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Part of Course Catalog, 1987-1988

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Evergreen

1 987

-

1 988

Contents

Education with a Difference

Academic Offerings

Enrollment Services
Admissions
Financial Aid
Tuition and Fees
Academic Regulations

The Condensed Curriculum
Core Programs
Specialty Areas
and Areas of Advanced Study
Applied Social Theory
Thacher Education
Environmental Studies
Expressive Arts
Humanities
Language and Culture Center
Management
and the Public Interest
Native American Studies
Political Economy
and Social Change
Science, Thchnology and Health
Part-time Study at Evergreen
Special Forms of Study
Off-Campus Programs
Evergreen-Tacoma
Evergreen-Vancouver
Graduate Study at Evergreen
Master of Environmental Studies
Master of Public Administration

16

19
20
22

Accreditation

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

Campus Life

26
28

34
37
40
46
52
58
62
64
68
72
82
84
86

88

Campus Directory
The Physical Campus
Campus and Vicinity Maps
Governance
Trustees,
Administration and Faculty
General Index
Academic Index
Campus Profile
Academic Calendar
Contacting Evergreen

92
98
100
102

105
108

109
112

".. .all the difference
in the world?'
Tom Puzzo, 19
Freshman
Hometown: Seattle, Washington
Current program: "Great Books"
Field of study: Philosophy
"I remember when I first came to visit,
I was impressed by the fact that the
teachers want to teach, they like to
teach, and that makes all the difference in the world. Each professor
in my program has a different teaching style but their primary goal is to
teach you how to think for yourself."

Education with a Difference

Fitting the Pieces 'Ibgether

~

. begins with a
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The Evergreen

An Evergreen education is interdisciplinary. We work to
help students understand the relationships among the
arts, humanities, natural sciences and social sciences.
We give you the opportunity to study the world as an
interconnected and interdependent entity. The college's
curriculum is so devoted.to interdisciplinary study that it
has come to be nationally recognized as Evergreen's major
innovation and a primary reason why students come here.
Why do we think interdisciplinary study is so important?
Because the problems of today's world are complex and
require you to draw on a wide range of fields and
disciplines for knowledge. Your ability to make reasoned
choices by connecting information from a variety of
sources will be of vital importance to you and to others in
today's world. Learning how to make those connectionsfitting the pieces together-is a major purpose of education at Evergreen.

An Evergreen Glossary
Because Evergreen's approach to education is
unique, weve devised a special terminology over
the years to fit our differences. Learning how these
key terms are used at Evergreen will help you
understand our practices and procedures, Also see
the Campus Directory beginning on page 92.

•. Academic Advising Office
The best place for advice and information on
academic matters. Academic Advising provides upto-date information on programs, faculty and
academic services to students, You'll also receive
advising-formal and informal-on an ongoing basis
from faculty in your programs and areas of interest.

"I'm taking my education
into my own hands .. ?'

Janine Thome, 21
Junior
Hometown: Elyria, Ohio
Current program: "Life Composition"
Fields of study: Political science and
communications
"I'm carrying on a study where I'm
integrating world history, crosscultural affairs and the knowledge of
present forms of communication. It's
all coming together right now. I'm
taking my education into my own
hands completely, and then checking
in with the faculty to make sure I'm
on track. That's the Evergreen
way ... You're not going to learn
anything if someone is shoving it
down your throat. You learn by doing
it yourself."
"I'm going to be involved with this
place for a long, long time. Evergreen
is very special to me, and I want to
help see that it stays that way."
"I know a lot of the administration,
and they listen to the students. Every
time I write a letter, I get an answer."

~ Academic Fair
A mass gathering of faculty and students where
faculty are available to explain upcoming programs
or discuss possible contracts with students. Usually
held in the Library lobby at the beginning of each
academic year and toward the ends of Fall, Winter
and Spring Quarters. Academic Fairs are chaotic,
fun and informative. Faculty sit at tables; signs indicate their program or contract assignment for the
quarter. Personnel from Academic Advising and the
Officeof Records and Registration also attend, as
do the academic deans. Check with Academic Advising, Admissions or Registration and Records for
dates and times.

~ Athletics
Evergreen fields intercollegiate teams in men's and
women's soccer and swimming and diving. There
are also a number of club sports, the most popular
of which are sailing, crew, ultimate frisbee, tennis,
cross-country running, track and field and basketball. See page 95.
~CAB
Unless you're calling a taxi, "CAB" refers to the
Campus Activities Building. See page 99.

Education with a Difference

13

A Sense of Community

Evergreen's Three Campuses, 1985-86
OlympiaTotal
Main campus
Students
2546/92%
Caucasian
2697/91%
220/ 8%
Students of Color 283/ 9%
Female
1530/51%
1430/52%
1336/48%
Male
1450/49%

The "you" referred to throughout this
catalog is you, the reader. Although we
aspire to speak to every reader at a personal level, we know the collective
readership of Evergreen's catalog is not
one "you;' but many, a wide array of
individuals with different interests,
backgrounds, talents and capabilities.

Tacoma
Program

Vancouver
Program

54/49%
57/51%
36/32%
75/68%

96/93%
7/7%
64/62%
39/38%

Evergreen's planners were inspired by
Paul Goodman's book, Communitas.
They envisioned a college that would be
a community of students, faculty and
staff working together harmoniously
and creatively. As Evergreen has grown
in size and diversity, a sense of genuine
community has become more important.
We invite you to join us.
Evergreen students come directly
from high schools, other community and
four-year colleges, and as older students
returning from work or home for a college degree. A mixture of young and
old, of energy and experience, charges
Evergreen's program with entirely different sorts of perspectives.
Evergreen is committed to actively
recruiting a multicultural student body
and to presenting the entire student
body with intercultural values and
perspectives across the curriculum.

~ Career Pathways
The way to specialize in a particular field of study
at Evergreen is to plan an academic or career
"pathway;' Talk with Academic Advising or an
Evergreen faculty member teaching in the field of
your interest to find out how to plan your own
academic pathway.
~ Chaos
Around here, it's spelled KAOS and it means the
college's FM community radio station. See page 94.

Evergreen Students, 1985-86
For more information, see page 112.
Enrollment
2980
Olympia
2627/88%
Graduate students
139/ 5%
Thcoma
111/ 4%
Vancouver
103/ 3%
Race
Asian
67/2%
102/3%
Black
Caucasian
2697/91%
Mexican/Latino
47/2%
Native American
67/2%
Age
18-24 years old
1422/48%
25-29 years old
475/16%
30-39 years old
681/23%
402113%
40 + years old
Median Age:
25

The college considers a diverse student body to be in itself a resource for
learning. As a member of a wide variety
of new students, we welcome you to the
Evergreen community.

~ Contracts
There are three kinds of academic contracts at
Evergreen: Group Contracts, Individual Learning
Contracts and Internship Contracts. See the chart,
"Major Modes of Study:' on page 9.
~ Coordinated Study Program
An academic program with a faculty team of two to
five and 40 to 100 students. Primarily full-time and
one or more quarters in length, Coordinated
Studies focus on interdisciplinary study and
research of a particular theme or topic.

"The situation changed from
where I felt like someone was
making me do something, to
where it was up to me?'
Dave Cordier, 31
Junior
Hometown: Olympia, Washington
Current program: "Ecological
Agriculture"
Field of study: Environmental science
"Last year I was very frustrated with
my first research paper. [Faculty
Member] Rudy Martin wanted me to
rewrite It. After hemming and hawing
and putting It off, I finally went to his
office and told him I wasn't going to
do it.
"Well, he let me vent my frustrations and then he showed me some
things I could do to make It a
stronger piece. Then he said, 'If you
really don't want to do It, don't do It.'
"That turned me around. The
situation changed from one where I
felt like someone was making me do
something, to where It was up to me.
I went out and rewrote that paper. I
stili didn't like the rewrite, but I did It.
That's what's Important."

~ Core Programs
Introductory programs designed for first-year college students, which are sometimes appropriate for
transfer and returning students as well. You can
think of Core Programs as Coordinated Studies for
beginners because they emphasize studying in
several disciplines and improving skills such as
college-level reading, writing and research. For
more information, turn to page 10 and 28_
~Courses
Part-time courses supplement the main curriculum,
See page 82 for an early listing,

~CPJ
Stands for Cooper Point Journal, Evergreen's student newspaper. See page 93.
~ Credits
Full-time students at Evergreen earn 12-16 credits,
or quarter hours, per quarter; the maximum
allowed is 16. The amount of credit generated by a
program is clearly specified at the end of the
evaluation written by the faculty member on the
student's academic performance. See program
descriptions, pages 28-81.

Education with a Difference

15

At Evergreen, You Help
Design Your Education

You have the opportunity-and
responsibility-to

the

tailor your own educa-

tion at Evergreen.
The philosophy of Evergreen's planning faculty was that education should
enhance the breadth and depth of
students' knowledge and skill. Ideally,
they thought, students should begin in
broad, interdisciplinary

programs and

work toward more independent,
specialized study. They also believed
students themselves were the ones who
knew best what subjects and styles of
learning they needed in their four years
of college.

For an example, imagine you're
generally interested in the environmental field. If you are a first-year student,
most of the Core Programs would make
for a good beginning point. If you signed up for "Science and Society: The Experimental Spirit;' you'd investigate
that theme from the perspective of
several disciplines as well as work on
the skills you'd need for further study.
If you're already at an intermediate
level (or entering Evergreen as a
transfer student), you might choose to
take "Habitats: Marine, Terrestrial and
Human" in the Environmental Studies
specialty area. The next year, you could
enroll in "Ecological Agriculture" or
something different for a change of
pace, such as "Chaucer and Shakespeare" in the Humanities specialty
area. If you're an advanced student, you
could plan to do an Individual Learning
Contract with a faculty member on
aquaculture in south Puget Sound, for
instance. As a senior, you may begin
your transition to the "real world" by
doing a senior research project on an
environmental issue in the near-by community, or by doing an Internship with
the Department of Natural Resources
where you apply your learning in what
may become your career field.

Monday
Lecture
10:30 a.m.12:30 p.m.

Tuesday
Skills workshop or lab
9:30 a.m.12:30 p.m.-

Seminar
Film and
symposium,
2-4 p.m.
1:30-4 p.m.
* This is one example of a schedule

You have the option of not following
this basic progression, of course, if other
possibilities in Evergreen's offerings
better fit your academic plans and
scheduling needs. There is plenty of
room for flexibility and creativity as you
plan because the curriculum is not prestructured by departmental
requirements.
You can start planning your college
career and make maximum use of Evergreen's educational flexibility by getting
to know its resources and limitations as
quickly as possible. We work hard to
help students realize their goals, but not
every students' goal is realistic or possible. Talk with Academic Advising, with
faculty members, with Career Development. Think about who you are, what
your career and life objectives are, and
how you might meet those objectives
through college study.
Plan ahead: not all of Evergreen's programs are repeated every year (program cycles are indicated in "The Condensed Curriculum" on page 26). If
there's a program that seems suited to
your objectives, find out what the prequisites are, if any, and which year, or
years, the program will be offered.

Wednesday
Study and take
part in
governance
activities

Thursday
Lecture
10:30 a.m.12:30 p.m

Friday
Seminar
10:30 a.m.12:30 p.m.

Library
research

Field trip
1:30-6 p.m.

Study, write
papers

in a Coordinated Study Program. The schedule of your program, group
contract or internship may differ from the above. Not included are other study times, group project work, consultations with faculty, work-study hours, recreational events and other activities.

"The student body is very
supportive ... I've never felt
like I was 'grandma! They
treat me with respect!'
Margaret Livingston, 53
Junior
Hometown: Olympia, Washington
Current program: "Mass Communications and Social Reality"
Field of study: Communications
"Evergreen is a great place for older
students. Most of us have a clear
idea of what we want and where
we're going, so we can structure
what we're doing to reach personal
goals."
"The student body is very supportive ... I've never felt like I was
'grandma.' They treat me with
respect."
"I'm in the Prior Experiential Learning
Program. Evergreen will grant up to
48 credits for work you've done outside of school. Some schools would
just give it to you, but at Evergreen
you have to write it up, anywhere
from 90 to 120 pages, three drafts• an awful lot of work, but it helps you
clarify the fact that you have done a
lot. It makes you sit down and
evaluate what you've done with your
life."

~DTF
The initials stand for Disappearing Task Force.
Evergreen's planners wanted to avoid permanent
committees, which often outlive their usefulness, so
they created DTFs to study problems, make recommendations and then disappear. Students are encouraged to participate on any of more than 20
IJI'Fs which are usually active in the course of an
academicyear. For more information on governance,see page 102 and the glossary note on
page 10.

~ Environment
A big issue at Evergreen. Many people study the
natural environment in academic programs and on
their own. If you want to learn environmental
science on land, in water and in the air, this is the
place to do it. ryfe even have our own beach). May
also refer to "Evergreen environment;' meaning
the sense of campus community.

Education with a Difference

I

7

How the Curriculum Works

Ideally, you should start out at Evergreen in Coordinated Study Programs,
then move on to Group Contracts, and
then to the options of Individual Learn
ing Contracts and Internships.

You can study in one full-time Coordinated Study Program each quarter,
and often for an entire year. Coordinated Studies are interdisciplinary
education at its finest, so you will explore a range of subjects in detail, all
focused on a central problem or theme
by your program's faculty team. Each
faculty member represents one of the
disciplines integrated into the program
and, since they coordinate your
academic workload from week to week,
you never have conflicting assignments.
You, the faculty team and 40 to 100
other students become intensively involved in reading and seminaring on the
same books, attending the same lectures, going on the same field trips and
other activities. In frequent and regular
seminars, you have the opportunity to
clarify your questions and ideas. With
this unified approach, you improve your
ability to analyze problems and communicate findings. Most importantly,
you widen your perspectives.
Group Contracts operate similarly to
Coordinated Studies, but are more narrowly focused, smaller in size and
taught by one or two faculty members.
Group Contracts make up many of the
intermediate and advanced offerings in
Evergreen's Specialty Areas, where you
begin to specialize in your own field, or
related fields, of interest.

~ Equivalencies
The approximate course titles and credit hours
listed at the end of the program descriptions on
pages 28·87. These will be listed as final "course
equivalencies" at the end of a faculty evaluation of
your academic work. This is the way Evergreen
translates interdisciplinary studies into course
titles similiar to those at other institutions.
Students may earn equivalencies in four to six
disciplines. For example, you might be awarded
credit in history, mathematics, science and writing
for your work in a single Coordinated Study.

Individual Learning Contracts and
Internships allow you to study independently using the perspectives and
skills you have acquired in Coordinated
Studies and Group Contracts. 'Ib do an
Individual Learning Contract, you
agree to study and research a particular
subject or issue with the guidance of a
faculty sponsor. Internships, on the
other hand, are where you apply what
you have learned in a work situation
with the guidance of a faculty sponsor
and an on-the-job field supervisor.
By learning through these different
modes, you will gradually progress from
a multi-disciplinary perspective to a
specialized focus on your area of interest. You also move from beginning to
advanced study, from collaborative projects to independent studies, and from
theories to practical applications.
An additional benefit is the community of learning that evolves far beyond
the confines of a one-hour class. Collaborative and individual study co-exist at
Evergreen, and are meant to extend
from the academic community into campus social life, extracurricular activities
and governance of the institution itself.
More than possessing a degree, you'll
graduate from Evergreen with lasting
friendships and professional relationships with other students and faculty.

~ Evaluation
Evergreen's grading system consists of a narrative
description of a student's academic work at the end
of each quarter. Faculty members write evaluations
of each student's work and progress; each student
writes a self-evaluation as well as a faculty evaluation. Usually one typed page in length, these
official documents make up an Evergreen student's
permanent transcript.

• Major Modes of Study

Coordinated
Study Program*
Levels of
study
Typical
credits
per quarter
Nature of
study

Group Contract

Individual
Learning Contract

Internship

Part-time

Beginning,
Intermediate

Mostly
Intermediate,
Advanced

Mostly
Intermediate,
Advanced

Intermediate,
Advanced-Seniors
have priority

Beginning,
Intermediate,
Advanced

12-16

12-16

4-16

4-16

4-11

• Two to five faculty
.40 to 100 students
• Students work
with several faculty,
primarily with their
seminar leader
• Central theme
studied through
different disciplines
• Integrates
seminars, lectures,
workshops, field
trips, etc.
• Broadly interdisciplinary

• One to two faculty
.20-40 students
• Integrates
seminars, lectures,
etc.; similar to
Coordinated Study
• Unlike Coordinated
Study, has a
narrower, more
disciplinary focus

• Study plan agreed
on by student and
faculty sponsor
• Sponsor provides
consultation/advice
• Contract includes
activities such as
readings, research
papers, field studies
• Can be combined
with self-paced
learning, work in
programs, courses
and internships

• Learning on the
job in business and
public agencies
with guidance of
field supervisor
• Supported by
academic activities
with faculty
sponsor
• Emphasis on practical experience
• Can be combined
with programs,
courses and
Individual Learning Contracts

• Usually taught on
one subject or
narrow focus by one
faculty
• Similar to traditional college
course
• Also part-time
options in full-time
programs
• Also half-time
programs on
Saturdays and
evenings

Examples

• Any Core Program
• "Forests and
• A study of shore• Assistant gallery
Salmon"
bird habitat
manager
• "Mass Communications and Social
• "Techniques of
• A study of the
• Advertising
Reality:' "EcologVisual Anthrowritings of Mark
account manageTwain
ical Agriculture"
pology"
ment intern
and many others
• "Physical Systems" • A study of passive
• Psychological
distributed
solar walls
counseling intern
• "Japanese Studies"
throughout
• Legislative liaison
• A study of the
Specialty Areas
ethics of military
assistant intern
software
• Returning adult
• Wildlife biology
students, see ''Adult
intern
Life Explorations:'
page 33
•
Read
Core
For more
.See Internships,
• Read Specialty
• See Academic
information
descriptions,
Area Offerings,
Advising for list of
page 84
pages 28-33
pages 34-81
faculty contract
sponsors
• Read Specialty
Area offerings,
pages 34-81
*All students are encouraged to begin their studies at Evergreen in a Coordinated Study Program, whether it
or a more advanced Coordinated Study in one of the Specialty Areas.

~ Evaluation Conference
A quarterly conference in which a faculty member
and student discuss their evaluations of the student's work. Conferences occur during Evaluation
Week, the eleventh and final week of each quarter.
~ Faculty Advisor
A faculty member whose expertise complements
your main academic or career field. Ask the
Academic Advising office or your program faculty
for help in selecting an academic advisor.

Study

• "Life Drawing"
• "Computer
Architecture"
• "Organic
Chemistry"
• "Principles of
Economics"
• Half-time
programs: "Adult
Life Explorations:'
"Effective Writing"

• Read full-time
program descriptions for part-time
and half-time
options, pages 28-87
is a Core Program

• Faculty Sponsor
A student's chief instructor during any given
quarter in a Group Contract, Individual Contract or
Internship.
• Field Trips
are one of the most exciting examples of this college's approach to education. At Evergreen, field
trips are regularly integrated into the schedule of
program activities just like lectures, seminars, etc.

Education with a Difference

/9

Eight Easy Steps to Picking Your Program

The first step for entering freshmen is
usually a Core Program. Core Programs
are actually foundation-level Coordinated Study Programs-broadly

inter-

disciplinary and taught by a faculty
team whose expertise spans several
academic fields. Most Core Programs
last a full academic year. Often they are
just as appropriate for transfer students
or those in their second year at Evergreen. Core Programs are designed to
help first- and second-year students
understand and take full advantage of
the academic opportunities Evergreen
offers. Core Programs also provide
students with opportunities to
strengthen academic skills they'll need
at Evergreen and in later life: collegelevel reading, writing, research and

1. Decide what you want to study.

Consider your career goals, if you
already have them. Consider also anything else that interests you and isimportant to you. It is true that you
usually 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,
your choice should be one of the Core
Programs that interest you the most.
Core Programs are described on pages
28 to 33. Any Core Program can lead
into any later area of specialization.

3. Other things to look for in the
catalog:
• Look at the Academic 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 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 alternates before you take
the next step.

• If you are a transfer student,
look up the subjects that interest you in
the Academic Index, beginning on page
109. 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 in the index, read over all the
offerings in that area.

discussion skills. Our goal is to help you
become a self-directed learner who can
continue to grow intellectually
throughout life.

~ First People
at Evergreen describes people of color, commonly
referred to in America as minorities-Blacks,
Asians, Pacific Isle Americans, Native Americans,
Chicanos and Latinos. See the First Peoples' Coalition, page 96.
~Geoduck
The campus mascot, a legacy from Evergreen's
early humorists. Pronounced "gooey-duck:' the Geoduck is an oversize clam native to this area and
edible only after substantial amounts of pounding
and cooking.

~ Governance
An ongoing process at Evergreen, where we try to
make decisions together. Wednesday is Governance
Day, when all DTFs (see glossary note on page 6)
are supposed to meet. Students participate in
governance along with staff and faculty membersdon't be surprised if you're asked to serve as a
member of a DTF. Participatory democracy is hard
work and time-consuming, but you have a voice in
what happens at Evergreen if you choose to exercise this unusual and valuable franchise.

4. Discuss your choices and goals

with your faculty, 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.
The Advising Office can give you leads
on additional programs that, on your
own, you might pass over.

5. Attend the Academic Fair,
which is described on page 3. 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, style and
requirements directly with the program
faculty.
• 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.
6. Choose your program.
In all these discussions-with the
Academic Advising Office, with prospective faculty-keep your goals in mind
and, also, the range of your interests
and needs .
• Ask for any help you need in making
your choice.
7. Register.
8. Pay your tuition by the deadline,
and that's it! You're ready to attend
your first seminar.

~ Greener
Short for Evergreener.
~ Interdisciplinary
Study that covers more than one academic
discipline.Many Evergreen programs involve study
in three or more disciplines, and all require some
cross-disciplinary work. Thus, you may find yourself
learning about both science and art in the same
program, or about social science and human development, or combining studies of history with
explorations of literature.

~ Individual Learning Contracts
An individual study plan agreed to by a student
and a faculty sponsor. May include readings,
writing, painting, photography, field studies and
research-whatever
suits your academic needs and
interests. Requires considerable well-defined goals,
self-discipline, lots of motivation and the ability to
work with minimal supervision. For advanced
students, usually. Academic Advising has information on how to proceed and which faculty might be
appropriate sponsors for your independent project.

Education with a Difference

I

11

Evergreen Works

Answers To Some Frequently
Asked Questions

Evergreen graduates, who now number
more than 8,000, are successful in their
chosen pursuits-whether
that means a
career, graduate school or some other
post-graduation activity-because they
are independent and self-disciplined in
addition to being knowledgeable. Over
the years, 88% of Evergreen's graduates
have met their own immediate goals: acceptance into a graduate or professional
school, a particular kind of job, or
another career objective. This percentage is particularly impressive because
it is based on a survey of all graduates
from 1971-1984, not just those registered with the college's Career Development Office.
Interdisciplinary study and participation in seminars promote cooperation
and diverse perspectives. Applied projects and internships develop daily the
ability to make the leap from theory to
practice. Independent study options and
self-evaluations encourage active involvement, systematic and imaginative
analysis, and responsibility. These are
the qualities that graduate schools and
employers are looking for in graduates.

~ Internships
Supervised experience in a work situation for
which a student receives academic credit. Internships require advance planning through the Office
of Cooperative Education. Seniors are generally
given priority, as are students in academic programs that require Internships. For additional information, see the "Major Modes of Study" chart
on page 9, read the information on page 84, and
visit the Cooperative Education office in Lab I.

I'm undecided about what I want to
study. Do I need to know exactly what
I want to do?
No. Although it often helps, sometimes
it's a hindrance if you want to explore.
Coordinated Study programs are excellent places for pursuing what you
want to do, or discovering directions
that are wholly new and unexpected.
Who will help me choose which program to take each quarter?
The Academic Advising Office, your current program faculty, the faculty in
areas which interest you. The Academic
Fair (page 3) is an unexcelled opportunity to figure out exactly which of the
upcoming offerings is best for you. If
you want to select a faculty advisor, contact the Academic Advising Office.
Who will help me plan my degree
program?
Your academic advisor, the Academic
Advising Office, your program faculty,
the Career Development Office. Any or
all of the above. When in doubt, ask the
Academic Advising Office.

~ Organic Farm
Interested in learning about agriculture? See
page 99.
~ Part-time Study
Most Evergreen programs are designed for fulltime study, but some offer part- time options in the
evening for working adults. Evergreen offers some
half-time programs for working students, usually on
Saturdays, and there are also part-time courses (4
quarter hours) which can fit into most any schedule,
see page 82. Sometimes part-time courses are
available only to regularly-admitted students.

Can I take more than one program at
a time?
Althoughthe major mode of study at
Evergreenis one full-time program per
quarter,some half-time programs (8
quarter hours) are offered. It is possible
to enrollin one half-time program and a
course,courses or an individual
contract.
Can I take courses in addition to a
full-timeprogram?
Sometimes.Each program description
inthis catalog specifies whether additionalcourses may be substituted for
portionsof that program, if they are
morein keeping with your academic
goals.Youcan also negotiate this with
programfaculty.
Who is allowed to do an individual
learning contract?
Usuallyadvanced, highly-motivated
students with a specific project in mind.
Also,many programs allow individual
projects.

~ Potluck
A tradition at Evergreen where a faculty member
andthe students in his or her seminar bring food
forlunch or dinner, often at a seminar member's
home.These occasions are perfect for mixing
academicand social life.
~ Prior Experiential Learning
Practicalknowledge of a subject that is the
equivalentof academic learning in that field, and
for whichEvergreen may award academic credit.
Seepages 17, 18 and 85 for more information.

Who is allowed to do an internship?
When?
Some programs incorporate internships
in their learning plan. Internships can
also be arranged outside of programs
through Individual Learning Contracts.
A limited number of internships are
available, and priority for independent
internships is given to seniors. All internships must be approved by the
Office of Cooperative Education, see
page 84.
Will I receive letter or numerical
grades?
The faculty assess the quality of the
work done by means of detailed written
evaluations. Evergreen uses this system
in lieu of letter or numerical grades. See
page 14.
Are all 1987·88 programs listed in this
catalog, or are others added later?
Most full-time programs were planned
more than a year before the 1987-88
academic year. Information about
changes and additions will be available
at the Academic Advising Office. Parttime offerings, which are described
briefly in this catalog, are planned only
months before the quarter they are
offered. They are publicized in a
quarterly publication distributed on
campus, The Evergreen Times.

What are Evergreen's areas of study?
Most of the conventional college subjects, plus a number of specialties. Consult the Academic Index (page 109), and
browse through the Specialty Area
descriptions (pages 34-81). Advisors and
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 Teaching Certificate, the
Master of Public Administration and the
Master of Environmental Studies.
What do Evergreen graduates do?
Our graduates undertake all the usual
careers, and invent some of their own.
Environmental sciences and health services are two common fields chosen by
Evergreen graduates. See "Evergreen
Works" on page 12.
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 and secretaries.

~ Programs
Th distinguish Evergreen's offerings from the traditional courses or classes of other institutions, we
use the term "programs" to indicate an academic
offering that is multi-disciplinary and full-time or
nearly so. Students enroll in one program at a time,
often for a full year of study.

Education with a Difference

I 13

Other Evergreen Differences

Our Faculty

At Evergreen, you'll find a faculty committed to excellence in undergraduate
education. Among other things, this
means faculty members are more accessible to students, receptive to their
ideas and open to their concerns.
Students' evaluations of their faculty
members become part of those faculty
members' professional portfolio and are
one of the main measures of their effectiveness when they undergo periodic
evaluation by Evergreen's academic
deans- Faculty are evaluated primarily
on the quality of their teaching, not on
the basis of their research or how many
articles they have published. The main
emphasis is on teaching at Evergreen.
On the average, our faculty spend nearly one-third more hours in direct
teaching contact with their students
than is the norm at most public institutions of higher education.

At Evergreen, You'll Become
an Independent Thinker

At the heart of most Evergreen interdisciplinary programs is the seminar,
where one faculty member and an
average of 20 students meet regularly
for extended exploration of some crucial
topic or reading. Although up to 100
students and a five-member faculty
team may be involved in a Coordinated
Study Program, much of a student's
time is spent in these small group
discussions- The faculty leader and
students ready themselves for seminars,
which meet once or twice a week, by
reading the same materials, by writing
and by preparing brief reports- Then
they gather to share their understandings and sort out differences- Through
this close collaboration with faculty and
fellow students, you will learn to
research your ideas, to express yourself
clearly, and to work cooperativelyabilities Evergreen graduates have
found extremely helpful in their lives
and careers-

• Retreat
Many academic programs go on retreat during the
year, usually off campus. Retreats allow for
secluded work on a particular project or the finale
to an entire year's studies. Also, the whole curriculum is planned at an annual Faculty Retreat.
The programs in this catalog were planned at the
Faculty Retreat of spring, 1986.
• Self-evaluation
Your evaluation of your own academic work, as
measured against your objectives at the beginning
of a quarter and the requirements of your program,
contract or internship.

Narrative Evaluations

At the end of each academic quarter,
your faculty member will write a narrative evaluation describing your academic work for the quarter and appraising your performance. He or she probably will comment on your academic
strengths and weaknesses, and offer
suggestions to help you continue to
progressAt the same time, you will write a
self-evaluation in which you describe
and appraise your efforts- Evaluation
conferences, where you and your faculty
member discuss these narratives, are
often where you learn just how much
you did learn after a quarter of study.
In addition, you will be asked to write
an evaluation of how the faculty
member performed. 'Ib avoid any conflict of interest, you have the option of
discussing this evaluation during the
conference, or handing it in directly to
your program secretary for processing.
Faculty members and academic deans
also write self-evaluations each year.
We believe narrative evaluations provide more accurate, precise and useful
information on your progress as a student than letter or numerical gradesWe also believe that the process of selfevaluation involves you in reflecting on
your accomplishments and in making
focused and realistic academic plans-

• Seminars,
also known as Book Seminars, are one of the central experiences of an Evergreen education.
Seminars usually meet twice weekly to discuss the
readings assigned in a particular program. The
discussion group consists of a faculty member and
an average of 20 students. The faculty member or,
often, a student leads or facilitates the seminar.
Participants are expected to prepare for the
seminar by reading and digesting the book to be
discussed.

Where to Find More Information

Academic
Publications
Annual Catalog

Viewbook
Student Advising
Handbook

Where Available
When Available
New Students-Admissions Office
Returning Students-Bookstore
Late September
Admissions
Year round
During Orientation,
Academic Advising Office
Tharround
Academic Advising, Admissions
Prior to Academic Fairs

Academic Update
(new and changed
programs and faculty)
Academic Deans Office
Academic Calendar
July
Information Center, Admissions,
Evergreen Times
(listing of part-time
Academic Advising and Registration and
offerings)
Records Office
Prior to Academic Fairs
No formal publications-'Ib arrange an
Cooperative
internship or find out more about the
Education
process, contact Coop Ed in person.
Prior Learning
Office of Prior Experiential Learning
Tharround
Brochure
Teacher Education
Admissions
at Evergreen
January
Tacoma Program Office
Tacoma Brochure
Admissions Office-Olympia
Spring
Vancouver Brochure

Vancouver Program Office
Admissions Office-Olympia
Spring

Graduate Catalog

Admissions
Fall

~ Social Contract
Evergreen's planning faculty wanted Evergreen to
function as a community, so they wrote their ideas
about working together and social ethics into the
Social Contract. See page 102 for a full copy.
~ Specialty Area
An interdisciplinary grouping of Evergreen faculty,
all of whom are interested in a specific set of
disciplines or issues. Faculty within each Specialty
Area meet regularly to plan curriculum and often
teach together. Evergreen's eight Specialty Areas
are listed in "The Condensed Curriculum" on page
26.

Information and
Support Publications
Student Financial
Financial Aid Office
Aid at Evergreen
January
VA Benefits
Veterans Affairs Office
Year round
"How 'Ib" Pointers
Career Development Office
Tharround
(on subjects such
as resume writing)
Library Calendiary
Library Circulation Desk
(guide to resources)
First week of Fall Quarter
Media Loan
Media Loan, Library
Tharround
Learning Resource
No formal publications-For academic
support and skills improvement, contact
Center
the LRC in person.
KEY-Special
KEY Office
Services (academic
Tharround
& personal support)
Geoduck Computing Computer Services
Quarterly
First Peoples'
First Peoples' Coalition Office
Coalition Newsletter Monthly through school year
First Peoples'
First Peoples' Coalition Office
September
Survival Manual
(information and
resources for
students of color)
Information Center
Happenings
(daily events)
Weekly through school year
Cooper Point
Information Center, Greenery,
Journal (student
Corner Cafe, Bookstore, Housing and
newspaper)
ASH Laundry Rooms
Weekly through school year

~ Student Advising Handbook
Published by the Academic Advising Office, this
publication is an invaluable source of information
and a tool for planning your career at Evergreen,
and beyond. See the list of other information
publications above.
~ Transfer Credit
Academic credit transferred to Evergreen from
another institution of higher learning. Usually
given only for academic, as opposed to technical,
coursework.

