight quarter
hour, work.
6. Completion of an academic program
including substantial work in writing,
equivalent to at least 12 identifiable
quarter hours.
Students seeking advice on, or a waiver
of, any of the interdisciplinary
coursework criteria and updated information on major and minor field requirements should see the Academic Advising Office, Dean Barbara Smith or
Dean Ron Woodbury.

Teacher Placement Service
Assistance in securing a teaching position
will be given by the University of Puget
Sound Career Planning & Placement
Bureau. This service is open to all seniors
and graduates of the School of Education
and to other certified teachers who have
taken at least four units of work in
residence. Students must complete all
necessary forms needed for credential
files.

Continuing Certification and Masters
in Education
Through an additional cooperative
arrangement between The Evergreen State
College and UPS, students may also complete, on the Evergreen campus, some of
their coursework for both Continuing
Certification and a Master's degree in
education. Appropriate Evergreen
coursework may be applied towards the
Continuing Certificate if it is taken after
earning a Bachelor's degree.
The University of Puget Sound provides advising for interested candidates on
the Evergreen campus. It is important to
file a plan of study with UPS when pursuing this work. Registration for UPS
coursework in Olympia is done through
the UPS Division of Continuing Education. Evergreen work must also be
specified in the plan of study and will be
registered through the usual Evergreen
registration channels.
For further information, contact Bob
Hostetter, Lab I 1012, 866-6000, ext. 6146.

Off-Campus
Programs

Evergreen runs two Off-Campus programs.
One is located in a center in Vancouver,
Washington; the other in downtown
Tacoma. Both of these off-campus
centers provide two-year, upper-division
programs. Classes are scheduled at times
convenient for working people.
Students wishing to enroll in an offcampus program must have completed 90
quarter hours of college-level work before
entering. Detailed information on Admissions is available at the Tacoma and Vancouver campuses, or through the Admissions Office in Olympia.

The Evergreen State College-Tacoma
The Evergreen State College-Tacoma program is designed for working adults over
25 years old who have completed their
first two years of college work.
Evergreen-Tacoma provides a broad based
liberal arts education in the arts and
sciences which recognizes the importance
of good communication skills to work
effectively in today's society. More
detailed information can be obtained by
contacting Maxine Mimms in Tacoma at
(206) 593-5915.

Comparative History of World
Ideas

Human Environments,
Expressions

Fall, Winter, Spring/Coordinated Study
Coordinator: Maxine Mimms
Enrollment: 144 Faculty: 6
Prerequisites: Upper-division standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter, Spring/Coordinated Study
Coordinator: Virginia Darney
Enrollment: 120 Faculty: 6
Prerequisites: Junior Standing
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: No

Topics to be explored in "Comparative
History of World Ideas" include: history
of computers; counting and mapmaking;
biology of the human body; comparative
world literature; technology and health;
political economy; comparative education;
and communications.
In addition, individualized plans for
specialized skill-building will be prescribed in such areas as writing, public
speaking, reading and study skills, and
computer skills.
Planned equivalencies in quarter hours:
6-history of computers; 6-counting and
mapmaking; 6-biology of the human
body; 6-comparative world literature;
6-political economy; 6-communication;
6-sociology of education; 6-technology
and health
48-totaJ
Program is preparatory for future studies,
careers and/or graduate study in health
areas, education, literature, and political
science.

The Evergreen State CollegeVancouver
The Evergreen State College-Vancouver
campus was founded in 1976 in conjunction with Clark College to provide upperdivision work leading to a Bachelor of
Arts degree for residents of Clark
County. Reciprocity with Oregon allows a
limited number of students residing in
Oregon to enroll at the Vancouver campus and pay resident tuition rates.
The Evergreen-Vancouver campus is
projected to grow to 250 students, and
designed to provide them with a highquality liberal arts education in a small
college setting. At the present time, three
curricular pathways are provided in
Management, Health and Human Services
and Community Studies. More specific
information can be obtained by contacting Anne Thrner in Vancouver at
206-696-6011.

Human

This upper division program is located in
Vancouver, Washington, and is designed
to serve adult learners in Southwest
Washington. It is concerned with the
study of human environments as expressions of values. The three career pathways
within this program-Management,
Community Studies, and Health and Human
Services-each contribute to the exploration of human environments through the
study of local, regional, and international
communities; the study of organizations,
of the relationship of people to the
several organizations of which they are
members; and the study of the
mechanisms by which people adjust to or
seek to change their environments. In
each instance, we will strive to understand
the values of these human communities
and to explore the assumptions implicit in
them.
The program will emphasize proficiency
in the skills associated with a liberal
education: effective writing, careful
reading and analysis of texts, and oral
communication in a collaborative learning
setting. Students in each of the three
pathways will also study techniques
specific to their career interests.
Planned equivalencies in quarter hours:
Distributed among humanities, social
science, public and business
administration
48-totaJ
Program is preparatory for future studies,
careers and/or graduate study in management, community planning and health.

75
Off-Campus Programs.

Part-time at Evergreen
~ Half-time (8 quarter hours) Programs 1984-85
Fall
Daytime

Although the primary foundation upon
which the Evergreen tradition has been
built is the full-time, team-taught,
interdisciplinary program, the college has
made it an important priority to provide
a variety of part-time options. In this
way, you can still share in the unique interdisciplinary education at Evergreen,
even if you attend only part of the time.
Many adult students pursue their degrees
at Evergreen by going to school part-time.
Every year there are a variety of interdisciplinary programs which have a halftime (8 quarter hours) option, or which
are designed for only 8 quarter hours.
These programs include both lower- and
upper-division
offerings and are taught
during the daytime, evenings, or on
weekends. The first chart below shows
half-time programs to be offered in
1984-85.
In addition to half-time programs,
Evergreen offers a variety of 4 quarter
hour courses, most of which are offered
in the evening and on weekends. A
preliminary list of these courses for
1984-85 follows.
In addition, Evergreen's other modes of
study are available to part-time students:
Individual Contracts (see page 8), Internships (see page 80), and Credit for Prior
Learning (see page 81).
If you are interested in part-time programs and courses, you will "¥.ant to get a
copy of the Evergreen Times, which lists
the dates, times, and descriptions of each
course or half-time program to be offered
during the coming quarter.

Winter
--------------------------------~

Great Questions & Great Books
(Core)
Reintroduction
to Education
Introduction
to Environmental
Studies
Plato's Republic
Utopias: Alternative Societies in
Thought and Practice
Ceremonies: Prefigurative
Culture
Human Health and Behavior
Natural and Artificial Structures
Chemical Thermodynamics
Electronics

~ Preliminary List of Part-time Courses 1984-85
Fall
Visual Arts
Drawing I
Printmaking

I

Performing

Arts

Beginning Ballet
Intermediate Ballet
Modern Dance I
Modern Dance II/III
Music Fundamentals
Music Theory III
Jazz Ensemble
Class Piano
Class Voice
Chamber Singers
America's Performing Arts:
Roots, Issues & Directions

Drawing II
Printmaking
II
Ceramic Sculpture
Beginning/Intermediate

Drawn
Printn
Ceram
Weal'-D M

Beginning Ballet
Intermediate Ballet
Modern Dance I
Modern Dance II/III
Music Theory I
Music Theory IV
Jazz Ensemble
Class Piano
Class Voice
Chamber Singers
Songwriting
America's Performing Arts:
Roots, Issues & Direction!

Media Arts

Language

On Location Production
Photography
I
Photography
II
Audio in Media II
Beginning Animation

and Culture

Reading, Writing and Study
Skills
Creative Writing
Playwriting
French Ia
Spanish Ia
Russian Ia
French II

76

Spring

Winter

Media for the Uninitiated
Portable Film/Video Skills
Photography I
Photography II
Audio in Media I
Animation Drawing

Part-Time Study

Great Questions & Great BooGr(ecat
(Core)
. 01
Reintroduction
to Education ~emt[t
Introduction
to EnvironmentalMoast~
emo
S tu d·res
S di
Studies in American Culture T~ re
Utopias: Alternative Societies e ~
Thought and Practice
C an
.
P fi
.
erem
C eremorues:
re iguranve
Cull
Culture
H
Human Health and Behavior uma
Natural and Artificial Struct '. ynan
. lEI' ectrorucs
Atom '
D·igita

Reading, Writing and Study
Skills
Writing for Film and Video
Playwriting
French Ib
Spanish Ib
Russian Ib
French II

~ng

Fall

I

Evening and Weekend

Winter

Spring

Management and the Public
Interest
Down and Out: The Literature
of Hard Times
Reintroduction
to Education
Writing Workshop

Management and the Public
Interest
Mural of Revolution: Mexico
Reintroduction
to Education
Writing -Workshop

Management and the Public
Interest
The Lure of Fascism
Reintroduction
to Education
Writing Workshop

Fall

Winter

Spring

Intro. to Computers and BASIC
Pascal Programming
Numerical Analysis I

Intro. to Computers
Pascal Programming
Numerical Analysis

Computer Architecture
Data Structures II

Operating Systems
Data Base System

Political Economy of Scientific
Problems
Microeconomics
Managerial Accounting
American Federal Government
Statistics and Research
Methods I

Political Economy of Scientific
Problems
Macroeconomics
Library Research Methods

Science, Technology
Seminar

Science, Technology,
Seminar

-I

~at Questions & Great Books
ao ICore)
ftroduction to Education
~tallstal Natural History
'lory Images
ies in American Culture
'e .'t Cuban Experiment: Theory
les lkd Practice
monies: Prefigurative
ulture
man Health and Behavior
or \amic Systems
cturliffi, Field and Quantum

'ng
~r--------------wing III
tmaking III
mics
reavirlMetal Design

,
nning Ballet
Irmediate Ballet
ern Dance II
ern Dance III
:icTheory II
ic Theory V
Ensemble
Piano
Voice
ber Singers
ts:
Ions

rica's Performing Arts:
Dots,Issues & Directions

I

Computer Science
Intro. to Computers and BASIC
Pascal Programming
Intermediate BASIC
Programming
Machine Organization
Data Structures I
Data Communications
Computer Graphics

and BASIC
II

Social Science and Management
Political Economy of Scientific
Problems
Introduction
to Accounting
Library Research Methods
Legal Research Methods
Behavior Modification:
Issues,
Ethics and Practices
Social Systems
Science, Technology, and Health
Seminar

and Health

Statistics and Research
Methods II
and Health

Humanities

Editing
!iographyII
~oin Media III

Oral and Performing Traditions
17th Century England
History of Jazz
Cutting Edge Symposium:
Science and Human Values
Children's Literature

Oral and Performing Traditions
17th Century on the Continent
History and Culture of the
Indians of Cape Flattery
Cutting Edge Symposium:
Science and Human Values

Cutting Edge Symposium:
Science and Human Values

Natural Science and Mathematics

ideo
hIe
ishIc
an Ic

th II

Self-Paced Pre-Calculus Math
Calculus I
General Chemistry I
College Physics I
Linear Algebra
Salmon
Human Ecology
General Biology I
General Entomology
Oceanography
Fundamentals
of Energy Systems

Self-Paced Pre-Calculus
Calculus II
General Chemistry II
College Physics II
Differential Equations
Earth Science
General Biology II
Agriculture Entomology
Organic Chemistry III

Math

Self-Paced pre-Calculus
Calcul us III

Math

Coastal Natural History
Planning Design
General Biology III
Organic

Laboratory

II
77
Part-Time Study

Graduate Study at Evergreen

Quantitative Analysis for the
Public Sector
(8 quarter hours)
This program covers descriptive and inferential statistics and research methods
particularly suited to the analysis of
social and economic policy. Applications
in forecasting and evaluation are examined. Instruction is provided in the use of
the computer for policy analyses.
Public Policy and Its
Administrative Implications
(8 quarter hours)
The development, implementation and
evaluation of public policies in particular
areas are examined. We include a focus
on the individual administrator in order
to explore ethical conflicts or dilemmas
that face one serving in such a role.