Education with a Difference

I

15

Admissions

Admission Procedure
All applicants who wish to be considered for acceptance as fully
matriculated students must submit the
following items to the Admissions
Office:
1. The Washington Uniform Application. A non-refundable application fee of
$25 must accompany the application,
which is bound into this catalog. 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) is signed by an appropriate college/university official, and
(c) 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. If qualified applications should exceed available space, further admission
decisions may take into account a variety of factors to achieve diversity and
balanced enrollment in Core and advanced programs.
If, in receiving an application,
Evergreen determines that a person's
enrollment could present a physical
danger to the campus community, the
college reserves the right to deny
admission.
Application Deadlines
Applicants should have completed
admission procedures by September 1
for Fall Quarter, December 1for
Winter, and March 1 for Spring. Summer Quarter has open enrollment. The
college may stop accepting applications if enrollment limits are reached
before stated deadlines.

Freshman Admission Requirements
Nonnally, any graduate in the upper
half of the graduating class of an accredited high school will be considered
for admission. If their ranking is not
available, applicants will be considered
individually.
High school transcripts should show
applicants have successfully completed
a variety of academic courses which in·
dicate adequate preparation for a
challenging collegiate program.
If you are not in the upper half of
your class, you will need to show
evidence of your ability to succeed at
Evergreen by submitting test scores,
letters of recommendation and other
data as requested by the Admissions Office. Commonly submitted test scores
include the Washington Pre-College
Test, Scholastic Aptitude Test, or
American College Test.
Students planning to enter directly
from high school in Fall, 1988, and
subsequent years will be required to
have completed a college preparatory
program. Current minimum requirements for college prep courses include:
Three years of English selected from
courses designed to develop collegelevel reading and writing proficiencies;
Two years of mathematics selected
from algebra, geometry, trigonometry,
advanced algebra and higher level
courses;
Two years of science, including one
year of laboratory science; and
Tuio-amd-a-half years of social studies.
Admission can be granted on the basis
of six semesters, preferably seven, of
high school work. Before final acceptance by Evergreen, applicants considered on this basis must submit a
transcript showing the completed high
school record and date of graduation.
Failure to submit a final satisfactory
transcript may result in disenrollment.
General Educational
Development Tests
Applications will be accepted from persons 18or older who have not graduated
from an accredited high school, but have
completed the General Educational
Development tests. Normally, GED test
scores should be at the 50th percentile
or above in all categories.

Attention Housing Applicants
Admission to the college does not
assure you of a room assignment in
Housing. As there is limited on-campus
housing available, we advise you to contact the Housing Office for information
and application forms prior to notification of admission to the college.
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 institutions
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 must submit high school transcripts as well as college transcripts.
As a transfer student, you must present an official transcript from each college or university you have attended.
Failure to provide all transcripts to the
Admissions Office will result in
disenrollment. Action will be taken on a
transfer application when all transcripts
for previously completed work have
been received. If you are currently
enrolled at another college while applying to Evergreen, you must have an official copy of that record sent to the Admissions Office immediately upon completion of your coursework. Failure to
submit a final satisfactory transcript
may result in disenrollment.

.
bout Admissions,
informatIon a
For more
6000 ext. 6170.
call (206) 866,

Transfer of Credit
Evergreen has a generous policy on the
acceptance of credit from other institutions. The maximum credit that can be
transferred is 135 quarter hours or 90
semester hours. The maximum transferred from two-year colleges is 90
quarter hours.
'Ib transfer credit, supply official
transcripts of all previous work when
you apply for admission. Policy varies
depending on the kind of institution
from which you transfer and the kinds
of coursework involved. In general,
courses are acceptable in which a
minimum 2.0 grade point or grade of C
was received. Courses in physical education, remedial work, military science
and religion are not transferable. Some
vocational and personal development
courses are transferable, others are not.
Contact Admissions for details. Evergreen abides by the policies outlined in
Washington's "Policy on Inter-college
Transfer and Articulation:'
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 by
the Admissions office (see Prior Learning, page 85). Work performed should be
equivalent to work for which a four-year
college or university would normally
give credit toward a B.A. degree.

Christine Kerlin,
Director of Admissions

Community College Transfer
If you are a transfer student who has
completed the appropriate academic
transfer Associate degree at a Washington state community college, you may
receive the maximum of 90 transfer
credits. Since community colleges offer
several degree programs, you should
consult your advisor for more specific
information.
Upside-Down Program
If you hold a vocational or technical
associate degree from an accredited
two-year 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 90
credits, your vocJtech degree 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 results in
a course-by-course evaluation of the
vocJtech coursework, which usually
results in less than 90 transfer credits.
Minimum eligibility criteria include
cumulative grade average of at least a
2.5 and satisfactory completion of at
least one, preferably two, English composition course(s). Generally, associate
degrees in forestry, fisheries, business,
computer programming, social services,
nursing, education, communications and
health services are acceptable for the
Upside-Down Program. Please contact
the Admissions Office about your eligibility, which must be approved no later
than the 30th day of your first quarter.

Credit for Military
and Flight Training
If you are an admitted student, credit
for military training may be applied to
your graduation requirements as part of
the 135 quarter-hour transfer credit
maximum. Military training is evaluated
by the Office of Registration and
Records in consultation with the
Credentials Evaluator in Admissions
and is based upon the recommendations
of the American Council on Education's
guide.
You must provide copies of your
DD-214 and any certificates you earned
while serving in the military. The Office
of Veterans Affairs can assist you in obtaining copies of these records if they
are not part of your portfolio.
While no credit is granted for Basic
Training, many other courses you have .
completed and ratings you have
achieved may be transferable. This
source of credit may also be applicable
to the bachelor of science requirements
at both the lower- and upper-division
levels.
Earned pilot's licenses are another
source of credit which may transfer.
Varying amounts of credit are awarded
for a commercial/instrument license,
multi-engine rating, airline transport
pilot license and flight instructor
license. No credit, however, is given for
possession of a private pilot's license.

-----"

Doug Scrima,
COOrdinator of High
SChOOl Relations

Teri Ramsauer,
Diane Kahaumia,
Coordinator for Minority

COOrdinator for TranSfer
StUdent Outreach

Recruitment

Admissions

117

Credit for Training Sequences
Work for which you have earned a
recognized certificate may apply as
transfer credit if it is comparable to the
quality of work you might do under the
direction of an Evergreen faculty
member. It must also be in an area
which the college recognizes as applicable to a bachelor's degree. Special
job-related courses completed outside
accredited institutions are an example
of this type of credit. The credit can be
academic or vocational and must conform to all transfer credit requirements.
You must submit to the Credentials
Evaluator in Admissions a copy of your
certificate, a course description or
syllabus, an evaluation of the quality of
your work and a completed "Certificate
Evaluation Cover Sheet" available only
in the Admissions office. The Credentials Evaluator may submit your application to qualified faculty members
for further review.
Generally, up to one quarter hour of
credit may be generated for every 30
hours you spend in class. Contact Admissions for more information on this
possible source of transfer credit.

Returning Students

Notification

If you plan to return to Evergreen after
withdrawing, graduating, or taking a
leave of absence of more than four
quarters, you must fill out the Washington State Uniform Application and pay
a $25 non-refundable application fee.
Submit copies of all transcripts from institutions you attended since leaving
Evergreen. An admission decision will
be based on your complete record, and
is subject to the regular deadlines of all
applicants for that quarter.

Notification of the admission decision
will be made after a review of your completed application. Upon notice of
eligibility, you may be asked to send a
deposit of $50. Payment will reserve
enrollment on a first-come, first-serve
basis. Special Students and Auditors do
not pay deposits.

International Students

Freshmen international students who
have met minimum college entrance requirements in their native country and
who can provide evidence of English
proficiency, as well as financial stability,
will be considered for admission. If you
are transferring from a college in your
country or in the United States, you
must also meet regular transfer admission requirements.
All international students should apply six months in advance by submitting:
1. The Washington State Uniform Application and the $25 non-refundable application fee.
2. Official copies of all high school
and/or college records, or university
preparatory exams.
3. Results of the Test of English as a
Foreign Language (TOEFL). The
minimum score acceptable is 525.
Transfer students from local colleges
may take an on-campus language
assessment instead of the TOEFL.
4. Evidence of having at least $10,500
(U.S.) to pay normal expenses for one
year's enrollment at Evergreen.
Conditional Admission

The Admissions Committee considers
all applicants on an individual basis. Applicants who do not meet admissions
criteria may be asked to submit additional information. Conditional admission may be offered if the applicant's
credentials present a compelling case.

and Deposit

Deferred Application

Students who wish to postpone their
application to another quarter may request to do so in writing. Students may
be allowed to defer for a maximum of a
year upon review by the Admissions
Committee. Deferral is subject to admission criteria and deadlines in effect
for the future quarter.
Special Students and Auditors

If you are a part-time student and do
not wish to have your credit immediately applied toward a degree, you do
not have to complete the application
process outlined in the "Admission Procedure" section. Entry into part-time
study for non-matriculant students is
handled by the Office of Registration
and Records. Space is limited for parttime students.
Special Student and Auditor are
categories for local residents interested
in college work but not currently seeking a baccalaureate degree. Both
categories are generally limited to 11
quarter hours of part-time study.
Special Students receive credit and
narrative evaluation. They may later
apply for admission as described in the
"Admission Procedure" section. Upon
acceptance, their previous work is
credited toward a degree.
Auditors receive neither credit or narrative evaluation to be advanced toward
a degree if they later apply for
admission.
Summer Quarter

Summer Quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
admission.

Financial Aid
For more information about Financial
Aid, call (206) 866·6000, ext. 6205.

Financial Aid

Scholarships

Evergreen participates in most federal
and state financial aid programs. You
must apply for these programs every
year. Financial application packets are
generally available by mid-January.
Because funds are limited, it is recommended you submit your 1987-88 Financial Aid form to the College Scholarship
Service by March 1, 1987, to receive full
consideration for all available campusbased financial aid. For more inforrnation, pick up a brochure on Student
Financial Aid which outlines the application process, deadlines and other
details.
Evergreen's goal is to provide financial guidance to all students, and financial aid to those who could not otherwise attend Evergreen. Grants, loans,
employment or a combination of these
from the college are based on financial
need and can only supplement the contribution of the student and his or her
family. Most aid is only for full-time
students.
Financial aid is distributed quarterly
by the Financial Aid Office to coincide
with tuition and fee payments. All
charges are deducted from the quarterly award, with the balance paid to you
during the first week of instruction. Exceptions are Guaranteed Student Loans,
which have rolling disbursement dates
based on remittance by the student's
lender, and on-campus work-study earnings, which are distributed through
monthly payroll checks.
The Financial Aid Office also offers
financial counseling and maintains a
listing of part-time employment opportunities both on- and off-campus,

Institutional scholarships are coordinated by the Office of the Dean of
Enrollment Services. Eligibility criteria
vary.
• Ward Bowden Memorial Scholarship:
assists students with financial need in
journalism and political science.
• Roger Camp Memorial Scholarship:
assists continuing students with financial need.
• Edith K. Draham Scholarship: assists
students with financial need and
demonstrated ability in fiction writing.
• Shauna May Memorial Scholarship:
awarded to students based on financial
need and merit.
• Carlton Morris Cooley Scholarship:
awarded to a senior who has excellent
writing skills and participates in college
governance.
• Saul and Dayee G. Haas Foundation
Award of Merit: awarded to an outstanding junior or senior in the field of
communications.
• Charles J McCann Scholarship:
awarded to a senior who has completed
at least one full year at Evergreen,
works well with others, shows the ability to design and carry out a plan of
study, and does it well.
• Ethel MacPhail Scholarship: awarded
to an upper-division woman in a
business management related field.
• Mark Blakely Memorial Scholarship:
for students pursuing the creative arts.
• Foundation Scholarships: awarded to
new full-time students who have made
distinguished contributions in their
community, studies or other work.

• First Peoples Scholarships: merit-based
and awarded to new students of color.
• Cultural Diversity Scholarships:
awarded to American students who can
contribute to the cultural and ethnic
diversity of the college.
• Native American Teacher Education
Scholarship: awarded to new Native
American students who have been admitted to the Teacher Education
program.
• Scholar-Athlete Awards: given as needed to students who demonstrate dedication to their studies and athletic
endeavors.
• Pleneurethics Society Scholarships:
awarded to continuing upper-division
students in anthropology, journalism,
literature, mathematics, natural
sciences, philosophy or psychology; and
based on academic merit and ability to
apply the theories of Pleneurethics to
one's field of academic concentration.
• Masters in Public Administration
Fellowship: awarded to a student in the
program who demonstrates promise for
continued intellectual and professional
development.
• Masters in Environmental Studies
Fellowship: awarded to a student in the
program who demonstrates promise for
continued intellectual and professional
development.
• John Walker MPA Fellowship: awarded
to a woman in the MPA program based
on her promise for continued intellectual and professional development.

Emergency Loan Program
Emergency loan funds are donated by
businesses, service and professional
organizations, individuals in the community, and by the Short Term Loan
Fund of Services and Activities. This
program aids continuing students who
have temporary need by providing short
term loans of up to $200. Application is
made by personal interview with a
Financial Aid counselor.

Karen Wade James,
Betty Muncton,

Financial Aid Counselor

FinanCial Aid Counselor

Financial Aid

I

19

Tuition and Fees

Residency Status for
Tuition and Fees
'Ib be considered a resident for tuition
and fee purposes, a nonresident must
first establish a domicile in the state of
Washington in compliance with state
laws. You must also establish that you
intend to remain in Washington for
other than educational purposes. Once
established, the domicile must exist for
one year prior to the first day of the
quarter you plan to enroll as a resident
student.
If you are a dependent student (not
responsible for your own expenses), you
do not qualify for residency unless one
or both of your parents or legal guardian has had a domicile in this state for
at least one year prior to the first day of
the quarter for which you plan to enroll.
Applications to change residency
status must be made no later than the
30th calendar day of the quarter in
which you become eligible. Applications
are available at the Office of Registration and Records. Apply early, and allow
at least ten days for processing your
application.

.
bout Tuition
For more infl~~~~~~:'6000, ext. 6180.
and Fees ca \

Washington/Oregon,
Washington/British
Columbia
Reciprocity
In accordance with a reciprocity agreement between the states of Washington
and Oregon, Evergreen is allocated a
number of tuition waivers for Oregon
residents. Graduate and undergraduate
students both may apply. Legislation in
process could affect the Washington/
Oregon reciprocity agreement.
Washington and the Province of British
Columbia have a similar reciprocity
agreement. For information, contact the
Office of Registration and Records.
Billing and Payment Procedures
The Student Accounts system
assembles all student financial information, both charges and credits, and prepares a periodic statement of account.
This allows registered students to submit a single check for tuition, fees, housing and other charges by mail or night
depository. The Cashier's Office is open
10 a.m.-3 p.m., Monday-Friday.
Tuition and fees are billed quarterly
by mail if you are "preregistered:'
Payments must be in the Cashier's
Office by 3:45 p.m. of the second class
day if you are "preregistered:' Failure
to pay tuition and fees by this deadline
will result in disenrollment. Payments
must be received by the deadline; i.e.,
postmarks are not considered.
If you register during the "regular
registration" period, you must pay
tuition and fees at that time. You have
an option to pay at least half of your tuition and fees by the assigned due date
and the balance in full by the 30th
calendar day of the quarter.
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 $50 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.

Estimated Expenses
These estimates are for a single student
who lives on- or off-campus during the
nine-month academic year. They are
projections for the 1987-88 year and
subject to change.
Residents

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

$1212
450
2958
990
660
$6270

Nonresidents

$4206
450
2958
990
660
$9264

Refunds/Appeals
Refunds of tuition and fees are allowed
if you withdraw from college or are
called into military service. In addition,
if you change your credit load, the
schedule below will determine what refund, if any, you will receive. If you
follow proper procedures at the Office
of Registration and Records, you will be
refunded as follows:
Fee/Charge Applicable
Category
Refunds
Tuition and 100 percent to fifth class
Fees
day of quarter, 50 percent
to 30th calendar day; after
that, no refund.
Housing
Please contact the HousDeposit
ing Office for a copy of the
Housing Contract which
contains complete details
on deposits and refund
schedules.

Appeals on any financial policy or
charge must be made to the Office of
Registration and Records within ten
days after the first billing

Tuition and Fees
These are projected tuition and fees* for the 1987-88 academic year** and may be
subject to change.
Enrollment
Status

Quarter
Credit HOUTS

Full-time
10-16
undergraduate
students
Part-time
9 credits
undergraduate
or less
students
Southeast Asian
Veteran undergraduate students
Full-time graduate
9-12
students
Part-time
8 credits
graduate
or less
students
Southeast Asian
Veteran graduate
students

Washington Resident Thition

Nonresident Thition

$404 per quarter

$1402 per quarter

$40 per credit
up to $404 maximum;
2 credits/$80 minimum
$153 for 4 credits
or more; $33 per credit
under 4 credits
$570 per quarter

$140 per credit
up to $1402 maximum;
2 credits/$280 minimum
Same

$57 per credit up to
$570 maximum;
2 credits/$114 minimum
$153 for 3 credits
or more; $47 per credit
under 3 credits;
2 credits/$94 minimum

$1698 per quarter
$169 per credit up to
$1698 maximum;
2 credits/$338 minimum
Same

*A$70 fee for student Services and Activities (see page 96) is included in tuition. For other fees, see the
"Miscellaneous Fees" chart below/on this page/on the next page.
**'fuition and fees may vary Summer Quarter, which is not part of the regular academic year.

Miscellaneous Fees
Mandatory health fee (quarterly) $ 15*
WashPIRG (quarterly;
2.50**
refundable)
Housing deposit/administrative fee
Rental contract
60
Unit lease
100
Transcript
10
Extra transcripts ordered
at same time
5
ID card replacement
5
Returned check
6
Application fee (non-refundable)
25
Admission deposit
50
Late registration fee
15
Reinstatement/late registration fee 50
Graduation fee
25
Lab fee (varies)
10-25
Leisure Education (varies)
5-100

Darkroom,
Library 2126
Parking
Automobiles
Motorcycles

Per Day

Quarte'/'

$2

$30

.75
.75

$22
11

•

YeaT

$54
27

*Students may purchase health insurance for
themselves and dependents. Options include
either a major medical plan or full health care
coverage. Students registered for ten credits or
more are automatically enrolled in the major
medical plan unless they submit a waiver card or
full health care request to Student Accounts by
the fifth class day of each quarter. Dependents
are not automatically covered. Students must
formally enroll at Student Accounts for additional coverage. Students registered for eight or
nine credits must request coverage. Students
registered for less than eight credits or as
special students are not eligible for coverage.
Contact Student Accounts for more information.
**WashPIRG, or the Washington Public Interest
Research Group, is a consumer and environmental organization directed by students. Students
who do not pay the $2.50 special fee are not
blocked from enrollment. If you do not wish to
support WashPIRG, you may waive the fee.

Tuition and Fees

I

21

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. You
should select your academic programs
for the following year during advance
registration in mid-May.
If you are a new student, you will
come to campus for a check-in appointment at a time provided by Admissions.
At this meeting, you will discuss your
personal interests and concerns,
evaluate your study skills, and receive
advising and registration forms.
All programs are filled on a firstcome, first-serve basis, and some
require a faculty interview or audition
for entry. So early registration will
increase your chances of getting into
the program of your choice.
As a full-time Evergreen student, you
will be enrolled in only one full-time
learning activity. 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 in
the dates or amount of credit need to be
made as far in advance as possible to
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 Office of Registration and Records no
later than the fifth day of any quarter.
Special registration periods are held
for those desiring to enroll as nondegree seeking Special Students or
Auditors. These special registration
periods usually coincide with the opening dates announced in both on- and offcampus publications.

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 Office of Registration
and Records throughout your stay at
the college. (See also Bills and Payment
Procedures, page 20.)
1b Drop Or Change A Program
If you want to reduce credit, or drop or
change a program, you must do so by
the 30th calendar day of the quarter.
Use a Change of Registration Form
from the Office.of Registration and
Records, and also check to see if faculty
signatures are required for the particular programs involved. It is essential
to complete these in advance. See
Refunds/Appeals on page 20.
Withdrawal
You may withdraw any time up to the
30th calendar day of the quarter, but
please inform the Office of Registration
and Records. See the tuition and fee refund schedule on page 20.
Enrollment Status
Full-time
Part-time
Status*
Status
Undergraduate
12-16
11 credits
Students
credits
or less
Graduate
9-12
8 credits
Students
credits
or less
Important: VA
Veteran
Students
standards for full-time
training are different
than Evergreen's. The
"seat-time" rule requires a specific
amount of time in
classroom situations.
Th be sure you meet
these standards,
check with Evergreen's Office of
Veteran Affairs,

Leave 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
undergraduate and one quarter for
graduate students).
Academic Credit

General Policies
You accumulate academic credit for
work well done and levels of performance reached and surpassed. Only if
you fulfill academic obligations will full
credit, expressed in quarter hours, be
entered on the permanent academic
record. Evergreen will not accept credit
twice for the same coursework.
Partial Credit Options
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 their policy at the
outset of the quarter. Exceptions are
made only with their approval.
Evaluation
Evergreen's credit system distinguishes
between quantity and quality. The
quantity of your academic work is
recognized by an award of credit based
on satisfactory completion of program,
contract or course requirements. The
quality of your work is expressed in a
written evaluation.
1b evaluate your work, you meet
individually with the faculty member
who leads your seminar. At the end of
each quarter, two evaluations are written about your academic accomplishments-one by your faculty member and
one by yourself. For more about this
unique way of grading, turn to page 14.

"Full-time enrollment must include any credit
earned concurrently at another college for transfer
to Evergreen. Maximum enrollment may not exceed the credit totals indicated above.

. ormation about Academic
For mor~ inf
n (206) 866-6000,
Regulations, ca
ext. 6180.

Judy Huntley,
Assistant to the Dean of

Arnaldo ROdriguez,

Registration and Records

Dean of Enrollment
Services

Record Keeping

Transcript and Portfolio
The transcript and portfolio are the
main records of your academic achievement at Evergreen. Maintained by the
Officeof Registration and Records, your
transcript will include all work done for
credit, the official description of the program or contract, faculty evaluations
and, when required, your own
evaluations.
Unless you go on a leave of absence,
withdraw or change programs, credit
and evaluations are reported only at the
end of a program or contract. Once the
evaluation is accepted in the Office of
Registration and Records, a copy is sent
to you. If you need your faculty to further revise your evaluation, you have 60
days or until you request your transcript to be sent out, 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 request transcripts of only their
graduate work. Please allow two weeks
for processing between your request
(and $10 fee) and mailing of the
transcript.
Youmaintain your own portfolio,
which should include official descriptions of all your programs and contracts,
copies of faculty evaluations, and your
own self-evaluations, particularly those
not in the transcript. You should also include examples of 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
employers in future interviews.
Retention of Records
Credentials, including original
documents submitted in support of an
application, become the property of the
college and are not returnable or
reproducible. Transcripts of students
who do not register for the term for
which they applied will be held two
years before being discarded.

You must request transcripts of work
done at other schools directly from
those schools, not from copies in
Evergreen's files.
Confidentiality of Records
Evergreen complies with the federal
Family Education Rights and Privacy
Act of 1974, which establishes fair information practices regarding student
records at American colleges and
universities. Copies of Evergreen's
policies may be obtained from the Office
of Registration and Records or the Office of the Dean of Enrollment Services.
Academic Standing Policy

The academic standing of each
Evergreen student is carefully
monitored to ensure the full development of his or her academic potential.
Any student not making satisfactory
academic progress, as defined below, is
informed of her or his standing in the
college and is advised accordingly.
Faculty evaluation of student achievement formally occurs at the conclusion
of programs, contracts, courses and internships. In addition, any student in
danger of receiving less than full credit
is so notified in writing at mid-quarter
by his or her sponsor.
A student making unsatisfactory
academic progress will receive an
Academic Warning and may be required
to take a Leave of Absence.
1. Academic Warning. A student who
earns fewer than three-fourths the
number of registered credits in two successive quarters will receive an
Academic Warning, issued by the Dean
of Enrollment Services. A student
registered for six (6) quarter credit
hours or more who receives no credit in
any quarter will receive an Academic
• Warning. Such warning will urge the
student to seek academic advice or personal counseling from a member of the
faculty or through appropriate offices in
Student Affairs. A student will be
removed from Academic Warning status
upon receiving at least three-fourths of
the credit for which he or she is
registered in two successive quarters.
2. Required Leave of Absence. A
student who has received an Academic
Warning and who, at the next evaluation

period, receives either an incomplete or
fewer than three-fourths of the credit
for which she or he is registered will be
required to take a Leave of Absence,
normally for one full year. A waiver of
Required Leave can be granted only by
the academic dean responsible for
academic standing upon the student's
presentation of evidence of extenuating
circumstances. A student returning
from Required Leave will re-enter on
Academic Warning and be expected to
make satisfactory progress toward a
bachelor's degree. Failure to earn at
least three-fourths credit at the first
evaluation period will result in dismissal
from Evergreen.
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 by an
academic dean.
If you transfer credit from another
college, you must earn at least 45 of the
last 90 quarter credit hours while
enrolled at Evergreen to be eligible for
an Evergreen degree. Prior Learning
credit or CLEP tests do not satisfy the
45 credit requirement.
If you have a baccalaureate degree
from a regionally-accredited institution
(including Evergreen), and wish to earn
a second baccalaureate degree, you
must earn at least 45 additional quarter
credit hours as an enrolled Evergreen
student.
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.8.
requires at least 225 quarter hours,
including 90 at Evergreen, and application at least one year in advance.
An application, exit interview and
payment of a $25 fee are necessary for
graduation. Contact the Office of
Registration and Records at least one
quarter in advance of the anticipated
graduation date.

Academic Regulations

123

Academic Offerings

Jacinta McKoy, 26
Junior
Hometown: Spokane, Washington
Current program: "Transformation: Personal to Planetary" Group Contract
Fields of study: Health and humanities
"I did some research on science curriculum with Faculty members Maxine
Mimms and Willie Parson and staff
member Jean McGregor
All my
work was valued as much as everyone
else's. That's so incredibly rewarding
as a student, to be treated as an
equal."
"I don't know if I'd recommend the
pace of study here to everyone. It
takes a special kind of student to
handle the course level. We're not
just learning one thing, but integrating ideas. That's the kind of thinking
that leads people not to just see
problems, but to seek solutions."

24 I

Uniform Undergraduate Application for Admission to
Four-YearColleges and Universities in the State of Washington
Section I

I am applying to the campus in:

o Olympia
o Tacoma

PLEASETYPEOR PRINT

o Beginning

0

Freshman

Transfer

The Evergreen

0

No

Year __

o Januarylnterim 19 __
o Summer only
Year
o Extension
o Days
o Correspondence
o Evenings

o
o

2b. Have you previously attended this institution?

0

DYes

No

Year

_

term

3. Name as you wish it to.appear on your record

o Male
o Female

(upper division students only)

1b. For admission to (check one term)
Fall
0 Spring
Winter
0 Summer

State College, Olympia. WA 98505

2a. Have you ever applied for admission to the
institution to which you are now applying?
DYes

o Vancouver

PLEASEATTACH THE APPROPRIATE
APPLICATION FEE: See Below

la. Application to (Name of College or University)

(upper division students only)

Last

First

4. Former Name (if previous academic
records under another name)

Middle

I

5. Social Security Number

/

6a. Mailing Address
(until)
mo.
yr.

Number and Street

City

State

Zip

7a. Permanent Address
if different

Number and Street

City

State

Zip

6b. Phone (include area code)

(

8. Birthdate

9. Washington
resident?
DYes
No

Birthplace

From

lla. Are you a military
veteran?
DYes
0 No

/
mo.

11b. Months of Active
Duty?

to

,

yr.

11c. Separation Date

Phone (include area code)

_
yr.

mo.

I

)

I 7b.

1Ga. Country of Citizenship 11Ob. Type of visa
or classification

Length of latest period lived in Washington

o

/

11d. Are you the child of
a deceased veteran?
DYes
0 No

12. Religious preference (optional)

13. Do you have a physical or learning disability? (optional)
0 Yes 0 No
If yes, please describe and list specific accommodations needed to fully benefit from your educational experience

This information
14. Ethnic origin
(optional)

_

is being requested on a voluntary basis and will remain confidential. Failure to provide this information will not affect an admission decision.

o American Indian or Alaskan Native o Hispanic
o Asian or Pacific Islander
o White Non-Hispanic
o Black Non-Hispanic
o Other

15b. Location of high school
City

Date of graduation

City

Year

G.E.D.teststaken?

State

When?

(yr.)

Dates attended

1.

_ From

2.

_ From

3.

_ From

4.

_

_

Degree or diplomas

,,

to
yr.

mo.

mo.

yr.

mo.

yr.

mo.

yr.

~

to
mo.

yr.

mo.

yr.

~

to

_ Frorr

,
mo.

to
yr.

17. PLEASE COMPLETE.
If enrolled in high school, list all courses to be completed during your senior year.
If enrolled in college, list all courses to be completed during the current academic year.

/
mo.

_

i"

yr.

18. Indicate your educational objective at
the college to which you are applying
First Bachelor's degree
Second Bachelor's degree
Courses for personal enrichment
Other (specify)
_

o

o
o
o

19a. Intended major area of study

20a. Name of father or legal guardian

20b. Address (Number and Street)

20c. Colleges attended by father

19b. If undecided, what subject area or career interests you?

Living)

(City)

0

Yes

(State)

,

~
f

I

in order of attendance (no exceptions). If still enrolled in a college, indicate leaving date: (rno.)

Institution

••

15c. If you do not intend to graduate from high school, indicate highest grade completed
and last year attended

State

Grade

16. List all colleges/universities

15a. High school attending or last attended

!

0

No

(Zip)

Degrees

21a. Name of mother or legal guardian

Living?

Yes

21 b. Address if different from father's

21 c. Colleges attended by mother

Revised 1985

Please Attach a non-refundable

0

$25.00 Check or Money Order

Degrees

0

No

I

22. List your significant school and community activities and awards (attach additional page if needed).

23. Describe any special circumstances which you believe should be considered in connection with this application (attach additional page if needed).

24. Do you plan to apply for college residence hall accommodations?
DYes
D No
If you plan to apply for college residence hall accommodations, you
.must contact the Housing Office of the specified college or university.

25. Do you plan to apply for financial aid from this institution?
DYes
0 No
If you plan to apply for financial aid from this institution, you must
contact the Financial Aid Office of the specified college or university .

26. I understand failure to submit complete official transcripts from all schools, colleges, or universities attended may result in the denial of this application or my
subsequent dismissal from this institution. I certify that to the best of my knowledge, all statements I have made in this application are complete and true.

NAME OF APPLICANT (print)

DATE

SIGNATUREOF APPLICANT

BEGINNING FRESHMEN MUST complete Section I and leave this application with your high school counselor or principal, who will complete Section II and
forward it to the Office of Admissions of the institution you have named.
TRANSFER APPLICANTS NEED NOT complete Section II but should forward the application to the appropriate Office of Admissions and have the registrar of
each college or university previously attended send an official transcript to the Office of Admissions. Some Washington colleges and universities require transfer
applicants to submit a high school transcript and test scores. Check the admissions information section of undergraduate catalogs for this requirement.

Section II
(Beginning freshmen only)
To be completed by high school official
Please complete the following, enclose an official transcript and forward to the institution to which the candidate is applying. Washington high schools may
substitute the Washington Pre-College Test Guidance Report if the student has not completed the first term of grade 12. In case the applicant will need special
consideration, a transcript should be included with the WPCT Guidance Report.

This will certify that the student named above

o was
o will be

He/she has a grade point average of
Class rank and grade-point

or was not
graduated

---:month

and ranks

_

graduated

year

in a class of

average above are based on grades earned through the

D

Class average

_

th semester/trimester.

College Aptitude Testing Data (Report standard scores only. Do not list percentiles.)

v

1. WPCT

Date taken

vC

QC

_

2. SAT

Date taken

v

M

TSWE

3. ACT

DateTaken

EngL

Math

.Soc. St.

4. PSAT-NMSQT

Date taken

V

M

Selection Index

~-

M

_

_

Nat. Sc.

Comp.

_
_

Comments: This space may be used to list special circumstances that may be of assistance to admission officers in considering this student.

Name of high school

Signature of high school official

Address of high school

Title

ETS/ACT School Code Number

WPC School Code Number

Date

High school telephone

"Washington four-year colleges and universities subscribe to the principles and laws of the state of Washington and the federal government, including
applicable executive orders. pertaining to civil rights. These institutions are committed to the policy that all persons shall have equal access to programs and facilities
Without regard to age, color, creed, marital status, national or ethnic origin, physical handicap, race, religion, or sex."

"Were not just learning one
thing, but integrating ideas?'

I

:':(1:,:,:,:,:,:,:,:(,:(1:

:::::::::::::::::::1:::::::::

~l~l~l~l~l~i~i~i~
:,:,:,:,:':':':':':(1:':':':

The Condensed Curriculum

Core Programs

Credits

F

W S" Cucle"'

Expressive Arts

Credits

F

Frames of Mind, 30
Great Books, 30
Ideas of Evolution, 30
Science and Society, 31
Sport and Society, 31
Technology and Human Reason, 31
Making of Meaning, 33
Decisions, 33
Adult Life Explorations, 33

48
48
48
48
48
48
32
16
32

~
~
~
~
~
~
~

~
~
~
~
~
~
~

Inter-Arts FoundationS; 48
'Iechniques
of Visual Anthropology, 49
Cross-Cultural Perspectives:
The Arts of Eastern Europe, 49
The Moving Image, 49
Form and Function, 50
Making Contemporary.Music, 50
The Narrative Life, 50
Fiber Arts, 51

48

~ ~ ~

16

~

48
48
24
32
32
16
16
48

~
~
~
~
~

32
32
32
32
4
32

~ ~
~ ~
~ ~
~ ~
~
~ ~

48
16

~ ~ ~
~

48
48

~ ~ .,..
~ ~ ~

~
~
~
~
~
~
~

~ ~

Word and Image, 51
The Business of Computers, 51

Applied Social Theory

Central America:
Studies in Cultural Survival, 36
Mass Communications and
Social Reality, 36
'Thacher Education Program, 3.7
The Business of Computers, 39
The Design and Planning Process, 39,
Environmental

I

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

Cycle

*

~ ~
Humanities

48
48
48
48

~
~
~
~

~ ~
~ ~
~ ~
~ ~

*
*
*

Studies'

Habitats:
Marine, Terrestrial and Human, 42
Ecological Agriculture, 42
Energy Systems, 43
The Pacific Northwest:
Culture, Religion and Design, 43
The Design and Planning Process, 43
Forests and Salmon:
Resource Management
in the Pacific Northwest, 44
Landscapes and Biogeography, 44
Natural History of Hawaii, 44
Ornithology, 45

26

24

WS

48
48
48

~ ~ ~
~ ~ ~
~ ~ ~

48
48

~ ~ ~
~ ~ ~

16
12
16
16

~
~
~
~

*
*

The Great War, 54
The Experience of Fiction, 54
Chaucer and Shakespeare, 54
Knowledge, Truth and Reality, 56
Great Works, 56
The Narrative Life, 57
American Worlds,
Democratic Vistas, 57
Word and Image, 57
Language and Culture Center

Japanese Studies, 61
Russia- USSR, 61

.

.

Management and
the Public Interest

Management
and the Public Interest, 63
The Business of Computers, 63
The Design and Planning Process, 63

Credits

48
48
48

F

W S

Cycle

~ ~~ *
~~ ~ *
~ ~ ~

~~ ~*

48
48

~ ~ ~

48

~ ~ ~

W S

~~~

Special Forms of Study, 84

~~~

Cycle

The Evergreen State College'Thcoma,87
The Evergreen State CollegeVancouver, 87

Master
of Environmental Studies, 88
Master of Public Administration, 89
32

~ ~

48

~ ~ ~

48

~ ~ ~

48

~ ~ ~

Graduate Study at Evergreen

Political Economy
and Social Change

Political Economy ,
and Social Change, 70
American Worlds,
Democratic Vistas, 70
Microeconomics
and Institutionalism, 70
Central America:
Studies in Cultural Survival, 71

F

Off-Campus Programs

Native American Studies

Respect: A Mutually-Shared
Educational Authority, 66
Problem Youth, 66
The Pacific Northwest:
Culture, Religion and Design, 67