Kuehn

Master of Public Administration
Director: Lowell Kuehn
The Master of Public Administration
(MPA) Program reflects Evergreen's commitment to integrated, interdisciplinary
studies. The program provides a rigorous
professional education for students
engaged in, or intending to pursue,
careers in government or in organizations
involved with public issues. The MPA
Program enrolled its first class in the fall
of 1980, and represents the college's first
graduate degree offering.
The MPA Program is open to both full
and part-time students. Coursework is
available during evening hours for those
who are employed. Most students enrolled
in the program are full-time employees of
state or local governments and are pursuing their graduate studies on a part-time
basis.
A part-time student can complete the
60 quarter hour degree requirement in
eight academic quarters. A full-time
student may complete the requirement in
five or six quarters. Students lacking
significant public sector experience will be
expected to complete an internship for at
least one academic quarter.
MPA's curriculum consists of a
sequence of core programs and a number
of courses focused on particular areas of
concentration. The core programs are interdisciplinary and collaboratively taught,
and to some degree are organized around
cases or problems in public administration or public policy. The integrated
approach to instruction is particularly
well-suited to graduate study in public
administration. Extensive and detailed
narrative evaluations, as opposed to
grades, are used to record a student's
78 achievement.
Graduate Study

Core

The Political and Economic Context of Public Administration
(8 quarter hours)
This program describes development of
society and the economy and the parallel
development of our governmental forms.
It treats the relations between governmental activities and social political and
economic values and forces.
Managing Human Resources
(8 quarter hours)
This program covers the broad areas of
organization theory and behavior, personnel management and human resources
development, and their application to the
public setting.
Managing Fiscal Resources
(8 quarter hours)
Intermediate level principles of microeconomics, along with their welfare
economics underpinnings, provide the
foundations for this examination of the
management of public resources. Public
finances and budgeting techniques are
also studied.

Applications in Public Policy and
Administration
(8 quarter hours)
The student will prepare a case or
research report on a practical, public sector problem, typically related to his or
her area of concentration. The resulting
product may be a program evaluation, a
study of organizational change or a
description and analysis of an activity in
which the author played a key role. While
the analytic section of the project is to be
written, substantial latitude is permitted
as to the final form of the work submitted for the satisfaction of the Application requirement.
Elective Concentration
(12 or more quarter hours)
Prior to or in conjunction with work on
their Applications project, students will
engage in coursework in their area of
concentration. A minimum of twelve
quarter hours is required in one's area of
concentration; students wishing to pursue
additional advanced work in other areas
are encouraged to do so.
Instruction beyond or in addition to that
provided in the core sequence is available
in three areas of concentration: Public
Policy, Human Resources, and Public
Economics. Direct inquiries concerning
the program to Dr. Lowell Kuehn, Director, Graduate Program in Public
Administration, Library 2102, The
Evergreen State College, Olympia, WA
98505; (206) 866-6000, ext. 6385.

Soule

Admissions
The application deadline is March 15 for
early decisions, May 1 for regular admissions. Individuals interested in securing a
catalog, or in applying for admission to
the program, should request material
from the Admissions Office, The
Evergreen State College, Olympia,
Washington 98505.
Admissions will be competitive. The
admission decisions will be based on a
thorough review of the following:
Academic transcripts including certification of receipt of a bachelor's degree.
Brief essay on a public policy issue of
interest to the applicant.
Score on the Miller Analogy Test.
For some who apply, the transcript or
some other admissions material may be
an incomplete reflection of their interests
and abilities. Our admissions process will
consider the applicant's academic preparation as well as his or her professional
accomplishments or other public
activities, and may require an interview
with faculty.

Financial Aid
Certain forms of financial aid are
available to full-time students, however,
aid to part-time students is more limited.
In some cases, the MPA program can
assist a student in obtaining part-time
public sector employment. Information on
financial aid is available from the MPA
Program or from the Financial Aid
Office, The Evergreen State College,
Olympia, Washington 98505.

Master of Environmental
Studies

Students will enroll in the following core
sequence:

Director: Oscar H. Soule

Societal and Ecological Processes
(8 quarter hours)
This program will provide a framework
for understanding how ecosystems work
and how social pressures based on human
wants and needs come to bear on their
function. Historical, political and regional
foci will be used to clarify issues.
Students can expect to gain familiarity
with the impact of technology, cultural
patterns, and economic views on the living and non-living parts of the
environment.

The Graduate Program in Environmental
and Energy Studies leading to the degree
of Master of Environmental Studies
(MES) will open in September of 1984.
This, as with the MPA, is to be an integrated and interdisciplinary program.
The synthesis of technical aspects and
management aspects should produce welltrained graduates with working tools in
two areas of Environmental Studies.
The MES Program has come about
through interest expressed by potential
students and Evergreen's interest in
expanding its graduate offerings.
Environmental Studies has been a strong
point in the curriculum since the opening
of Evergreen; the MES Program is a
logical extension of this success.
The MES Program will be open to
part-time and full-time students.
Specifically, we are looking for people
who are interested in the practical
application of information in the fields of
energy studies and environmental studies.
To make attendance easier for employed
students, coursework will be concentrated
in the evening and late afternoon. Fulltime students can take these classes, plus
choose from selected daytime offerings to
complete their course of study.
The 72 quarter hour completion
requirement can be met by part-time
students in nine quarters, while full-time
students can complete their work in as
few as six quarters. All students are
expected to have coursework or workrelated experience in both the social and
natural sciences before entering the Program. Those choosing Energy Studies will
have specific math and physics requirements as well.
The MES Program will consist of three
parts: (1) a core taken by all students,
(2) electives leading to a major, and (3) a
thesis. The core will be taught by an interdisciplinary team, usually a social
scientist and a natural scientist. It will be
8 quarter hours and constitute the full
load for part-time students. The core will
run consecutively for four quarters: Fall,
Winter, Spring, Fall. Tho majors will be
available: Energy Resources and Land and
Water Resources. The choice of major
will lead to a specific track through the
electives. For the thesis, all students will
be required to complete a piece of
original, applied research in the form of
an individual or small group project.

Population, Energy and Resources
(8 quarter hours)
Students will study the contemporary
situations of population, energy, and
resources on a global, national, and
regional level. Emphasis will be given to
the interactions that shape levels of
affluence and to the impact of the
political process on the environment.
Case Studies: Environmental
Assessment and Policy
Management
(8 quarter hours)
Students will examine a variety of
methods to assess environmental problems
associated with particular technologies
and the use of specific resources. Students
will also examine how a policy, once implemented, has an impact on the original
environmental problem.
Quantitative Analysis for the
Public Sector: MES
(8 quarter hours)
This program will cover analytical and
research methods particularly suited to
the analysis of social and economic policy
as related to environmental concerns. It is
anticipated that certain aspects of this
program will be offered in conjunction
with the MPA Program at Evergreen.
Electives at this time include (4 quarter
hours each): natural resource economics,
environmental policy, ecological methods,
methods for energy analysis, energy
resources, energy systems, urban growth
management, freshwater and estuarine
resources, land resources.
Questions concerning the MES Program
should be directed to Oscar H. Soule,
Director, Graduate Program in Environmental and Energy Studies, The
(Evergreen State College, Olympia, WA
98505. Admission forms will be available
through Evergreen's Admissions Office in
January and applications should be completed by March 1 to be considered for
early acceptance.
79
Graduate Study

Special Forms of Study

Internships
What is an internship? Nationwide, fewer
than two percent of college students conduct internships while they are in school.
At Evergreen, however, over half of the
students do an internship before they
graduate. Many find it beneficial to do
more than one.
An internship gives a qualified student
the opportunity to gain, with supervision,
practical experience in a professional setting. In other words, it's a chance to take
what you have learned in the classroom
and apply it in the field. With careful
planning and close supervision, an internship can be an excellent opportunity to
acquire additional knowledge and explore
career options through hands-on work
experience in a specific area.
Each internship is sponsored by a
member of the faculty or by a uniquely
qualified staff member who has been
approved by the deans for service as a
contract sponsor. Activities at the internship setting are guided by a field supervisor who's selected on the basis of his or
her qualifications, experience, and willingness to serve as a mentor. Field supervisors are valuable learning resources to
whom most students otherwise would not
have access during their undergraduate
years.
Each internship is planned, arranged,
conducted, and evaluated each quarter in
terms of one's academic objectives for
that quarter.

All matters pertaining to each quarter
of an internship are negotiated and
agreed to before the internship begins.
Agreements are formalized by completing
an internship document which is signed
by all parties. Internship arrangements
almost always include a strong academic
component (related readings, report
writing, etc.), and all internships at
Evergreen are credit generating.
Internships may be conducted through
enrollment in a Coordinated Study program, a Group Contract, or an Individual
Learning Contract. Students enrolling for
a Coordinated Studies program or Group
Contract should plan to intern only if an
internship has been included among its
options or requirements. For those enrolling in an Individual Contract, an internship may constitute either a substantial
or a minor part of the contracted activities. Most internships are conducted by
juniors and seniors
Internships are conducted in a variety
of field settings and in many geographical
locations. While a majority of internships
are in southwest Washington, many
opportunities are available throughout
Washington state, in other states, and
even in other countries.

Recent Evergreen students have interned
in a variety of fields related to their
academic programs and career interests.
They include:
Accounting
Agriculture
Arts management
Business administration
Communication
Community organization
Computer science
Corrections
Counseling
Education
Environmental sciences
Health care services
Health education
Journalism
Marine biology
Marketing
Media production
Medical technology
Natural resources management
Outdoor/environmental education
Performing arts
Political science
Psychology
Public administration
Social services
Visual arts
The internship program is coordinated
by the Office of Cooperative Education.
Arrangements for each internship must be
cleared in advance with, and approved by
this office. Students interested in conducting internships should contact
Cooperative Education at the earliest
possible date to obtain an internship
request form and schedule a conference
with a Co-op counselor.
For additional information about
internships, write the Office of
Cooperative Education, LAB I, The
Evergreen State College, Olympia, WA
98505.

80
Special Forms of Study

External Credit Program

Credit by Examination

Self-Paced Learning Center

If you are an adult student entering or
returning to college after some years of
work or community experience, you may
be able to earn academic credit for what
you have learned as a result of this
experience. Evergreen's External Credit
Program offers you an opportunity to
earn up to a year's credit by writing a
document which communicates collegelevel learning you may have acquired
through life experience. The learning for
which you seek credit must have occurred
in non-academic settings and before your
first enrollment at Evergreen.
If you have prior learning experience
which may make you eligible for the program, contact the Coordinator of
External Credit during your first quarter
of enrollment for a brochure and more
details.

A third option for earning credit for prior
learning is offered through nationally
recognized examination programs.
Students who score three or higher on the
Advanced Placement Examination of the
College Entrance Examination Board will
be awarded college-level credit. Tests
prepared by the College Level Examination Program (CLEP) and the Proficiency
Examination Program (PEP) are available
in a variety of subject areas. Scores must
be at, or above, the fiftieth percentile,
and subjects may not duplicate other
earned credit. Where essay exams are
available, they are required. Information
on these national examinations is
available in the Registrar's office.

Evergreen recognized early in its history
that students could study some subjects
effectively by using materials that allow
them to work at their own pace. Since the
college opened it has been building a collection of slide-tapes, computer-assisted
instruction, videotapes, programmed texts,
and other resources with which you can
independently study such diverse areas as
science, management, music, mathematics,
and languages.
You may use two main facilities for
self-paced studies for academic credit,
either on your own, or as part of a
regular academic program. One is the
Self-Paced Learning Center (known as the
SPLU lab) which maintains an inventory
of equipment and materials primarily
used in the sciences, such as calculators,
microscopes, chemical and photographic
laboratory equipment, and others. The
other is the PLATO Learning Center.
PLATO is a computer-aided instruction
system that offers thousands of hours of
instruction in more than 100 different
academic fields. Here you can register for
a complete sequence of self-paced instruction in, for example, "Introduction to
Computers and the BASIC Programming
Language' Some of these programs
satisfy requirements for academic
programs. However, "browsing" also is
welcomed.

Evaluation of Certificated
Learning
If you have taken formal training
sequences such as those offered by all
branches of the military or through
organized personnel training programs,
you may have these experiences evaluated
for credit by our Registrar. The American
Council on Education has prepared a
manual for evaluating many organized
training programs and courses for college
credit.

Learning Resource Center
The Learning Resource Center is available
to you or any Evergreen student if you
feel a need for individualized, self-paced
help with reading, writing, or study skills.
You may work on a walk-in basis or take
a course for credit. Both self-programmed
materials and tutorial assistance are
available, as well as diagnostic testing to
determine your needs. The Learning
Resource Center is just one of the Educational Support Programs, see page 86.

A quiet moment belies the flurry of interplay between
book and mind.