Credits

Part-time Study, 82

~ ~ ~
~ ~ ~

*

~

16
24

~ ~

48
48
48
48
48
48

~~~ *
~ ~~ *
~ ~~ *
~
I> ~
*

Science, Technology and Health

Matter and Motion, 77
Mathematical Systems, 77
Physical Systems, 77
Energy Systems, 78
Data to Information, 78
The Business of Computers, 78
The Design and Planning Process, 79
Human Health and Behavior, 80
Molecule to Organism, 80
Nutrition, 80
The Helping Professional, 81
Psychological Counseling, 81
Crime in America, 81
Problem Youth, 81

44
48
48
16
48
48
48
48

~ ~ ~

.

~ ~~ *
~ ~ ~
~ ~ ~

~~ ~ *
~ *
~ ~ ~
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Key

~

* F-Fall Quarter

~

10"

w-Winter Quarter

s-Spring Quarter

=Program cycle tentatively indicates how often a program
is offered:
=repeated annually
• =cycle offered two or more years apart

,*

See Specialty Area introductions for more about cycles and
pathways
I

The Condensed Curriculum

127

"I wanted something
duferent, something more
personal ... and a place
where I would get a good
e duca tiIon ... "

Anthea Lawrence, 19
Freshman
Hometown: Albuquerque, New Mexico
Current program: "Great Books"
Field of study: Humanities
"The process of reading and discussing books has started me thinking in
a whole new way. I used to just read
a book and be done with it. Now I
stop, question, and have a dialogue
with the material."
"I was fed up with the traditional
method of education-read the
chapter, do the questions at the end,
and just memorize a bunch of words
that had no real meaning for me. I
wanted something different, something more personal with a low student/faculty ratio, and a place where I
would get a good education, not just
a place where you could do whatever
you wanted. It was hard to find that
kind of school, but Evergreen
measures up."
"[Faculty Member] Dave Hitchens is a
great help. He's available to talk
anytime and he understands that a
student is also a human being with
ups and downs, and he's sensitive to
that. It's kind of the way Evergreen
operates-it's flexible, but they don't
let you take advantage of that.
They're rigorous."

28

I

"I wanted something
dnferent, something more
personal ... and a place
where I would get a good
educatiIon... "

Anthea Lawrence, 19
Freshman
Hometown: Albuquerque, New Mexico
Current program: "Great Books"
Field of study: Humanities
"The process of reading and dIscussing books has started me thinking in
a whole new way. I used to just read
a book and be done with it. Now I
stop, question, and have a dialogue
with the material."
"I was fed up with the traditional
method of education-read the
chapter, do the questions at the end,
and just memorize a bunch of words
that had no real meaning for me. I
wanted something different, something more personal with a low student/faculty ratio, and a place where I
would get a good education, not just
a place where you could do whatever
you wanted. It was hard to find that
kind of school, but Evergreen
measures up."
"[Faculty Member] Dave Hitchens is a
great help. He's available to talk
anytime and he understands that a
student is also a human being with
ups and downs, and he's sensitive to
that. It's kind of the way Evergreen
operates-It's flexible, but they don't
let you take advantage of that.
They're rigorous."

28

I

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Core Programs

,I

Convener: Larry Eickstaedt

Core Programs emphasize the
development of skills necessary for you
to do successful college work. For most
students, this means learning how to
write well in various modes, 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 help you connect your
studies with your own intellectual and
personal concerns and make responsible
decisions about your education.

Each of the Core Programs listed in
this catalog section is an integrated
study program that combines several
different activities: seminars, individual
conferences with faculty members, lectures, field trips, laboratories-whatever
is appropriate. In a Core Program you
learn about the program theme or topic,
and at the same time you learn about
your own goals, about defining problems
and dealing with them, and about the
college's people and facilities.

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
Study Program, in which faculty
members from three or four different
disciplines use their knowledge to help
youexplore a central theme or problem.
This interdisciplinary approach means
youwill study a situation as a whole,
not as a collection of unrelated fragments. Core Programs reveal the full
breadth of the issues that will concern
you-the connection of artistic expressionto social conditions, for exam-pie, or
the relation of biological facts to
individual psychology.

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Core Programs

129

Frames of Mind:
A New Approach to Knowing

Fall, Winter, Spring / Coordinated Study
Coordinator: Kirk Thompson
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Are we of one mind or many? Is there
one general "intelligence" which
develops in every individual, or do we
have multiple cognitive abilities which
.develop with considerable autonomy? If
our ways of knowing are not unitary,
then how are they integrated: by the
individual, by his or her culture?
This program goes to the roots of
cognitive development-of the process
of learning which begins at birth, which
continues throughout life and which is
the explicit focus of college education.
It explores the new approach to cognition and learning offered by Howard
Gardner in his recent book Frames of
Mind: The Theory of Multiple Intelligences. This approach is an alternative
to the "LQ:' approach, which assumes
we have one general or summed capacity called "intelligence:' The new approach gives evidence, instead, of at
least seven different human cognitive
capacities or intelligences: linguistic,
musical, logical-mathematical, spatial,
bodily-kinesthetic, intrapersonal, and
interpersonal. From this standpoint we
are not "of one mind;' but are the
bearers of multiple "modular" intellectual capacities.
The program will explore most of
these capacities, both in theory and in
practice, helping each individual to
understand the pattern of development,
and the way they are integrated by the
individual person and by the symbolsystems of culture.
The purpose of the program is to open
up the widest possible range of
capacities for intellectual development
to each student. It emphasizes human
development through psychology,
biology, linguistics and the arts.
Planned equivalencies in quarter
hours:
Distributed among the social sciences,
sciences, humanities and arts.
48 total
Program is preparatory for careers
and/or future study in most fields.

30

I

Great Books

Ideas of Evolution

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

Fall, Winter, Spring / Coordinated Study
Coordinator: Richard Alexander
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: Field trip costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Only
mathematics, by agreement with faculty

All cultures have important stories that
are transmitted in a variety of forms
through time and often transformed into guidelines for proper conduct. In
each culture tensions often develop
between codes of conduct and individual
responses for or against this conventional wisdom. "Great Books" will consider this process in Western culture by
reading its great stories and a variety of
individual responses. We will also examine some major political institutions.
Planned reading:
Fall Quarter: The Gilgamesh Epic, The
Iliad, The Odyssey, Hesiod, Sappho, the
Old Testament, The Aeneid.
Winter Quarter: 'The Oresteia,
Antigone, The Bacchae, the New 'Iestament, St. Augustine's Confessions, The
Inferno, Erasmus and Luther on Free
Will, Paradise Lost.
Spring Quarter: The Prince, Richard
III, Leviathan, Candide, the Social
Contract, Debates in the Federal Convention, On Liberty, The Marx-Engels
Reader, Nostromo.
We will discuss the reading in twiceweekly seminars; twice-weekly lectures
will supplement the reading. Regular
writing workshops will help students to
improve the papers that they will submit each week.

I

Planned equivalencies in quarter
hours:
8-epic poetry
8-the Old and New 'Iestaments
8-western civilization
8-political philosophy
8-writing expository prose
8-individual project: library research
and writing
48 total
Program is preparatory for careers
and/or future study in all fields. Those
students wishing to take this program
who also plan further study in
mathematics and the sciences should
have had very strong high school
preparation in those subjects.

"Evolutiorr--the most powerful idea of
modern times-has not only been used
to solve the origin of biological species,
and to explain how such species continue to develop, it has been applied
fruitfully to all other natural sciences,
social sciences, arts, political
movements, philosophy, even to
religions.
"Evolution" has become a subject in
all those fields. It has become a way of
explaining any phenomena. It has even
guided social policy.
We will discuss:
1. The latest thinking about the evolution of the universe, life on earth,
language and civilizations.
2. Evolution as a theory designed to
explain all those evolutions.
3. The evolution of the Idea of Evolution from Aristotle to Darwin, and the
many changes it has undergone since
Darwin.
Students will understand the criteria
for any sound scientific theory. This will
involve an introduction to logic, principles of philosophy, and philosophy of
science. They will encounter and
analyze major theories in physics,
chemistry, biology, anthropology,
political science, economics, history,
literature, philosophy and the arts. They
will read major works in these fields,
both classics and current speculations.
The mathematics necessary to our program work will be taught within the
program-some geometry, algebra, concepts in pre-calculus, probability, and
statistical methods. Those students 'who
need more mathematics will be allowed
to take courses concurrently.
Planned equivalencies in quarter
hours:
Distributed among expository writing,
research methods, quantitative methods,
natural sciences, biological sciences,
humanities, and history and philosophy
of science.
48 total
Program is preparatory for careers
and/or future study in all of the liberal
arts and sciences.

Science and Society:
The Experimental Spirit

Fall, Winter, Spring I Coordinated Study
Coordinator: Paul Mott
Enrollment: 80 Faculty: 4
Prerequisites: None
Special Expenses': Movie, costume, construction fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Our intention is to study and relive
some of the major events in Europe
from the Greeks to the Age of Discovery. European history is a rich
tapestry of interactive discoveries and
changes in technology, medicine, social
practices, architecture, art and music,
and other aspects of life. Europe is the
framework of much of our own history,
social mores and structure. 'lb study
European history is to study ourselves
at an earlier, simpler, but more difficult
time.
This year-long program will look at
European history at several different
times. We will start at the late Greek
and Roman period to establish reference points for many later developments. Other times that will be
emphasized are the late Middle Ages,
the Renaissance and the period of vast
social, artistic and scientific discovery in
the mid-to-late 19th century.
At the core of our analysis will be
family life, work and urban and rural
living. Each of these periods was also
marked by major religious, political and
scientific changes. They will be studied
and reenacted. Also, there is a reflection
of society in the written word, in art
and in music. The artists and their
works will be examined in an effort to
understand them and their relationships
to societal changes from a different,
perhaps clearer, perspective.
Feasts of the appropriate eras will be
produced to enhance the learning of
social interaction in a pleasant learning
atmosphere. Debates will be reproduced, plays acted, songs sung, experiments replicated, gold produced from
lead and devils exorcised. Writing, of
course, will be emphasized, and essays,
as well as a few major papers, will be
assigned.

Sport and Society

Technology and Human Reason

Fall, Winter, Spring / Coordinated Study
Coordinator: Oscar Soule
Enrollment: 80 Faculty; 4
Prerequisites: None
Special Expenses: $20 per quarter for
films and field trips
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No

Fall, Winter, Spring I Coordinated Study
Coordinator: Betty Estes
Enrollment: 80 Faculty: 4
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Sport is a significant cultural component and avenue to personal health and
social interaction. This program will examine the history, philosophy and
psychology of sport as well as sociological issues such as sport and gender,
nationalism, sport for special populations, values in sport, and sport and
violence.
How sport is learned (psycho-motor
learning), how the body adapts to
physical stress (exercise physiology),
and how we move through space
(kinesiology) wyl be studied on
theoretical and experimental levels.
Students will also become involved with
community-based projects such as the
Special Olympics, major sporting
events, children's sports, or campusbased sports and wellness programs.
Planned equivalencies in quarter
hours:
12-expository writing
8-human biology
12-social sciences
8-health and fitness
8-community projects
48 total
Program is preparatory for careers
and/or future study in human health
and behavior, community studies and
recreation.

Planned equivalencies in quarter
hours:
Distributed among the arts, sciences,
humanities and social sciences.
48 total

~J»_"4I
0; _ •••• _ '\'

With the birth of modern science in the
17th century there arose an optimism
that the application of scientific
methods would create a better world.
But toxic wastes, world wars and
nuclear disasters suggest that science
and technology may have created more
problems than solutions. What has gone
wrong?
In The Arrogance of Humanism,
biologist David Ehrenfeld states that he
wrote the book "when I saw how our
unquestioning faith in our own omnipotence provides a common explanation
for so many seemingly different things
that are happening to us; when I
perceived the tremendous implications
of the wide and widening discrepancy
between the world-pervasive faith in
reason and human power and the living
reality of the human condition;'
We will address many of the issues
raised by Ehrenfeld. We will examine
the historical origins of the belief that
human reason and science can solve virtually any problem. We will look at the
impact of our faith in reason, technology, control, management and prediction in many areas of modern life,
examining the benefits and problems it
has brought us.
We will examine methods of control
and prediction in education, medicine,
resource management and the organization of institutions. By studying computers and statistics, students will be
introduced to two methods widely used
for problem solving and prediction.
Special attention will be paid to appropriate and inappropriate uses of
these tools. By studying ecology and
natural history, students will acquire a
better understanding of the limits of the
human ability to control and predict.
Our readings will include studies on
the scope and limitations of science and
technology, historical studies, and relevant works from literature, political
theory and philosophy.
Planned equivalencies in quarter
hours:
Distributed in the sciences, humanities
and social sciences.
48 total

Program is preparatory for careers
and/or future study in most fielde.

Program is preparatory for careers
and/or further study in humanities,
. natural science and social science.

Core Programs

I

31

Making of Meaning

Decisions

Adult Life Explorations

Fall, Winter / Coordinated Study
Coordinator: Paul Sparks
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: Photo lab fees, photo
supplies, speaker fees (all are for Winter
Quarter)
Part-time Options: No
Internship Possibilities No
Additional Course Allawed: Yes, with
faculty permission

Spring / Coordinated Study
Coordinator: Will Humphreys
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allawed: No, except
by permission

Fall, Winter / Group Contract
Sponsor: Bill Aldridge
Enrollment: 40 Faculty: 2
Prerequisites: None, but prefer students
25 years of age or older
Special Expenses: Retreat expenses,
about $40 each quarter
Part-time Options: Yes; 8 credits, every
Saturday and one evening each week; 12
credits, previous schedule plus one
afternoon a week; 16 credits, same as 12
credits plus special project or additional
course
Internship Possibilities: Yes
Additional Course Allawed: Yes

This program is for students who want
to find out something about themselves
through a careful examination of the
world and their place in it. We will confront students with one of the toughest
challenges anyone has to face: discovering the personal meaning of experience
and moving from being a passive recipient of knowledge to an active initiator
of personal discovery.
The questions we will ask include:
How do we make sense of our experiences? How do we "map" the world and
the self in it? Given the great varieties
of possibilities, how do we make meaning close enough to the meaning others
make that we can communicate and
understand one another? Why do we
assume our "reality" is the same as
others? How do individual "realities"
become cultural reality?
The program is designed in a unique
way. In each of the first two quarters,
one faculty member will act as primary
teacher, giving lectures, films,
workshops and readings. The other
faculty will be a "Master Learner:' participating with the students in all program activities. That person will be
both a role model and helper to
students. In the second quarter, the
faculty will switch roles. In the third
quarter, each student will pursue a selfdefined project based on and integrating their work from the previous
quarters.
In the fall, the principal focus will be
on social science and natural science. In
the winter, we will examine the perspective of the artist and begin to learn how
to make our own art.

The process of decision-making is the
focus of this one-quarter program aimed
at first-year students and others who
wish to sharpen their writing and
reasoning skills. Strategies of rational
decision-making and not-so-rational
decision-making, will be analyzed. We
will be interested in decisions not only
at the personal level, but also within
small groups, large groups and organizations like the government, corporations and so forth. Students will do a
considerable amount of wtiting and
there will be a definite emphasis on
learning how to organize one's writing
and thinking logically. This is an
especially good program for people who
want to take a new slant on their
academic careers.
Planned equivalencies in quarter
hours:
4-introductory philosophy and social
science
4-elementary logic/critical reasoning
4-public affairs/public policy
4-ethics and personal decision-making
16 total
Program is prepamtory for future
study in any upper-level academic area
requiring good writing and reasoning
skills.

Planned equivalencies in quarter
hours:
8-writing
8-literature
4-social science
4-philosophy of science
2-cultural studies
6-introduction to photography
32 total

~':'~-(

I
I

As a person grows beyond the years of
adolescence, a variety of changes occur:
marriage, children, new homes, death of
loved ones, divorce, life-style change,
physical and mental aging and new
perspectives on life goals. All of these
require some kind of reassessment of
one's life. A person's job can be a key
factor in such reassessment. Is it satisfying? Does one have the skills to communicate effectively? How can one deal
with time demands that compete with
personal and family life?
''Adult Life Explorations" will help
mature students explore new ways of
looking at life situations, as well as new
ways of living with and relating to
others. It focuses on discovering major
themes in the human growth and
motivation processes, and the ways
these are manifested in the lives of the
program's participants.
These objectives will be achieved
through reading and discussion, personal reflection and exploration,
workshops and, periodically, lectures
and films, The reading will be largely
from the humanistic psychologies.
Intensive journal writing and dream
reflection will help students look at
themselves, while workshops will deal
with subjects such as movement, interpersonal relationships, decision making,
natural history, anger and stress.
Students will develop their reading,
writing and speaking skills and explore
possibilities for further college study.
Planned equivalencies in quarter
hours:
Distributed among explorations in
human relationships, decision making,
movement, music, environment and personal growth.
32 total
Program is prepamtory for careers
and/or future study in all areas and
particularly work in the social services
and counseling.

Program is prepamtory for careers
and/or future study in art, litemture,
philosophy of science, photography and
social science.

Core Programs

I

133

•• ••

•

"... this year I've decided
that I'm not working to get
a grade or to get by. I'm
working for' me."

Catharine Allis, 20
Sophomore
Hometown: Federal Way, Washington
Current program: "Development: The
Aim of Education"
Fields of study: Education and
psychology

"[Faculty Member] Thad Curtz is
always willing to listen. At one point
last winter, I felt like a real basket
case. I went Into Thad's office and
told him I was thinking of quitting the
program because I felt so overwhelmed. But he walked me through
the entire workload-seminar,
research papers, group dynamics,
lectures-and convinced me to go
on ... Thad did this by encouraging
me to think about each component
rather than just feel overwhelmed.
I'm glad I stuck with it."

"I was really surprised by the structure
of Evergreen. It isn't high school-all
your decisions are your own. My first
year was really awful. It was easy to
feel bowled over and let other people
talk for me. But this year I've decided
that I'm not working to get a grade or
to get by. I'm working for me."

..

\1

I

Convener: Thad Curtz
Affiliated Faculty: Nancy Allen, Thad
Curtz, Helen Darrow, Betsy Diffendal,
Don Finkel, Mary Huston, Lovern King,
Rita Pougiales, Sy Schwartz and Irwin
Zuckerman

The Applied Social Theory specialty
area offers year-long integrated work in
preparation for careers in education and
mass communications, as well as occasional programs about contemporary
social and political life. Coursework
centers on the application of theories in
social science and works in the
humanities to the realities of life and
work in the contemporary world. The
area's programs combine training in
necessary skills, the opportunity for
practical experience in internships and a
thorough education in ways to think
about modern life. For long-term
satisfaction in the rapidly changing
fields with which we deal, there is
nothing so practical as a good theory.

"Think about the kind of world you want
to live and work in. What do you need
to know to help build that world?
Demand that your teachers teach you
that."
-Prince Kropotkin

11

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Applied Social Theory

135

Central America:
Studies in Cultural Survival

Mass Communications
and Social Reality

Fall, Winter / Group Contract
Sponsor: Nancy Allen
Enrollment: 24
Prerequisites: Core Program or
equivalent
Special Expenses: None
Part-time Options: This is a 12 quarter
hour program
Internship Possibilities: No
Additional Course Allowed: Yes,
Spanish strongly recommended

Fall, Winter, Spring / Coordinated Study
Coordinator: Thm Foote
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or
Core Program
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No

"Josephine, I tell you I have not rested,
not since I drove those streets with a
gun in my lap, ... I go mad, for example,
in the Safeway, at the many heads of lettuce, papayas and sugar, pineapples and
coffee, especially the coffee?'
These words by Carolyn Forche, a major U.S. poet, express her encounter
with Central American culture, and
with the difference between life in a
country whose abundance is derived
from other areas and life in an area
from which that abundance comes.
In Central America, there are political movements struggling to create a
new political culture and to protect it.
Indigenous peoples struggle to keep
their cultures alive within political
regimes of every kind. Cultural imperialism takes many forms-from planting
export crops on land previously used for
subsistence farming to forcing writers
and political leaders into exile.
We will study forces such as religion,
education and popular culture which
have the potential to help cultures survive, adapt and revitalize themselves.
We will study strategies developed in
Cuba or other Third World countries. At
least one week each quarter will be
spent discussing options for constructive action in the UiS,
Fall Quarter, we will study
Guatemala, a country with a large majority of indigenous people who oppose
the government, not out of any imported revolutionary ideology, but simply to survive. Winter Quarter, we will
focus on Nicaragua before and after the
Sandinista revolt and question its treatment of the Miskito Indian population.
Planned equivalencies in quarter
hours:
Distributed among cultural anthropology, Central American studies and
Central American literature.
24 total.
Program is preparatory for careers
and/or future study in social sciences,
humanities, education, international
relations and mass' communications.

36

I

It would be difficult to fmd anything
with more impact on our lives than
mass communications. It structures our
needs and wants, and is altering our
mores and folkways. In this program we
will examine the role of mass communications in American life, and develop
skills in print, radio and video 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
communities to which we belong.
The possible relationships between
journalists and communities will be the
program's central concern. The words
and images produced by journalists help
form each social group's understanding
of itself and of the world. (Most of us
have never seen Moscow or the city
council; what we think of as the real and
solid world is made up of words and
images.) 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 reading will include works by
novelists, social scientists and media
critics such as Zora Neale Hurston,
Herbert Gans and Ariel Dorfman.
Planned equivalencies in quarter
hours:
8-sociology of mass communications
6-psychology of communications
8-newswriting and reporting
8-mass media criticism
6-communications and popular culture
4-content analysis
4-critical television viewing
4-communications systems and
institutions
48 total
Program is preparatory for careers
and/or future study in journalism,
mass communications, sociology, social
science and related fields.

Major and Minor Fields

Teacher Education at Evergreen

Director: John Parker
In collaboration with Western Washington University, Evergreen offers a professional 'Thacher Education program. It
is designed as a full-time Coordinated
Study, integrating work in philosophy of
education, human development, group
dynamics and social interaction, the
historical and cultural context of education and the implications of these for
the actual practice of day-to-day teaching. In addition to its ongoing concern
with classroom applications, this program strives to interrelate theory and
practice by including two full quarters
of practice teaching, some field experience in every quarter and work on the
dynamics of classrooms as a participant
observer in a laboratory group inside
the program. The curriculum is also
distinguished by its central commitment
to a developmental viewpoint, as exemplified in thinkers like Piaget,
Erikson and Dewey, although it will
provide students with literacy in competing theoretical perspectives.

Since our reading will generally be
done in primary texts in psychology,
philosophy and the other social sciences
rather than in textbooks, and there will
be frequent writing, the program's work
will be rather demanding. We will place
considerable emphasis on making our
way through it cooperatively, supporting and assisting each other in our
efforts to deepen our understanding of
it and its implications for the practice of
democracy and education in the contemporary world.
The 'Thacher Education program is
two years long. Students who successfully complete the program will be
issued either an Elementary or Secondary Initial Certificate.

Students who pursue a Secondary Certificate complete a major in a particular
field. The following majors are available
at Evergreen: art, biology, chemistry,
English, physical science, physics,
science, mathematics and social science.
Some secondary students may opt to do
an additional minor. Students pursuing
an Elementary Certificate complete two
30-credit minors. Minors are available in
a variety of fields for both secondary
and elementary education including art,
biology, English, foreign languages,
humanities, mathematics, natural
science and social science. See the
Teacher Education at Evergreen
brochure available from the Admissions
Office, Academic Advising Office and
'Thacher Education Office for complete
descriptions of the requirements for
specific majors and minors.

A seventh-grader

at the llImwater

I
~;

Middle

School receives help with her English
assignment
candidate

from Teacher Certification
Liz Green, who Interned at the

local school last year.

Applied Social Theory

137

;

Admissions Requirements
Students should begin planning their
curriculum well before entering the program. Students are urged to talk to the
academic advisors for the education
program as early as possible in order to
be guided in the admissions process
and to be informed about requirements.
, The advisors are listed in the brochure
for the program and available from the
Admissions, Academic Advising and
Teacher Education offices. Before entering the program, students should complete two graduation requirements: 8
quarter hours of college-level natural
science (biology, chemistry, physics,
geology) and 12 credits of writing. Only
those students with 'strong writing
skills will be admitted to the program.
In addition to the general graduation
requirements for the program, students
must also complete the academic work
for their majors and minors. Strength of
work in proposed major and minor
fields, along with letters of recommendation addressing academic ability as
well as interest in and experience working with children, 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 2.75, with graded transcripts or comparable work on ungraded transcripts.
Transcripts of all previous college work
must be submitted.
As part of the admissions process, applicants must also take, and pass at
prescribed levels, standard aptitude
tests in reading, English, and
mathematics such as ACT, SAT, WPCT
and TETEP. Students may take mock
versions of the test in order to assuage
any "test anxiety;' identify areas of
weakness, or just prepare for their first
attempt. The mathematics mock test
and reading and writing tests are
available in the Learning Resource
Center (LRC). For further information
on the tests and when they are given,
contact the Teacher Education Office.
Students wishing to apply for admission to this program should complete all
admission requirements, including letters of recommendation and the special
application form from the Admissions
Office, prior to March 13. Students who
are selected for admission at this time
will be notified in writing prior to the
Academic Fair in early May. The late
application deadline is May 1, when late
applicants will be considered on a space
available basis. Full information may be
obtained through the Admissions,
Advising and Teacher Education offices.

38

I

Types of Certification'
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 Certificate (elementary, K-8j secondary, 7-12). The requirements for a certificate currently 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.
Your Advisor
All students admitted to the Teacher
Education program will be assigned an
academic advisor from the Evergreen
subject area advisors. Your advisor is
familiar with the Evergreen curriculum
and the Teacher Education program.
Usually the advisor will also be the
sign-off authority for your major and/or
minors.
See your advisor frequently for
assistance in planning your curriculum.
If you haven't been assigned an advisor
yet, see Evergreen's Academic Advising
Office for assistance.

Academic Advisors for the Teacher
Education Program
Art:
Jean Mandeberg, Paul Sparks
Biology:
Burt Guttman, Larry Eickstaedt
Chemistry:
Fred Tabbutt, Byron Youtz
English:
David Marr, Charles Teske
Foreign Languages:
Andrew Hanfman
Humanities:
David Marr, Ron Woodbury
Mathematics:
Hazel Jo Reed
Natural Science:
Byron Youtz, Bob Sluss
Physical Sciences:
Byron Youtz, Larry Eickstaedt
Physics:
Byron Youtz
Social Sciences (history, political
science and economics):
Barbara Smith, Ron Woodbury, Greg
Weeks

Related offering in other area

Related offering in other area

Social Science Research
and the Computer:
The Business of Computers

The Design and Planning Process:
Conception, Methods,
Implementation and Evaluation

"The Business of Computers" program
brings together three different types of
students: (1) those who would like to
apply computing to solving a particular
problem; (2) those who would like to
apply marketing, organizational
behavior and project management skills
within a project; and (3) those who
would like to apply their technical computer science skills to the development
and implementation of computer
software.
This program offers an opportunity
for a few social science students who
would like to apply the computer as a
tool in social science research. The program would be ideal for people who
have the opportunity to design a yearlong social science research project and
use established computer database networks computer conferencing. Students
could propose to build, bring to Evergreen or access large-scale databases
appropriate to their research interests,
which could be subsequently used in
Evergreen programs for student
research.
Social science students will learn
basic theories of systems analysis,
design and implementation, marketing,
project management and organizational
behavior. They will learn how to use
professional microcomputer applications
(such as word processing, spreadsheets
and database manipulation). They will
learn how to select microcomputer hardware and software and will strengthen
their technical writing and research
presentation skills.
Because the social science students
will be collaborating with computer
science and management students,
technical skills in computing or management are not essential. However, expertise in social science research methods
and a willingness to do teamwork and
learn more about management and computer systems are required. Some
experience working with computers is
desirable.
Please see "The Business of Computers" program description under
Science, Technology and Health specialty area, (page 78) for more information
about the program and credit
equivalencies.

Fall, Winter, Spring / Group Contract
Sponsor: Phil Harding
Enrollment: 24
Prerequisites: Third or fourth year
standing, completion of questionnaire
and ability to work in teams. Interest in
design and the prospect of linking computers with design process.
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Yes, Winter
and Spring Quarters
Additional Course Allowed: Yes, with
faculty permission.

MINI
I

Design and planning processes are common to all human activity. This program
will examine the nature and philosophical assumptions of the design/planning
process.
Along with the members of the "The
Business of Computers" program,
students will investigate the theory and
history of design, problem solving and
problems in the implementation of
design plans, and impacts and evaluation of the design process and product.
Methodologies and tools for computer
systems analysis and design will be
presented, utilized and evaluated, and
students will learn to use and evaluate
professional software products.
Working in teams, students will identify, develop and pursue year-long projects. Possible team project areas include
environmental design or evaluation
systems, automated design tools or architectural projects, biological and
physical fitness monitoring systems, and
creating literary or dramatic plots.
Texts include Bateson's Mind and
Nature, Prigogine and Stenger's Order
Out of Chaos, Alexander's "The City Is
Not a Tree," Vonnegut's Player Piano
and Senett's The Uses of Disorder.
Planned equivalencies in quarter
hours:
4-introductory systems analysis and
design
4-intro. to professional computing
12-environmental design/planning
4-history and theory of design
4-impacts and evaluations of
technology (human factors)
4-project management
16-project practicum

48 total
Program is preparatory for careers
and/or future study in environmental
design, computer studies, or in the arts,
social sciences or humanities.
Applied Social Theory

139

"The whole idea of a Senior
Project is that you do work
that is up to the standards
of the scientific community
outside of college?'

Steve Blakeslee, 25
Senior
Hometown: Boston, Massachusetts
Current program: Senior Project on
Pollination
Fields of study: Biology and natural
history
"After a demanding year in a biology
program, I felt that I gained a lot of
flexibility and diversity. Now my work
relies on my resourcefulness as a
student ... I'm working on really
specialized subjects, and tackling
those kinds of projects puts a different energy, a different kind of life
Into my studies. The whole Idea of a
Senior Project Is that you do work
that Is up to the standards of the
scientific community outside of college. Here, you can't go through college half-awake."
"Students who come here to do
science shouldn't expect to plug Into
a narrow traditional view ... People
who are stUdying and teaching
science here are very critical of
science and Its methods. They are
very aware of the morality and ethics
of science.
"I've been encouraged to do lots of
creative work, like drawing, poetry
and journal-writing, and to do It
simultaneously with my science
work."

40 I

•

••
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.• .• j

Environmental Studies

Convener: 'Ib be announced
Affiliated Faculty: Michael Beug,
William Brown, Richard Cellarius,
Larry Eickstaedt, John Filmer, Russ
Fox, Steven G. Herman, Pat Labine,
Kaye V. Ladd, David Milne, John
Perkins, Robert Sluss, Oscar Soule, Jim
Stroh, Pete Taylor and AI Wiedemann
Associated Faculty: Jovana Brown,
Rob Cole, Ken Dolbeare, Phil Harding,
Rainer Hasenstab, Matt Smith 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 insures 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:
1b understand the nature, development
and interactions of terrestrial and
marine ecosystems, and human
societies;
1b learn the richness and the limits of
the environmental and social resources
available to sustain both human
environments and natural systems;
1b study the cultural values and
philosophies that shape environmental
• behaviors; and

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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.

Career Pathways
in Environmental Studies
Major curricular pathways in Environmental Studies include (1) Field
Biology and Natural History, (2) Marine
Studies, (3) Ecological Agriculture and
(4) 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 organismal biology.
Most faculty in Environmental Studies
are also affiliated with Evergreen's
Graduate Program in Environmental
Studies (MES). 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
necessary prerequisites.
Continued on next page

r

Environmental

Studies

I 41

Habitats:
Marine, Terrestrial and Human

Fall, Winter, Spring / Coordinated Study
Coordinator: Kaye V. Ladd
Enrollment: 96 Faculty: 4
Prerequisites: Core Program or
equivalent
Special Expenses: About $90 for field
trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Continued from previous page
First Year:
Any Core Program; students interested
in Environmental Studies may want to
consider the following Core Programs:
"Ideas of Evolution;' "Science and
Society;' "Technology and Human
Reason?'
Second or Third Years:
Within Environmental Studies one of:
"Habitats"
"Ecological Agriculture"
"The Pacific Northwest: Culture,
Religion and Design"
or within Science, Technology and
Health one of:
"Matter and Motion"
"Energy Systems"
or within Political Economy and Social
Change:
"Political Economy and Social Change"
Third or Fourth Years:
"Forests and Salmon" (Fall)
"Landscapes and Biogeography"
(Winter)
"N atural History of Hawaii" (Spring)
"Ornithology" (Spring)
"The Design and Planning Process"
(Fall, Winter, Spring)

This program enables students to study
in marine or terrestrial natural history
and sciences at an intermediate level.
Studies will be integrated with analyses
of human interactions with the natural
environment.
During Fall Quarter, we will study
ecological and geographical principles,
global and quantitative environmental
issues and techniques (chemistry,
statistics). Winter and spring students
will divide into two groups: one focusing
upon marine biology and the marine environment; the other addressing terrestrial organisms and ecosystems. The
marine sector of the program will
survey the organisms and plants of the
sea, and study water quality, nutrient
cycles and physical phenomena.
The terrestrial sector will address
identification of Northwest plant and
animal habitats and biomes. Human.
modifications of landscapes, and phenology and behavior will be studied. Both
sectors will also maintain detailed
records of field observations and do
library or field research in the Spring.
Winter Quarter marine and terrestrial
sectors will be taken for 8 credits each.
Environmental chemistry lab work will
continue through the winter for an additional 4 credits. Students will also participate in seminars, focusing upon
selected endangered species and the efficacy of parks, zoos and other wildlife
and biome preserves.
Spring Quarter the marine and terrestrial sectors will be for 16 credits
each. Both classes will reconvene at the
end of the quarter for presentations of
research findings, for comparisons of
marine with terrestrial systems and for
integration of knowledge of Northwest
ecosystems and human outlooks.
Planned equivalencies in quarter
hours:
Distributed among chemistry, statistics,
geography, marine biology, natural
history, ecology, field methods in
ecology and environmental issues.
48 total
Program is preparatory for careers
and/or future studies in environmental
studies.

42 I

Ecological Agriculture

Fall, Winter, Spring / Coordinated Study
Coordinator: Pat Labine
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or
equivalent: introductory college work in
biology, ecology and chemistry.
"Chemistry I and II" may be taken concurrently as part of the program.
Special Expenses: $75 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Only if student has already taken "Chemistry I
and II?'
Students in "Ecological Agriculture"
will examine the options for viable,
small-scale agriculture in industrialized
nations and in the Third World. Seminar
readings will cover the contemporary
agriculture situation in America and the
background needed to understand it.
Spring Quarter seminars will focus on
agriculture and development in the
Third World. Students can expect extensive work in soil science, agroecology,
research methods and the political
economy of agriculture.
Practical skills in food production will
be emphasized. Students will help maintain the demonstration and market
gardens of Evergreen's Organic Farm,
and will obtain training in intensive
vegetable and fruit production, plant
propagation, marketing and general
farm maintenance. There will be extensive field trips to farming operations
throughout the Pacific Northwest.
Students who have not previously
completed college "Chemistry I" and
"Chemistry II" will do so as part of
their work in the program Fall and
Winter Quarters.
Planned equivalencies in quarter
hours:
12-issues in American agriculture;
agriculture and development in the
Third World (seminar)
4-agroecology
4-research methods
4-soil science
8--.!'Chemistry I and II"
4-political economy of agriculture
12-farm practicum
48 total
Program is preparatory for careers
and/or future study in agroecology,
political economy of agriculture, or a
range of internships in urban agriculture, farm marketing, community service and small-scale agriculture.

Energy Systems

Fall, Winter, Spring / Coordinated Study
Coordinator: Byron Youtz
Enrollment: 24
Prerequisites: "Precalculus Math"; also
12 hours college-level science preferred.
Special Expenses: Above-average textbook costs; drawing supplies; field trips
Part-time options: Yes, with faculty
permission.
Internship possibilities: Yes, Spring.
Additional Course Allowed: Yes, with
faculty permission.
The program's goals are to develop an
understanding of energy related issues;
to achieve some ability to deal with
energy policy, economics and politics; to
acquire technical ability to deal with
passive and active energy systems and
to learn the elements of good design.
Fall Quarter we will focus on solar
science, conservation and conventional
energy sources. Through regular
reading and a weekly seminar, we will
learn to analyze energy and materials
flow and apply these methods to
overdeveloped and less-developed
regions. We will work on perspective
drawing, design and model building.
Students are expected to improve their
mathematical abilities, either through
"Applied Calculus" or more advanced
mathematics.
Winter Quarter, we will emphasize
renewable energy systems (solar, wind,
water, biofuels). Each student will
engage in the design and analysis of a
passive solar home. We anticipate one or
more three-day field trips to renewable
energy sites, Students will continue
studying mathematics and will engage
in a detailed study of thermodynamics.
Spring Quarter, we will study active
solar systems, including technical and
economic factors. Seminars will continue
but time will be made available for student projects or internships. Group projects will be shared in an Energy
Symposium.
Planned equivalencies in quarter
hours:
6-energy and society
6-energy systems, conventional and
alternative
4-energy economics
4-engineering thermodynamics
12-applied calculus or advanced math
2-perspective drawing
6-solar design: active and passive
systems
8-energy project or internship
48 total

The Pacific Northwest:
Culture, Religion and Design

Fall, Winter, Spring / Coordinated Study
Coordinator: Rainer Hasenstab
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or
Core Program, interview and faculty
signature
Special Expenses: Field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will examine important
traditional and contemporary social,
cultural and physical influences on our
life in the Pacific Northwest. The program will work toward understanding
people and place in the context of the
past, the present and the future of the
Pacific Northwest.
We will examine four important
human relationships: (1) to the land, (2)
to others, (3) to work, and (4) to the
unknown. Central to our study will be
an examination of cultural and environmental systems as they are expressed in
the environmental design of human settlements and shelter.
This program will work in close invitational partnership with faculty and
students in the Native American
Studies program, "Respect: A MutuallyShared Educational Authority!' Directed
individual research, group project work,
and internships will be encouraged.
Planned equivalencies in quarter
hours:
Distributed among cultural, natural,
and environmental history of the Pacific
Northwest, regional geography, cultural
geography, environmental design
theory, environmental design research
projects, environmental ethics, environmental planning and policy, human
settlements and cross-cultural studies.
48 total
Program is preparatory for careers
and/or future study in environmental
policy and management, urban studies,
geography, planning and design.

Related offering in other area
The Design and Planning Process:
Conception, Methods,
Implementation and Evaluation

Fall, Winter, Spring / Group Contract
Sponsor: Phil Harding
Enrollment: 24
Prerequisites: Third or fourth year
standing, completion of questionnaire
and ability to work in teams. Interest in
design and the prospect of linking computers with design process.
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Yes, Winter
and Spring Quarters
Additional Course Allowed: Yes, with
faculty permission.

,

..

... ...

Design and planning processes are common to all human activity. This program
will examine the nature and philosophical assumptions of the design/planning
process.
Along with the members of the "The
Business of Computers" program,
students will investigate the theory and
history of design, problem solving and
problems in the implementation of
design plans, and impacts and evaluation of the design process and product.
Methodologies and tools for computer
systems analysis and design will be
presented, utilized and evaluated, and
students will learn to use and evaluate
professional software products.
Working in teams, students will identify, develop and pursue year-long projects. Possible team project areas include
environmental design or evaluation
systems, automated design tools or architectural projects, biological and
physical fitness monitoring systems, and
creating literary or dramatic plots.
Texts include Bateson's Mind and
Nature, Prigogine and Stenger's Order
Out of Chaos, Alexander's "The City Is
Not a Tree," Vonnegut's Player Piano
and Senett's The Uses of Disorder.
Planned equivalencies in quarter
hours:
4-introductory systems analysis and
design
4-intro. to professional computing
12-environmental design/planning
4-history and theory of design
4-impacts and evaluations of
technology (human factors)
4-project management
16-project practicum
48 total

Program is preparatory for careers
and/or future study in engineering,
energy technology or energy policy.

Program is preparatory for careers
and/or future study in environmental
design, computer studies, or in the arts,
social sciences or humanities.
Environmental

Studies

143

,

Forests and Salmon:
Resource Management
in the Pacific Northwest

Fall / Group Contract
Sponsor: Pete Taylor
Enrollment: 48 Faculty: 2
Prerequisites: Third year standing;
"Evergreen Environment;' or "Marine
Environment" or equivalent experience
in biology or natural history, or
"Political Economy and Social Change"
with background in basic biology
strongly recommended.
Special Expenses: Field-trip costs (including 4-5 days overnight during first
week); backpacking equipment and
clothing.
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No
This Group Contract will study the
biology, management and socialpolitical-economic issues of the two
most prominent natural resources of the
Pacific Northwest: Douglas fir forests
and salmon. A major focus will be the
mutual impacts of management for both
trees and salmon in the forested watersheds. The present-day situation and
the history of these resources will be
examined, including the importance of
forest and fish resources to Native
American culture. The primary modes
of learning will be library research and
presentations, lectures, seminars, interviews and field trips. Students will
prepare formal written papers for inclusion in a joint summary report about
forests and salmon.
Planned equivalencies in quarter
hours:
6-forest management
6-fIsheries management
2-environmentalliterature
and
philosophy
2-document research and technical
writing
16 total
Program is preparatory for careers
and/or future study in forestry,
fisheries, natu.ral resources management, and environmental economics,
politics, law and protection.

44 I

Landscapes and Biogeography

Winter/Group Contract
Sponsor: Pete Taylor
Enrollment: 48 Faculty: 2
Prerequisites: Third-year standing;
biology; physical geology
Special Expenses: Field-trip costs,
approximately $60
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, this
group contract is for 12 credits
This Group Contract features topics in
geology and ecology toward understanding the distributions of landforms,
plants and animals. Subjects to be included are geomorphology, plate tectonics, volcanology, biogeography,
ecological methods and mineralogy.
Both terrestrial and coastal marine
environments will be considered, as will
comparisons of temperate and tropical
regions and continents versus islands.
The modes of study will be lectures,
reading, workshops and labs, and field
studies. This program is preparatory to
"Natural History of Hawaii;' Spring
Quarter 1988.
Planned equivalencies in quarter
hours:
4-geomorphology
4-biogeography
2-geological methods
2-ecological methods
12 total
Program is preparatory for careers
and/or future study in geology, field
biology, and ecology and environmental
studies.

Natural History of Hawaii

Spring / Group Contract
Sponsors: James Stroh and Pete Taylor
Enrollment: 32 Faculty: 2
Prerequisites: "Landscapes and
Biogeography" (Winter, 1988); biology
and physical geology; or "Marine Environment;' "Evergreen Environment;' or
equivalent marine biology or field
biology. Interview with faculty required
Special Expenses: About $1,500 for
travel, lodging, food and incidental
expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Natural History of Hawaii" is an intensive field program to introduce students
to the unique and varied biology and
geology of the Hawaiian Islands. Students will conduct studies of marine and
terrestrial organisms, and the geology
of the islands. Some important themes
are island biogeography, reef ecology,
upland ecology, volcanic processes and
landforms, evolution of island organisms
and the role of introduced species. Comparisons of tropical and temperate ecosystems and geography will be emphasized. Prospective students should
contact faculty well in advance to make
preparations.
Planned equivalencies in quarter
hours:
6-geology and geography of the
Hawaiian Islands
6-terrestrial ecology and biography of
the Hawaiian Islands
4-ecology of Hawaiian reefs and shores
16 total
Program is preparatory for careers
and/or future study in biology, geology
and environmental studies.

Ornithology

Other Opportunities at Evergreen

Spring / Group Contract
Sponsor: Steven G. Herman
Enrollment: 20
Prerequisites: Basic understanding of
natural history, especially as taught in
several Evergreen programs, e.g.
"Evergreen Environments," basic
understanding of bird identification and
recordkeeping techniques.
Special Expenses: $500 for field expenses (room and board); $170 for
transportation
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Malheur Bird Observatory

"Ornithology" is an advanced program
designed to provide students with a
comprehensive background in avian
biology with an emphasis on field
studies. The first four weeks of the
quarter are spent on campus learning
the basics. The remaining weeks of the
program are spent at Malheur Bird
Observatory in southeastern Oregon.
Students will focus on an individual
species and participate in research projects, including regular work on four formal Breeding Bird Census plots. Students should know that hours will be
long and work difficult. Required
materials include standard field guides,
The Life of Birds, The Naturalist's
Field Journal, Bird Study, field journal
materials and high quality binoculars.
Planned equivalencies in quarter
hours:
4-bird ecology
4-ornithology
4-bird behavior
4-bird structure
16 total

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. For
more information contact Steven G.
Herman, The Evergreen State College.
The Organic Farm

The Organic Farm, started by students
during the college's first year, is intended to be an inspiration for involvement
in agriculture. Each year new projects
are undertaken to explore an expanding
range of options in sustainable agriculture. The widest possible array of crops
adapted to the Northwest are grown to
demonstrate which vegetables, fruits,
berries and nuts do well in the regionwithout the use of pesticides, herbicides
or commercial fertilizers. Information
on organic agriculture is available to
callers and visitors to the Farm. For
more information, contact Faculty
Member Pat Labine, The Evergreen
State College.

Garfield Garden Project

In the spring of 1981, a garden was set
up on the grounds of the Garfield
Elementary School in Olympia. Since
then a greenhouse has been built, and a
solid curriculum has been established to
directly 'involve first and fourth grade
classes with the garden. During Spring
Quarter each year, Evergreen students
have the opportunity to do an internship at the Garfield Garden, working
with children and coordinating lessons
in the classroom and the garden. The
Organic Farm supports this project by
loaning equipment and offering plant
starts, ideas and advice. For more information, contact Faculty Member Pat
Labine, The Evergreen State College.

... ""... "".•. 1

The Seawulff

Commissioned in 1978, the Seawulff is a
38-foot sailboat, a portable piece of campus that serves 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 is used in
academic programs to explore Puget
Sound as far north as the San Juan
Islands.

Students completing this program as
part of a larger scheme of study urill be
in a position to seek careers or future
study in resource management, vertebrate zoology or environmental interpretation. Persons finishing the program unl! be competent to study birds
successfully at the sub-professional
level and uniquely well qualified for
graduate work in the field of
ornithology.

Environmental

Studies

145

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"It was a big shock to come
here and have someone ask
me what 1 think:'

Denise Crowe, 20
Junior
Hometown: Gig Harbor, Washington
Current program: "Studio Project"
Fields of study: Humanities and visual
arts
"I didn't have to work that hard at the
school I went to before coming to
Evergreen. I had a B average, and
stili I played a lot. I had some good
faculty, but there were so many
students they just couldn't give me
the kind of attention I felt I needed."
"It was a big shock to come here and
have someone ask me what I think.
'I'm 19 and you want me to tell you
what the truth is?' I was forced to ask
myself, 'What do I know for sure?' I
don't think very many people ever
get asked that question."
"My advice to prospective students is
to be ready to work hard and don't
get frustrated. You have to do a great
deal on your own. Because of the
nature of the work, It takes time to
get comfortable with the system.
Every part of the process can help
you learn, but sometimes it's hard to
see the results of your work right
away."

Expressive Arts

Convener: Sally Cloninger
Affiliated Faculty: Susan Aurand, Sally
Cloninger, Doranne Crable, Llyn De
Danaan, Marilyn Frasca, Barbara
Hammer, Meg Hunt, Bud Johansen,
Jean Mandeberg, Pat MathenyWhite,
'Jerry Setter, Paul Sparks, Charles
'Jeske, Ainara Wilder and Bill Winden.

The Expressive Arts specialty area is
primarily concerned with helping
students gain competence and confidence in inter-arts collaboration. In
many programs, students have the opportunity to do creative work in one or
more arts, including visual art, music,
dance, theater, video, film, photography
and creative writing. Program themes
are drawn from the faculty's own professional interests: as filmmakers, directors, choreographers, composers, performers, visual artists and writers. With
the exception of the introductory programs in the visual and performing arts
("Inter-Arts Foundations"), offerings
vary each year. This allows the curriculum to remain vital by infusing it
with new insights of the faculty.
Students should note, however, that a
traditional sequential development of
skills is not available in all arts.
The Expressive Arts faculty are committed to the importance of creative
work as a central element in a liberal
arts education. The skills learned in
Expressive Arts programs will aid a
student in any other academic work she
or he may pursue. At the same time, it
is important for a student entering
Expressive Arts to have had a broad
range of other academic experiences. A
student should not expect to focus his
or her undergraduate work only in
Expressive Arts, but rather to move into and out of the area, taking advantage
of opportunities to work in other
specialty areas. While studying within
Expressive Arts, a student should work
in more than one art area and consider
undertaking multi-media collaborative

Expressive Arts

. projects with other students. The faculty believe that a broad range of experiences, in the arts and other disciplines,
is necessary to developing students'
creativity. As a future goal, the Expressive Arts faculty are working toward
creating a learning environment that
supports a strong multicultural perspective in the work of students. Each year,
the offerings in Expressive Arts
include:
A sophomore-level Coordinated Study
program ("Inter-Arts Foundations");
Junior- and senior-level, work-based
Group Contracts (for example, "The
Moving Imaqe");
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.
Career Pathways in Expressive Arts

Study in the Expressive Arts area is
preparatory for careers in the visual
and performing arts, art history, arts
management and the humanities.

147

Inter-Arts Foundations:

I, II or III

Fall, Winter, Spring / Coordinated Study
Coordinator: Frasca (F), Cloninger (W),
Setter (S)
Enrollment: 72 Faculty: 9
Prerequisites: Core Program or its
equivalent
Special Expenses: Will differ depending
on track that student selects; students
must supply own materials; $10 symposium fee,
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Inter-Arts Foundations" is the entrylevel program in the Expressive Arts.
Students will be introduced to basic
skills in three arts areas during the
year and will work with six additional
arts faculty members in a series of joint
symposia and lectures which emphasize
issues and themes common to all of the
arts. Students will select one of three
tracks through the Inter-Arts program.
For 1987-88 these tracks include a
visual arts sequence ("Studio Project"),
a movement, media and music sequence
("Performance Media") and a design,
movement, media and performance sequence ("Design and Performance").

Marilyn Frasca

Meg Hunt

In Track I: "Studio Project;' Marilyn
Frasca will begin the sequence with an
introduction to a wide range of drawing
methods and materials. Students will be
expected to work in the studio a
minimum of four hours per day.
Elements of aesthetics, basic design,
topics in art history, life drawing and
working from personal themes will form
directions for the "Drawing" program.
During Winter Quarter a visiting
photographer will instruct students in
the basic principles of "Still Photography" with emphasis on the development of a critical eye and a thorough
exposure to darkroom technique. In
spring Jean Mandeberg will introduce
students to the technical, design,
historical and aesthetic considerations
of contemporary sculpture in "3-D Art:'
Emphasis will be placed on experimentation with forms and materials,
imaginative applications of ideas and
development of personal imagery.
Track II: "Performance Media" begins
with Meg Hunt's introduction to "Movement" in which students will learn fundamental skills in body awareness,
rhythm, dance technique and movement
analysis. In addition, there will be some
reading and discussion on the nature of
space and time and how they become
the materials of art. During Winter
Quarter Sally Cloninger will offer "Motion Pictures," an introduction to the
fundamentals of film and video production. Students will explore topics and
historical themes related to the development of media technology and complete
a series of production exercises designed to familiarize them with the
principles of cinematography/videography, editing and pre-production planning. Spring Quarter, Terry Setter will
introduce students to concepts of
musical history, technology, theory, performance and notation. In "Music" the
focus will not be limited to Western
classical music. No previous musical
training is required.

Track III: "Design and Performance"
begins with Gail Tremblay's introduction to "Design:' Students can expect to
produce a minimum of two projects per
week as solutions to problems in threedimensional design involving a wide
range of materials. Students will learn
about the dynamics of space, texture,
color and volume and their interplay in
conceptualizing a work of art. During
Winter Quarter Meg Hunt will offer her
introduction to "Movement" in which
students will learn fundamental skills in
body awareness, rhythm, dance technique and movement analysis. In addition, there will be some reading and
discussion on the nature of space and
time and how they become the materials of art. Spring Quarter, Doranne
Crable will offer "Performance Images"
in which students will study techniques
of gesture, voice-sound and character
development as they relate to creating
and performing "images," Part of their
work might involve making and using
masks, taking photographs and translating them into performance, keeping a
character profile journal out of which
they create original pieces or creating
opposites from poetry or allegory.
All sequences in "Inter-Arts Foundations" are preparatory for further multimedia collaborative work and the prerequisite for further specialization in
the Expressive Arts. Students register
for one year-long track only.
Planned equivalencies in quarter
hours:
Track I: drawing, photography and
sculpture
48 total
Track II: design, movement and
performance
48 total
Track III: movement, media and music
48 total
Progmm is prepamtory for careers
and/or future study in visual, performing and media arts and is a prerequisite for upper-division Expressive
Arts progmms.

Jean Mandeberg
, lj'

Sally Cloninger

48 I

Terry Setter

Gall Tremblay

Doranne Crable

Techniques of Visual Anthropology

Fall / Group Contract
Sponsor: Sally Cloninger
Enrollment: 24
Prerequisites: Two years of college-level
work
Special Expenses: $90 for photographic
and video materials for field exercises
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Techniques of Visual Anthropology"
will provide a foundation in nonfictional, culturally-informed image
making. Students will be trained in field
production techniques for visual anthropology encompassing still photography
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 culturallyrelevant media documents. Students
will study the art of ethnographic
reporting and culture and will analyze
documents in print and film by
anthropologists.
Planned equivalencies in quarter
hours:
5-theory of visual anthropology
5-techniques of visual anthropology
(field documentation)
6-ethnographic reporting and the
study of culture
16 total
Program is preparatory for careers
and/or future study in anthropology/media, arts.

Cross-Cultural Perspectives:
The Arts of Eastern Europe

Fall, Winter, Spring / Coordinated Study
Coordinator: Ainara Wilder
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or
equivalent
Special Expenses: Field trips, and
possible study abroad in summer
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program will explore the rich
diversity in the arts and culture of the
small Eastern European countries that
physically and presently serve as the
"iron curtam't-Estonia, Latvia,
Lithuania, Poland, Czechoslovakia,
Hungary and Yugoslavia. In doing so,
we will encounter a large group of
American ethnic beginnings that are
not of Western European origin.
Fall Quarter: Geographic significance,
linguistic ties, early deities, mystical
places, cosmic heroes, folklore and
cultural symbols.
Winter Quarter: The theater, music
and visual art forms as cultural expressions and as cultural traditions
Spring Quarter: The dynamics of
present-day art, music and theater on
the Eastern European scene. During
this final quarter students will have the
opportunity to design and carry out
group or individual projects. A few examples of such projects might be: exploring "Grotovsky's Poor Theatre of
Poland"; analysis and presentation of
Latvian "dainas," the poems by women
to a female deity, "Laima"; "Puppet
Players and Outlaws of Hungary";
music and/or slide presentations.
Original works by students will be
welcomed.
The program format will include trips
to ethnic events in Seattle.
Planned equivalencies in quarter
hours:
2-linguistic roots of Eastern
Europeans
8-literature in translation
8-folk art of Eastern Europe
8-Eastern European ethnic music
8-Eastern European theatre
6-cultural diversities
4-special project
4-research project
48 total

The Moving Image

Fall, Winter, Spring / Group Contract
Sponsor: Bud Johansen
Enrollment: 48 Faculty: 2
Prerequisites: "Introduction to Performing Arts" or video skills; directing or
choreography
Special Expenses: Video tape; special
performance wear
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This is an intermediate- to advancedlevel program which involves producing
performances of music, theater and/or
dance for video. Students are expected
to have done some creating and/or performing and will work collaboratively
.with other students who have produced
video projects. The program will focus
on the needs to produce complete video
starting with ideas, developing scripts,
producing story boards, creating the
work to be taped, directing techniques,
technical skills and editing. Students
will work in groups on their projects so
collaboration is a vital component
necessary for positive and creative
pieces.
Students will need to have previous
skills in either acting, choreography,
dancing, music composition, music performance and/or directing to work with
students who have skills in video production. All students will work on some
level of performance and video production to gain experience in areas other
than their specialty.
The program will view and critique
videos created commercially and will
seminar on them to gain a more expanded awareness of the field of video
performance.

l,~i
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I
I

Ii

Planned equivalencies in quarter
hours:
4-12-directing for video
4-12-choreography for video
4-12-performance skills: music, theater
or dance
4-12-video production
4-12-scriptwriting
48 total
Program is preparatory for careers
and/or future study in video production
and performance.

Program is preparatory for careers
and/or future study in ethnic studies,
Eastern European studies, music,
theater, cultural history, arts and
humanities.

Expressive Arts

149

L

Form and Function

Making Contemporary

Fall, Winter / Group Contract
Sponsor: Jean Mandeberg
Enrollment: 24
Prerequisites: Full year of "Studio Project" or equivalent studio art experience
Special Expenses: Sculpture materials;
studio fees
Part-time Options: Program is for 12
credits only
Internship Poesibiliiies: No
Additional Course Allowed: Yes

Fall, Winter/Group Contract
Sponsor: Terry Setter
Enrollment: 24
Prerequisites: Junior standing; some
prior music studies
Special Expenses: Concert tickets;
audio tape; lab fees ($10 per quarter)
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

This two-quarter sculpture program will
concentrate on studio work in threedimensional art that must address both
personal expression and functional requirements. The word "function" will be
interpreted broadly to include questions
about the relationship of sculpture and
architecture, sculpture made specifically
for public spaces and for the particular
needs of a client, as well as the simple
usefulness of certain objects. Approaching the work as artists, students will
consider the sculptural interpretation of
familiar functional forms: lighting,
seating, etc. We will visit site-specific
public art in the Northwest; talk to artists who have designed artwork for
non-traditional spaces such as jails,
power stations and streets; and study
European (especially Italian) examples
of contemporary functional art.
Over two quarters, students will work
in small groups as design teams on
large-scale collaborative projects, and
will work individually on sculptural
forms in the materials of their choice.
Weekly class meetings will include
studio work, critique and lecture!
seminars based on assigned readings.
Planned equivalencies in quarter
hours:
12-sculpture
8-design
4-history
24 total
Program is preparatory for careers
and/or future study in arts and
humanities.

Music

In this program students will investigate compositional, technological,
historical, performance and aesthetic
aspects of contemporary music making.
Each quarter will focus around issues
selected by contract members and will
culminate in a public presentation of
work. 'Ibpics such as music synthesis,
basic audio recording and nonWestern
musical techniques will be featured.
Planned equivalencies in quarter
hours:
Credits tailored to group interests.
32 total
Program is preparatory for careers
and/or future study in the arts.

The Narrative Life:
Theater and Character

Fall, Winter/Group Contract
Sponsor: Alan Nasser
Enrollment: 24'
Prerequisites: Core Program or
equivalent; interview and portfolio
review; faculty signature
Special Expenses: Professional theater
tickets, approximately $70
Part-time Options: No
Internship Poesibilitiee: No
Additional Course Allowed: No
This group contract provides students
with an intensive encounter with the
theory and practice of theater art. We
will examine those issues in philosophy
and sociology (theory) which bear upon
the understanding and theatrical portrayal (practice) of character(s) on stage.
We will focus on the ethical tradition
which understands morality to be concerned with character development.
Within this framework we will analyze
virtue, vice, self-deception, the unconscious, self-respect, egoism and
altruism, with an eye toward understanding their relations to the development of moral character. We will relate
this to a conception of life as narrative
in form, i.e., as having a plot, sub-plots,
characters, genre and set(ting), just as a
play does.
We will examine theories and case
studies of social interaction as drama.
While pursuing these studies, students
will be trained in the art and craft of
character creation and development according to the technique known as "the
Method." This will include analysis of
plays, the preparation of a biography of
a character, and physical and mental
exercises to facilitate relaxation, concentration and the ability to evoke and use
a range of emotions and fluidity of
movement on stage. The resulting skill
and discipline will be used in scene
study, where students will perform
scenes from modern and contemporary
plays. There will be a major public production each quarter.
We will attend at least three professional productions each quarter.
Planned equivalencies in quarter
hours:
8-acting: creating and developing a
character
8-acting: scene study
8-moral philosophy: character and narrative in life
8-the sociology of human groups: social
interaction as drama
32 total
Program is preparatory for careers
and/or future study in theater,
philosophy, and sociology.

50

I

Fiber Arts

Word and Image

Related offering in other area

Spring / Group Contract
Sponsor: Gail Tremblay
Enrollment: 24
Prerequisites: None
Special Expenses: $50, or more if
desired, for yarn, wool, etc.
Part-time Options: Yes, 12 credits
Internship Possibilities: No
Additional Course Allowed: Yes, one

Spring / Group Contract
Sponsor: Susan Aurand
Enrollment: 48 Faculty: 2
Prerequisites: Core Program; previous
training/experience in creative
writing/visual art; samples of work
Special Expenses: $50-$75 for art
supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

The Arts and Computers:
The Business of Computers

In this program students will develop
skills in weaving and felting. Each student will start work at their own level
and beginning weavers will be accepted
into the program as well as intermediate and advanced weavers. W~ will
examine techniques for off-loom,'
tapestry and four-harness weaving,
drafting and design for the loom and
color theory. Students will be expected
to weave samples, four small projects
and two large ones in the ten weeks of
the quarter. The emphasis will be on
work that is fine art rather than
functional.
Planned course equivalencies in
quarter hours:
6-weaving
2-felting
4-textile design and drafting
4-color design
16 total
Program is preparatory for careers
and/or future study in textile or fiber
design the visual arts generally.

This program is a one-quarter study of
the relationship between form and
meaning in art and literature. By studying a series of themes such as family
and sexuality, we will examine the commonalities and differences between
structure and content in visual and verbal images. All students in the program
will make written and visual images
and will attend weekly seminars, lectures, workshops and critiques. Each
student will create an extended body of
work in either drawing/painting or
writing on a theme of his or her choice.
Planned equivalencies in quarter
hours:
4-drawing/design
4-art history
4-literature
4-creative writing
16 total
Program is preparatory for careers
and/or future study in writing (of
various sorts), applied arts, teaching
and communications.

Expressive Arts

"The Business of Computers" program
brings together three different types of
students: those who would like to apply
computing to solving a particular problem; those who would like to apply
marketing, organizational behavior and
project management skills within a project; and those who would like to apply
their technical computer science skills
to the development and implementation
of computer software.
The program offers a few opportunities for students in the Expressive Arts
who would like to learn to apply computer technology to the creation or
management of artistic endeavors. Computer technology has been applied to
such diverse artistic areas as the creation and manipulation of visual images,
the development of repetitive (but
subtly differing) patterns, the automatic
synchronization of lighting or audiovisual equipment, and the marketing
and management of artistic performances or facilities. Working in teams,
Expressive Arts students will have the
opportunity to design and implement a
year-long project which applies computer technology in the arts.
Expressive Arts students will learn
basic theories of systems analysis,
design and implementation, marketing,
project management and organizational
behavior. They will learn how to use
microcomputer applications such as
computer graphics, word processing,
spreadsheets and database manipulation. They will learn how to select
microcomputer hardware and software
and will strengthen their technical
writing and business-presentation skills.
Because the Expressive Arts students
will be collaborating with computer
science and management students, expertise in computing or management is
not essential. However, expertise in the
arts and a willingness to do teamwork
and learn more about management and
computer systems are required.
Please see "The Business of Computers" program description under
Science, Technology and Health specialty area, (page 78) for more information
about the program and credit
equivalencies.

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"I never worked so hard in
my Iife=never!"

"When I came out here from Michigan,
I heard a lot of people say, 'Oh, yeah,
it's a Mickey Mouse school.' But I
never worked so hard in my IIfeneverl The amount of work is tremendous. We read Dante's Inferno and
later War and Peace in a very short
time, on top of doing a 20·page
research paper, group projects and
attending lectures and seminarS.

"There have been times, though,
when the pace eases up. During
Winter Quarter, we yelled at the
faculty to slow down and they did.
That's the nice thing. The faculty
aren't locked into things. They can
switCh things around. They can
change. I wouldn't say students have
a large voice in what goes on at Ever·
green, but they have more say than
students at 'Brand·X University.' "

Rachel Gendell, 22
Senior
Hometown: East Lansing, Michigan
Current program: War
Fields of study: Political and economic
theory

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Humanities

The Humanities specialty area is a
group of faculty from the fields of
literature, history, philosophy, anthropology, archeology, psychology and
religion. We are committed to these
subjects, and concerned within them
about the following themes:
The nature and value of written, visual,
musical and oral texts;
Connections between language, thought,
value, behavior and society;
Convener: David Powell
Affiliated Faculty: Richard Alexander,
Gordon Beck, Stephanie Coontz,
Virginia Darney, David Hitchens,
Richard Jones, Hiro Kawasaki,
Eric Larson, Mark Levensky,
Charles McCann, David Marr,
Rudy Martin, Art Mulka,
Chuck Pailthorp, Mark Papworth,
David Powell, Thomas Rainey,
Gil Salcedo, Pete Sinclair, Nancy 'Iaylor
and Kirk Thompson

Conceptions of the nature of a person or
people;
Evaluations of the relationships
between a person or people and other
men and women, private and public institutions and the gods; and
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:

Career Pathways in Humanities

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
guided by developing personal interests
who progresses carefully among these
offerings and who devotes her or his
senior year to advanced work will
emerge with a strong concentration in
the Humanities. Humanities area faculty will also teach part-time 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, reflective,
adult life.

Emphasize great texts and/or artifacts
and their relation to our specialty area
themes;

.
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Require wide reading and the sister
skills of critical thinking and independent formulation of ideas;

Help each student improve his or her
writing;

Do work at a level as advanced as the
knowledge and skill of the majority of
students allows.

Humanities

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153

The Great War:
European Culture in Convergence,
Conflict and Collapse

Fall, Winter / Coordinated Study
Coordinators: David Powell and Gil
Salcedo
Enrollment: 48 Faculty: 2
Prerequisites: One year college
humanities; faculty signature
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, a
foreign language
World War I was called "The Great
War": It was to be the war to end wars;
it was to be over in a few months; it was
to be the stage for classic heroism in
modern times; it was to settle issues of
economic and political conflict that had
been building for centuries, and it was
to illustrate the divine power of great
empires.
In fact, it was cultural suicide, for out
of the exhaustion and carnage, the great
empires would never rise. In two
decades, the reins of world power would
come to rest in the hands of Russia and
America. There would be a new world
order.
We will study the origins and consequences of the war, examining the
social, political, demographic and
economic history of this event. We will
study correspondence, art, poetry, fiction and philosophy of the period.
Texts will include: Ibanez's The Four
Horsemen of the Apocalypse, Hasek's
The Good Soldier Schweik, Wolf's In
Flanders Fields, Hemingway's A
Farewell to Arms, Tuchman's The
Proud Tower and The Guns of August,
Remarque's All Quiet on the Western
Front, Watt's None Dare Call It
Treason, Spengler's The Decline of the
West, Faulkner's Soldiers' Pay,
Nietzche's The Will to Power, Sorel's
Reflections on Violence and Ortega y
Gasset's The Modern Theme.
We will study the war's background
(1890-1914)for four weeks, the Great
War (1914-18) for 12 weeks and its aftermath for four weeks. New students will
not be admitted Winter Quarter.
Planned course equivalencies in
quarter hours:
12-modern European history
12-English, American and European
literature, 1890-1930
4-history of modern thought, 1890-1930
4-humanities writing and research
32 total
Program is preparatory for careers
and/or future study in the humanities
and social sciences.

54 I

The Experience of Fiction

Fall, Winter/Group Contract
Sponsor: Rudy Martin
Enrollment: 44-48 Faculty: 2
Prerequisites: One year of college; faculty signature
Special Expenses: $25 for field trips
Part-time Options: No
Internship Possibilities No
Additional Course Allowed: No
This group contract is about the craft of
the most powerful form of communication in our time-fiction. The group will
read and write a lot, for the power of
this art form is available only to those
who will learn the details of the craft.
Activities include:
1. Book seminars on great works of
fiction;
2. The study of the aesthetics of fiction, the sociology of fiction, the politics
of fiction and related topics;
3. Unrelenting, non-negotiable required weekly fiction writing and
rewriting;
4. Seminar critique sessions designed
to give the writer honest feedback;
5. Reading, reading and reading;
6. Small study group critique sessions; and
7. Writing, writing re-writing and
more writing.
Planned equivalencies in quarter
hours:
16-creative writing: short fiction
4-creative writing: the art and use of
critique
8-English and American literature:
a survey of fiction
4-literature: literary theory and
criticism
32 total
Program is preparatory for careers
and/or future study in the humanities
and social sciences.

Chaucer and Shakespeare:
Are They as Good
as They Used to Be?

Winter, Spring / Group Contract
Sponsor: Pete Sinclair
Enrollment: 24
Prerequisites: One year of college
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additionpl Course Allowed: No
These two great poets are the
originators of the literature of the
English-speaking world. In the current
lively debate about what literary texts
mean, this is not disputed. But just
about everything else is. Wherein lies
the authority for the meaning of a
literary text: in the author, text itself or
in the audience's response? Is an
understanding of and appreciation for
the texts included in the "canon" of
literature a kind of knowledge, an
esoteric code used to maintain separation between the social/intellectual elite
and the masses or just sophisticated
recreation? Is the study of literature a
genuine study in itself or more properly
evidence for study in one or more of the
social sciences: psychology, sociology,
political science, history or linguistics?
We will examine these and other questions as we read Chaucer in the winter
and Shakespeare in the spring.
Planned equivalencies in quarter
hours:
8-Chaucer
8-Shakespeare
8-literary theory
8-literary criticism
32 total
Program is preparatory for careers
and/or future study in the humanities.

Knowledge, Truth and Reality

Great Works

Winter, Spring / Group Contract
Sponsor:~ark Levensky
Enrollment: 24
Prerequisites: College-level ability to
read, write about and discuss difficult
humanities and social science texts
Additional Courses: Students may take
an additional course, but not in place of
some part of the program
Special Expenses: None
Part-time Options: Possible but not
recommended; faculty must approve all
part-time plans
Internship Possibilities: No
Additional Course Allowed: Yes

Fall / Course
Instructor: Pete Sinclair
Enrollment: Open
Prerequisites: None
Special Expenses: None
Part-time Options: This is a 4 credit
course
Internship Possibilities: Yes
Additional Course Allowed: Yes

This program will do advanced work on
a small part of the history of our concepts of knowledge, truth and reality.
'lbpics to be discussed include kinds of
knowledge; the meanings of "true";
guessing, believing and being certain;
causality, memory and perception;
evidence and self-evidence; deductive
and non-deductive inference; knowledge
with and without foundations; analytic,
synthetic, apriori and aposteriori
statements; intuition and mystical insight; description, interpretation and
representation, and mind and matter.
Each week students will write or
rewrite an essay in response to an
assigned reading and participate in a
writing workshop and two book
seminars. Students will also make a
presentation on the life and times of the
author of a text used in seminar.
Primary texts for Winter Quarter will
be Xenophanes, fragments; Parmenides,
fragments; Plato, Theaetetus; Descartes,
Discourse On Method and Meditations
On First Philosophy; Hume, An
Enquiry Concerning Human Understanding; Kant, Prolegomena To Any
Future Metaphysics.
Primary texts for Spring Quarter will
be Radin, Primitive Man As Philosopher; Nietzsche, Beyond Good and
Evil; James, Pragmatism; Wittgenstein, On Certainty; Goodman, Ways of
Worldmaking.
The program will meet Tuesdays,
Wednesday mornings and Thursdays.
Planned equivalencies in quarter
hours:
8-expository writing
16-theory of knowledge
8-independent studies in humanities
and social sciences
32 total
Program is preparatory for doing additional advanced work in the humanities
or social sciences.

56

I

This course is a lecture/discussion series
about great works of intellect and our
imagination-the work that they still do.
Each week a member of the faculty or
other speaker will give a talk about the
importance of a great work to the
world, to the speaker's work and to the
speaker personally. (Most of these
works will be major literary, historical
and philosophical texts, but great works
of art and science that can be made present to the class will be included as
well.) The weekly talk will be followed
by a panel discussion of speakers and
students. The panel discussion will be
followed by questions and comments
from the class.
Planned equivalencies in quarter
hours:
4-humanities
4 total
Program is preparatory for careers
and/or future study in humanities.

Related offering in other area

Related offering in other area

Related offering in other area

The Narrative Life:
Theater and Character

American Worlds, Democratic Vistas

Word and Image

Fall, Winter, Spring / Coordinated Study
Coordinator: David Marr
Enrollment: 72 Faculty: 3
Prerequisites: "Political Economy and
Social Change" or "Culture and
Empire;' or equivalents
Special Expenses: $30 for program
retreat
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No

Spring / Group Contract
Sponsor: Susan Aurand
Enrollment: 48 Faculty: 2
Prerequisites: Core Program; previous
training/experience in creative
writing/visual art; samples of work
Special Expenses: $50-$75 for art
supplies
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No

This group contract provides students
with an intensive encounter with the
theory and practice of theater art. We
will examine those issues in philosophy
and sociology (theory) which bear upon
the understanding and theatrical portrayal (practice) of character(s) on stage.
We will focus on the ethical tradition
which understands morality to be concerned with character development.
Within this framework we will analyze
virtue, vice, self-deception, the unconscious, self-respect, egoism and
altruism, with an eye toward understanding their relations to the development of moral character. We will relate
this to a conception of life as narrative
in form, i.e., as having a plot, sub-plots,
characters, genre and set(ting), just as a
play does.
We will examine theories and case
studies of social interaction as drama.
Students will be trained in the art and
craft of character creation and development according to the technique known
as "the Method;' This will include
analysis of plays, the preparation of a
biography of a character, and physical
and mental exercises to facilitate relaxation, concentration and the ability to
evoke and use a range of emotions and
fluidity of movement on stage. The
resulting skill and discipline will be used in scene study, where students will
perform scenes from modern and contemporary plays. There will be a major
public production each quarter.
We will attend at least three professional productions each quarter.

This program will constitute a learning
community dedicated to collaborative
study of the American past. The pro[!ram has no theme. Our major work
will be to fashion one or more themes
about American experience. We will
study literature, politics, history and
philosophy. Most of our work will center
on primary texts that have made
American worlds: The Federalist,
Melville's Moby-Dick, James's
Pragmatism, The Life and Times of
Frederick Douglas, Carolyn ForscM's
The Country Between Us and Michael
Harper's Dear John, Dear Coltrane.
"Build, therefore, your own world;'
We will study the meanings of this
amazing sentence by Emerson, formulate one or more hypotheses and use
them to highlight such issues as the
relationship between liberalism and
democracy in American history.
Another hypothesis guiding our work
will be the idea that past, present and
future are fictions, creations of the
historical imagination. We will be particularly interested in the relevance of
this hypothesis to the future of
democracy in America.
Each student will confirm or disconfirm several hypotheses about American
literature, politics, history and
philosophy. Each faculty member will
do similar work as their major contribution to the program. Students and faculty will write papers containing the
"themes" of ''American Worlds,
Democratic Vistas."
This program's content is not already
digested. Its themes will be what we
make them.

This program is a one-quarter study of
the relationship between form and
meaning in art and literature. By studying a series of themes such as family
and sexuality, we will examine the commonalities and differences between
form and meaning in art and literature.
All students in the program will make
written and visual images and will attend weekly seminars, lectures,
workshops and critiques. Each student
will create an extended body of work in
either drawing/painting or writing on a
theme of his or her choice.

Planned equiualencies in quarter
hours:
8-acting: creating and developing a
character
8-acting: scene study
8-moral philosophy: character and narrative in life
8-the sociology of human groups: social
interaction as drama
32 total

Planned equivalencies in quarter
hours:
Upper division credit in American
literature, philosophy, history and
politics, distributed to reflect the student's research interest and
accomplishment.
48 total

Fall, Winter / Group Contract
Sponsor: Alan Nasser
Enrollment: 24
Prerequisites: Core Program or
equivalent; interview and portfolio
review; faculty signature
Special Expenses: Professional theater
tickets, approximately $70
Part-time Options: No
Internship Possihilities: No
Additional Course Allowed: No

Program is preparatory for careers
and/or future study in theater,
philosophy, and sociology.

..-•....
, •••••

Planned equivalencies in quarter
hours:
4-drawing/design
4-art history
4-literature
4-creative writing
16 total
Program is preparatory for careers
and/or future study in writing (of
various sorts), applied arts, teaching
and communications.

Program is preparatory for careers
and/or future study in humanities, nonquantitative social sciences, law and
public service.
Humanities

157

4

"Were not just learning
the German language, but
learning the culture .. ?'
Wilan Morgenstern, 20
Junior
Hometown: Kent, Washington
Current program: "German Culture"
Field of study: Language

58 I

"We're not just learning the German
language, but learning the culture,
too, through history, art and music.
That's nice, because I probably