81

\

\

\

\'

At Evergreen, you always have easy access
as hands-on experience begins at the
freshman level. As the state's newest college, Evergreen offers some of the most
modern equipment and facilities in the
Pacific Northwest. Evergreen's beauty has
caught the eye of the Seattle Times:
"...especially remarkable for an instituition
whose physical existence hardly exceeds a
decade, the campus already manages an
ambiance of natural and built environment that should be the envy of its much
more venerable peers:' And a reaccreditation team recognized Evergreen's wealth
of tools for the mind by declaring the
academic facilities "superior to that which
can be found in any institution of which
we have knowledge:'
Following is a brief look at some of
the resources available for your academic
studies and leisure pursuits.
82

""-

.~ ~~
..

Ideas and information-access to them
and ways to communicate them-that's
what the Library is all about.
Evergreen's Library is the nerve center
of campus and uniquely successful in providing students and faculty with hands-on
access to a great variety of tools for instruction and research. There are films,
books, slides and prints, as well as
periodicals and newspapers, audio tapes,
media equipment for viewing and producing programming, and an extensive
reference collection. Staff members will
help you relate the Library's resources to
your academic work and personal
interests.

The Library provides you access to
book and periodical collections of the
libraries through the computerized data
base of the Washington Library Network.
In fact, Evergreen borrows more materials
on Interlibrary Loan than any other college in the Northwest. Each year, the
Library circulates a much larger proportion of its book collection than most colleges, and Evergreen students check out
far more items per person than average.
Moreover, Library staff are eager to assist
you in finding a way to communicate the
information you discover.
For example, as part of our integrated
communications system, the Library
features a Media Production Center
which is equipped with work stations for

the student producer who wishes to use
audio mixing facilities, multi-media programming equipment, an ARP music synthesizer, photography equipment, audio
editing benches and drafting tables. The
Media Loan area circulates media equipment-35mm cameras, slide projectors,
video equipment, etc.-just as the other
areas circulate books and slides.
Books, equipment and other resources
in Evergreen's collection are carefully
chosen to support the college's academic
programs. Library staff also teach many
workshops and courses to support you in
the discovery and communication of your
ideas and information.
More details about the Library and its
resources can be found in the Information Calendar, which can be picked up
just inside the Library's main doors.

83

Computer Services
You'll find you have open access to the
computer through Evergreen's hands-on
approach to learning. Each year an
estimated 40 percent of Evergreen's
students find a valuable problem-solving
resource in Computer Services, which is
located in a spacious, comfortable
terminal room deep in the heart of the
Library.
Evergreen's excellent computer facilities
were greatly improved during the 1983-84
academic year. The Washington State
Legislature appropriated $405,000 for the
acquisition of major new computing
resources to support growing student use
in computer science, statistical analysis,
word processing, laboratory sciences, the
arts and music. More than 75 terminals
and microcomputers are now scattered
around campus and terminals are even
available from Media Loan for individual
use at home.
The use of an administrative HP
3000/44 and other statewide computer
systems is also available via an on-line
remote job entry facility. This provides
you with access to special software and a
variety of large computers for "number
crunching:' Other on-campus computer
facilities include an extensive collection of
microcomputers, Data General NOVA
mini-computers, 15 PLATO terminals, a
"talking terminal" for blind student
access, plotters and graphics terminals,
and an analog/digital hybrid system.
You'll get a great deal of staff support
as you use computer resources, operate
equipment, and write special programs.
Academic offerings for students interested
in computer science have been expanding
(see page 65 for listings). Individual contracts are also available with faculty and
staff, as well as internships with computer
manufacturers, software houses, and major users, including state government.

84

Evergreen graduates have produced
commercial computer-animated films, attended graduate schools in computer
science including Stanford and the
University of Edinburgh in Scotland, and
taken their knowledge into the work
world as a powerful tool to complement
their other pursuits.
In recognition of its work with computers, Evergreen was cited by a National
Science Foundation study as one of ten
exemplary colleges and universities
nationwide in the use of instructional
computing.
Arts and Sciences Laboratory
Building

Communications

Laboratory

The Communications Laboratory
Building, just north of Parking Lot C,
provides a comprehensive instructional,
performance, and production facility for
audio and video communications, film,
theater, speech, music, dance, and twodimensional design. The structure houses
the 200-seat Recital Hall and the black
box Experimental Theater; faculty and
staff offices; and recording studios and
rehearsal halls for orchestra, chorus and
band. The building is state-of-the-art
throughout, including facilities for electronic music, filmmaking and previewing.
Lecture Halls

The Laboratory Building provides you
with a learning environment and facilities
to support the arts and sciences. There's
space and equipment for large groups to
work together in team-taught Coordinated
Study programs, small groups to carry
out research, and individual students to
pursue special projects.
LAB I houses a lab supply store, a
number of teaching and research labs, an
exercise testing lab, holography lab, electron microscope, advanced microscopy
lab, and several instrument labs which
feature spectrophotometers, chromatographs, ultra-centrifuges, scintillation
counters and other equipment necessary
for advanced instruction in the sciences.
The balance of space goes to a vivarium
of exotic plants, painting and design
studios, and various shop and storage
areas.
The Annex has a greenhouse, ceramic
studio, and a large area for sculpture,
shop work, casting, welding, lapidary,
spray painting, and sheet metal work.
LAB II houses the Self-Paced Learning
Center (see page 81) and large, open
studio spaces as well as weaving, batiking,
jewelry-making, drawing and design
facilities adjacent to general laboratory
science space. The Printmaking Studio,
one of the best in the state, includes
facilities for lithography, serigraphy,
intaglio, bookbinding, letterpress printing,
papermaking, photo lab work, equipment
for registering color lithographs, and
producing fine book work.

The Lecture Halls are housed in a pieshaped structure on the west side of the
central plaza. The building contains five
auditoriums with capacities for 75 to 320
people. Each room is equipped, to varying degrees, for media presentations such
as 16 mm feature-length movies, 35mm
slide shows, video recording and playback, and overhead or rear-screen
projections.
Some program lecture sessions meet in
the Lecture Halls. Feature-length films are
usually screened in Lecture Hall One, and
campus events are often scheduled in the
facility.
Seminar Building
On the west edge of campus, the Seminar
Building provides seminar rooms, faculty
and staff offices, and headquarters for
graphics, campus security, counseling and
health services, and the women's clinic.

College Activities Building

Recreational Arts

The Seawulff

The College Activities Building on the
east end of the central plaza contains
many student and campus headquarters,
including the cafeteria, bookstore, information center, deli, radio station and student activities center. A complete postal
facility, bike repair shop and conference
rooms round out the activities, contained
in the three-story building.
The CAB provides a quiet place to
study, or just meet and talk with people.
A complete postal facility, bike repair
shop and conference rooms rounds out
the activities contained in the three-story
building.

The Metal Arts and Ceramics Studios on
the eastside of campus comprise the
Recreational Arts Center, where artists,
real and would-be, practice their craft.
Jewelry making, small metal sculpture,
lapidary work, leather and stained glass
facilities are found in the 211 Metal Arts
Studio, with the "fire arts" (raku,
stoneware, porcelain and kiln-fired glass)
nearby in 201 Ceramics Studio. There are
both electric and kick wheels, three electric bisque kilns, 30- and 60-cubic-foot
gas kilns and temporary raku kilns for
artists' use.
A black-and-white photo darkroom is
also available to students and community
residents who either enroll in Leisure
Education or pay a user fee.

Commissioned in 1978, the Seawulff is a
38-foot sailboat, a portable piece of campus that serves Evergreen as a floating
classroom for marine studies and research
projects. Built by students, faculty and
community volunteers over a six-year
period, the vessel now plies the waters of
Puget Sound on a regular basis, venturing
as far north as the San Juan Islands.

Campus Recreation Center
One of the best-equipped facilities in the
Pacific Northwest, the Campus Recreation
Center sports an II-lane Olympic-size
swimming pool complete with a separate
diving well, competition timing system
and power lift for the handicapped; sun
deck; two sauna baths; showers and
locker rooms; multipurpose dance room;
martial arts, exercise and weight training
rooms, and five racquetball courts.
Downstairs from the swimming pool is
the Recreation Equipment Center, where
you can rent just about anything you'd
want for outdoor activities. Rentals include sailboats, kayaks, canoes, Nordic
skis, backpacking equipment and, for day
use, volleyballs, nets and softball
equipment.
East of the Rec Center is a 20-acre
playfield for field hockey, flag football,
rugby, soccer and softball. Also in place
are four lighted tennis courts, a rockclimbing wall, two horseshoe pits and an
archery cage. Only a 20-minute walk or
short drive away, you'll find the boating
facility on Evergreen's 3,300 feet of undisturbed saltwater shoreline.

Organic Farm
You can raise crops at the Organic Farm
on the west edge of campus, either
through an academic program or on community plots by individual request.
Located at the end of a quarter-mile walk
through the woods west of campus, the
Farmhouse is used as a meeting place by
various academic programs. Direct your
requests for use of the farm or solar
greenhouse to the Resident Caretaker at
the Organic Farm.

Malheur Bird Observatory
Although Evergreen programs travel to
many locations around the Northwest, the
Malheur Bird Observatory is perhaps
most frequently visited. Located on the
Malheur National Wildlife Refuge in
eastern Oregon, an area of rich wildlife
diversity in the high desert at the
northern margin of the Great Basin, the
Observatory has complete living facilities,
including wall tents and a mess hall, and
is an ideal base for field studies.
Evergreen and the other colleges in
Washington and Oregon often use the
Malheur Bird Observatory. It is an important resource for several programs in
Environmental Studies.

Jonathan Knapp (left), Magdalena Donnelly, and
Joan Barker celebrate the end of a quarter at a
seminar potluck.

85

Campus Directory

An alphabetical listing of some of the
many student services you'll find at
Evergreen.
Academic Advising will help you plan
your academic pathway through
Evergreen. Thrn to page 11 for a full
description.
Admissions will be happy to show you
around campus if you've never been to
Evergreen before. Just give them a call at
206-866-6000, extension 6170. Complete
information on the admissions process is
on page 14.
Bike Shop. You can get tools, free advice
and the room to operate on your bicycle
here in the basement of the College
Activities Building.
Bookstore. The place to go for textbooks
and supplies, the Bookstore also offers
general reading and reference books,
recreation wear, film processing, greeting
cards, gifts and much more.
Bus Service from campus to the Olympia,
Lacey, Tumwater area is provided daily by
Intercity Transit (IT). Buses arrive and
depart at the Library loop and campus
housing every 30 minutes on week days
and hourly during evenings and weekends.
An Evergreen van services an additional
weekend route to Tumwater. You can flag
down an IT bus or Evergreen van anywhere, anytime, provided there's a safe
place to pull over.
Computer Services has more than 75
terminals for student access. See page 84.
Cooperative Education, in Lab I of the
Arts and Sciences Building, is where
you'll find out everything there is to know
about internships. More about internships
on page 8.

86

Cooper Point Journal, or CPJ, is a
student-run weekly newspaper supported
by student fees and advertising. Internships are available.
The Corner in the residence halls offers
evening meals often accompanied by live
entertainment.
Counseling Services helps members of the
campus community acquire skills to solve
problems and develop their human potential. Workshops, seminars, individual and
group counseling are among the activities
offered. You'll find them in the Seminar
Building.
Day Care is provided weekdays from
9 a.m. to 4 p.m. for the pre-school
children of students while college is in
session. Internships are encouraged.
Parents pay on a sliding scale that
averages between $3 and $10per day.
Deli. Sandwiches, espresso, sundaes, juice and a full line of other food
and beverages can be purchased at the
Deli in the College Activities Building.
Educational Support Programs provide
services to students for both their formal
academic pursuits and personal needs and
interests through the Learning Resource
Center (see page 81), and KEY-Special
Services and the Third World Coalition,
both described in this directory.
Events of both an academic and entertaining nature occur at Evergreen
throughout the year. Highlighting the list
are the Evergreen Expressions Performing
Arts Series, which brings dance, music
and theater to campus; the President's
Symposium which hosts the visit of a
prominent national figure every spring;
and the Colloquium Series which presents
a quarterly line-up of experts who speak
on topics of current scientific interest.
Evergreen also stages two major annual
events that attract visitors from around
the area: Super Saturday which celebrates
the end of the school year and graduation
on the first weekend in June, and the
Concours D'Elegance vintage car show
which brings car-buffs to campus by the
thousands in late July.