would never sign up for an art appreciation class or music at a traditional school. But here, I'm learning
those subjects because they're being
taught in context with my main
interest."

"At other schools, I used to think 'Oh,
I need to do this or that to get a fourpoint, or I don't need to do this,
because I've already got the grade.'
I'm very proud of the fact that I enjoy
learning now, that I sit down and
study for myself."

Language and Culture Center

Director: Andrew Hanfman
In order to provide students with
opportunities to study foreign
languages and cultures, Evergreen has
a Language and Culture Center. The
Center plans and coordinates year-long
programs and courses in the area of
foreign languages and international
studies on a two- to three-year cycle. It
also serves as source of academic advice
for students who have interest in
languages and area studies. The
Center's director, Dr. Andrew Hanfman,
is a full-time Evergreen faculty member
in language studies, who specializes in
Russian-Soviet affairs.

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 and culture
studies in foreign countries.
In the academic year 1987-88, two
year-long language and culture programs are being offered under the
auspices of the Center: "RussiaJUSSR"
and "Japanese Studies."
For many students, part-time
language study is highly appropriate. 'Ib
serve their needs, Evergreen offers a
predictable series of part-time courses.
Most of these courses are offered during
evening hours. Language components of
Specialty Area programs may also be
taken as separate courses, but they are
mostly conducted during the day.
Students interested in careers in
business, journalism, education,
anthropology and human services may
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 1987-88
academic year, courses in first-year college Spanish, French, Japanese and,
possibly, German will be offered as well
as second-year French.

The following list includes the
academic programs in this area planned
through 1990:
1987·88
"RussiaIUSSR:' Fall, Winter, Spring;
summer trip to Soviet Union. "Japanese
Studies," Fall, Winter, Spring; study
abroad to be announced.
1988·89
"French Culture:' Fall, Winter, Spring;
study abroad to be announced. "Italian
Culture:' Fall, Winter, Spring; study
abroad to be announced.
1989·1990
"Classical World" (Greek and Latin),
Fall, Winter, Spring. "Japanese
Studies," Fall, Winter, Spring; study
abroad to be announced.

I
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Language and Culture Center

159

The Jackson School
of International Studies:
A Partnership Program with the
University of Washington

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
Jackson 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 nonWestern languages and cultural studies.
The School of International Studies
offers interdisciplinary curricula
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.

60

I

Major areas available through this
program include the following:
Chinese Studies
Japanese Studies
Jewish Studies
Korean Studies
Middle Eastern Studies
Russian and Eastern European
Studies
South Asian Studies
Comparative Religion

It is also possible to integrate the international or regional study with an emphasis on business health, politics and
economics or other professional areas.
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 Cultural Center, Dr.
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 Dr. Hanfman as early as
possible.

Japanese Studies

Russia-USSR

Fall, Winter, Spring / Group Contract
Sponsor: Setsuko Tsutsumi
Enrollment: 24
Prerequisites: Core Program or
equivalent
Special Expenses: 'Ib be determined for
field trip to Japan during Spring
Quarter
Part-time Options: Yes
Internship Possibilities: No
Additional Courses Allowed: Not if student is full-time in "Japanese Studies"

Fall, Winter, Spring / Coordinated Study
Coordinator: Andrew M. Hanfman
Enrollment: 48 Faculty: 2
Prerequisites: One year of college
Special Expenses: Approximately
$3,200 in case of study in USSR, 1988
Part-time options: Yes
Internship Possihilities: No
Additional Course Allowed: Yes, for
part-time students

Japan has become a highly industrialized nation while maintaining a strong
attachment to her cultural tradition.
What were the elements of Japan's
cultural tradition and how did they
respond to forces of change? How and
with what consequences did the new
and sometimes disparate elements contribute to conflict and contradiction? An
inquiry into these questions will go far
toward the delineation of Japanese
society and culture.
Fall Quarter, we will explore the
significant areas of conflict and contradiction found in modern Japan from
various perspectives, drawing on
materials ranging from literature to
mass media, from sociology to government and politics.
Winter Quarter will be devoted largely to the historical and cultural context
of Japan in order to establish the salient
features that constitute her cultural
tradition and to probe the reasons and
processes leading to the conflicts and
contradictions.
Spring Quarter, we will turn to the
contemporary scene and examine Japan
in its microcosmic form of the daily life
and life-style of the individual. The
approach will be largely ethnological
and social and involve areas pertaining
to clothing, food, dwelling and cadences
of life marked, for example, by ritual
and festivals. If circumstances permit,
this phase of the program will be conducted in Japan to enable students to
have a direct experience with Japanese
culture.
Language will be taught throughout
the year on a daily basis. Emphasis will
be on developing skill in oral expression. The oral-aural approach will be
used throughout.
Planned equivalencies in quarter
hours:
24-beginning or intermediate Japanese
12-Japanese literature in translation
12-social and cultural history of Japan
48 total
Program is preparatory for further
study in the languages, humanities or
social sciences.

Language and Culture Center

The program will study the history and
civilization of Russia and the Soviet
Union, emphasizing developments during the 19th and 20th centuries. Contemporary developments in the Soviet
Union will be thoroughly examined
Spring Quarter.
Russian language courses at the basic
and intermediate level will begin summer, 1987, and continue throughout the
academic year. All students will be encouraged to enroll, however, the program will also be open to students who
do not wish to take language classes.
Language classes may be taken by
students outside the program.
Students can enroll each quarter for
12 or 16 quarter hours. 'lb earn 16
quarter hours, a student must attend
two weekly lectures, participate in two
weekly book seminars, satisfy all
reading and writing requirements and
attend either a language class or a program workshop or a course outside the
program.
Part-time students can earn 4 quarter
hours by attending one of the language
classes or the program workshops or by
attending the weekly lectures, reading
four books from the program reading
list, and submitting a term paper.
Given sufficient student interest, the
faculty will arrange a quarter-long
study in the Soviet Union during the
summer of 1988.

v,.-' ..••
{\:.~

Planned equivalencies in quarter
hours:
Summer 1987:
16-Russian language
Fall 1987:
4 each in Russian language, Russian
history, Russian art and Russian
civilization
Winter 1988:
4 each in Soviet language, Soviet
history, Soviet art and Soviet
civilization
Spring 1988:
6- Russian language
2-Soviet history
8-Soviet government, party OJ;" art
48 total
Program is preparatory for future
study in Russian language, history,
literature and Soviet affairs; and for
careers in government and journalism.
I

61

Management
and the Public Interest

IlrllllllllI111i1~llllllllllillrllrlli

"I didn't think I could work
this hard... But I found the
time, I made the time?'

Convener: Art Mulka
Affiliated Faculty: John Filmer,
Christopher Gilbert, Virginia Ingersoll,
Duke Kuehn, Paul Mott, Art Mulka,
Chuck Nisbet, Niels Skov and Greg
Weeks
Upper-division work in this specialty
area consists of a Coordinated Study
Program titled "Management and the
Public Interest" for the first year and a
changing series of advanced Group Contracts, Individual Contracts and Internships for the second year. During the
first year, the "MPI" program provides
students with the opportunity to
acquire essential managerial skills and
concepts. The program will address
broader issues such as the ability of the
private and/or public sector to meet the
public's needs. This program is designed
for part-time students from off campus
as well as full-time students.

\

Wanda Curtis, 32

Junior
Hometown: Olympia, Washington
Current program: "Management and
the Public Interest"
Field of study: Public administration

"I'd like to think I was a good manager
previous to studying at Evergreen. I
know when I leave here I'll be an
effective manager. I didn't think I
could work this hard. I thought, 'Oh, I
won't have the time.' But I found the
time, I made the time. It's been great.
Sharing ideas is the best part. I can't
wait to get to seminar on Tuesdays. I
have my thoughts ready, and I'm
rarin' to go."

~i~iHi~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~i~
Management

and the Public Interest

Fall, Winter, Spring / Coordinated Study
Coordinator: Ginny Ingersoll
Enrollment: 96 Faculty: 4
Prerequisites: Junior standing; basic
accounting and principles of economics
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
This program teaches management concepts and skills to upper-division
students. The program focuses on the
private business sector, but also gives
attention to public and not-for-profit
sectors. Values, ethics and the public interest are addressed throughout the
year.
The program is designed for full-time
students who take the same academic
offerings throughout the year. Special
emphasis is placed on the development
of people and analytical skills. The program's goal is to meet the needs of
those seeking job advancement, a
management career or a 'career change
to the business sector.
The core of the "MPI" program in the
first year consists of organization
psychology, managerial economics,
managerial accounting, managerial
finance, case studies and the functions
of management. Additional courses in
statistics, marketing, computing for
managers and personnel management
are routinely offered.
Core book seminars each quarter
allow students to improve critical
reading, writing and communication
skills. These seminars demonstrate the
need for managers to integrate many
business disciplines.
"MPI" is a demanding and concentrated effort to prepare students for
careers in business, in the public sector
and in service organizations. The program provides a solid preparation for
graduate studies in business administration, public administration and law.
Program prerequisites can be met
through transfer of credit, summer
courses or through offerings in these
areas during Fall Quarter.
Planned equivalencies in quarter
hours:
Distributed among organizational
psychology, managerial economics and
accounting, managerial finance, case
studies, functions of management,
marketing, personnel management,
statistics and related areas.
48 total

Related offering in other area.

Related offering in other area

The Business of Computers:
Software Development

The Design and Planning Process:
Conception, Methods,
Implementation and Evaluation

Fall, Winter, Spring / Coordinated Study
Coordinator: Lucia Harrison
Enrollment: 72 Faculty: 3
Prerequisites: Completion of questionnaire and ability to work in teams;
management students: "MPI" or equivalent and a desire to study computer
science; Other students: some disciplinary competence (e.g., social science
research, visual arts, environmental
studies, laboratory science) and a desire
to study management and computer
science
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Winter, Spring
Additional Course Allowed: With faculty permission
The development of computer software
is an interdisciplinary process involving
the collaboration of (1) users with a
problem to solve, (2) managers with the
ability to organize the task and find the
necessary resources, and (3) computer
scientists with the expertise to build
the system. Under faculty supervision,
students work in teams to complete a
computer system project for a specific
user with responsibility for identifying
and researching the project as well as
for systems analysis, design, implementation, testing and marketing.
Management students will Identify
markets, organize tasks and resources,
and explore successful marketing. While
ability to work with computer systems
is not a prerequisite, students must be
willing to learn enough technical
material to use professional software
and to evaluate hardware and software
packages. An emphasis is placed on the
ethical use of computing technology.
Planned equivalencies in quarter
hours:
4-intro. to systems analysis and design
4-intro. to professional computing
12-advanced marketing and research
4-history and theory of design
4-problem solving in organizations
4-impacts and evaluations of
technology (human factors)
16-project management and practicum
48 total
Program is preparatory for careers
and/or future study in computer science
and other fields.

Program is preparatory for careers
and/orfuture study in management or
graduate studies in business administration, public administration,
the social sciences and law.

Fall, Winter, Spring / Group Contract
Sponsor: Phil Harding
Enrollment: 24
Prerequisites: Third or fourth year
standing, completion of questionnaire
and ability to work in teams. Interest in
design and the prospect of linking computers with design process.
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Yes, Winter
and Spring Quarters
Additional Course Allowed: Yes, with
faculty permission.
Design and planning processes are common to all human activity. This program
will examine the nature and philosophical assumptions of the design/planning
process.
Along with the members of the "The
Business of Computers" program,
students will investigate the theory and
history of design, problem solving and
problems in the implementation of
design plans, and impacts and evaluation of the design process and product.
Methodologies and tools for computer
systems analysis and design will be
presented, utilized and evaluated, and
students will learn to use and evaluate
professional software products.
Working in teams, students will identify, develop and pursue year-long projects. Possible team project areas include
environmental design or evaluation
systems, automated design tools or architectural projects, biological and
physical fitness monitoring systems, and
creating literary or dramatic plots.
Texts include Bateson's Mind and
Nature, Prigogine and Stenger's Order
Out of Chaos, Alexander's "The City Is
Not a Tree;' Vonnegut's Player Piano
and Senett's The Uses of Disorder.
Planned equivalencies in quarter
hours:
4-introductory systems analysis and
design
.
4-intro. to professional computing
12-environmental design/planning
4-history and theory of design
4-impacts and evaluations of
technology (human factors)
4-project management
16-project practicum
48 total.
Program is preparatory for careers
and/or future study in environmental
design, computer studies, or in the arts,
social sciences or humanities.

Management and the Public Interest

I

63

"My advice is to be aware
of the environment
aroun d you ... "

Vince Brunn, 23
Junior
Hometown: San Francisco, California
Current program: "Life Compositions"
Fields of study: Environmental design,
alternative energy and business
"Evergreen is an excellent opportunity
for individuals who know what they
want to do and where they want to
go. My advice is to be aware of the
environment around you, really get to
know the facilities, and identify the
people who can help you. You can't
just come here and go to class and
not know what exists here. You have
to delve into things."
"I've been able to design my own
credit, to do what I truly believe in.
My program has given me a superb
opportunity to prove my potential. My
education isn't going to stop at
Evergreen. It's going to continue."

Native American Studies

The major goal of Native American
Studies is to provide an open educaAffiliated Faculty: Lloyd Colfax, Rainer
tional opportunity for Native
Americans; it is not merely a place to
Hasenstab, Lovern King, Mary Nelson,
study Native Americans.
Sid White, Craig Carlson and David
However, this interdisciplinary area is
Whitener
designed to serve two specifically different student groups: Native American
Associated Faculty: Betty Kutter, Betsy
students who are interested in
Diffendal and Gail Tremblay
enriching their unique cultural heritage
and developing strategies for selfdetermination in our pluralistic society;
and students interested in learning
about traditional Native American
cultures and values, including the
dynamics of change in a plural society.
Native American Studies includes at
least one major program, two auxiliary
programs, and one course each year. In
addition, the area collaborates to design
, " '" symposium components with other
~
Specialty Areas on topics such as
~
health, science, environmental studies
~
and art. We also train people in gallery
~
management using a multicultural focus.
Convener: 'Ib be announced

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~
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~

Career Pathways
in Native American Studies

We tailor the educational experience of
each student to his or her particular
needs. There are, therefore, no prescribed "pathways" in Native American
Studies, although there is a general pattern which most students follow.
Work in 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 to insure that study in this area will satisfy
that student's personal needs.
Students in 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.
Students can use various methods to
build strength and skill. For example:
· .. they can study a year in Native
American Studies programs (in 1987-88,
"Respect: A Mutually-Shared Educational Authority" or "Problem Youth").
· .. they can combine study in our programs with study in programs outside
our area;
· .. and some students will spend additional time working with the faculty in
the central program.
The Native American Studies area also
advises students wishing to do gallery
and museum work in Native American
and other ethnic communities.

Native American Studies

I

65

Respect:
A Mutually-Shared
Authority

Problem Youth
Educational

Fall, Winter, Spring / Coordinated Study
Coordinator: Lloyd Colfax
Enrollment: 96 Faculty: 4
Prerequisites: Interview and faculty
signature
Special Expenses: Field trips; tapes;
project materials
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program offers an educational opportunity tailored to student needs based on a diagnostic interview and a
student-designed project. Students are
invited to participate in work they
define as valid and valuable to the
growth of the individual and the promotion of partnership between and among
the student, the college and the
community.
In a spirit of hospitality and inspiration, students are encouraged to decide
for themselves important and valid learning experiences. Recognizing the important fact that there do exist between
people significant differences, students
are requested to seriously consider
their educational future.
Students will be offered the opportunity to develop writing, speaking, artistic and reading skills from faculty
who offer their own areas of expertise
as an educational umbrella. The program will promote concepts of learning
through listening, performing, questioning and symbolizing. Students will be
invited to consider the concepts of (1)
identity, (2) group loyalty and (3) personal authority as they develop educational goals. Students are invited to participate in coordinated group study sessions on Mondays, as well as forums and
field trips during the year. They will be
encouraged to develop skills that suit
their goals and to realize the importance of their contribution to a human
and humane society.
Planned equivalencies in quarter
hours:
8-cross-cultural studies
8-cross-cultural communication
4-philosophy
4-human resource development
24-individual project work
48 total
Program is preparatory for careers
and/or future study in arts, anthropology, archaeology, education, Native
American studies and multicultural
studies.

Fall, Winter, Spring / Group Contract
Sponsor: Mary F. Nelson
Enrollment: 24
Prerequisites: Background in counseling, psychology, minority studies or
sociology; faculty signature
Special Expenses: None
Part-Time Options: No
Internship Possibilities: Yes, Spring
Quarter
Additional Course Allowed: Yes, if it
applies to program
This program is designed for students .
seeking academic training and practical
experience in the field of juvenile
justice in the state of Washington. We
will listen to lectures and partake in
demonstrations/workshops from various
public agencies in the juvenile justice
system: courts, probation, diversion programs, juvenile institutions, youth
group homes, rehabilitation and child
protection and other agencies.
Emphasis will be put on the minority
youth offender, since 50% of incarcerated youth in the U.S. are minorities.
During Winter Quarter we will study
family dynamics, counseling theory and
techniques. Workshops in will deal with
stress management-in the self, client
and fellow workers, burnout and dealing
with difficult people.
Spring Quarter, students will intern
in the agencies previously mentioned,
or other related agencies.
The book list includes Counseling the
Culturally Different; Juvenile Delinquency; Children of Ishmael; Controlling Stress and Tension: A Holistic
Approach; Memories of Alahambra;
Weeping in the Playtime of Others;
Washington State Juvenile Justice
Systems and Codes; Women of Sweet
Grass, Cedar and Sage; No No Boy;
Native Son; Bless Me, Ultima and
others.
Planned equivalencies in quarter
hours:
Fall:
4-counseling youth/theory
4-ethnocultural studies
4-psychology/youth
4-juvenile law/diagnostic orientation
Winter:
4-sociology
4-writing and research
4-cross-cultural perspectives in
counseling
4-literature/minority
Spring:
16-applied counseling
48 total
Program is preparatory for careers
and/or future study in counseling,
psychology and minority issues, and
juvenile justice.

66

I

Related offering in other area
The Pacific Northwest:
Culture, Religion and Design

Fall, Winter, Spring / Coordinated Study
Coordinator: Rainer Hasenstab
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or
Core Program, interview and faculty
signature
Special Expenses: Field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes '

This program will examine important
traditional and contemporary social,
cultural and physical influences on our
life in the Pacific Northwest. The program will work toward understanding
people and place in the context of the
past, the present and the future of the
Pacific Northwest.
We will examine four important
human relationships: (1) to the land,
(2) to others, (3) to work, and (4) to the
unknown. Central to our study will be
an examination of cultural and environmental systems as they are expressed in
the environmental design of human settlements and shelter.
This program will work in close invitational partnership with faculty and
students in the "Respect: A MutuallyShared Educational Authority" program. Directed.individual research,
group project work and internships will
be encouraged.

Native American Studies

Planned equivalencies in quarter
hours:
Distributed among cultural, natural,
and environmental history of the Pacific
Northwest, regional geography, cultural
geography, environmental design
theory, environmental design research
projects, environmental-ethics, environmental planning and policy, human
settlements and cross-cultural studies.
48 total
Program is preparatory for careers
and/or future study in environmental
policy and management, urban studies,
geography, planning and design.

I

67

"I remember when I finished
my first year-what a great
feeling of accomplishment?'

Sheila Manalo, 20
Sophomore
Hometown: Oak Harbor, Washington
Current program: "Counseling the
Culturally Different"
.
Field of study: Public administration

"I've found that studies at Evergreen
approach things by looking at the
interconnections between Ideas. So
far I've been able to see connections
between my studies, job and personal life that I wasn't aware existed.
I've learned that I've got to manage
myself before I can try to work with
others. In my job as a Student
Manager at Housing, I'm not just
learning theory, I'm learning office
procedures, bureaucracies and how
to deal with people."

"I remember when I finished my first
year-what a great feeling of accomplishment. My professor liked my
research paper and I was just on a
high for having worked so hard and
done well. I survived a year of college, and I survived a year of
Evergreenl"

"·\.~~I-~'':"'~'~'I·
~
I.".".".
••••••••••• ".".".,.
•••••••••••• .•

.

a_

Political Economy and Social Change

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 and
ever-changing systems, compare them
in different countries and cultures, and
evaluate their impacts on the everyday
lives of all affected people.

These pathways lead to careers in law,
government, business, education and
professional 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 shall also assure
that those who specialize in the area are
fully prepared for graduate and professional education in the disciplines
represented here.

Career Pathways
in Political Economy
and Social Change

Students are encouraged to undertake
senior theses or projects, or internships,
as integral parts of their academic
work. Faculty in Political Economy
and Social Change 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
Evergreen's location in the state capital.

Convener: Gerry Lassen
Affiliated Faculty: Bill Arney,
Priscilla Bowerman, Ken Dolbeare,
Betty Ruth Estes, Jeanne Hahn, Peta
Henderson, Gerry Lassen, Russell
Lidman, Alan Nasser, Matt Smith and
Susan Strasser
Political Economy 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 all this makes for the quality
of human life.

There are three pathways, or areas of
concentration, students can pursue after
they take the foundation program,
"Political Economy and Social Change":
Government and Public Policy
This pathway includes the structure and
decision-making processes of governments at all levels. We also examine
what governments have done with
respect to public problems and, in
general, what difference governments
have made for people.
Economics
This pathway 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
This pre-law pathway 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.

Political Economy and Social Change

I

69

Political Economy and Social Change

American Worlds, Democratic Vistas

Microeconomics

Fall, Winter / Coordinated Study
Coordinator: Peta Henderson
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or
equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Fall, Winter, Spring / Coordinated Study
Coordinator: David Marr
Enrollment: 72 Faculty: 3
Prerequisites: "Political Economy and
Social Change" or "Culture and
Empire;' or equivalents
Special Expenses: $30 for program
retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Spring / Group Contract
Sponsor: Greg Weeks
Enrollment: 24
Prerequisites: "Political Economy- and
Social Change" or "Principles of
Economics"
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes

The economic, political and environmental crises of today have their origin 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, the program investigates
the nature of social science. The origins
of modern society and of social science
are examined in the context of the 17th,
18th and 19th centuries and the
emergence of historical democracy,
liberalism and conservatism. In addition, students are introduced to
micro economic principles.
Winter Quarter, students will work on
Marxist and positivist social theory. In
addition, they will examine macroeconomic principles in relation to recurring crises in the capitalist state.
Planned equivalencies in quarter
hours:
8-European and American history
4- microeconomics
4-macroeconomics
4-social theory
8-political theory
4-international relations
32 total
Program is preparatory for careers
and/or future study in law, economics,
history, government and public policy.

This program will constitute a learning
community dedicated to collaborative
study of the American past. The progmm has no theme. Our major work
will be to fashion one or more themes
about American experience. We will
study literature, politics, history and
philosophy. Most of our work will center
on primary texts that have made
American worlds: The Federalist,
Melville's Moby-Dick, James's
Pragmatism, The Life and Times of
Frederick Douglas, Carolyn Forsche's
The Country Between Us and Michael
Harper's Dear John, Dear Coltrane.
"Build, therefore, your own world:'
We will study the meanings of this
amazing sentence by Emerson, formulate one or more hypotheses and use
them to highlight such issues as the
relationship between liberalism and
democracy in American history.
Another hypothesis guiding our work
will be the idea that past, present and
future are fictions, creations of the
historical imagination. We will be particularly interested in the relevance of
this hypothesis to the future of
democracy in America.
Each student will confirm or disconfirm several hypotheses about American
literature, politics, history and
philosophy. Each faculty member will
do similar work as their major contribution to the program. Students and faculty will write papers containing the
"themes" of ''American Worlds,
Democratic Vistas"
This program's content is not already
digested. Its themes will be what we
make them.
Planned equivalencies in quarter
hours:
Upper division credit in American
literature, philosophy, history and
politics, distributed to reflect the student's research interest and
accomplishment.
48 total
Progmm is preparatory for careers
and/or future study in humanities, nonquantitative social sciences, law and
public service.

70

I

and Institutionalism

This group contract will examine the
history of economic thought, intermediate microeconomic theory and institutional economic analysis. The
history of economic thought will focus
on European and American developments and begin with pre-capitalist
European thought. The mercantilist,
physiocratic, classical, Marxist,
neoclassical and Keynesian schools of
thought will be examined and placed in
context from social and theoretical
perspectives.
In studying intermediate microeconomic theory, we will examine developments in the theories of value, distribution and production.
We will then examine the thoughts of
the "founders" of the institutionalist
school-Richard Ely, Thorstein Veblen,
John Dewey and C.E. Ayres, as well as
the works of more contemporary evolutionary economists such as J. Fagg
Foster, Gunnar Myrdal, John Kenneth
Galbraith and Marc 'Ibol.
An important goal of this contract is
to understand the process in modern
Western economies from a variety of
perspectives. The study of economic
thought will provide an historical
perspective on current economic theory.
This analytical approach will allow an
evaluation of the received theory as
economic theory and as a political tool.
The development of neoclassical
micro economic theory will enhance
understanding of the neoclassical model
.and permit a consideration of policy and
business applications. The development
of the institutional approach will serve
as a critique of the neoclassical model
and as an alternative to the standard
analysis.
Part-time students may take the
history of economic thought and intermediate microeconomic analysis portions for eight credits.
Planned equivlencies in quarter hours:
4-history of economic thought
4-intermediate microeconomic theory
8-institutional economics
16 total
.
Progmm is preparatory for careers and
future study in law, economics,
business, government, history, political
science and public policy.

Related offering in other area
Central America:
Studies in Cultural Survival
Fall, Winter / Group Contract
Sponsor: Nancy Allen
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or
equivalent
Special Expenses: None
Part-time Options: This is a 12 quarter
hour program
Internship Possibilities: No
Additional Course Allowed: Yes,
Spanish strongly recommended
"Josephine, I tell you I have not rested,
not since I drove those streets with a
gun in my lap, ... I go mad, for example,
in the Safeway, at the many heads of lettuce, papayas and sugar, pineapples and
coffee, especially the coffee."
These words by Carolyn Forche, a major U.S. poet, express her encounter
with Central American culture, and
with the difference between life in a
country whose abundance is derived
from other areas and life in an area
from which that abundance comes.

In Central America, there are political movements struggling to create a
new political culture and to protect it.
Indigenous peoples struggle to keep
their cultures alive within political
regimes of every kind. Cultural imperialism takes many forms-from planting
export crops on land previously used for
subsistence farming to forcing writers
and political leaders into exile.
We will study forces such as religion,
education and popular eulture which
have the potential to help cultures survive, adapt and revitalize themselves.
We will study strategies developed in
Cuba or other Third World countries. At
least one week each quarter will be
spent discussing options for constructive action in the U.S.
Fall Quarter, we will study
Guatemala, a country with a large majority of indigenous people who oppose
the government, not out of any imported revolutionary ideology, but simply to survive. Winter Quarter, we will
focus on Nicaragua before and after the
Sandinista revolt and question its treatment of the Miskito Indian population.

Planned equivalencies in quarter
hours:
Distributed among cultural anthropology, Central American studies and
Central American literature.
24 total.
Program is preparatory for careers
and/or future study in social sciences,
humanities, education, international
relations and mass communications.

Dr. Barre Toelken, a leading expert In
cross cultural communication, speaks to
members of the "Counseling the Culturally Different" program. Toelken, director of
the American Studies and Folklore programs at Utah State University, discussed
intercultural Issues with Evergreen's
students, staff and faculty during a visit
sponsored by the college's Affirmative
Action office.

Political Economy and Social Change

•

--

~~

,',

"... the techniques we were
using were very comparable
totechniques ... being used by
these top-level scientists ...
that's incredible for a small
undergraduate institution?'

John McKinney, 21
Senior
Hometown: Fairfax, Virginia
Current program: "Research in
Molecular Biology"
Field of study: Molecular biology
"I'm working with Faculty Member
Betty Kutter on a National Science
foundation grant, dOing research on
bacteriophage P. We hosted a conference on bacteriophage research
last summer and over 100 scientists
from all over the world attended. We
talked to a lot of people and participated In the conference-I gave a
poster session on our research. The
thing that was really notable was that
we were the only undergraduates
there. It was amazing to find that the
techniques we were using were very
comparable to techniques and equipment being used by these top-level
scientists. I mean, that's Incredible
for a small undergraduate
Institution."
-

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Science, Technology and Health

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.
Conveners: Will Humphreys and Janet
Ott
Affiliated Faculty: John Aikin, Clyde
Barlow, Michael Beug, Judy Bayard,
Rob Cole, Diana Cushing, George
Dimitroff, 'Ibm Grissom, Burt Guttman,
Will Humphreys, Linda Kahan, -Jeff
Kelly, Rob Knapp, Betty Kutter, Sig
Kutter, Al Leisenring, Earle McNeil,
Janet Ott, Willie Parson, David Paulsen,
Fred Tabbutt, 'Ierry Tafoya and Byron
Youtz
Associated Faculty: Hazel Jo Reed and
Rita Pougiales
This area is a center for the study of
the physical sciences, mathematics, computing, human services and healthrelated 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. Science, Technology and
Health explores this vast field within its
own programs, and in partnership with
other Specialty Areas.

Academic Pathways: 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. Students may take any of the
programs and courses in this area at
any time, provided they meet all prerequisites. Each pathway is composed of a
number of regularly-offered programs
and courses arranged so that students
can easily gain essential prerequisitesarranged also so 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 and skills they need to go on to
productive work or graduate study in
the fields of their choice.

Science, Technology and Health

The current Science, Technology and
Health academic pathways are listed
below. Detailed descriptions of each
pathway are on the following pages.
Chemical Systems
Computer Studies
Energy Studies
.Health and Human Behavior
with three sub-pathwaysPsychological Counseling
Human Services
Health Services
Laboratory Biology
Mathematics
Physical Systems
3/2 Engineering
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 full-time 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
or 6 quarter hours of credit or about 1/4
to 1/3 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 offer most
courses only once each year.

I

73

Career Pathways in Science, Technology and Health

Chemical Systems

Computer Studies

Energy Studies

This pathway will provide a strong
background for professional work or
study in chemistry as well as a superior
foundation for students going into
medicine or quantitative environmental studies. Each year advanced
topics in chemical thermodynamics and
bonding will be offered. In addition,
other topics offered in rotation will
include chemical dynamics, molecular
structure, biochemistry, environmental
chemistry, inorganic chemistry and
chemical instrumentation. Laboratory
work will place a heavy emphasis on
laboratory computation and comput er
graphics using recently acquired Intel
and AT&T computer systems. Linear/
digital electronics, microprocessors and
their applications to scientific
measurements will be covered in alternate years.
Senior project topics include studies
and simulations of chaotic chemical
systems, silicon chemistry, instrument
design, biophysics and biochemistry.

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 the disciplines of
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:

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, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion;' e.g., math and/or
chemistry. 'Well-prepared students may
take "Matter and Motion" directly in
the first year.
Second Year:
"Organic Chemistry I, II and III"
course sequence and outside studies, or
"Matter and Motion;'

First Year:
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Data to Information"
Second Year:
"Data to Information;' an entry-level
program offered each year covering the
fundamentals of information systems,
programming and system design.
Third and Fourth Year:
Advanced offerings alternate, with one
group of topics offered in even years
(e.g., 1988-89) and another group in odd
years (e.g., 1987-88): The programs in
each are:

Third Year:
"Chemical Systems" (offered in evennumbered years; prerequisites are
"Matter and Motion" or the equivalent);
"Organic Chemistry I, II and III"
course sequence or "Molecule to
Organism;'

Even years:
"Computability, Cognition and the
Modeling of Mind" (Fall, Winter,
Spring/Coordinated Study)

Fourth Year:
Outside studies and senior thesis.

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.

Odd years:
"The Business of Computers" (Fall,
Winter, Spring/Coordinated Study)

First Year:
Any Core Program
Second Year:
Electives (Introductory calculus and
physics are useful though not required
for entry into "Energy Systems")
Third Year:
"Energy Systems"
Fourth Year:
Any combination of senior thesis, internships, Winter or Spring portions of
"Physical SystemS;' or electives

Laboratory Biology

Health and Human Behavior
The Health and Human Behavior pathway has three main, often intersecting
branches: psychological 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
which affect human health and behavior.
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.
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 program, "Psychological
Counseling;' or Group Contracts.
Students preparing for a graduate program are urged to include courses in
developmental psychology, personality
theory, abnormal psychology, and
statistics and research methodology in
their curriculum.

Human Services provides preparation
for careers in advocacy, case work,
administration, planning or counseling
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, addictions, the "Psychological Counseling" program, additional
studies in economics and public policy
(particularly as such factors affect
health and human services), and appropriate internships.
Health Sciences provides preparation
for paraprofessional jobs such as
counseling in nutrition and health; for
professional training in dentistry,
medicine, veterinary medicine, naturopathic medicine and midwifery; and for
graduate work in nutrition, biochemistry, genetics, microbiology and
pathology. 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 addictions; family, community and personal life; the "Psychological Counseling" and "Nutrition" programs; health policy planning; computers; and statistics and experimental
design.

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Second Thar:
"Matter and Motion" or "Human Health
and Behavior" (the courses, "Principles
of Chemistry" and "Principles of
Biology;' should be taken during either
the first or second year) or "Organic
Chemistry I, II and III" course
sequence
Third Thar:
"Molecule to Organism" or outside
studies or "Organic Chemistry I, II and
III" course sequence
Fourth Thar:
"Molecule to Organism" or individual
study or an advanced biology Group
Contract
Many students take individualized
study through contracts, sometimes
involving research projects with
faculty members. Past and current
students have been involved in projects
such as bacteriophage genetics,
photosynthesis and behavioral
physiology.

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First Thar:
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion" (or "Matter and
Motion" for the well-prepared student)

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This pathway focuses on studies of
molecular and organismic 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 more field
work.

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Science, Technology and Health

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I

75

Mathematics

Physical Systems

The Mathematics pathway 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 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 listed below provide the full-time student with an integrated way to do this. The courses
and individual contracts enable both
full- and part-time students to do more
specialized and advanced work.
A recommended pathway:

Students interested in professional
work or study in physics 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:

First ~ar:
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion" (or "Matter and
Motion" for the well-prepared student).
Second Thar:
"Matter and Motion" full-time, or
calculus course portion, part-time
Third and Fourth Thar:
"Mathematical Systems," a full-time program in mathematical structures and
advanced calculus; or "Computability,
Cognition, and the Modeling of Mind:' a
full-time program in mathematical
structures and advanced calculus; or an
advanced individual contract.
Note: "Computability, Cognition and
the Modeling of Mind" will be offered in
1988-89.

76

I

First Thar:
Any Core Program, plus courses if
necessary, to meet prerequisites for
"Matter and Motion" (or "Matter and
Motion" for the well-prepared student)
Second Thar:
"Matter and Motion"
Third or Fourth Thar:
Chemistry emphasis in even-numbered
years in "Chemical Systems"; plus
additional courses to fill out Fall and
Winter Quarters.
Physics emphasis (every year):
"Physical Systems" (Winter, Spring)

3/2 Engineering Partnership
with University of Washington
Evergreen has joined with the University of Washington to offer 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, will be
considered for direct transfer 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 allows entry
to five engineering departments at the
University of Washington: Aeronautical!
Astronautical, Chemical, Civil, Electrical and Mechanical Engineering. A
limited number of places is available,
and only students with excellent
academic records will be recommended.
The suggested academic pathway for
3/2 Engineering is as follows:
First Thar:
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion" (or "Matter and
Motion" for the well-prepared student)
Second Thar:
"Matter and Motion"
Third Thar:
Either "Energy Systems" (Fall, Winter,
Spring) or "Physical Systems" (Winter,
Spring), and portions of "Energy
Systems."

Matter and Motion
Fall, Winter, Spring 1Coordinated Study
Coordinator: Rob Cole or Fred Tabbutt
Enrollment: 48 Faculty 2
Prerequisites: Proficiency in precalculus
math, high school chemistry or
equivalent; entrance exam in math.
Special Expenses: Up to $35 per
quarter lab fees
Part-time Options: Only with signature
of convener
Internship Possibilities: No
Additional Course Allowed: Only with
signature of convener
This program is designed for students
with a keen desire to develop a firm
physical science and mathematics
background for pursuing advanced work
in the physical and biological sciences.
In addition to teaching the central concepts and methods of these disciplines,
"Matter and Motion" investigates how
discovery happens-both inside and outside the sciences.
This program combines material from
first-year physics, chemistry and
calculus with history, philosophy and
literature in an exciting exploration of
the nature of inquiry and the basis of
scientific discovery. Differential and integral calculus provide a foundation for
the study of general chemistry and
physics, including mechanics, chemical
equilibrium, bonding, modern physics,
chemical kinetics and thermodynamics.
There will be special emphasis on
laboratory and seminar work. In the
laboratory, students will use microcomputers for simulating concepts, running
experiments, collecting and processing
data, and interfacing with experimental
measuring devices. In seminar, students
will study issues in ethics, literature
and history to see what the sciences
can-and cannot-contribute
to human
affairs.
Planned equivalencies in quarter
hours:
10-calculus
lO-chemistry
lO-physics
lO-computer interfacing and science
laboratory
8-the nature and methods of discovery
48 total
Program is preparatory for careers
and/or future study in physical
sciences, health and biological sciences,
chemistry, physics, mathematics or "312
Engineering."

Mathematical Systems

Winter, Spring 1Group Contract

Fall,
Sponsor: Hazel Jo Reed
.Enrollment: 24
Prerequisites: One year of college
Special Expenses: None
Part-time Options: Yes, see the following description
Internship Possibilities: No
Additional Courses Allowed: Yes
This contract will study particular
mathematical structures- geometric,
topological and algebraic-from
historical and psychological points of
view as well as the purely mathematical. We will consider such questions as: Are such systems discovered
or created? Why does a particular
culture allow some to flourish and ignore others? What are some of the
ramifications of embracing one model
instead of another? Why are there so
few ranking women mathematicians?
The contract is designed for people intending to pursue studies in mathematics and the sciences, for those who
plan to teach in the area and for those
who simply want to know more about
mathematical thinking.
It is divided into seminars, workshops
and coursework. Students may enroll in
the seminar/workshop portion, in individual courses or in the entire constellation of activities. If you have questions
about the appropriateness of your
background for the various segments,
consult the instructor.
Fall Quarter Courses: ''Advanced
Calculus I" (a year of calculus is a
prerequisite); "Geometry:'
Winter Quarter Courses: ''Advanced
Calculus II" (''Advanced Calculus I" is a
prerequisite); ''Abstract Algebra"
.
(strong college-level algebra is a
prerequisite).
Spring Quarter Courses: ''Advanced
Calculus III" (''Advanced Calculus II" is
a prerequisite); ''Abstract Algebra"
(strong college-level algebra is a
prerequisite).
Planned equivalencies in quarter
hours:
4-abstract algebra
12-advanced calculus
4-geometry
4-topology
8-history of mathematics
8-psychology of mathematics
8-individual projects
48 total

Physical Systems
Fall, Winter, Spring 1Group Contract
Sponsor: 'Ib be announced; consult Tom
Grissom for information about the
program
Enrollment: 24
Prerequisites: One year of calculus; two
quarters of university physics, including
mechanics, electricity and magnetism,
and waves
Special Expenses: Above-average textbook costs
Part-time Options: Yes, with sponsor's
consent
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall Quarter of "Physical Systems" completes the introduction to university
physics and associated mathematics, and
continues the study of how scientific
ideas are related to the wider culture.
Winter and Spring Quarters begin advanced study of the same material.
Starting with optics, introductory
quantum physics and thermal physics, in
the fall, the scientific material will continue in winter and spring with classical
dynamics, electrodynamics, thermodynamics, further study of quantum
theory and a survey of application areas
such as materials science. In step with
this, students will continue to learn
mathematics, including linear algebra,
multivariable calculus, and ordinary and
partial differential equations.
At the same time, the program will
study, through readings and seminars,
how our present concepts of the
physical world developed, their limitations, and how they have influenced and
been influenced by the culture of which
they are a part.
Planned equivalencies in quarter
hours:
4-8-uriiversity physics
21-24-advanced university physics
12-mathematics
7-seminar on science and culture
48 total
Program is preparatory for careers
andior future study in physics,
engineering and mathernatics, and
graduate study.

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Program is preparatory for careers
and/or future study in mathematics
and education.

Science, Technology and Health

1

I

77

Energy Systems

Data to Information

Fall, Winter, Spring / Coordinated Study
Coordinator: Byron Youtz
Enrollment: 24
Prerequisites: "Precalculus Math"; also
12 hours college-level science preferred.
Special Expenses: Above-average textbook costs; drawing supplies; field trips
Part-time Options: Yes, with faculty
permission
Internship Possibilities: Yes, Spring
Additional Course Allowed: Yes, with
faculty permission

Fall, Winter, Spring / Coordinated Study
Coordinator: George Dimitroff
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or
equivalent; "Intermediate Algebra"
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Possibly, if
math background is extensive

The program's goals are to develop an
understanding of energy-related issues;
to achieve some ability to deal with
energy policy, economics and politics; to
acquire technical ability to deal with
passive and active energy systems and
to learn the elements of good design.
Fall Quarter, we will focus on solar
science, conservation and conventional
energy sources. Through regular
reading and a weekly seminar, we will
learn to analyze energy and materials
flow and apply these methods to
overdeveloped and less-developed
regions. We will work on perspective
drawing, design and model building.
Students are expected to improve their
mathematical abilities, either through
'Applied Calculus" or more advanced
mathematics.
Winter Quarter, we will emphasize
renewable energy systems (solar, wind,
water, biofuels). Each student will
engage in the design and analysis of a
passive solar home. We anticipate one or
more three-day field trips to renewable
energy sites. Students will continue
studying mathematics and will engage
in a detailed study of thermodynamics.
Spring Quarter, we will study active
solar systems, including technical and
economic factors. Seminars will continue
but time will be made available for student projects or internships. Group projects will be shared in an Energy
Symposium.
Planned equivalencies in quarter
hours:
6-energy and society
6-energy systems, conventional and
alternative
4-energy economics
4-engineering thermodynamics
12-applied calculus or advanced math
2-perspective drawing
6-solar design: active and passive
systems
8-energy project or internship
48 total
Program is preparatory for careers
and/or future study in engineering,
energy technology or energy policy.

78

I

"Data to Information" is for students
planning to go on to advanced work in
computer science. An integrative
seminar and lecture series accompany
the core studies of the program every
quarter. The seminar deals with such
topics as the organization and management of technology, the nature of
science and scientific research and
ethical issues in computing and
technology. Students will work every
quarter in mathematics related to computers, assembly language programming and programming in a high-level
language.
Fall Quarter: organization of computers, assembly language programming, programming in a high-level
language (probably Pascal), introduction
to systems and information theory.
Math will include exponentials and logs,
order of magnitude calculation, matrices
and propositional logic.
Winter Quarter: data structures and
computer architecture. Math will include predicate logic, statistical
measures, trees and algorithms.
Spring Quarter: operating systems
will be included, as well as intermediate-level data structures. Math will
include such topics as SPSSx statistical
methods, computability and recursive
function theory.
Planned equivalencies in quarter
hours:
/
8-data structures
8-machine organization and computer
architecture
4-operating systems
4-programming language
4-quantitative methods
4-logic and discrete mathematics
4-introductory statistics and data
analysis
4-management of technology
4-philosophy of science
4-science and ethics
48 total
Program is preparatory for. careers
and/or future study in computer science
and information systems.

The Business of Computers:
Software Development

Fall, Winter, Spring / Coordinated Study
Coordinator: Lucia Harrison
Enrollment: 72 Faculty: 3
Prerequisites: Completion of questionnaire and ability to work in teams;
management students: "MPI" or equivalent and a desire to study computer
science; Other students: some disciplinary competence (e.g., social science
research, visual arts, environmental
studies, laboratory science) and a desire
to study management and computer
science
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Winter, Spring
Additional Course Allowed: With faculty permission
The development of computer software
is an interdisciplinary process involving
the collaboration of (1) users with a
problem to solve, (2) managers with the
ability to organize. the task and find the
necessary resources, and (3) computer
scientists with the expertise to build
the system. Under faculty supervision,
students work in teams to complete a
computer system project for a specific
user with responsibility for identifying
and researching the project as well as
for systems analysis, design, implementation, testing and marketing.
Management students will identify
markets, organize tasks and resources,
and explore successful marketing. While
ability to work with computer systems
is not a prerequisite, students must be
willing to learn enough technical
material to use professional software
and to evaluate hardware and software
packages. An emphasis is placed on the
ethical use of computing technology.
Planned equivalencies in quarter
hours:
4-intro. to systems analysis and design
4-intro. to professional computing
12-advanced marketing and research
4- history and theory of design
4-problem solving in organizations
4-impacts and evaluations of
technology (human factors)
16-project management and practicum
48 total
Program is preparatory for careers
and/or future study in computer science
and other fields.

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"... expertise and resources
don't mean a thing if you
can't get access."

Mark Lewin, 23
Senior
Hometown: Mercer Island, Washington
Current program: Individual contract
including work in areas of campus
governance, ethics of defense research,
and computer networking grant
proposal
Field of study: Computer science

"You're not going to find 20 Ph.D.s in
computer science on the faculty, and
large universities definitely have the
edge in hardware, but the learning
environment and social climate at
Evergreen are so superior that they
outweigh those things for me. Also,
expertise and resources don't mean a
thing if you can't get access ...
"Evergreen's computing resources
are comparatively limited, but they
are fully accessible. In choosing a
college, the open-ended, hands-on
access was most valuable to me."

The Design and Planning Process:
Conception, Methods,
Implementation and Evaluation

Fall, Winter, Spring / Group Contract
Sponsor: Phil Harding
Enrollment: 24
Prerequisites: Third or fourth year
standing, completion of questionnaire
and ability to work in teams. Interest in
design and the prospect of linking computers with design process.
Special Expenses: About $30 per
quarter
Part-time Options: Yes, for part-time
students only
Internship Possibilities: Yes, Winter
and Spring Quarters
Additional Course Allowed: Yes, with
faculty permission.
Design and planning processes are common to all human activity. This program
will examine the nature and philosophical assumptions of the design/planning
process.
Along with the members of the "The
Business of Computers" program,
students will investigate the theory and
history of design, problem solving and
problems in the implementation of
design plans, and impacts and evaluation of the design process and product.
Methodologies and tools for computer
systems analysis and design will be
presented, utilized and evaluated, and
students will learn to use and evaluate
professional software products.
Working in teams, students will identify, develop and pursue year-long projects. Possible team project areas include
environmental design or evaluation
systems, automated design tools or architectural projects, biological and
physical fitness monitoring systems, and
creating literary or dramatic plots.
Texts include Bateson's Mind and
Nature, Prigogine and Stenger's Order
Out of Chaos, Alexander's "The City Is
Not a Tree;' Vonnegut's Player Piano
and Senett's The Uses of Disorder.
Planned equivalencies in quarter
hours:
4-introductory systems analysis and
design
4-intro. to professional computing
12-environmental design/planning
4-history and theory of design
4-impacts and evaluations of
technology (human factors)
4-project management
16-project practicum
48 total
Program i§_preparatory for careers
and/or future studiJ in environmental
design, computer studies, or in the arts,
social sciences or humanities.

-'

Science, Technology and Health

I

79

Human Health and Behavior

Molecule to Organism

Nutrition

Fall, Winter, Spring / Coordinated Study
Coordinator: Burton S. Guttman
Enrollment: 96 Faculty: 4
Prerequisites: One year of college;
general chemistry recommended but
not essential
Special Expenses: None
Part-Time Options: Yes
Internship Possibilities: Yes, by special
arrangement with faculty
Additional Course Allowed: Yes, by arrangement with faculty

Fall, Winter, Spring / Coordinated Study
Coordinator: Betty Kutter
Enrollment: 48 Faculty: 2
Prerequisites: Two quarters of organic
chemistry; general biology strongly
recommended
Special Expenses: Lab fee
Part-time Options: Yes, 3/4-time option
Internship Possibilities: No
Additional Course Allowed: Yes

Spring / Group Contract
Sponsor: Jeff Kelly
Enrollment: 24
Prerequisites: Organic chemistry, extensive, biochemistry and/or human
physiology
Special Expenses: None
Part-time Options: Yes, 12 quarter
hours
Internship Possibilities: Yes
Additional Course Allowed: Yes

"Human Health and Behavior" will
develop a strong foundation for further
work in health, human services and
counseling by investigating the
biological, psychological and social
forces that affect human behavior.
Humans must clearly be understood as
systems that are influenced in complex
ways by all these factors. We will try to
understand them separately and also
consider their interactions. We will
develop a solid foundation in human
biology, especially genetics, cell biology
and physiology. We will examine both
physiological and psychological development. We will also consider several
aspects of human psychology, with
special emphasis on the roles of gender
and culture. Later in the year, we will
pay special attention to such topics as
intellectual development, perception,
nutrition and human sexuality.
The provision of health and human
services in our society involves a
number of complex issues: social,
economic and ethical. We will examine
health education and the American
health delivery system in an attempt to
sort out these issues. We will seek to
understand current realities and ways
in which the system might be improved.
The program will make only minimal
use of lectures. Instead, the emphasis
will be on workshops, small group
discussions and reading with a great
deal of critical writing. Students will be
expected to develop considerable
maturity as independent, self-reliant
learners.
Planned equivalencies in quarter
hours:
Distributed among human biology;
social, developmental, and cognitive
psychology; nutrition; social problems
and mental health.
48 total
Program is preparatory for careers
and/or future study in health, human
services biology and psychology.

80

I

This year-long group contract will
develop an integrated view of modern
biochemistry and biology, including
most of the topics traditionally
presented in junior/senior-level college
courses. 'Ibpics to be covered include
biochemistry, microbial and molecular
genetics, Mendelian genetics, cell
biology, immuniology, developmental
biology and topics from physiology. The
shape of the program late in the year
may be changed to meet student
interests.
Laboratories will center on the
development of techniques in biochemistry and molecular genetics,
primarily using established bacteriumbacteriophage systems. A seminar will
be developed to allow discussion of matters with significant social and philosophical implications that arise from
contemporary biological research.
Planned equivalencies in quarter
hours:
Distributed among biochemistry,
molecular and cell biology, genetics,
developmental biology and physiology.
48 total
Program is preparatory for careers
and/or future study in biological and
health sciences.

"Nutrition" will provide students with a
knowledge of the fundamental concepts
of nutrition and of how these concepts
apply to advanced topics. Students will
read original research articles and
develop an understanding of experimental evidence upon which current fads
and nutrition practices are based. The
relationship between the American diet
and chronic degenerative diseases will
be a major emphasis of study. The program will be conducted as an advanced
research seminar and each student will
be expected to prepare several
classroom presentations and written
reports.
Planned equivalencies in quarter
hours:
4-human nutrition
8-advanced topics in nutrition
4-nutrition research project, internship
or related topics
16 total
Program is preparatory for careers
and/or future study in health sciences,
nutrition, medicine, chemistry, education, counseling and public policy.

The Helping Professional

Psychological Counseling

Crime in America

Fall, Winter, Spring / Group Contract
Sponsor: Diana Cushing
Enrollment: 48 Faculty: 2
Prerequisites: Background in
psychology; senior standing; juniors admitted with faculty signature
Special Expenses:
Laboratory/workshop fee, approximately $30 per quarter; travel to internship;
retreat
Part-time Options: No
Internship Possibilities: Three-quarter
time internship required Spring
Quarter only
Additional Course Allowed: No

Fall, Winter, Spring / Group Contract
Sponsor: 'Thrry Tafoya
Enrollment: 24
Prerequisites: Background in
psychology; senior standing; career
plans in counseling and mental health;
faculty permission
Special Expenses: Travel to internship
Part-time Options: No
Internship Possibilities: Yes, half-time
internship required
Additional Course Allowed: Consult
faculty

Fall, Winter, Spring / Group Contract
Sponsor: Mark Papworth
Enrollment: 24
Prerequisites: One year college
Special Expenses: None
Part-time Option: No
Internship Possibilities: No
Additional Course Allowed: See
sponsor

This advanced group contract is
designed for those who plan to work in
a helping profession and who may eventually attend graduate school in
psychology, social work or a related
area. It will have three major components: the study of material usually
prerequisite to graduate work; development of interpersonal skills in one-toone, small group and large group contexts; and intensive personal growth
work, since being an effective helper
requires that one be relatively
unhindered by one's own "stuff?'
During three full days per week (one
day in the spring), we will explore
theories and models of human growth
and change, primarily through interactive modes, lecture discussions and
seminar discussions. Experiential
workshops led by faculty and others will
provide only one of several means of
skill development and growth. Students
will study Re-evaluation Counseling and
participate in a co-counseling relationship throughout the year. After completing crisis intervention training,
students will volunteer four to six hours
weekly in a helping role.
Through the retreat, social activities
and frequent opportunities for feedback
in all directions, we will create a supportive, nurturing, stimulating and exciting
learning community.
Planned equivalencies in quarter
hours:
4-structure and dynamics of
personality
4-adolescent and adult development
8-psychology: theories and methods of
counseling
4-abnormal psychology
8-communication skills
4-human sexuality and sexism
4-statistics
12-practicum
48 total

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 of courses in (1)
introduction to clinical procedures, (2)
introduction to family therapy and
systems analysis, and (3) structure
dynamics and development of personality, 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: Internships
will be supervised by a counseling or
mental health professional. Internships
must involve a six-month, half-time commitment to one agency; repeated faceto-face contact with adolescent or older
clients, and counseling experience involving psychological 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:
8-psychology: introduction to clinical
practice
8-introduction to family therapy and
systems analysis
8-structure, dynamics and development
of personality
8-abnormal psychology
16-clinical practicum
48 total
Program is preparatory for careers
and/or future study in psychological
services, counseling, clinical and
educational psychology and psychiatric
social work.

"Crime" will be an advanced program.
It will, of necessity, be an introduction
to this vast area. This does not mean
that it will be superficial in all of its
treatments. There will be areas of emphasis deriving from the particular experience and familiarity of the faculty.
Research projects will take students
deeply into specific problem areas and
into the surrounding communities. Such
experiences will be anything but superficial. We hope to combine our collective
in-depth knowledge in a unique appraisal of the current status of crime
and its place in American society which
will give students with professional interests a chance to examine the field,
and at the same time, provide students
seeking a general knowledge of
American society an unusual look at an
important dimension that remains largely invisible to the general public.
Thpics will include white collar crime,
crimes of violence, sex and criminal
behavior, corrections, criminal law,
psychological profiling-perpetrators
and victims, forensic science, the courts,
the convict's world, law enforcement as
a career, criminology, deviant behavior
and crime.
We will draw on visiting lecturers
from many fields. Different viewpoints
will be represented by appropriate people. We will try to connect crime's
statistics to the real world wherever
possible.
Planned equivalencies in quarter
hours:
Distributed among aspects of social
sciences.
48 total
Program is preparatory for careers
and/or future study in the social
sciences, criminology and law.
Problem Youth

I

I

a••

An examination of juvenile justice
through books, workshops, films and
field work. For a complete description,
turn to the Native American Studies
specialty area, page 66.

Program is prepatory for careers and
further study in any helping profession.

Science, Technology and Health

I 81

It

Part-time Study at Evergreen

Approximately 11% of Evergreen's
students are part-time students. They
pursue a degree or take an occasional
course of personal enrichment. In the
event of high enrollment, you may be required to apply for admission in order
to take part-time courses.
It is possible to study part-time at
Evergreen in a variety of different
ways. Half-time, 8 quarter hour programs provide the most coherent,
unified means of pursuing a degree at
Evergreen. Half-time programs for 8
credits are offered on weekends and in
the evening. Many full-time programs
offer part-time options.

Courses, ranging in credit from two to
four quarter hours, are also available.
Evergreen and South Puget Sound
Community College offer an array of
cross-listed courses which are available
to students of both institutions. This
unique course-sharing consortium
allows students to have a wider variety
of offerings.

Part-time students may also pursue
part-time study through internships and
individual contracts. See the Student
Advising Handbook for a list of faculty
subject area specialties. This Handbook
will help you locate faculty with appropriate expertise and it also describes
the process of developing an individual
contract in detail. Individual contracts
are usually reserved for advanced
students in their junior and senior year.

Preliminary List of Part-time Courses

*Courses Cross-Listed in the Evergreen/South Puget Sound Community College
Consortium. Some are offered only on South Puget Sound's campus.
Fall

Winter

Spring

Guitar*
Beginning Ballet 1*
Intermediate Ballet*
Beginning Modern Dance*
Intermediate Modern
Dance*
Music Theory 1*
Class Piano*
Class Voice*
Chamber Singers*
Photography

Guitar*
Beginning Ballet 1*
Intermediate Ballet*
Beginning Modern Dance*
Intermediate Modern
Dance*
Music Theory 1*
Class Piano*
Class Voice*
Chamber Singers*
Photography
Media for the Uninitiated
Elements of Film*

Arts
Guitar*
Beginning Ballet 1*
Intermediate Ballet*
Beginning Modern Dance*
Intermediate Modern
Dance*
Music Theory 1*
Class Piano*
Class Voice*
Chamber Singers*
Photography
Media for the Uninitiated
Elements of Film*

Elements of Film*

Language Arts
Reading, Writing
and Study Skills
Expository Writing
Library Research Methods
First Year Japanese 1*
Second Year Japanese 1*
First Year Spanish 1*
First Year French 1*
Second Year French 1*
Russian*
Great Works
Sign Language*

Reading, Writing
and Study Skills
First Year Japanese 11*
Second Year Japanese 11*
First Year Spanish 11*
First Year French 11*
Second Year French 11*
Russian*

Reading, Writing
and Study Skills
Expository Writing
Library Research Methods
First Year Japanese 111*
Second Year Japanese 111*
First Year Spanish 111*
First Year French 111*
Second Year French 111*
Russian*

Sign Language"

Sign Language*

Programming Languages
Computer Architecture
Data Structures I
Database Design

Operating Systems
Data Structures II
Software Reliability

Computer Science
Systems Analysis
and Design
Digital Logic and
Assembly Language

82

I

Because much of the Evergreen curriculum is in the form of full-time, yearlong programs, part-time students will
find the part-time offerings limited.
Planning ahead is essential. The
Academic Advising Office is a good
place to begin planning your work
toward a degree. They can help you plan
an appropriate balance of courses, halftime programs and individual contract
work.
Part-time students may also find the
college's program in Prior Experiential
Learning (pages 17, 18 and 85) valuable
in working towards a degree.

Fall

Whether you plan to be a full- or parttime student, you should go through the
admission application process well in advance of the quarter in which you wish
to enroll.
The courses listed below are subject
to change and are only offered if they
meet minimal enrollment. Final course
offerings are published each quarter in
the Evergreen Times.

Intermediate
Accounting I*

Spring

Winter
Managerial Accounting
Pacific Northwest History
Accounting I*
Accounting II*
Intermediate
Accounting II*

Statistics
Legal Research Methods
Accounting I*
Accounting II*
Government Accounting*
Cost Accounting*

Natural Sciences and Mathematics
Self-Paced Math
Geometry
Trigonometry*
Introduction to Algebra*
(limited credit)
Intermediate Algebra*
Linear Algebra and
Multivariable Calculus
Calculus I
Advanced Calculus I

Principles of Chemistry I
Principles of Biology I
Organic Chemistry I
General Physics I*
(non-calculus)
Cosmology I*

Half-time programs offer the most integrated approach to a degree for the
part-time student. Most half-time programs are taught by regular Evergreen
faculty. Several are offered each quarter
in the evening and on weekends. Over
the course of a year, the half-time programs offer an array of disciplinary
perspectives. Below are the tentatively
planned half-time programs for 1987-88:
Adult Life Explorations
8 credits
Sponsors: Al Wiedeman and Bill
Aldridge
Quarters: Fall, Winter, Spring
Prerequisites: None

Social Sciences and Management
Principles of Economics
Introduction to Accounting
Accounting II*

Half-time Programs

Self-Paced Math

Self-Paced Math

Trigonometry*
Introduction to Algebra*
(limited credit)
Intermediate Algebra*
Precalculus Math*

Trigonometry*
Introduction to Algebra*
(limited credit)
Intermediate Algebra*
Precalculus Math*

Calculus II

Calculus III
Calculus I*
Advanced Calculus III
Abstract Algebra
Statistics
Partial Differential
Equations
Principles of Chemistry III
Principles of Biology III
Organic Chemistry III
General Physics III*
(non-calculus)
Cosmology III*

Advanced Calculus II
Abstract Algebra
Differential Equations
Principles of Chemistry II
Principles of Biology II
Organic Chemistry II
General Physics II*
(non-calculus)
Cosmology II*

Part-Time Study

Management and the Public Interest
8 credits
This is an evening program that is comparable to the regular day "MPI"
program.
Quarters: Fall, Winter, Spring
Prerequisites: Junior standing, principles of accounting and principles of
economics
Effective Writing
8 credits
Quarter offered: Fall, Saturdays
Prerequisites: None
The Experience of Literature
8 credits
Quarter offered: Winter, Saturdays
Prerequisites: None
Cultural Continuities and Change
8 credits
Quarter offered: Spring, Saturdays
Prerequisites: None
Additional offerings will be announced
prior to the Academic Fair in May.

I

83

Greg Asche, 25

Senior
Hometown: Port Orchard, Washington
Current program: "Mass Communications and Social Reatity"/Internship
with vorfThrne/Fredrickson, Inc., Advertising and Marketing, Olympia
Field of study: Marketing/advertising
"An internship is an incredibly
valuable experience. You can't put a
price on it."
"My Evergreen education has related
really well to my work experience.
I've learned to take all the pieces of a
task and stand back and look at the
whole thing. Being focused on one
thing is fine, but if you want to work
the system, Instead of being a part of
the system, it's valuable to be able to
step out of a specialty and perceive a
situation from different perspectives."

Internships
and Cooperative

Education

More than half of Evergreen's students
complete one or more Internships by
the time they graduate. This compares
with a nationwide figure of fewer than
two percent. Although most Interns
work in businesses, schools, government
agencies, or nonprofit organizations in
southwest Washington, Internships are
also available throughout the state, outside the state, and even in other
countries,
Opportunities to conduct Internships
are built into many academic programs.
They also are available for upperdivision students through Individual
Learning Contracts. Unless an Internship is required as part of one's work in
a Coordinated Studies Program or
Group Contract, students are eligible to
conduct Internships only after they
8J,.

I

have been enrolled at Evergreen for at
least one quarter. Priority access to Internships through Individual Learning
Contracts is given to seniors.
Each Internship is sponsored by an
Evergreen faculty member (or approved
staff sponsor) who works closely with
the Intern and her or his field supervisor for the term of the Internship contract. Activities at the Internship site
are guided by a field supervisor who is
selected for her or his experience and
willingness to serve as a mentor. At the
end of the quarter, the faculty sponsor,
with the benefit of the field supervisor's
evaluation, determines the amount of
credit to be awarded for Internshiprelated learning and performance.
Each quarter of an Internship is
planned, arranged, conducted and
evaluated based on the student's
academic objectives for that quarter.

Those objectives and all other
Internship-related matters are
negotiated and agreed to by the student, sponsor and field supervisor
before the Internship begins. These
agreements are formalized in an Internship document that is.signed by all parties. Internships invariably include a
strong component of academic activities
such as related reading, a daily journal,
weekly conferences with one's sponsor
and various written reports. Each Internship must be approved in advance
by the Office of Cooperative Education,
which is responsible for coordinating all
matters pertaining to Evergreen's Internship program.

Listed below are some of the many
fields in which Evergreen students have
recently conducted Internships.
Agriculture
Arts management
Business administration
Community development
Computer science
Corrections
Counseling (all types)
Education
Environmental sciences
Graphics
Health and medical care services
Health education and sciences
Journalism (print and electronic)
Law
Marine biology
Marketing
Nutrition education
Outdoor/environmental education
Planning
Political science and government
Psychology
Public administration
Public relations
Social services (all types)
Theater production
The Office of Cooperative Education is
the central source of current information about Internship program policies
and procedures, available Internship
positions and Internship sponsors. Coop staff are available throughout the
year to answer questions about the program and to assist students, sponsors
and field supervisors with all activities
involved in planning, arranging and conducting Internships. For more information, call or write the Office of
Cooperative Education, The Evergreen
State College, Olympia, Washington
98505.
Learning Resource Center

The Learning Resource Center (LRC) is
available to any student who would like
help with reading, writing or study
skills. You can work on a walk-in basis
or take a course for credit. Diagnostic
testing and individual conferences are
available to help determine your needs.

Students can work on reading and
writing improvement with self-paced
programs, or can get individualized help
from the LRC professional staff and
student tutors. Whatever your writing
level or concerns may be, you can get
help at the LRC.
Math Skills Center

The Math Skills Center provides
students with help in mathematics and
other related areas. You may receive
help on a walk-in basis or take a course
for credit. Some courses are self-paced
while others are taught by instructors.
Diagnostic testing to identify problems
is also available.
Self-Paced t.earning

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.
Credit for self-paced studies can be
earned either on an individual contract
or, sometimes, in regular academic programs. Self-paced learning resources
that do not require computers are
housed in the Library. Computerassisted resources are housed in the
Computer Center.
Prior Learning Programs

'Ib qualify for participation in the
Prior Experiential Learning program,
you must be admitted to the college and
be actively enrolled in coursework here.
You must apply for acceptance into the
program at the beginning of your first
or second quarter at Evergreen. You
then have approximately the next three
quarters to complete your project.
You may earn from 16 to 48 quarter
hours of credit through the Prior Experiential Learning program. The content of this credit may not duplicate any
credit that already appears on your
transcript or which you later earn
through your studies at Evergreen.
This credit will be applied to the 180
quarter hours required for graduation,
but does not apply to the minimum 45
credit hours that must be earned for
current work.
For more information, please contact
the Director of Prior Experiential
Learning at 866-6000, ext. 6415.
Other Sources
of Prior Learning Credit
Credit for learning which has occurred
prior to your enrollment at Evergreen,
or during a leave of absence from the
college, can be applied to your graduaticn requirements if it conforms to all
transfer credit requirements or is
evaluated as comparable to college-level
work. Sources of credit include: transfer
credit from regionally accredited
schools; some military and flight training (see page 17); college-level testing
such as the College Level Examination
Program (CLEP) and Advanced Placement (AP); and credit for some inservice training sequences for which
you have received a certificate of completion (see page 18).

As a participant in the Prior Experiential Learning program, you document
learning gained from your life experiences in such a way that others can
learn from it. The Prior Experiential
Learning program provides academic
support for this activity. Your document
must clearly demonstrate college-level
learning which may be the result of experiences you've had in your employment, volunteer activities or other life
situations. Your written document will
be reviewed by an evaluation committee
to determine its eligibility for academic
credit.
Special Forms of Study

185

"The intensity of the instructors surprised me .. ?'

Jesse Reese, 30
Junior
Hometown: Pomona, California
Current program: "Science, Technology
and Human Freedom"
Fields of study: Literature and math
"What surprised me the most about
the Tacoma Program is that it's
basically family-oriented. The Program believes in helping one another
and the community. The intensity of
the instructors surprised me, too.
When they're teaching, they throw a
lot at you. Sometimes you don't
understand, but they take the time to
sit with you before or after class and
explain."

Off-Campus
Programs

Off-Campus Tacoma

Off-Campus Vancouver

Technology and Human Ethics

Human Environments,
Human Expressions

Fall, Winter, Spring / Coordinated Study
Coordinator: Maxine Mimms
Enrollmeiu: 110 Faculty: 4
Prerequisites: Junior standing, faculty
signature
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No

Evergreen offers two off-campus programs, one in Vancouver, Washington;
the other in downtown Tacoma. Both of
these off-campus centers provide twoyear, upper-division programs leading to
a Bachelor of Arts degree. Classes are
scheduled at times convenient for working people.
Serving a student population composed primarily of working adults, The
Evergreen State College-Vancouver offers part-time studies and evening
courses, as well as independent study
and internships. For more information
about the program, write Virginia
Darney, Director, The Evergreen State
College-Vancouver, 1812 East
McLoughlin Boulevard, Vancouver, WA
98663, or call (206) 699-0269.
The Evergreen State College-Tacoma
is designed for working adults over 25
years old. 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 Director Maxine Mimms in Tacoma at (206) 593-5915
or through the main campus in Olympia, (206) 866-6000, ext. 6004.
Students wishing to enroll in an offcampus program must have completed
90 quarter hours of college-level work
before entering. Detailed information on
admission is also available through the
Admissions Office in Olympia.

"It is not technical methods but the
association of.the person and the tools
which transform a society:' Octavio Paz
This three-quarter, full-time program
is designed for adult learners who are
interested in exploring the interaction
between technology and the formation
of human ethics. We will examine how
various technologies have both conferred benefits upon human beings yet
caused ethical dilemmas. We will study
the mystification and alienation which
contemporary technologies can evoke
and their impact on social institutions,
family, respect and authority, and
vulnerability. We will study the history
of a variety of technologies examining
the shift from those tools and objects
produced within and supportive of the
community to those manufactured
goods which impose, by their nature,
new values at odds with community. We
will study differential access to technologies, their production, use and control and the relationship of this access
to oppression, control and alienation of
people. The program will be organized
around three sub-themes:
Fall Quarter: Origins and elders, in
which the history of technology will be
examined.
Winter Quarter: Transitions and
adults, in which the ethical quandries of
today will be examined.
Spring Quarter: Futures and children,
in which we will explore the possibilities for creative uses of technologies
and paradigm shifts which might
change the next generation's relationship to technology.

Fall, Winter, Spring / Coordinated Study
Coordinator: Virginia Darney
Enrollment: 84 Faculty: 3.5
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: No
The interdisciplinary liberal arts program encompasses three concentrations: Management, Humanities, and
Health and Human Services. You may
do most of your upper-division work in
one concentration or design your own
program from a combination of the offerings. All students artici ate in a
year-long mter ISClP mary core. All
components of the program emphasize
writing, speaking and analytical skills.
Planned equivalencies in quarter
hours:
Distributed among history, literature,
public policy, management, exposition
and philosophy
48 total
Program is preparatory for careers
and/or future study in human services,
management, law and the liberal arts.

Planned equivalencies in quarter
hours:
Distributed in the sciences, humanities
and social sciences.
48 total
Program is preparatory for careers
and/or future study in human services,
anthropology, biology, cultural history,
early childhood education, literature,
mathematics, microbiology, multicultural study, social science research
methodology, statistics and writing.

Off-Campus Programs

ms

Director: M.axi.ne M.i.m

I

87

Master of Environmental Studies

Graduate Program Procedures
Admissions
The application deadline for early
admission is March 15. After that date,
files will be acted upon as they are completed. Programs will be filled on a
first-come, first-serve basis. Individuals
interested in receiving a catalog, or in
applying for admission to the program,
should contact the Admissions Office, .
The Evergreen State College, Olympia,
Washington 98505.
Admission willbe competitive.
Admission decisions will be based on a
thorough review of the following (see
graduate catalog for details regarding
these procedures):
Academic transcripts including
certification of receipt of a bachelor's
degree
Brief essay by the applicant
Score on the Miller Analogy Test or
GRE
Letters of recommendation
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
Financial aid is available in the forms of
fellowships, assistantships, scholarships,
work-study assistance and guaranteed
student loans. The Financial Aid application must be completed before any
fmancial aid decision can be made.
Financial Aid Forms (FAFs) should be
mailed to the College/Scholarship service by March 1. Later applicants who
qualify for financial aid will compete for
the remaining monies. Certain forms of
fmancial aid are available to full-time
students; aid to part-time students,
however, is more limited. In some cases,
the MPA or MES Programs can assist a
student in obtaining part-time public
sector employment. Information on
financial aid is available from the MPA
Program, the MES Program and the
Financial Aid Office at Evergreen.

88

I

Director: Thomas B. Rainey
The Graduate Program in Environmental Studies opened in September, 1984,
and has reached its steady state capacity of approximately 60 students. Our
first graduates, June, 1986, are now in
public and private sector jobs, as well as
continuing graduate studies in related
fields. The program is integrated and interdisciplinary. A primary objective for
study is a deep understanding of
environmental policy development and
implementation. Study will focus on the
relationship between science and policy.
Students can expect an open-minded
curriculum which considers and seeks
creative solutions to contemporary
environmental issues.
The MES Program is open to parttime and full-time students. 'Ib make attendance easier for employed students,
coursework will be concentrated in the
evening and late afternoon.
The 72 quarter hour completion requirement can be met by part-time
students in nine quarters, while fulltime students can complete their work
in as few as six quarters. All students
are expected to have coursework or
work-related experience in both the
social and natural sciences before entering the program.

The MES Program consists primarily
of three parts: (1) a core taken by all
students, (2) electives and (3) a thesis.
The core is taught by an interdisciplinary team, usually a social scientist and
a natural scientist. It is 8 quarter hours
per quarter and constitutes the full load
for part-time students. The core runs
consecutively for four quarters: Fall,
Winter, Spring and Fall. All students
are required to complete an original
thesis which has policy implications. It
may be the written result of an individual or small group project.
Students will enroll in the following
core sequence:
Societal and Environmental
(8 quarter hours)

Processes

Population, Energy and Resources
(8 quarter hours)
Case Studies: Environmental
Assessment, Policy and Management
(8 quarter hours)
Quantative Analysis
for the Public Sector: MES
(8 quarter hours)
Electives at this time include land
resources, natural resource economics,
environmental policy, ecological
methods, water rights, ecological principles, environmental philosophy and
ethics, and American environmental
history. Electives are 4 quarter hours
each. Some variation for year to year
will occur based on student interest and
faculty availability.
Questions concerning the MES Program should be directed to Thomas B.
Rainey, Director, Graduate Program in
Environmental Studies, The Evergreen
State College, Olympia, WA 98505;
206/866-6000, ext. 6750.

Master of Public Administration

Director: Guy B. Adams
The Graduate Program in Public
Administration reflects Evergreen's
commitment to integrated, interdisciplinary studies. The program,
which leads to a master's degree in
public administration (MPA), 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.

The MPA 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 achievement.

The Graduate Catalog is available

upon request from the Admissions Office. It contains a full description of the
curriculum, academic policies, faculty
and admissions procedures for both the
MPA and the MES Programs.

The Political and Economic Context
of Public Administration
(8 quarter hours)
Managing Human Resources
(8 quarter hours)
Managing Fiscal Resources
(8 quarter hours)
Quantitative Analysis
for the Public Sector
(8 quarter hours)
Public Policy
and Its Administrative
(8 quarter hours)

Implications

Applications in Public Policy
and Administration
(8 quarter hours)
Elective Concentration
(12 or more quarter hours)
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.
Address inquiries concerning the program to Guy B. Adams, Director,
Graduate Program in Public Administration, Seminar 3122A, The Evergreen
State College, Olympia, Washington
98505; (206) 866-6000, ext. 6604.

Graduate Study at Evergreen

I

89

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"... there aren't the social
boundaries I was used to!'
•.

..• .+ .•..••
..,. ... ... ... ..
~ .+ •. .• .• .•• ••. .•. .•

f

•.......•................•......
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'~

.•.•..•..•.•.••••••..•..•..•.

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,

,

~ .

Jennifer Robbins, 18
Freshman
Hometown: Seattle, Washington
Current program: "The Human
Condition"
Field of study: Humanities
"I found it very easy to make friends
here. I grew up in such a static environment, but here I've met people
from all different backgrounds. You
learn to make friends on an individual basis, not based on where
you're from. It's really unrestrictivethere aren't the social boundaries I
was used to."
"We're learning about the human condition, not the Western industrialized
condition, or the Eastern totalitarian
condition. The literature we read
comes from different cultures and we
look at in the context of the culture
that produced it."
"I'm always re-evaluating myself, my
program and my options. Here,
there's the freedom to decide if
you're doing the right thing for
yourself. The lack of grades, the
small classes, the opportunities,
individual attention, the ability to
take a different component in your
program-it keeps you very aware of
what you're doing."

Robbins puts the
finishing touches on a
boomerang in the Set
and Model Shop, one of
many places you can
pursue extracurricular
activities at Evergreen.

I

91

Campus Directory

As the state's newest college, Evergreen
is able to offer all of its students easy
access to modern equipment and facilities. A wide array of student services
and activities are also available on campus. What follows is an alphabetical
listing of many of these resources.

Branch Bookstore
is located in Building A at Housing and
open every night of the week. It provides for all kinds of late night needs,
such as books and magazines, snacks
and groceries, cards, stamps and school
supplies.

Admissions
would like to show you around campus
if you've never been to Evergreen
before. Just give them a call at (206)
866-6000, ext. 6170. Complete information on the admissions process is on
page 16.

Bus Service
between campus and the Olympia,
Lacey, Tumwater areas is provided