Facilities you can use are
described on page 83-85.
Financial Aid information can be found
on page 19.
Food Services gives you the choice of
meals for cash or on a scrip ticket basis.
Purchasing scrip tickets saves ten percent.
Bonus tickets are given at the beginning
of each quarter for larger purchases. The
cafeteria, located on the first floor of the
College Activities Building, offers a large
salad bar, a hot food line with a different
menu daily, homemade pizza, Mexican
bar, snack bar, fresh pastries and much
more. Vegetarian items are offered at all
meals and special diets can be prepared
when medically required.
Gardening plots are available on campus,
see page 85.
"Happenings," a weekly publication of
the Office of Information Services, provides newsbriefs and a detailed calendar
of campus events. A companion publication, "The Newsletter,' has news and
feature stories about Evergreen people,
programs, events and problems every
month. Both are distributed on Fridays
from the Information Center.
Health Services/Women's Clinic is staffed
with professional and paraprofessional
medical personnel who are available to
discuss health concerns with registered
students during Fall, Winter, and Spring
Quarters. Diagnosis and treatment is provided for injury, illness and emergency
first aid. Laboratory testing is also
available at cost, as well as most prescription medication. A limited number of
work-study and internship positions are
available.
Women's Clinic provides services
addressed specifically to women's health
needs. The staff is trained to deal with
most questions that women and men have
about sexual health. Annual exams, infection checks, S.T.D. screening and treatment, cancer and DES screening, reproductive planning and counseling, and
workshops on health issues are all
available.

Housing for about 600 students is provided on campus in four residence halls,
which have living units ranging in size
from single and double studios to one,
two and five-bedroom apartments; and in
the "Mods" a cluster of two-bedroom,
four-person duplexes. Most units have
complete kitchen facilities. Units are
available on a first-come, first-serve
basis, following completion of an application and receipt of deposit. Forms and
more information can be obtained from
the Housing Office, Room 322, Building
A, The Evergreen State College, Olympia,
WA 98505.
Information
Center, operated by part-time
student employees, serves the Evergreen
community and campus visitors from
8 a.m. to 5 p.m., weekdays during Fall,
Winter and Spring Quarters. Check with
them if you have any questions about
times and places of campus events.
KAOS FM Radio Station (89.3) airs a
wide variety of shows created by students
and community volunteers who support
and staff it.

:d

)-

KEY-Special Services is designed to assist
students in achieving their educational
goals by providing academic advising,
career guidance and numerous personal
and academic skills development
workshops. Appropriately,
KEY encourages you to Keep Enhancing Yourself,
and you'll find it in Library 3501.
Learning Resource Center provides help
with reading, writing and study skills. See
page 81.

ipLegal Aid from paralegal assistants in
cooperation with a local practicing attorney assists students in need of legal
advice. If the need arises, contact SelfHelp Legal Aid, Library 3223.

Leisure Education provides non-credit
workshops which are fun, enriching and
creative. Each quarter, more than 100
workshops in sports, movement, art,
acquatics, and others are offered to
students, staff and community members.
Check the listings in room 305 of the
Campus Recreation Center.
Mail Services delivers student mail to individual boxes in the residence halls six
days a week. Mail drops are centrally
located and a self-serve postal unit is provided on the first floor of the College
Activities Building. If you're a new student, you can send belongings in advance
of your arrival by addressing them care
of Mail Services, The Evergreen State
College, Olympia, WA 98505. Such items
must be claimed in person.
Recreation and Athletics offers a full
roster of sports clubs as well as intramural activities in soccer, basketball,
softball, volleyball, running, mountain
climbing, river running, sailing and skiing. In addition, Evergreen's intercollegiate athletics program fields men's and
women's teams in soccer, swimming and
diving, tennis and sailing (Walk-ens are
welcome!). During the winter, the college
offers its popular Ski School that makes
twice-weekly trips to the Cascades. See
page 85 for details on the Campus
Recreation Center.
Registrar and registration
on page 16.

information

Third World Coalition welcomes all
persons of color and works to insure their
complete access to equal educational
opportunities
at Evergreen. The Coalition
functions administratively
as an advocate
and advisor in such areas as curriculum
development, faculty hiring, and student
recruitment and retention. Direct services
to the campus community include the
development of a scholarship fund; sponsorship of educational workshops,
cultural events, information and referral
assistance; academic and social advising;
and educational, political and social
advocacy. A Third World library, lounge
and a study room is also available to
students of color.
The Third World Coalition also provides assistance to the following student
organizations:
Asian/Pacific
Isle Coalition, Northwest Indian Center, MEChA,
Ujamaa and Third World Women.
Veterans Affairs assists veterans and other
eligible persons with information and all
VA-related applications to assure maximum use of benefits provided under law.
The Office also provides counseling and
referral assistance to veteran students and
serves in an advocacy role by supporting
their issues and concerns at the college
and in the community.
Women's

Clinic, see Health

Services.

is

Self-Paced Learning Unit Center provides
you opportunities
to learn at your own
pace. See page 81.
Services and Activities (S&A), administered by a board of students, faculty
and staff, takes a portion of tuition fees
to fund numerous student organizations
and activities.

ave
ec-

87

Governance

Governance
Contract

and the Social

The Evergreen system of governance
includes open and ready access to information, but foremost, the system rests on
the willingness of all members of the
campus community to participate in the
spirit of compromise and consensus.
Decisions, and methods used for
implementation of decisions, must be
handled at a level of responsibility and
accountability established after consultation with students, faculty, and staff affected by the issue.
Evergreen has a system of meetings,
committees, mediation, appeals, and
grievance resolution set out in the
Evergreen Administrative Code (EAC),
copies of which are available in the Information Center and Business Office. All of
these require full community acceptance
to be successful.
Another integral part of Evergreen's
system of governance is the Social Contract. Rather than a list of prohibitions
and negative rules, the Social Contract is
a positive document that states the
mutual goals and purposes of the college
as reflected in the rights and responsibilities of all members of the campus
community.
A committee of students, faculty, staff
and administrators regularly review and
update the Social Contract, which is
published in the Washington Administrative Code (WAC 174-107-010)and the
Academic Advising Handbook, available
at the Academic Advising Office, Library
1221.

Using College Premises

Facilities/Use

Regulations

Evergreen's facilities may be used for
activities other than education, provided
that users meet eligibility requirements,
suitable space is available, and adequate
preparations are made.
Arrangements for conferences or group
gatherings by outside organizations are
made through the Conference Coordinator, in the College Activities Building,
room 214.
Evergreen students, faculty and staff
who want to schedule a special event or
the appearance of an outside speaker
must contact the Activities Coordinator,
CAB 305.
Reservations for space and/or facilities
are made through the Office of Facilities,
Scheduling Section, Lab II, room 1254.
Allocations of space are made first for
Evergreen's regular instructional and
research programs, next for major allcollege events, then for events related to
special interests of groups of students,
faculty or staff, and then for alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
No admission fee may be charged or
contributions solicited at on-campus
events/meetings without written permission from the Activities Coordinator or
Conference Coordinator.

Because Evergreen is state-owned, there
are responsibilities to the state and
Thurston County that must be met. Here
are some of them.

Alcoholic Beverages
No liquor is allowed on campus, or in
campus facilities, unless a banquet permit
has been issued by the State Liquor Control Board in accordance with state
regulations.
Permits may be obtained through the
Dean of Student and Enrollment Services,
Library 1200.
Rooms in the residence halls and
modular units are homes, and drinking is
legally permissible for students 21 or
older.

Firearms
Weapons brought to campus for hunting
or sport must be checked with Security
for safekeeping. A special explanation for
handguns must be filed.
Anyone in possession of an unchecked
firearm is subject to immediate expulsion
from Evergreen.

Pets
Pets are not allowed on campus unless
under physical control by their owner. At
no time are pets allowed in buildings.
Stray animals are held for one day and
then turned over to the Humane Society.

Bicycles
Bicycles should be locked in parking
blocks provided at various locations
around campus. Bicycles should not be
placed in, or alongside, buildings.

Smoking
Smoking is not allowed in "No Smoking"
areas, and any other place where such a
request is made by the person in charge.

88

1

Parking and Traffic Regulations

Security

Affirmative Action

All motor vehicles must display valid
parking permits, available at the following
prices:

Security is staffed by officers trained as
law enforcement professionals to interact
with all members of the campus community in a positive way. While charged
with the enforcement of campus regulations, and state and local laws, Security's
goal is to resolve problems by using Evergreen's Social Contract rather than the
courts whenever possible. Security is
socially oriented, and approaches that
charge with a high degree of humanism.
Security is open 24 hours a day, seven
days a week, to respond to campus needs.

The Board of Trustees of The Evergreen
State College expressly prohibits discrimination against any person on the basis
of race, color, national origin, sex,
marital status, religion, age, disability or
veteran status. The responsibility for, and
the protection of, this commitment
extends to students, faculty, administration, staff, contractors, and those who
develop or participate in college
programs.
To implement this commitment,
Evergreen has developed an Affirmative
Action Policy, which is published in the
Washington Administrative Code under
WAC 174-109 (available in the Library
and Affirmative Action Office).
Persons who wish legal or statistical information on Affirmative Action, or who
believe they have been discriminated
against at Evergreen, are urged to contact
the Affirmative Action Officer, Rebecca
Wright, Library 3238.

Autos

Annually
Quarterly
Daily

$40.00
16.00
.50

Motorcycles

$20.00
8.00
.50

Parking permits are available from the
Cashier's Office. Daily permits can be
purchased at the information booth on
the front entrance road to campus.
Parking in, or alongside, roadways is
hazardous and prohibited. Illegally parked
vehicles will be impounded at the expense
of the vehicle owner or driver. The college cannot assume responsibility for any
vandalism or theft to vehicles while
parked on campus.
Campus speed limits, generally 25 miles
per hour or less, are indicated by signs.
Drivers must obey all traffic signs posted
on campus.

Personal Property
Although the college cannot assume
responsibility for the loss of personal
property from campus buildings, the
Housing Office provides personal property cards for listing of all personal items
of value. Security keeps the card on file
in case of loss or theft.
Office of Handicapped
and Services

Access

Board of Trustees
September 1983

This office coordinates services for
students with mobility and sensory impairments, and learning or other
disabilities. Campus areas modified for
greater accessibility include a science lab,
photo darkroom, tv studio control room,
post office, racquetball court, showers,
and swimming pool lift. For further
information, contact Rebecca Wright,
Handicapped Access and Services, Library
3238.

Thelma Jackson, Chairman
Lacey
Herbert Gelman, Vice Chairman
'Iacorna
Jane B. Sylvester, Secretary
Seattle
Robert J. Flowers
Seattle
George Mante
Aberdeen

89

Faculty
A more extensive detailing of Evergreen
faculty members' areas of expertise can
be found in the Academic Advising
Handbook, available in Library 1221.

Humanities-Art
Richard W. Alexander
English and Literature, 1970;
Assistant Academic Dean, 1980-1982;
B.A., English, Emory University, 1956; M.A, English,
Tulane University, 1961; Ph.D., English, University of
Illinois, 1966.
Nancy Allen
Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College,
1963; M.A., Spanish, Columbia University, 1965.
Susan M. Aurand
Art, 1974;
B.A., French, Kalamazoo College, 1972; M.A.,
Ceramics, Ohio State University, 1974.
Gordon Beck
Art History and Cinema, 1971;
AB., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D.,
Theater, University of Illinois, 1964.
Craig B. Carlson
Communications, 1973;
B.A., English, College of William and Mary, 1965;
Ph.D., English, University of Exeter, England, 1972.
Donald W. Chan
Music, 1971;
B.A., Music, San Jose State College, 1962; M.S.,
Music, Julliard School of Music, 1964.
Sally J. Cloninger
Film-Television, 1978;
B.S., Syracuse University, 1969; M.A., Theater, Ohio
State University; 1971; Ph.D., Communications-Film,
Ohio State University, 1974.
Doranne Crable-Sundmacher
Literature and Dance, 1981 (visiting);
B.A., English, University of Michigan, 1965; M.A.,
American Literature, Wayne State University, 1973;
Ph.D., English, Wayne State University, 1977.
Thad B. Curtz
Literature, 1972;
B.A., Philosophy-Literature, Yale University, 1965;
M.A., Literature, University of California at Santa
Cruz, 1969; Ph.D., Literature, University of California
at Santa Cruz, 1977.
Leo Daugherty
Literature and Linguisitics, 1972;
Academic Dean, 1975-76;
A.B., English-Art, Western Kentucky University, 1961;
M.A., English, University of Arkansas, 1963; Ph.D.,
American Literature, East Texas State University,
1970.
Judith Espinola
Speech Communication, 1981;
Coordinator of Media Services, 1981 - Present;
B.A., Theater and Speech, Emerson College, 1961;
M.A., Speech Communication and Literature, University of Oklahoma, 1963; Ph.D., Oral
Interpretation of Literature, Theater History and
Literacy Criticism, Northwestern University, 1970.
Susan R. Fiksdal
Languages, 1973;
Diplome de Langue, Universite de Toulouse-Bordeaux
a Pau, 1%7; Diplome de Langue et Lettres Francaises,
Universite d'Aix Marseille, 1968; B.A., French,
Political Science, Western Washington University,
1969; M.A., French, Middlebury College, Vermont,
1972.
Marilyn J. Frasca
Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961;
M.A., Art, Bennington College, 1964.

90

Andrew M. Hanfman
Senior Member of the Faculty;
Language Studies; Russian-Soviet Area Studies, 1972;
Ph.D., Modern Languages-Comparative Literature,
University of Thrin, 1937.
W. Joye Hardiman
Theater-Communications, 1975;
B.A., Literature-Creative Writing, State University of
New York at Buffalo, 1968; M.A., Urban Folklore,
State University of New York at Buffalo, 1975.
Patrick J. Hill
Philosophy, 1983;
Academic Vice President and Provost, 1983-Present;
A.B. Philosophy, Queens College, 1963; A.M.
Philosophy, Boston University, 1966; Ph.D.,
Philosophy, Boston University, 1969.
Willard Humphreys
Philosophy; 1970;
Academic Dean 1976-1980;
A.B., Mathematics, Allegheny College, 1961; M.A,
History-Philosophy of Science, Indiana University,
1963; M.A, Philosophy, Yale University, 1965; Ph.D.,
Philosophy, Yale University, 1966.
Margaret 1. Hunt
Dance, 1976;
B.F.A., Dance, Ohio State University, 1969; M.Ed.,
Dance, Temple University, 1972.
Mary Huston
Librarianship, 1980;
B.A., American Studies, Hamline University, 1971;
Master of Library Studies, University of Hawaii,
1972; M.A., Women's Studies, Goddard College, 1977.
Bernard Johansen
Dance, 1972.
Kazuhiro Kawasaki
Art History, 1976;
B.A., Art History, University of Washington, 1970;
M.A., Art History, University of Washington, 1972.
Stan Klyn
Arts-Engineering, 1972;
B.S., Engineering, California State University at San
Jose, 1967; M.S., Mechanical Engineering, California
State University at San Jose, 1968.
Mark A. Levensky
Philosophy, 1972;
B.A., Philosophy, University of Iowa, 1959; A.M.,
Philosophy, University of Michigan, 1961; Ph.D.,
Philosophy, University of Michigan, 1966.
Jean Mandeberg
Fine Arts, 1978;
B.A., Art History, University of Michigan, 1972;
M.F.A, Metalsmithing-Jewelry Making, Idaho State
University, 1977.
David Marr
Literature-American Studies, 1971;
B.A., English, University of Iowa, 1965; M.A.,
American Civilization, University of Iowa, 1967;
Ph.D., American Studies, Washington State
University, 1978.
S. Rudolph Martin
English, 1970;
Academic Dean, 1973-1976;
A.B., English, University of California at Berkeley,
1957; M.A., English, San Francisco State College,
1961; Ph.D., American Studies, Washington State
University, 1974.
Patricia Matheny-White
Librarianship, 1978;
B.A., Music, Macalester College, 1967; M.A, Library
Science, University of Denver, 1968.
Charles J. McCann
English, 1968;
President, 1968-77;
B.A., Naval Science, Yale University, 1946; M.S.,
Merchandising, New York University, 1948; M.A.
English, Yale University, 1954; Ph.D., English, Yale
University, 1956; M.P.P.M.,(Honorary), Yale School of
Organization and Management, 1979.

Frank Motley
Librarianship,

1978;

B.S., Psychology, Portland State University, 1965;
M.S., Librarianship, University of Oregon, 1%8.
Alan Nasser
Philosophy, 1975;
A.B. Classical and Modern Languages, SI. Peter's
College, 1961;Ph.D., Philosophy, Indiana University,
1971.
Mary F. Nelson
Art, Anthropology, Minority Studies, 1972;
B.F.A., Art Education, Washington State
University, 1966; M.A., Art Anthropology,
University of Idaho, 1%8.
Charles N. Pailthorp
Philosophy, 1971;
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
David Paulsen
Philosophy, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy of Science, Stanford University, 1971.
David L. Powell
Literature, 1972;
B.A., English, Pennsylvania State University, 1960;
Ph.D., Literature, University of Pennsylvania, 1967.
Terry A. Setter
Music and Audio, 1983 (visiting);
B.A, Music, University of California, San Diego,
1973; M.A., Music, University of California, San
Diego, 1978.
Sandra M. Simon
English, 1973;
B.A., Psychology, University of California at Los
Angeles, 1954; M.A. , English, University of
California at Los Angeles, 1963.
Leon R. Sinclair
Literature, 1971;
B.A., University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Susan P. Smith
Librarianship, 1978;
Dean of Library, 1981-Present;
B.A, History, Wake Forest University, 1963; M.S.L.S.,
University of North Carolina, 1966.
Paul J. Sparks
Art and Photography, 1972;
B.A., Art, San Francisco State College, 1968; M.A
Art-Photography, San Francisco State College, 1971.
Charles B. Teske
Literature, 1970;
Academic Dean, 1970-75;
B.A., English, Lafayette College, 1954; M.A., English,
Yale University, 1955; Ph.D., English, Yale University,
1962.
Gail Tremblay
Creative Writing, 1980;
B.A., Drama, University of New Hampshire, 1967;
M.F.A, English (poetry), University of Oregon, 1969.
Sidney D. White
Art, 1970;
B.A., Art Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics, University of Wisconsin,
1952.
Ainara D. Wilder
Theater and Drama, 1972;
B.A., Dramatic Arts, Wisconsin State University, 1968;
M.A., Theater Arts, University of Wisconsin, 1969.
William C. Winden
Music, 1972;
Assistant Academic Dean, 1976-78;
B.S., Music, Stanford University, 1953; M.A., Music,
University of Washington, 1961;D.M.A., Music,
University of Illinois.

Natural Sciences
John O. Aikin
Computer Science, 1976;
Director of Computer Services; 1976-Present;
B.A., Physics, Reed College, 1967; Ph.D., Cognitive
Psychology, Brown University, 1972.
Clyde Bartow
Chemistry, 1981;
B.S., Chemistry, Eastern Washington University, 1968;
Ph.D., Chemistry, Arizona State University, 1973.
Judith E. Bayard
Computer Science, 1982(visiting);
B.A., Math and Philosophy, The College of William
and Mary; M.A., Philosophy, Brown University.
Michael W. Beug
Chemistry, 1972;
B.S., Chemistry, Harvey Mudd College, 1966; Ph.D.,
Chemistry, University of Washington, 1971.
Richard B. Brian
Mathematics, 1970;
B.S., Physics, Grove City College, 1953; M.A.,
Mathematics, University of Maryland, 1959; Ph.D.,
Mathematics Education, University of Maryland,
1966.
Richard A. Cellarius
Plant Biology, Biophysics, Environmental Policy, 1972;
B.A., Physics, Reed College, 1958;Ph.D., Life
Sciences, Rockefeller University, 1965.
Robert Cole
Physics, 1981;
B.A., Physics, University of California at Berkeley,
1965; M.S., Physics, University of Washington, 1967;
Ph.D., Physics, Michigan State University, 1972.
George E. Dimitroff
Mathematics, 1973;
B.A., Mathematics, Reed College, 1960; M.A.,
Mathematics, University of Oregon, 1962; Ph.D.,
Mathematics, University of Oregon, 1964.
Larry L. Eickstaedt
Biology, 1970;
Academic Advisor, 1978-81;
B.S., Biology, Buena Vista College, 1961;M.S.,
Zoology-Ecology, State University of Iowa, 1964;
Ph.D., Marine Biology-Ecological Physiology,
Stanford University, 1969.
Betty R. Estes
History of Science, 1971;
B.S., Mathematics, University of Oklahoma, 1957;
M.A., Mathematics, University of Pennsylvania, 1960.
John Robert Filmer
Marine Studies, 1972;
B.S., Agriculture, Cornell University, 1956; B.A.E.,
Agricultural Engineering, Cornell University, 1957;
M.S. Hydraulic Engineering, Colorado State
University, 1964; Ph.D., Fluid Mechanics, Colorado
State University, 1966.
Burton S. Guttman
Biology, 1972;
B.A., University of Minnesota, 1958; Ph.D., Biology,
University of Oregon, 1963.
Steven G. Herman
Biology, 1971;
B.S., Zoology, University of California at Davis, 1967;
Ph.D., Zoology, University of California at Davis,
1973.
Donald G. Humphrey
Biology, 1970;
Academic Dean, Natural Sciences and Mathematics,
1970-73;
B.S., Physical Education, University of Iowa, 1949;
M.s., Physical Education, University of Washington,
1950;Ph.D., Zoology, Oregon State University, 1956.
Linda B. Kahan
Biology, 1971;
A.B., Zoology, University of California at Berkeley,
1963;M.A., Biology, Stanford University, 1965; Ph.D.,
Biology, Stanford University, 1967.
Jeffrey J. Kelly
Chemistry and Biochemistry, 1972;
B.s., Chemistry, Harvey Mudd College, 1964, Ph.D.,
Biophysical Chemistry, University of California at
Berkeley, 1968.

Robert H. Knapp, Jr.
Physics, 1972;
Assistant Academic Dean, 1976-79;
B.A., Physics, Harvard University, 1965; D. Phil.,
Theoretical Physics, Oxford University, England, 1968.
Elizabeth M. Kutter
Biophysics, 1972;
B.s., Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New York,
1968.
G. Siegfried Kutter
Astrophysics, 1972;
B.S., Physics, University of Washington, 1962; M.A.,
Physics, University of Rochester, New York, 1965.
Ph.D., Physics, University of Rochester, New York,
1968.
Patricia Labine
Ecological Agriculture, 1981;
B.A., Zoology, Mount Holyoke College, 1961;Ph.D.,
Biology, Stanford University, 1966.
Kaye V. Ladd
Inorganic Chemistry. 1975;
B.A., Chemistry, Reed College, 1963; M.A., Physical
Chemistry, Brandeis University, 1965; Ph.D., Inorganic
Chemistry, Brandeis University, 1974.
Albert C. Leisenring
Mathematics, 1972;
B.A., Mathematics, Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
David H. Milne
Biology, 1971;
B.A., Physics, Dartmouth College, 1961;Ph.D.,
Entomology, Purdue University, 1967.
Willie L. Parson
Microbiology, 1972;
Academic Dean, 1974-78
B.S., Biology, Southern University, 1963; M.S.,
Bacteriology, Washington State University, 1968;
Ph.D., Microbiology, Washington State University,
1973.
John H. Perkins
Biology, History of Technology and Environment,
1980;
Academic Dean, 1980-Present;
B.A., Biology, Amherst College, 1964; Ph.D., Biology,
Harvard University, 1969.
Hazel J. Reed
Mathematics, Spanish, 1977;
B.A., Mathematics, Reed College, 1960; M.S. and
Ph.D., Mathematics, Carnegie Mellon University, 1968.
Jacob B. Romero
Applied Science, 1972;
B.S., Chemical Engineering, University of New
Mexico, 1954; M.S., Chemical Engineering,
University of Washington, 1957; Ph.D., Chemical
Engineering, University of Washington, 1959.
Niels A. Skov
Oceanography, 1972;
B.S., Mechanical Engineering, Teknikum,
Copenhagen, Denmark, 1947; M.S., Physical
Oceanography, Oregon State University, 1965; Ph.D.,
Physical Oceanography, Oregon State University, 1968.
Robert R. Sluss
Biology, 1970;
B.S., Zoology, Colorado College, 1953; M.S.,
Entomology, Colorado State University, 1955; Ph.D.,
Entomology, University of California at Berkeley,
1966.
Oscar H. Soule
Biology, 1971;
Director of Graduate Program in Environmental
Studies, 1983-Present;
B.A., Biology, Colorado College, 1962; M.S., Zoology,
University of Arizona, 1964; Ph.D., Ecology-Biology,
University of Arizona, 1969.
James Stroh
Geology, 1975;
B.S., Geology, San Diego State University, 1968; M.S.,
Geology, University of Washington, 1971;Ph.D.,
Geology, University of Washington, 1975.
Frederick D. Tabbutt
Chemistry, 1970
B.S., Chemistry, Haverford College, 1953; M.A.,
Chemistry, Harvard University, 1955; Ph.D., Physical
Chemistry, Harvard University, 1958.

Peter B. Taylor
Oceanography, 1971;
B.S., Biochemistry, Corneil University, 1955; M.S.,
Marine Biology, Scripps Institution of Oceanography,
University of California at Los Angeles, 1960; Ph.D.,
Marine Biology, Scripps Institution of Oceanography,
University of California at San Diego, 1964.
Alfred M. Wiedemann
Biology, 1970;
B.S., Crop Science, Utah State University, 1960; M.S.,
Agronomy, Utah State University, 1962; Ph.D., Plant
Ecology, Oregon State University, 1966.
Byron L. Youtz
Physics, 1970;
Academic Dean, 1973-74;
Vice President and Provost, 1978-83;
B.S., Physics, California Institute of Technology, 1948;
Ph.D., Physics, University of California at Berkeley,
1953.

Social Sciences
Guy B. Adams
Public Administration, 1978;
Director of Graduate Program in Public
Administration, 1980-1981;
B.A. History, Temple University, 1970; M.A. Public
Administration, University of New Mexico, 1973;
D.P.A., George Washington University, 1977.
Bill Aldridge
Education-Social Psychology, 1970;
B.A., Mathematics, Oregon State University, 1959;
M.Ed., Guidance, Oregon State University, 1964;
D.Ed., Educational Administration, University of
Oregon, 1967.
William Arney
Sociology, 1981;
B.A., Sociology, University of Colorado, 1971; M.A.
Sociology, University of Colorado, 1972; Ph.D.,
University of Colorado, 1974.
Priscilla V. Bowerman
Economics, 1973;
A.B., Economics, Vassar College, 1966; M.A.,
Economics, Yale University, 1967; M.Phil., Yale
University, 1971.
Jovana J. Brown
Library and Information Studies, 1974;
Dean of Library Sciences, 1974-1981;
A.B., Political Science, University of California, 1959;
M.L.S., Librarianship, University of
California at Berkeley, 1965; M.A., Political Science,
University of California at Berkeley, 1967; Ph.D.,
Library Science, University of California at Berkeley,
1971.
William H. Brown
Geography, 1974;
B.A., Geography, Antioch College, 1959; M.A. and
P.A., Geography, University of California at Berkeley,
1967; Ph.D., Geography, University of California at
Berkeley, 1970.
Bill Bruner
Economics, 1981 (visiting);
B.A., Economics and Mathematics, Western
Washington University, 1967.
Lloyd Colfax
Native American Studies, 1981;
B.A., Native American Studies, The Evergreen State
College, 1974.
Barbara Cooley
Health Education, 1981;
Director of Cooperative Education, 1977-Present;
B.S., Psychology and Health Education, James
Madison University, 1959; M.A. Health Education,
Ohio State University, 1965.
Stephanie Coontz
History and Women's Studies, 1974;
B.A., History, University of California at Berkeley,
1966; M.A., European History, University of
Washington, 1970.

91

(
Beryl L. Crowe
Political

Science,

Communications,

A.B., Political Science, San Francisco State College,
1959; M.A., Political Science, University of
California at Berkeley, 1961.
Diana C. Cushing
Psychology,

1978;

B.S., Occupational Therapy, University of Buffalo,
1959; Ph.D., Clinical Psychology, State University of
New York at Buffalo, 1971.
Virginia Darney
Literature

and Women's

Studies,

1978;

A.A., Christian College, 1963; B.A., American
Literature, Stanford University, 1965; M.A.,
Secondary English Education, Stanford University,
1966; M.A., U.S. Studies, King's College, University of
London, 1972; Ph.D., Emory University, 1983.
Elizabeth Diffendal
Applied Social Science-Planning,
Academic Dean, 1981-85;

1975;

A.B., Social Anthropology, Ohio State University,
1965; M.A., Social Anthropology, University of
California at Los Angeles, 1968.
Carolyn E. Dobbs
Urban Planning,

1971;

B.A., History-Political Science, Memphis State
University, 1963; M.A., Political Science, University of
Kentucky, 1966; M., Urban Planning, University of
Washington, 1968; Ph.D., Urban Planning, University
of Washington, 1971.
Kenneth Dolbeare
Political

Science,

1981;

BA., English, Haverford College, 1951;L.L.B.,
Brooklyn Law School, 1958; Ph.D., Political Science,
Columbia University, 1965.
Donald Finkel
Psychology,

1976;

BA., Psychology, Yale University, 1965; Ph.D.,
Developmental Psychology, Harvard University, 1971.
Thomas H. Foote
Education-Journalism,

1972;

B.A., Journalism, University of Tulsa, 1961;M.S.Ed.,
Humanities, Oregon College of Education, 1967;
Ph.D., Education, Oregon State University, 1970.
Russell R. Fox
Community
Planning, 1972;
Academic Advisor, 1981-83;

B.A., Mathematics, University of California at Santa
Barbara, 1966; M., Urban Planning, University of
Washington, 1971.
Margaret H. Grlbskov
Journalism

and Education,

1973;

Ph.D., Education, University of Oregon, 1973.
Jeanne E. Hahn
Political
Assistant

Science, 1972;
Academic Dean,

1978-80;

B.A., Political Science, University of Oregon, 1962;
M.A., Political Science, University of Chicago, 1964.
Phillip R. Harding
Architecture,

1971;

B., Architecture, University of Oregon, 1963; M.,
Architecture, University of California at Berkeley,
1970.
Lucia Harrison
Public

Administration,

1981;

B.A., Arts Administration, Antioch College, 1972;
M.P.A., Public Policy, University of Wisconsin at
Madison, 1976; Ph.D., Educational Administration,
University of Wisconsin at Madison, 1979.
Rainer G. Hasenstab
Environmental

Design,

1974;

B., Architecture, University of California at Berkeley,
1965; M., Architecture, University of California at
Berkeley, 1970.
Peta M. Henderson
Anthropology,

1974;

B.A., History, Swarthmore College, 1958; M.A.,
Anthropology, McGill University, 1969; Ph.D.,
Anthropology, University of Connecticut, 1976.
David Hitchens
History

92

Lynn D. Patterson

Virginia Ingersoll
1970;

and Social

Work, 1970;

B.A., History, University of Wyoming, 1961;M.A.,
History, University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.

1975;

BA., Journalism-Philosophy, Marquette University,
1964; Ph.D., Communications and Organizational
Psychology, University of illinois, 1971.
Winifred Ingram
Psychology,
1972; Emeritus, 1981;
B.A., Sociology, University of Washington, 1937;
MA., Sociology, University of Washington, 1938;
Ph.D., Clinical Psychology, Northwestern University,
1951.
Richard M. Jones
Psychology,

American

B.A., Anthropology, Ohio State University, 1966;
M.A., Anthropology, University of Washington, 1968.
Rita Pougiales
Education,

Studies,

1977;

1979;

BA., Liberal Arts, The Evergreen State College, 1972;
M.A., Education, University of Oregon, 1977, Ph.D.,
Education and Anthropology, University of Oregon,
1981.
Thomas B. Rainey
History

1970;

A.B., Psychology, Stanford University, 1950; Ph.D.,
Clinical Psychology, Harvard University, 1956.
Lovern Root King
Native

Anthropology,
1971;
Academic Dean, 1973-76;

and Russian

Studies,

A.B., History, University of Florida, 1962;M.A.,
History, University of illinois, 1964; Ph.D., History,
University of Illinois, 1966.
Gilbert G. Salcedo
History,

Sociology, 1975;
Director of Graduate Program
Administration,
1983-85;

Political Science, 1978;
Academic Dean, 1978-Present;

B.A., Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
Jan Lambertz
Recreation and Physical Education,
1982;
Director of Athletics and Recreation,
1982-Present

B.S., Recreation and Physical Education, Colorado
State University, 1970; M.A., Education, University of
Denver, 1971.
Eric H. Larson
Anthropology,

1971;

BA., San Jose State College, 1956; M.S.,San Jose
State College, 1957; Ph.D., Anthropology, University
of Oregon, 1966.
Gerald Lassen
Public Administration,

1980;

B.A., Mathematics, University of Texas, 1960; M.A.,
Economics, University of Wisconsin, 1967.
Russell Lidman
Economics,
1974;
Director of Graduate Program
Administration,
1981-83;

in Public

B.S., Electrical Engineering, Cornell University, 1966;
M.P.A., Economic Development, Princeton University,
1968; M.A., Economics, University of Wisconsin at
Madison, 1970; Ph.D., Economics, University of
Wisconsin at Madison, 1972.
Earle W. McNeil
Sociology,
Academic

1971;
Advisor,

1983-Present;
B.S., Chemistry, Washington State University, 1964;
M.A., Sociology, Washington State University, 1965.
Maxine L. Mimms
Social Services,

1972;

B.S., Education, Virginia Union University, 1950;
Ph.D., Pedagogical and Curriculum Studies, Union
Graduate School-West, 1977.
Arthur Mulka
Public Administration,

1979;

B.A., Sacred Heart Seminary, 1954; S.T.L., Catholic
University, 1958; S.S.L., Biblical Institute, Rome, Italy,
1965; M.P.A., California State University, 1975; D.P.A.,
Public Administration, University of Southern
California, 1980.
Charles T. Nisbet
Economics,

1971;

B.A., Economics, Kalamazoo College, 1958; M.B.A.,
Business, Indiana University, 1959; Ph.D., Economics,
University of Oregon, 1967.
Ruth Palmerlee
Costume

Design

and Theater,

1982;

B.A., Theater, California State University at Chico,
1976; M.F.A., Co~tume Design, University of Oregon
at Eugene, 1977.
Mark Papworth
Anthropology,

1972;

B.A., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958; Ph.D.,
Anthropology, University of Michigan, 1967.

1972;

BA., U.S. History, San Jose College, 1970.
Barbara L. Smith

B.A., Political Science, Lawrence University, 1966;
M.A., Political Science, University of Oregon, 1968;
Ph.D., Political Science, University of Oregon, 1970.
Matthew E. Smith
Political

Science,

1973;

B.A., Political Science, Reed College, 1966; MA.T.,
Social Science, Reed College, 1968; Ph.D., Political
Science, University of North Carolina, 1978.
Susan Strasser
American

History,

1975;

BA., History, Reed College, 1969; BA., U.S. History,
Staie University of New York at Stony Brook, 1971;
Ph.D., History, State University of New York at Stony
Brook, 1977.
Gregory Stuewe-Portnoff
Psychology,

A

1972;

B.A., English, Seattle Pacific College, 1972, M.A.,
Communications, University of Washington, 1976.
Lowell Kuehn
in Public

A

A
A
A

A
A
A
A
A
A
A
A
A

P
P

E
E
E
E

E

1971;

B.A., Psychology, Brooklyn College, 1961;M.A.,
General Experimental Psychology, Brooklyn College,
1964; Ph.D., Social Psychology, City University of
New York, 1976.
Nancy Taylor

I
I
I
(

History-Education,

(

1971;

(

A.B., History, Stanford University, 1963; M.A.,
Education, Stanford University, 1965.
Kirk Thompson

(

Political Science, 1971;
Academic Advisor, 1977-78;

(

B.A., History, Stanford University, 1956; M.A.,
Political Science, Stanford University, 1958; Ph.D.,
Political Science, University of California at Berkeley,
1965.
Gregory Weeks
Economics,
1981(visiting);
B.S., Economics, Pittsburgh State College, 1969; M.S.,
Economics, Pittsburgh State College, 1972; Ph.D.,
Economics, Washington State University, 1978.
David W. Whitener

(

Native

American

Studies,

1978;

B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School
Administration, Western Washington University, 1970.
York Wong
Management
and Computer Sciences, 1975;
Director of Computer Services, 1973-75;
Assistant Academic Dean, 1979-81;

B.S., Electrical Engineering, University of
Arkansas, 1956; M.B.A., Columbia University, 1970.
Ronald G. Woodbury
History, 1972;
Academic Dean,

1982-84;

B.A., Economics, Amherst College, 1965; MA., Latin
American History, Columbia University, 1967; Ph.D.,
Latin American History, Columbia University, 1971.
Irwin Zuckerman
Economics,

1977;

A.B., University of North Carolina, 1941;M.A.,
Economics, Yale University, 1974.

(

(
(

(
(

General Index

A

E

Academic Advising, 11
credit, 12, 16
Fairs, 12
standing, 17
warning, 17
Acceleration, 16
Address, changes, see Registration, 16
Admission
conditional, 15
notification, 15
requirements and procedures, 14
Adult Student Housing (ASH), 87
Advanced placment, 81
Affirmative action, 89
Alcohol, 88
Appeals, 18
Application deadlines, 14
Application fee, 14
Applied Social Theory, 29
Arts & Sciences Laboratory Building, 84
Athletics, 87
Auditors, 15

Educational Support Programs, 86
Emergency loans, 19
Enrollment deposit, 14
Environmental Studies, graduate program, 79
Environmental Studies, 33
Equivalencies, see Narrative Evaluations, 13
Evaluations, 13
Exit interviews, 17
Expenses, estimated yearly, 18
Expressive Arts, 39
External Credit, 81
F
Facilities
academic, 83
use regulations, 88
Faculty, 90
advisor, 12
evaluations, 13
Fees and charges, 18
Financial aid, 19
estimated expenses, 18
Firearms, 88
Food services, 86
Foreign language study, 51
Foreign students, 15
Foundation scholarships, 19
Freshman admission requirements, 14
Full-time status, 16

8
Bachelor of Arts, 17
Bachelor of Science, 17
Bicycles, 88
Bike Shop, 86
Billing procedures, 18
Bookstore, 86
Bus Service, 86

C
Calendar, 96
Campus Recreation Center, 85
Career Planning and Placement, 6
CLEP,81
Communications Laboratory, 84
Computer Services, 84
Conferences, 13
Confidentiality of records, 17
Contacting Evergreen, 96
Contracts
see Group, Individual, Social
Cooper Point Journal, 86
Cooperative Education, 80
Coordinated Studies, 6
Core Programs, 9, 25
Counseling Services
Academic Advising, 11
Career Planning and Placement, 6
KEY Program, 87
Psychological counseling, 86
Third World Coalition, 87
Courses, 8, 76
Covenants, 10
Credit, 12, 16
Curriculum planning, 11
D
Day Care Center, 86
Degree requirements, 17
Deposits, 14, 19
Directory, 86
Disbursements, 19
Disciplines, 6
Drops, program changes, 16

G
Gardening, 85
General Education Development Tests, 14
Governance, 88
Graduate study, 78
Graduation requirements, 17
Group Contracts, 6
H
Half-time programs, 76
Handicap Access, 89
Happenings, 86
Health insurance, 19
Health Services, 86
Housing, 87
Housing, off-campus, 87
Humanities, 47
I
Individual Learning Contracts, 8
Information Center, 87
Insurance, 19
International students, 15
International studies, 51
Interdisciplinary programs, 5
Internships, 8, 80
Intramurals, 87
K
KAOS, 87
KEY Program, 87
L
Language and Culture Studies, 51
Learning Resource Center, 81
Leaves of absence, 17
Lecture Halls, 84
Legal aid, 87
Leisure Education, 87
Library, 83
Loans, 19

M
Mail services, 87
Malheur Bird Observatory, 85
Maps, campus and vicinity, 97
Master of Environmental Studies, 79
Master of Public Administration 78
Minority Affairs, 87

N
Narrative Evaluations, 13
Native American Studies, 53
Newsletter, 85

o

Off-campus housing, 87
Organic gardening, 85

p

Parking, 19, 88
Partial credit, 16
Part-time study, 8, 16, 76
Payment procedures, 18
PEP, 81
Pets, 88
Placement, 6
Planned equivalencies, see Narrative Evaluations, /3;
Specialty Areas, 29-7/; Political Economy and
Social Change, 55
Portfolios, 17
Program planning, 10, 23
Property cards, 88
Public Administration, graduate program, 78
Public events, 86
R
Record keeping, 17
Recreational Arts, 85
Refunds, 18
Registration, 16
Residency, 18
Returning students, 15

S
Scheduling of typical week, 8
Scholarships, 19
Science and Human Values Demonstration Projects, 59
Science, Technology, and Health, 61
Seawulff, 85
Security, 88
Self-Help Legal Aid, 87
Self-Paced Learning, 81
Seminars, 5
Seminar Building, 84
Ski School, 87
Smoking, 88
Social Contract, 88
Special forms of study, 80
Special Students, 15
Specialty Areas, 10, 29-71
SPLU Lab, 81
Sports, 87
Student evaluation of faculty, 13
Study abroad, 51
Subjects, academic, 94
Summer Quarter, 15

T
Tacoma Program, 75
Teacher Certification, 72
Third World Coalition, 87
Transcripts, 17
Transfer of credit, 14
Transfer students, 14
Thition, 18
U
University of Puget Sound, 72
Upside-Down Degree Program, 15

V
Vacations, 96
Vancouver Program, 75
Veterans, 16, 87
W
Warning, academic, 17
Withdrawals, 16
Women's Clinic, 86

93

Academic Subject Index
The academic subjects taught at Evergreen during 1984-85 are listed below, in
alphabetical order. For each subject, the
Coordinated Study Programs or Group
Contracts in which that subject is taught
are listed. Specialty Areas are listed in
italics when the subject is taught in all or
most of the offerings of that Specialty
Area. It is impossible to list all Individual
Contract or Internship possibilities. Many
of these subjects, and some subjects not
listed, can be studied on contracts or internships. Part-time courses are not included here, but a list by title can be
found on page 77.
Accounting
Management and the Public Interest, 31
Aesthetics
Expressive Arts, 39
Foundations of Human Inquiry, 26
Great Questions and Great Books, 26
Growth and Form, 28
Image and Idea of the Human Body, 50
Agriculture
Ecological Agriculture, 37
American History
Political Economy and Social Change, 55
Studies in American Culture, 50
U.S. Economy Today, 57
Anatomy
Molecule to Organism, 67
Principles of Biology, 35
Animal Behavior
Environmental Studies, 33
The Human Condition, 60
Anthropology
Anthropology of Visual Communication, 42
Applied Cultural Documentation: Bali, 42
Ceremonies: Prefigurative Culture, 54
Comparative Studies in Social Institutions, 57
Image and Idea of the Human Body, 50
Issues, Traditions, and Change, 28
Personal is Political/Imagemaking, 40
Political Economy and Social Change, 55
Techniques of Visual Anthropology, 41
The Human Condition, 60
Art
Expressive Arts, 39
Growth and Form, 28
Art History
Expressive Arts, 39
Foundations of Human Inquiry, 26
Great Questions and Great Books, 26
Ballet
Dance: Creation and Performance, 43
The Gaia Aesthetic, 40
Biochemistry
Advanced Environmental Studies, 38
Human Health and Behavior, 66
Molecule to Organism, 67
Biology
Coastal Natural History, 36
Human Health and Behavior, 66
Introduction to Environmental Studies, 35
Molecule to Organism, 67
Paradox of Progress, 27
Political Ecology, 26
Principles of Biology, 35
The Human Condition, 60
Botany
Coastal Natural History, 36
Ecological Agriculture, 37
Evergreen Environment, 38
Introduction to Environmental Studies, 35
Political Ecology, 26

94

Business Administration
Business of Computers, 62
Comparative Studies in Social Institutions, 57
Management and the Public Interest, 31
Microeconomics and Social Justice, 57
U.S. Economy Today, 57
Calculus
Energy Systems, 68
Matter and Motion, 67
Ceramics
Flat, Flat, Round, 41
Chemistry
Advanced Environmental Studies, 38
Atom, Field and Quantum, 70
Chemical Thermodynamics, 68
Master of Environmental Studies, 79
Matter and Motion, 67
Molecule to Organism, 67
Child Development
Human Health and Behavior, 66
Psychological Counseling, 66
Teacher Certification, 72
The Lives and Education of Children, 31
Communications
Mass Communications and Social Reality, 31
Community Studies
Advanced Environmental Studies, 38
Center for Community Development, 32
Ceremonies: Prefigurative Culture, 54
Community Development Internships, 37
Community Resources-Design-Social
Change, 60
Comparative History of World Ideas (Tacoma), 75
Human Environments, (Vancouver), 75
Community Planning
Advanced Environmental Studies, 38
Center for Community Development, 32
Community Development Internships, 32
Community Study Center, 32
Computer Science
Computer Sciences Program, 65
Cutting Edge Symposium, 60, 71
Science, Technology, and Health, 61
Society and the Computer, 27
The Paradox of Progress, 27
Costuming
Directors on Directing/Actors on Acting, 43
Counseling
Comparative Studies in Social Institutions, 57
Counseling the Culturally Different, 53
Human Health and Behavior, 66
Human Environments, (Vancouver), 75
Metaphor, Dreams and Language, 48
Psychological Counseling, 67
The Lives and Education of Children, 31
Creative Writing
Fiction Writing Workshop, 44
Writing Short Fiction and Poetry, 44
Cross Cultural Studies
Anthropology of Visual Communication, 42
Applied Cultural Documentation: Bali, 42
Ceremonies: Prefigurative Culture, 54
Comparative History of World Ideas (Thcoma), 75
Great Questions and Great Books, 26
Image and Idea of the Human body, 50
Issues, Traditions, and Change, 28
Language and Culture Center, 51
Native American Studies, 53
Paradox of Progress, 27
Personal Is Politicallimagemaking, 40
Political Economy and Social Change, 55
Techniques of Visual Anthropology, 41
Cultural History
Foundations of Human Inquiry, 26
French Culture, 52
Great Questions and Great Books, 26
Image and Idea of the Human body, 50
Issues, Traditions, and Change, 28
Political Economy and Social Change, 55
Russia/USSR, 52
17th Century Continental Europe, 49
17th Century England, 49
Studies in American Culture, 1890-1940, 50

The Cuban Experiment, 50
Utopias, 49
Dance
Dance: Creation and Performance, 43
The Gaia Aesthetic, 40
Drawing
Flat, Flat, Round, 41
Personal Is Politicallimagemaking, 40
Studio Project: Painting & Drawing, 40
Design Projects
Community Resources-Design-Social
Change, 60
Energy Systems, 68
Growth and Form, 28
Earth Science
Earth Environments, 34
Introduction to Environmental Studies, 35
Ecology
Advanced Environmental Studies, 38
Earth Environments, 34
Ecological Agriculture, 37
Environmental Design, 34
Evergreen Environments, 38
Introduction to Environmental Studies, 35
Master of Environmental Studies, 79
Political Ecology, 26
Economics
Comparative History of World Ideas (Tacoma), 75
Human Environments, (Vancouver), 75
Management and the Public Interest, 31
Master of Public Administration, 78
Political Economy and Social Change, 55
Education
Applied Social Theory, 29
Computers in Education, 66
Native American Learning Environments, 54
Teacher Certification, 72
Electronics
Also see Computer Science, 64
Digital Electronics, 69
Dynamic Systems, 70
Electronics, 69
Energy Systems, 68
Energy Studies
Energy Systems, 68
Engineering
3-2 Engineering, 64
English Composition
Core Programs, 25
Also see Creative Writing, 44
Learning Resource Center, 81
Entomology
Agricultural Entomology, 37
Ecological Agriculture, 37
General Entomology, 37
Environmental Science
Environmental Studies, 33
Master of Environmental Studies, 79
Ethnic Studies
Language and Culture Center, 51
Native American Studies, 53
Film
Anthropology and Visual Communication, 42
Applied Cultural Documentation: Bali, 42
Techniques of Visual Anthropology, 41
Finance
Human Environments, (Vancouver), 75
Management and the Public Interest, 31
French
French Culture, 52
Language and Culture Center, 51
Genetics
Human Health and Behavior, 62
Molecule to Organism, 67
Principles of Biology, 35
Geology
Earth Environments, 34
Health
Comparative Studies in Social Institutions, 57
Counseling the Culturally Different, 53
Human Health and Behavior, 66
Human Environments, (Vancouver), 75
Issues, Traditions, and Change, 28
Paradox of Progress, 27

Psychological
Counseling, 66
Senior Learning Community,
71
World Population
Policy, 58
History
Comparative
History of World Ideas (Tacoma),
Comparative
Studies in Social Institutions,
51
Foundations
of Human Inquiry, 26
Great Questions and Great Books, 26
Human Environments,
(Vancouver), 75

75

Modern Dance
The Gaia Aesthetic, 40
Molecular Biology
Molecule to Organism, 67
Multicultural
Studies
Comparative
History of World Ideas (Tacoma),
Issues, Traditions, and Change, 28
Language and Culture Center, 51

Native American Studies, 53

Humanities, 47

Music

Issues, Traditions and Change, 28
Paradox of Progress, 27
Personal Is PoliticallImagemaking,

Expressive Arts, 39
Society and the Computer,
Natural History

40

Political Economy and Social Change, 55
Reintroduction
to Education,
27
Society and the Computer,
27
The Human Condition,
60
Humanities
Comparative
History of World Ideas (Tacoma),

Environments,

Political Ecology, 26
Nutrition
Human Health and Behavior,
75

Chemistry

Science, Technology, and Health, 61
(Vancouver),

75

Microeconomics
and Social Justice, 57
Jazz
Composition
and Performance,
45
Oral and Performing
Traditions, 45
Japanese

Language and Culture Center, 51

and Social Reality, 31

Language and Culture Center, 51
Land Use Planning
Community
Resources-Design-Social

Change,

60

Environmental Studies, 33
Language

66

Science, Technology, and Health, 61
Organic

Humanities, 47

Journalism
Internships,
80
Mass Communications
Korean

27

Environmental Studies, 33
Master of Environmental Studies, 79

Core Programs, 25
Expressive Arts, 39
Human

75

Studies

Painting
Flat, Flat, Round, 41
Memory Images, 43
Personal Is PoliticallImagemaking,
40
Studio Project: Painting & Drawing, 40
The Artistic Imagination,
42
Performing Arts
America's Folk Music in Cultural Perspective,
Composition
and Performance,
45
Dance: Creation and Performance,
43
Directors on Directing/Actors
on Acting, 43
Oral and Performing Tradition, 45
Performing America's Music, 46
The Gaia Aesthetic, 40
Philosophy
Foundations
of Human Inquiry, 26
Great Questions and Great Books, 26

The Cuban Experiment,
50
The Human Condition,
60
Utopias, 49
Psychology
Developmental
Development:
Aim of Education,
30
Human Health and Behavior, 66
Lives and Education
of Children, 31
Psychological
Counseling,
67
Organizational
Human Health and Behavior, 66
Management
and the Public Interest, 31
Psychological
Counseling,
67
Social
Ceremonies:
Prefigurative
Culture, 54
Comparative
Studies in Social Institutions,
Counseling the Culturally Different, 53
Miscellaneous
Computability
and Cognition,
66
Mass Communications
and Social Reality,
Memory Images, 43
Public Administration
Human Environments,
(Vancouver), 75
Management
and the Public Interest, 31
Mass Communications
and Social Reality, 31

Radio
KAOS Internships,
87
Mass Communications
and Social
Sculpture
Cluster Contracts in 3-D Art, 41
Flat, Flat, Round, 41
Social Science

46

Comparative
History of World Ideas (Tacoma),
Counseling the Culturally Different, 53
Human

Memory Images, 43
Microeconomics
and Social Justice,
Paradox of Progress, 27

Humanities, 47

Fiction Writing Workshop, 44
French Culture, 51
Human Environments,
(Vancouver),

75

Humanities, 47
Image and Idea of the Human Body, 50
Memory Images, 43
Oral and Performing
Traditions, 45
Russia/USSR,
52
The Human Condition,
60
Writing Short Fiction and Poetry, 44
Logic
Computability
and Cognition,
65
Computers
in Education,
65
Data to Information,
65
Society and the Computer, 27
Thinking Straight, 28
Management
Business of Computers,
62
Human Environments,
(Vancouver), 75
Management
and the Public Interest, 31
Maritime Entrepreneurship
and Marine Affairs,
Master of Public Administration, 78
Marine Sciences

Environmental Studies, 33
Master of Environmental Studies, 70
Marketing
Business of Computers,
62
Human Environments,
(Vancouver), 75
Management
and the Public Interest, 31
Mathematics
Paradox of Progress, 27

Science, Technology, and Health, 62
Society and the Computer, 27
SPLU Lab, 81
Media and Mass Communications
Anthropology
of Visual Communication,
42
Mass Communications
and Social Reality, 31
Techniques of Visual Anthropology,
41
Microbiology
Molecule to Organism, 67

57

36

Internships,

Language and Culture Center, 51
Statistics
Advanced Environmental
Studies, 38
Human Environments,
(Vancouver), 75
Management
and the Public Interest, 31
Television
Anthropology
of Visual Communication,
42
Mass Communications
and Social Reality, 31
Society and the Computer,
27
Techniques of Visual Anthropology,
41
Theater
Directors on Directing/Actors
on Acting, 43
Three-Dimensional
Art
Cluster Contracts in 3-D Art, 41
Flat, Flat, Round, 41
Voice
Oral and Performing
Traditions, 45
Performing America's Music, 46
Women's Studies

27

Political Economy and Social Change, 55
Russia/USSR,
52
Society and the Computer,

80

Utopias, 49
World Population
Policy, 58
Soil Science
Ecological Agriculture,
37
Spanish

Political Economy and Social Change, 55
Russia/USSR
Society and the Computer, 27
The Cuban Experiment,
50
The Human Condition,
60
U.S. Economy Today, 49
Utopias, 49
Political Science
Comparative
History of World Ideas (Tacoma),
Issues, Traditions, and Change, 28
Management
and the Public Interest, 31
Paradox of Progress, 27

75

Science and Human Values Demonstration Project, 59

Masters of Public Administration, 78
of Progress,

(Vancouver),

Sociology
Community
Development
(Internship
Cluster), 32
Comparative
Studies in Social Institutions,
57
Lives and Education
of Children, 31
Mass Communications
and Social Reality, 31

Russia/USSR,
52
The Good Life in the Good Society, 58
The Human Condition,
60
Thinking Straight, 28
Photography
Anthropology
of Visual Communication,
42
Flat, Flat, Round, 41
Techniques of Visual Anthropology,
41
Physics
Paradox of Progress, 27
Science, Technology; and Health, 61
Physiology
Human Health and Behavior, 62
Molecule to Organism, 67
Poetry
Great Questions and Great Books, 26
Growth and Form, 28
Writing Short Fiction and Poetry, 44
Political Economy
Human Environments,
(Vancouver), 75
Issues, Traditions, and Change, 28
Mass Communications
and Social Reality, 31
Paradox

Environments,

Political Economy and Social Change, 55
Science, Technology, and Health, 61

Political Economy and Social Change, 55

Core Programs, 25

75

Core Programs, 25

Law

75

Reality, 31

Applied Social Theory, 29

Humanities, 47

Pre-Law Pathway, 55
Literature
Comparative
History of World Ideas (Tacoma),

31

Masters in Public Administration, 78
Political Economy and Social Change, 55

Language and Culture Center, 51
Political Economy and Social Change, 55

57

Humanities, 47
75

Reintroduction
Writing

to Education,

27

Core Programs, 25
Fiction Writing Workshops, 44
Memory Images, 43
Metaphor, Dreams, and Language, 48
Writing Short Fiction and Poetry, 44

27

95

Academic Profile

;'a

~ Campus Profile (1982-83)
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Third World
Student/faculty
ratio
Staff
Enrollment
Graduate
Undergraduate
Female
Male
Third World

t

~d\.

131

66070
31%
69%
14%
20/1
461
2611
3%
97%
1361
1250
8%
4%
1%
1%
2%

68
2543

Black
Native American
Hispanic
Asian

78%
22%
51%
19%
20%
10%
990
94
81%
19%
67%
87
47%
53%
1%
1103
1702

Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
40 + age group
Students living on campus
Tacoma Enrollment

Male
Female
Third World
Vancouver

Enrollment

Male
Female
Third World
Entering Class
Applicants, degree-seeking

Admitted
83%
Enrolled
61%
Nondegree-seeking
enrollment
Washington
Region (OR, ID, MT, AK, HI)
California
Other states
Other countries
Financial aid
Full-time student aid
Average award
Placement
1971-81 classes
Employed
Graduate school
Travel, homemaking,
etc.
Graduating class (1983)

859
244
929
31
20
107
16
50%
$2880
93%
71%
18%
4%
625

~ Academic Calendar
1984-85
Begins
Ends
Evaluations
Class Days

Fall
Sept. 24
Dee. 14
Dee. 10-14
54

Winter
Jan. 7
March 22
March 18-22
54

Vacations

Fall

Winter

Thanksgiving
Washington's
Nov. 19-23
Birthday
Holiday Break Feb. 22
Dee. 15-Jan. 6

Spring
April 1
June 14
June 10-14
54

Spring
Memorial
May 27

Summer
June 24
Aug. 30
Aug. 28-30
49

First
June
July
July
24

Session
24
26
24-26

Summer

First Session

Second Session
July 29
Aug. 30
Aug. 28-30
25

Second Session

Day Independence
Day, July 4

~ Contacting Evergreen
All calls to Evergreen go through Directory Assistance at 866-6000. Specific
offices and people may be reached by
then asking for them by name or extension number.
Persons with inquiries about admissions
should contact: Director of Admissions,
The Evergreen State College, Olympia,
Washington 98505, (206) 866-6000,
ext. 6170.
General information
may be obtained
through the Office of College Relations,
ext. 6128.
Direct all correspondence
to the appropriate office at The Evergreen State
College, Olympia, Washington 98505.
Important offices and their extension
numbers include:

Dial 866-6000, then ask for
Academic Advising
ext. 6312
Academic Deans
ext. 6870
Academic Vice-President
ext. 6400
Admissions
ext. 6170
Alumni Office
ext. 6565
College Relations
ext. 6128
Development Office
ext. 6565
Directory Assistance
866-6000
Housing
ext. 6132
President's Office
ext. 6100
Recreation Center
ext. 6530
Registrar
ext. 6180
Tacoma Campus
(206) 593-5915
Vancouver Campus
(206) 696-6100
Vice-President for Business
ext. 6500

, (
96

';/

© 1983 by The Evergreen State College

The Evergreen State College reserves the
right to make any changes in courses,
programs, faculty, calendar dates, tuition
and fees, grading policies, admission and
graduation requirements, and any other
information contained in this publication
at any time without notification.
Changes
become effective when the college so
determines and apply to prospective
students as well as students currently
enrolled at Evergreen.
Photo credits:
Cover photograph by Evergreen alumnus
Jacques Zimicki.
Interior photographs
taken by student
Ed Alverson, staff member Ken Balsley,
student Joan Barker, student Tomas
Black, staff member Mark Clemens, 1976
alumnus David Current, student Gary
Oberbillig, and The Evergreen State College Photo Services staff.

Campus and Vicinity

Budd Inlet

The Evergreen State College and Olympia
are just an hour away from the SeattleTacoma airport, and also are served by the
Greyhound and Trailways bus companies.
Evergreen and the State Capital are only a
scenic drive from most Washington cities
and major points of interest.
How to get here
Whether you are coming from the north or
south. you can reach the campus by taking
Interstate 5 into Olympia and then turning
onto Highway 101 at Exit 104. Follow 101
for two miles to The Evergreen State
College exit. and go another two miles on
the Evergreen Parkway to the campus
entrance.

Campus
Academic Facilities
I. Communication
Lab Building
2, Art Studio
3. Building 201
4. College Activities Building
5.. The Library
6. Seminar Building
7~ Lecture Halls
8. Arts and Sciences Building 1\
9. Arts and Sciences Building I
10. Lab Annex
Housing/ Recreation Facilities
II. Adult Student Housing (ASH)
12. ModularHousing
13. Residence Halls
Recreation Facilities
14. Recreation Pavilion
15. Outdoor Recreation
16. Recreation Center
Services
17. Central Plant
18. Campus Bus Stop
19. Information
Booth
20. Parking Lot B
21. PdI'kingLotC
22. Parking Lot F

Fields