Monday through Saturday by Intercity
Transit (IT). Buses leave from the
Library loop and campus housing every
30 minutes on weekdays and every hour
during evenings and on Saturdays.
Evergreen's van service runs an additional evening route to Tumwater and
provides service to downtown Olympia
all day on Sundays. In addition to the
marked stops, you may flag down an
Evergreen van anywhere on the route,
provided there's a safe place to pull
over.

Bike Shop
You can get tools, free advice and room
to tune your bicycle here in the basement of the CAB.
Bookstore
The place to go for textbooks and school
supplies, the Bookstore also offers
general reading and reference books,
recreation wear, film processing,
greeting cards and gifts. CAB second
floor, ext. 6216

92 I

Career Development,
see Student Development.

Computer Services
In Academic Computing, the emphasis
is on the student rather than technology. Emphasis is also placed on providing students with broad opportunities throughout the curriculum,
rather than in just a few computer
science classes. The use of facilities continues to grow as Evergreen adds
microcomputers and as more academic
programs recognize the value of computing within their instruction. There is
no charge to students for the use of
computing facilities and, through Media
Loan in the Library, students may even
check out a terminal like a book and
take it home, and communicate with the
college's mainframe via the telephone.
Located in Library 2408, the Computer Center is a place where individual
attention comes first. Ask the Computer Center's receptionist or student
aides if you have any questions.
There are a growing number of microcomputers in the Computer Center
which are used for a variety of applications. Many students use the college's
Data General MV10000 "super-mini"
computer, which offers several computer languages, including Pascal,
COBOL, and BASIC, as well as software like SPSSx and DBMS. In 1986,
Evergreen received a National Science
Foundation grant to create a microcomputer-based computer laboratory.
This facility will increasingly enhance
the college's capacity in computer
science and general use applications.
Some equipment for plotting and
graphics is also available in the Computer Center, as are manuals, speciallydesigned reference materials and
workshops to help you make the best
use of the facilities. The Center is also
linked to a nearby room where video
monitors are used for instruction in
computer science. Microcomputers
designed for natural science applications
are located in LAB I, see page 98.
Faculty, staff and students at Evergreen developed the Control Data Corporation's PLATO computer-assisted instruction courses in BASIC and Pascal.
The college's emphasis has shifted away
from the use of this central system to
teach BASIC via long-distance telephone lines, but Evergreen still uses
PLATO microcomputers, primarily for
teaching Pascal.

Cooperative Education,
located in Lab I, is where you'll find out
everything there is to know about
internships. More about internships on
page 84.
The Cooper Point Journal,
or CPJ, is a student-run weekly
newspaper located in the CAB and supported by student fees and advertising.
A limited number of internships are
available and participation is welcome.
Call ext. 6213/6059.
The Corner,
operated by a student collective in
Building A at Housing, offers nutritious,
low-cost evening meals often accompanied by live entertainment.
Counseling Services,
see Student Development.
Day Care,
see Student Development.
Events
of both an academic and entertaining
nature occur at Evergreen throughout
the year. Highlighting the list are the
Evergreen Expressions performing arts
series (see below); the Unsoeld Seminar
Fund which annually hosts the visit of
nationally-prominent leaders in education, politics and the arts; student
drama, dance and art exhibits, and a
variety of films, speakers, symposia and
workshops. Evergreen also stages two
major annual events that attract visitors
from around the area: Super Saturday,
which celebrates the end of the school
year on the first weekend in June, and
the Tribute to Japan festival in January.

Facilities
you can use are described on pages
98-99.

GESCCO
The Greater Evergreen Student Community Cooperative Organization, was
created by students to provide offcampus events and to promote interaction between Evergreen and the community. Located in downtown Olympia,
the GESCCO facility is the scene for a
wide range of cultural, social and educational events. In the past, it has hosted
speakers, films, a giant bubble-making
party and dances featuring everything
from swing and rock to punk and cajun
bands.

Financial Aid
information can be found on page 19.

Handicapped Access,
see Physically Challenged Access.

Evergreen Expressions
is a professional performing arts series
that brings to campus a wide variety of
artists in dance, music, theater and performance art. Artists are drawn from all
over the country with a special focus on
Northwest artists and on multicultural
individuals and groups. The series runs
throughout the academic year. For further information, call 866-6833.

The First Peoples' Coalition,
see Student Development.
Food Services
gives you the choice of meals for cash or
on a scrip ticket basis. Purchasing scrip
tickets gives you a ten percent savings
and the convenience of not carrying
cash. You may spend your scrip tickets
at either of two locations. The Greenery
offers a large salad bar, Mexican food,
homemade pastries, pizzas made from
scratch, daily specials and more.
Vegetarian items are available for all
meals and special diets can be prepared
when medically required. The Deli has
sandwiches, expresso, ice cream, juices
and a full line of other foods and
beverages.
Gardening
plots are available on campus, see page
45 and 99.

Campus Directory

"Happenings:'
a weekly publication of the Office of
Information Services, provides newsbriefs and a detailed calendar of campus
events. News and feature stories about
Evergreen staff and faculty, programs
and events can be found in the biweekly Newsletter. Both are distributed
on Fridays from the Information
Center.
Health ServiceslWomen's Clinic,
see Student Development.
Housing
is provided on-campus for about 600
students in four residence halls and 19
duplexes. Housing units accommodate
from one to five students. All units contain kitchens or share a community kitchen. Units are available on a priority
basis, following completion of an application and receipt of deposit. Forms and
more information can be obtained
directly from the Housing Office, Room
322, Building A, The Evergreen State
College, Olympia, Washington 98505.

193

Information Center,
operated by students on the first floor
of the CAB, serves the Evergreen community and campus visitors weekdays
during Fall, Winter and Spring
Quarters. They have information on
times and places of campus events;
resources such as phone directories,
maps, bus schedules and class
schedules; and a listing of students' addresses and phone numbers, They can
refer you to many Evergreen resources
in your area of interest.

KAOS FM Radio Station,
in the CAB, airs a wide variety of shows
created by interns, and student and
community volunteers who support and
staff it. You can call ext, 6822 for more
information, or just tune into 89_3FM_
KEY-Special Services,
see Student Development.
Learning Resource Center
provides help with reading, writing and
study skills. See page 84_
Legal Aid
from paralegal assistants in cooperation
with a local practicing attorney assists
students in need of legal advice, If the
need arises, contact the student organization, Evergreen Legal Counseling
Services, Library 3230, ext, 6107.

Leisure Education
offers more than 85 workshops quarterly for participants' enrichment. They
range in length from a two-hour, onetime class to eight-week classes in such
categories as martial arts and movement, recreation and sports, arts and
crafts and aquatics. Particular emphasis
is placed on workshops in health and
wellness activities. Workshops vary in
price from $5 to $85, with an average
price of $25_Offered for participants'
enjoyment and fulfillment, not for
academic credit, workshops are open to
students, staff, alumni, seniors and community members. For more information
and a descriptive brochure, call .
866-6000, ext. 6530, or stop by the Campus Recreation Center, room 302.
Library
'Ib complement its extensive resources,
the Daniel J. Evans Library hires peo-.
ple who are not only experts in media
and information management and
retrieval, but people who want to share
what they know with you. The selection
of books, equipment and other materials
is carefully coordinated with the college's academic programs. Staff
members are always on hand to help
you relate the Library's resources to
your academic work and personal
enrichment.
The Library's resources are the
"what" of information usage; while the
Library's staff provides the "how"
through workshops on locating and using printed, filmed, taped and microfiched information; free instruction in
the use of media equipment; and
courses in library research methods and
basic media.

94 I

•

"What" you will find in the Library
includes 4,000 items of media loan
equipment (including cameras, projectors, tape recorders and video/audio
equipment); nearly 200,000 books,
30,000 reference volumes, four wellequipped recording studios, a complete
video production system, films, recordings, maps, documents, editing benches,
drafting tables, and 1,500 periodical
subscriptions. In addition to its on-hand
resources, Evergreen's Library offers
you access to books and periodicals
through the computerized data base of
the Washington Library Network and
through on-line database searching. In
fact, Evergreen students and faculty
borrow more Interlibrary Loan
materials than any other college in the
Northwest, and the Library circulates
much more of its collections proportionately than most colleges-over
190,000 volumes last year.
More details can be found in the
Lihrary Calendiary publication, which
can be picked up just inside the
Library's main doors. You can also call
ext. 6250 for more information, or drop
in and talk to any Library staff
member.
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 CAB. If you're a new
student moving into Housing on campus, you can send your belongings in
advance of your arrival in care of Mail
Services, The Evergreen State College,
Olympia, Washington 98505.

The Organic Farm
see page 45 and 99.
Physically Challenged Access
is provided by the Affirmative Action
Office located in Library 3506. The 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. In addition, Interlibrary Loan at Evergreen acts as a
liaison to provide blind, visually impaired and physically challenged
students with books on tape and taping
services from the Washington Regional
Library for the Blind and Physically
Handicapped in Seattle. For details, contact Interlibrary Loan in the Reference
area of the Library.
Special services for physically
challenged students are determined on
an individual basis to insure appropriate
accommodations for academic program
and physical accessibility. For more information on special parking, auxiliary
aids and support services, contact the
Affirmative Action office, ext. 6364 on
campus or (206) 866-6834 for direct
Voice/TTY.

Recreation and Athletics
offers a strong health and wellness component throughout the spectrum of its
activities. There is a full roster of sports
clubs as well as intramural activities in
soccer, basketball, softball, volleyball,
tennis, cross-country, track and field,
ultimate frisbee, crew, climbing, river
running, sailing and skiing. The club
and intramural formats are adaptable as
student interests change and grow. In
addition, Evergreen's intercollegiate
athletics program fields men's and
women's teams in soccer, and swimming
and diving. During the winter, the college offers its popular Ski School that
makes twice-weekly trips to the
Cascades. See page 99 for details on the
Campus Recreation Center.
Registration and Records
information is on pages 20-23.
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
open 24 hours a day, seven days a week.
Although the college cannot assume
responsibility for the loss of personal
property from campus buildings, Security provides personal property cards for
listing of all personal items of value.
Security keeps the card on file in case
of loss or theft.
Student Activities,
see Student Development.

Math Skills Center
offers you the opportunity to improve
your math skills at your own pace. See
page 84.
Off-Campus Housing
is available around the Cooper Point
area and in nearby Olympia, Lacey and
Tumwater. Evergreen's Housing Office
is one place to start looking for information on rental apartments and houses in
the area. Although not a part of Evergreen's housing system, Adult Student
Housing (ASH) is within walking
distance of campus and offers 170 units
of one-, two- and three-bedroom
apartments.
Campus Directory

I

95

Student Development Programs
While each of the offices listed below
provides a specific service to students,
they are all linked together by the Office of Student Development, which
coordinates an overall effort to assist
students as they work toward their
educational goals. For more information,
contact the Dean of Student Development in Library 1217, ext. 6034, or the
office that is directly related to your
area of concern.
Career Development
offers information, advising and educational workshops to students and alumni on employment, career exploration
and graduate school opportunities.
Begin using the service when you arrive at Evergreen and you'll be ready
for your next career when you graduate.
Stop by the office in Library 1213 for a
quarterly schedule of career wcrkshops,
Visit the Career Resource Library to
check out current job announcements
and review graduate placement data.
Counseling Services
assists members of the campus community in developing their human
potential through various psychological
counseling approaches. Located in the
Seminar Building, counseling offers individual and group counseling, workshops, consultation for student-run
psychological organizations, crisis intervention and referrals 'to counseling
and social agencies in the area are
among the services offered.
Day Care
Limited service is provided weekdays
from 8:30 a.m.-5 p.m. for the preschool
children of students while college is in
session. Internships are encouraged.
Parents pay on a sliding scale that is
based on income.

96

I

The First Peoples' Coalition
(formerly the Third World Coalition)
recognizes that people of color were the
first peoples to dwell on this earth and,
specifically, the first to inhabit America.
The First Peoples' Coalition works to
support students of color (Asian,
Black/African, Chicano/Latino, Native
American and Pacific Islanders) toward
their goals in higher education. It offers
a library of ethnic books and
periodicals; a lounge for relaxing; a
study/typing room; specialized fall
orientation activities; and a Peer Support Office, staffed by students of color,
which provides information and referral,
limited academic and personal advising,
advocacy and social activities. The
Coalition co-sponsors educational
workshops and cultural events with the
five student organizations for students
of color: Umoja (formerly UJAMAA) for
Black students, MEChA for Chicano/
Latino students, the Evergreen Indian
Center, the Asian-Pacific Isle Coalition
and the Women of Color Coalition.
Health ServiceslWomen's Clinic,
located in the Seminar Building, is
staffed with professional and paraprofessional medical personnel for
diagnosis and treatment of injury,
illness and emergency first-aid during
Fall, Winter and Spring Quarters. A
mandatory health fee is paid by each
student every quarter for these services. A limited number of work-study
and internship positions are available.
The 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, STD screening
and treatment, cancer and DES screening, reproductive planning and counseling, and workshops on health issues are
all available.

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. KEY encourages you to Keep Enhancing Yourself,
and you'll find it in Library 3406.
Student Activities
also known on campus as S&A or
"essunay," is funded by student tuition
and fees, specifically, $70 from each student per quarter. The S&A Fees
Review Board, which consists of six
students, one faculty and one staff
member, allocates this money among
the student services and organizations
listed below.
Asian-Pacific Isle Coalition
Bicycle Shop'
Bus System
Campus Recreation Center
Cooper Point Journal
Disabled Student Group
Driftwood Daycare Center
Environmental Resource Center
Evergreen Indian Center
Evergreen Legal Counseling Services
Evergreen Political Information Center
Expressive Arts Network
First Peoples' Coalition
Greater Evergreen Student
Community Cooperative Organization
(GESCCO)
Guide to the Faculty
Information for Action
Innerplace (spiritual and philosophical
support center)
Intercollegiate Athletics
KAOS-FM
Lesbian/Gay Resource Center
Lighting Technicians
Maarava (Jewish student cultural
center)

MEChA (Mexican/Latino student
organization)
Men's Resource Center
Organic Farm
Parents Resource Center
Peace and Conflict Resolution Center
Recreational Sports
S&A Board Operations
Student Art Gallery
Tides of Change Production Collective
(coordinates alternative events,
especially by women artists and
artists of color)
Thursday Night Films
Umoja (Black student organization)
Wilderness Center
Women of Color Coalition
Women's Center
Women's Clinic

Upward Bound
works to place participating youth in
higher education programs. Funded by
the U.S. Department of Education,
Evergreen's Upward Bound program
serves Tacoma high school youth year
round, by providing them with academic
and social support services, and career
exploration and planning. Participating
students have decided to continue their
education beyond high school, and
realize that they need additional instruction and counseling in order to
take that step. The participants attend a
residential school on Evergreen's campus during the summer, which offers
academic enrichment, skill development,
work experience and residential life programs. During the school year the program staff follow up with academic advising, tutorials and career counseling.

Veterans Affairs,
which is part of the Office of Registration and Records, assists veterans and
other eligible persons with information'
and all VA-related applications to assure
maximum use of educational entitlements provided under law. The Office of
Veterans Affairs 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.
The Washington State Institute
for Public Policy
was created by the Washington State
legislature in 1983 to coordinate public
policy research on important statewide
issues at Washington's colleges and
universities. The Institute undertakes
research studies, sponsors conferences,
publishes newsletters and otherwise
assists in promoting the flow of information between higher education and
public officials. Located in the Seminar
Building, the Institute provides internship opportunities for Evergreen
undergraduate and graduate students.
Women's Clinic,
see Student Development.

Campus Directory

197

The Physical Campus

-Arts and Sciences Laboratory Building
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, electron
microscope, advanced microscopy lab, and several
instrument labs which feature spectrophotometers,
chromatographs, ultra-centrifuges, scintillation
counters and other equip.ment MjleIlSf!!.Y for
advanced inetl'uctlon int'fli serencee, 'nIe baJanee of
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of exotic plants, and ~.
-

Lab II
houses the computer applications lab as well as
large, open studio spaces; weaving, batiking,
jewelry-making, drawing and design facilities; and
general laboratory science space.
The computer applications lab is a new facility
designed to provide students in the science laboratory curriculum with language instruction, experiment and instrument interfacing, high resolution
color graphics, simulations, complex calculations,
scientific software development, local networking,
linear and digital electronics, and microprocessor
applications. Acquisition of the microcomputers and
graphics equipment was made possible through
donations to Evergreen by the Intel, Oonrac and
Polaroid CorporatiOns. and t~ ~
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Communications Laboratory
provides a comprehensive instructional, performance and production facility for audio and video
communications, film, theater, music, dance and
two-dimensional design. The structure houses the
ZOO-seatRecital Hall and the black box Experimental Theater; faculty and staff offices; and recording
studios and rehearsa1 halls for orchestra, chorus,
dance and band. The building is state-of-the-art
throughout, including facilities for electronic music,
filmmaking and previewing.

Seminar Building
provides seminar rooms, faculty and staff offices,
and headquarters for Graphics, Security, Counseling Services, Health Services and the Women's
Clinic, and the Washington State Institute for
Public Policy.
The CAB.
or College Activitie$ Building, houses the
bookstore, bank, postal facility, information center,
cafeteria, deli, StudentA,etiyj,pes Office, and a
yariety of lounges and con(~(l!lJOoms.
Student
organizations loeatedin th,*AlIl1dinJ1:include the
radio
Env'

The Campus Recreation Center
is one of the best-equipped facilities in the Pacific
Northwest. It sports an ll-lane 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 are five full-size playJ'ields
for field hockey, flag football, rugby, soccerand softball. Also in place are lour lighted tennis courts, a
~~g,~.uarter.
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-~.e running track.,
for basketball,

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The Organic Farm
is 13 acres of bustling agricultural activity located
on the west edge of campus. Evergreen is one of
only a few colleges nationwide that has regular
offerings in small-scale agriculture. You can raise
crops through academic programs such as "Ecological Agriculture;' or an individual plot in the Farm's
community garden. The multipurpose organic farmhouse provides a getaway meeting place for many
academic programs and other campus groups. 'lake
Driftwood Road west and go south on Lewis Road
to 'reach the Farm by car, or walk the quarter-mile
footpath from central campus.
The Seawulff
and Malheur Bird Observatory,
see page 45 for information about these facilities
which complement Evergreen's environmental
studies.

Campus and Vicinity Maps

20th

14th

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Mud Bay Rd.

Building 205

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Campus and Vicinity

The Evergreen State College and Olympia are an hour's drive away from the
Seattle-Thcoma 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 west for two miles to
The Evergreen State College exit, and
go another two miles on the Evergreen
Parkway to the campus entrance.

Organic
Farm

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100

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Path to '.
Geoduck \
Beach
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Marine
Laboratory

Adult
Student
Housing (ASH)
Off Campus

Modular
Housing

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I

101

Governance

Governance and the Social Contract

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 their
implementation, 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 WAC
174-107, 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.
The Campus Adjudicator, who is
presently Faculty Member Richard
Jones, oversees the enforcement of the
Social Contract. A committee of
students, faculty, staff and administrators regularly review and update the Social Contract, which is
printed below and in the Evergreen Administrative Code (WAC 174-107-010).
Students are encouraged to participate in campus decision-making by
signing the volunteer service list at the
Information Center in the CAB. If you
are interested in a specific area, please
express your interest.

102

I

The Social Contract: Students'
Rights and Responsibilities

Evergreen is an institution and a community that continues to organize itself
so that it can clear away obstacles to
learning. In order that both creative
and routine work can be focused on
education, and so that the mutual and
reciprocal roles of the campus community members can best reflect the goals
and purposes of the college, a system of
governance and decision-making consonant with these goals and purposes is
required.
1. The Evergreen State College requires a social contract rather than a
list of prohibitions and negative rules.
Evergreen can thrive only if members
respect the rights of others while enjoying their own rights. Students, faculty,
administrators and staff members may
differ widely in their specific interests,
in the degree and kinds of experiences
they bring to Evergreen, and in the
functions which they have agreed to
perform. All must share alike in prizing
academic and interpersonal honesty, in
responsibility obtaining and in providing full and accurate information,
and in resolving their differences
through due process and with a strong
will to collaboration.

2. The Evergreen community should
support experimentation with new and
better ways to achieve Evergreen's
goals. Specifically, it must attempt to
emphasize the sense of community and
require members of the campus community to play multiple, reciprocal and
reinforcing roles in both the teaching/
learning process and in the governance
process.

3. The individual members of the
Evergreen community are responsible
for protecting each other and visitors on
campus from physical harm, from personal threats and from uncivil abuse.
Civility is not just a word; it must be
present in all our interactions.
Similarly the institution is obligated,
both by principle and by the general
law, to protect its property from
damage and unauthorized use and its
operating processes from interruption.
Members of the community must exercise the right accorded them to voice
their opinions with respect to basic matters of policy and other issues. The
Evergreen community will support the
right of its members, individually or in
groups, to express ideas, judgments and
opinions in speech or writing. The
members of the community, however,
are obligated to make statements in
their own names and not as expressions
on behalf of the college. The Board of
Trustees or the President speak on
behalf of the college and may at times
share or delegate the responsibility to
others within the college. Among the
basic rights of individuals are freedom
of speech, freedom of peaceful assembly
and association, freedom of belief, and
freedom from intimidation, violence and
abuse.
4. Each member of the community must
protect: (1) The fundamental rights of
others in the community as citizens; (2)
the right of each member in the community to pursue different learning objectives within the limits defined by
Evergreen's curriculum or resources of
people, materials, equipment and
money; (3) the rights and obligations of
Evergreen as an institution established
by the state of Washington; and (4) individual rights to fair and equitable procedures when the institution acts to
protect the safety of its members.

5. Members of the Evergreen community recognize that the college is part of
the larger society as represented by the
state of Washington, which funds it, and
by the community of greater Olympia,
in which it is located. Because the Evergreen community is part of the larger
society, the campus is not a sanctuary
from the general law or invulnerable to
general public opinion.

6. All members of the Evergreen cornmunity should strive to prevent the
financial, political or other exploitation
of the campus by any individual or
group.
7. Evergreen has the right to prohibit
individuals and groups from using its
name, its financial or other resources
and its facilities for commercial or
political activities.

8. There may be no discrimination at
Evergreen with respect to race, sex,
age, handicap, sexual orientation,
religious or political belief, or national
origin in considering individuals' admission, employment or promotion. 'Ib this
end the college has adopted an affirmative action policy (See Evergreen Administrative Code WAC 174-109, Equal
Opportunity Policies and ProceduresAffirmative Action Program). Affirmative Action charges shall not be
handled through the governance document because of the legal implications
of such matters.

10. All members of the Evergreen community are entitled to privacy in tte
college's offices, facilities devoted to
educational programs, and housing. The
same right of privacy extends to personal papers, confidential records, and
personal effects, whether maintained by
the individual or by the institution.
11.

Evergreen does not stand in loco

parentis for its members.
12. Evergreen's members live under a
special set of rights and responsibilities,
foremost among which is that of enjoyingthe freedom to explore ideas and to
discuss their explorations in both
speech and print. Both institutional and
individual censorship are at variance
with this basic freedom. Research or
other intellectual efforts, the results of
which must be kept secret or may be
used only for the benefit of a special interest group, violate the principle of
free inquiry.
13. An essential condition for learning is
the freedom and right on the part of an
individual or group to express minority,
unpopular, or controversial points of
view. Only if minority and unpopular
points of view are listened to, and are
given opportunity for expression will
Evergreen provide bona fide opportunities for significant learning.
14. Honesty is an essential condition of
learning, teaching or working. It includes the presentation of one's own
work in one's own name, the necessity
to claim only those honors earned, and
the recognition of one's own biases and
prejudices.

9. All members of the college community have the right to organize their personallives and conduct according to
their own values and preferences, with
an appropriate respect for the rights of
others to organize their lives differently.

Governance

15. All members of the Evergreen community enjoy the right to hold and to
participate in public meetings, to post
notices on the campus, and to engage in
peaceful demonstrations. Reasonable
and impartially applied rules may be set
with respect to time, place and use of
Evergreen facilities in these activities.
Meetings of public significance cannot
be held in secret.

16. As an institution, Evergreen has the
obligation to provide an open forum for
the members of its community to present and to debate public issues, to consider the problems of the college, and to
serve as a mechanism of widespread involvement in the life of the larger
community.
17. The governance system must rest on
open and ready access to information by
all members of the community as well
as on the effective keeping of necessary
records.
18. In the Evergreen community, individuals should not feel intimadated or
be subject to reprisal for voicing their
concerns or for participating in governance or policy making
19. Decision-making processes must
provide equal opportunity to initiate
and participate in policy making, and
Evergreen policies apply equally
regardless of job description, status or
role in the community.
20. The college is obligated not to take a
position, as an institution, in electoral
politics or on public issues except for
those matters which directly affect its
integrity, the freedom of the members
of its community, its financial support,
and its educational programs. At the
same time, Evergreen has the obligation to recognize and support its community's members' rights to engage, as
citizens of the larger society, in political
affairs, in any way that they may elect
within the provision of the general law.

1103

Facilities/Use

Regulations

Because Evergreen is state-owned,
there are responsibilities to the state
and county that must be met.
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. Rooms in the
residence halls and modular units are
homes, and drinking is legally permissible for students 21 or older.
Using College Premises
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 Conference Services, CAB 214.
Evergreen students, faculty and staff
who want to schedule a special event or
outside speaker must contact the Production Clearance Coordinator, CAB
305.
Reservations for space and/or facilities
are made through the Space and Scheduling Office, Seminar Building, room
4109.
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
alumni-sponsored 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 or meetings without written permission from the Production Clearance
Coordinator or Conference Services.

104

I

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, or to criminal charges.

•

Pets
Pets are not allowed on campus unless
under physical control by their owner.
At no time are pets allowed in buildings.
Stray animals will be 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 only allowed in "Smoking
Permitted Areas," which are limited to
the following:
Enclosed office space, as long as door
is closed, designated lounges in the
Communications Building and LAB II
Building, CAB 104, alcove adjacent to
CAB 110, CAB third floor east end
balcony, Library basement, custodial
locker room, designated lounges on first
and. second floors of Library, Library
third floor north balcony, and
Emergency Communication Center
wing in the Seminar Building.
The intent of the Smoking Policy,
established in 1986, is to protect the
health and welfare of the non-smoker in
public facilities where she or he must be
present or pass through in order to perform work or carry on personal activities. Therefore, designated smoking
permitted areas are primarily restricted
to spaces where non-smokers are not required to be present or pass through.
This means that smoking is not permitted in college vans; elevators; hallways;
corridors; stairways; classrooms;
teaching labs; lecture halls; studios; production rooms; computer centers;

Library service areas; all social,
business, food and service areas of the
college; shared open work areas;
meeting rooms; open and closed reception areas; undesignated lobbies and
waiting areas; all storage, mechanical,
construction and repair spaces; and all
other spaces not identified as smoking
permitted areas. Members of the campus community are expected to respect
this policy by their actions and accept
shared responsibility for its
enforcement.
Parking Regulations
Motor vehicles must display valid
parking permits, available at the prices
below:
Per Day
Quarter
Year
$54
.75
$22
Automobiles
11
27
Motorcycles
.75
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
cited or 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.
Affirmative Action

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, sexual preference, 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.
'Ib 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, ext. 6368, or Voice/TTY, (206)
866-6834.

Trustees, Administration and Faculty

Board of Trustees
September 1986
Richard S. Page, Chairman, Seattle
David K.Y.Tang, Vice Chairman, Seattle
George E. Mante, Secretary, Aberdeen
Herbert Gelman, 'Iacoma
Thelma A. Jackson, Lacey
WIlliam T. Robinson, Seattle
Allan M. Weinstein, Vancouver

Administration
Joseph D. Olander, President
Pstrlck J. Hili, Provost and Academic Vice President
Gall E. Martin, Vice President for Student Affairs
Susan L. Washburn, Vice President for Development and
Administrative Services
Sian B. Marshburn, Assistant to the President
Barbara L. Smith, Academic Dean
Michael W. Beug, Academic Dean
David Marr, Academic Dean
Rita A.L. Pouglales, Academic Dean
Sarah A. Pedersen, Acting Dean of Lwrary Services
Arnaldo Rodriguez, Dean of Enrollment Services
Ernest L. Thomas, Dean of Student Development

Faculty
This is a listing of Evergreen's faculty as of 1986·87. A more
extensive detailing of Evergreen faculty members' areas of
expertise can be found in the Stndent Advising Handbook,
available in Library 1221.

Humanities-Art
Richard W. Alexander
English and Literature, 1970;
Assistant Academic Dean, 1980·82;
B.A., English, Emory University, 1956; M.A., English,
Tnlane 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;
A.B., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D., Theater,
University of Illinois, 1964.
Lawrence J. Beck
Sculpture, 1986 (visiting);
B.A., Painting, University of Washington, 1964; M.F.A.,
Sculpture, University of Washington, 1965.
Crslg B. Carlson
Communications, 1973;
B.A., English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
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.
Dorsnne Crsble
EX'fY"essiveArts: Performance Art, Literature, Writing,
Acting, Movement 1981;
B.A., English, University of Michigan, 1967; M.A.,
American Literature, Wayne State University, 1973; Fellow,
Edinburgh University, Scotland, 1975; 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;
Postdoctoral year in Linguistics, Harvard University,
1970·71.
Susan R. Flksdal
Linguistics and Languages, 1973
B.A., French, Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972; M.A.,
Linguistics, University of Michigan, 1985; Ph.D.,
Linguistics, University of Michigan, 1986.
Marilyn J. Frasca
Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961; M.A.,
Art, Bennington College, 1964.
Barbars Hammer
Film, 1986 (visiting);
B.A., Psychology, University of California at Los Angeles,
1961; M.A., English Literature, California State University
at San Francisco, 1963; M.A., Film Production, California
State University at San Francisco, 1975.
Andrew M. Hanfman
Seni01' Member of 'the Faculty, 1983;
Language Studies; Russian-Sovie: Area Studies, 1972;
Ph.D., Modern Languages-Comparative Literature, University of Tnrin, 1937.
W. Joye Hardiman
Literature and Theater, 1975;
B.A., Literature, State University of New York at Buffalo,
1968; M.A., Literature, State University of New York at
Buffalo, 1968·70.
Patrick J. Hili
Philosophy, 1983;
Provost and Academic Vice President, 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 1976·80;
A.B., Mathematics, Allegheny College, 1961; M.A., HistoryPhilosophy of Science, Indiana University, 1963; M.A.,
Philosophy, Yale University, 1965; Ph.D., Philosophy, Yale
University, 1966.
Margaret I. Hunt
Dance, 1976;
B.F.A., Dance, Ohio State University, 1969; M.Ed., Dance,
Temple University, 1972.
Mary Huston
LilJrarianship, 1980;
B.A., American Studies, Hamline University, 1971; M.L.S.,
University of Hawaii, 1972; M.A., Women's Studies, Goddard
College, 1977; Certificate of Advanced Study, Library and
Information Science, University of Illinois, 1981.
Bernard Johansen
Dance, 1972.
Kazuhlro Kawasaki
Art History, 1976;
B.A., Art History, University of Washington, 1970; M.A.,
Art History, University of Washington, 1972.
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.

Trustees, Administration

and Faculty

David Marr
American Studies and English, 1971;
Academic Dean, 1984·87;
B.A., English, University of Iowa, 1965; M.A., English
(American Civilization), University of Iowa, 1967; Ph.D.,
English (American Studies), Washington State University,
1978.
Ingram Marshall
Electronic Music and Composiiion, 1985 (visiting);
B.A., Music, Lake Forest College, 1964; M.A., Electronic
Music, Columbia University, 1966.
S. R. Martin, Jr.
English and American Studies, 1970;
Academic Dean, 1973·76;
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.
Ralph McCoy
Theater, 1986 (visiting);
B.A., Business Administration, Howard University, 1966.
Frank Motley
Librarianship, 1978;
B.S., Psychology, Portland State University, 1965; M.S.,
Librarianship, University of Oregon, 1968.
Alan Nasser
Philosophy, 1975;
A.B. Classical and Modern Languages, st. 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, 1968.
Sandra L. Nisbet
Drama, 1986 (visiting);
B.A., Speech and Drama/English, San Jose State University, 1958; M.A., Theater Arts, Indiana University, 1962.
Charles N. Psllthorp
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 and Humanities, 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;
B.A., Music Composition, University of California, San
Diego, 1973; M.A., Music Composition, Theory, Technology,
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.

I

105

Paul J. Sparks
Art and Phowgraphy, 1972;
B.A., Art, San Francisco State College, 1968; M.A. ArtPhotography, 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.
Gall Tiemblay
Creative Writing, 1980;
B.A., Drama, University of New Hampshire, 1967; M.F.A.,
English (poetry), University of Oregon, 1969.
Setsuko Tsutsuml
Japanese Language/Culture,
1985 (visiting);
B.A., Psychology; Teaching license in English and Guidance
and Counseling, 1965; M.A., English, 1978; Ph.D., Cornparative Literature, 1985.
Sidney D. White
Art, 1970;
B.A., Art Education, University of New Mexico, 1951; M.S.,
Philosophy-Aesthetics, University of Wisconsin, 1952.
Alnara D. Wilder
Theater and Drama, 1972;
B.s., Speech, General Science, Wisconsin State University,
1968; M.A., Theater Arts, University of Wisconsin, 1969.
WIlliam C. Wlnden
Music, 1972;
Assistant Academic Dean, 1976·78;
B.A., Art, Stanford University, 1953; M.A., Music, University of Washington, 1961;D.M.A., Music, University of Illinois,
1971.

Natural Sciences
John O. Aikin
Computer Science, 1976;
Director of Computer Services; 1976·1984;
B.A., Physics, Reed College, 1967; Ph.D., Cognitive
Psychology, Brown University, 1972.
Clyde Barlow
Chemistry, 1981;
B.s., Chemistry, Eastern Washington University, 1968;
Ph.D., Chemistry, Arizona State University, 1973.
Judith E. Bayard
Compuser Science, 1982;
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.
Paul R. Butler
Geology, 1986 (visiting);
A.B., Geography, University of California, Davis, 1972; M.S.,
Geology, University of California, Berkeley, 1976; Ph.D.,
Geology, University of California, Davis, 1984.
Richard A. Cellarlus
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. Elckstaedt
Biology, 1970;
Academic Mvisor, 1978·81;
B.s., Biology, Buena Vista College, 1961; M.S., Zoology,
State University of Iowa, 1964; Ph.D., Biology, 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.
Thomas Grissom
Physics, 1985;
B.S., Physics, University of Mississippi, 1962; M.S., Physics,
University of Mississippi, 1964; Ph.D., Physics, University of
Tennessee, 1970.

106

I

Burton S. Guttman
Biology, 1972;
B.A., Interdisciplinary Science, 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; Emeritus, 1984;
Aademic 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;
Director of Laboratary Cmnputing, 1984;
as, 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 Wlshington, 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.
Janet Ott
Biology, 1985;
B.S., St. Lawrence University, 1975; Ph.D., Biology, University of Southern California, 1982.
Willie L. Parson
Microbiology, 1971;
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, Historu of Technology and Environment,
1980;
Academic Dean, 1980-86;
B.A., Biology, Amherst College, 1964; Ph.D., Biology, Harvard University, 1969.
Hazel J. Reed
Mathematics, 1977;
B.A., Mathematics, Reed College, 1960; M.S. and Ph.D.,
Mathematics, Carnegie Mellon University, 1968.
Niels A. Skov
Management, 1972;
B.s., Mechanical Engineering, Thknikum, 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
and
Energy Studies, 1981-86;
Associate Academic Dean, 1972-73;
Academic Advisor, 1983;
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
BiS; 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, Cornell 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;
BS. 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 Provcst; 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 Mministration,
1980-81, 1986-87;
B.A., History, Temple University, 1970; M.A., Public Administration, University of New Mexico, 1973; D.P.A.,
George Wlshington 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 Ray Arney
Sociology, 1981;
B.A., Sociology, University of Colorado, 1971; M.A.,
Sociology, University of Colorado, 1972; Ph.D., University of
Colorado, 1974.
Justino Balderrama
Health and Human Services, Vancouver, 1984 (visiting)
B.A., Sociology,California State University, 1962;M.S.W.,Social
Work, San Jose State University, 1975.
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 Infarrnation Studies, 1974;
Dean of Library Services, 1974-81;
A.B., Political Science, University of California Riverside,
1959; M.L.S., University of California at Berkeley, 1965;
M.A., Political Science, University of California at Berkeley,
1967; Ph.D., Library and Information Studies, University of
California at Berkeley, 1971.
William H. Brown
Geography, 1974;
B.A., Geography, Antioch College, 1956; M.A., Geography,
University of California at Berkeley, 1967; Ph.D., Geography,
University of California at Berkeley, 1970.
Bill Bruner
Economics, 1981;
B.A., Economics and Mathematics, Western Washington
University, 1967.
Lloyd Colfax
Native American Sf:u.dies, 1981;
B.A., Native American Studies, The Evergreen State College, 1974.
Stephanie Coontz
Histary and Wmnen's Sf:u.dies, 1974;
B.A., History, University of California at Berkeley, 1966;
M.A., European History, University of Washington, 1970.
Beryl L. Crowe
Political Science, 1970;
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 Wmnen'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., American
Studies, Emory University, 1982.

Helen F. Darrow

Winifred

Teacher Education. 1986;
B.S., Elementary Education, Wilson College, 1943; M.A.,
Education, University of California at Los Angeles, 1948;
Ed.D., Curriculum Development, Columbia University,
1956.

Psychology, 1972; Emerita, 1981;
B.A., Sociology, University of Washington, 1937; M.A.,
Sociology, University of Washington, 1938; Ph.D., Clinical
Psychology, Northwestern University, 1951; Fellow of the
Mary Ingraham Bunting Institute of Radcliffe College,
1971-72.

Education, 1979;
Academic Dean, 1985·Present;
B.A., Liberal Arts, The Evergreen State College, 1972;
M.A., Education, University of Oregon, 1977, Ph.D., Education and Anthropology, University of Oregon, 1981.

Richard M. Jones

History, Political Economy and Russian Studies, 1972;
A.B., History, University ofFlorida, 1962;M.A., History, University of Illinois, 1964; Ph.D., History, University of Illinois, 1966.

Llyn De Danaan

(formerly Lynn D. Patterson)
Anthropology, 1971;
Academic Dean, 1973·76;
B.A., Anthropology, Ohio State University, 1966; M.A.,
Anthropology, University of Washington, 1968; Ph.D.,
Cultural Anthropology, The Union Graduate School, 1984.
Malcolm L. De Weese Jr.
Buziness Administration, 1986 (visiting);
B.A., Liberal Arts, University of Arizona, 1966; M.B.A,
University of Washington, 1979; Ph.D., Computer Science,
University of Washington, 1973.
Elizabeth

Dlffendal

Applied Social Science, 1975;
Academic Dean, 1981·85;
A.B., Social Anthropology, Ohio State University, 1965;
M.A., Cultural Anthropology, University of California at
Los Angeles, 1968; Ph.D., Applied Anthropology, The Union
Graduate School, 1986.
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

Rita Pouglales

Ingram

Psychology, 1970;
A.B., Psychology, Stanford University, 1950; Ph.D., Clinical
Psychology, Harvard University, 1956.
Lovern Root King

Social Sciences, 1977;
B.A., English, Seattle Pacific College, 1972; M.C.,
Communications, University of Washington, 1976; Ed.D.,
Policy, Governance and Administration, University of
Washington, 1984.
Jaime C. Kooser

Environme:nlal Studies, 1985;
B.A., Geography, Northwestern University, 1975; M.A.,
Geography, University of California at Berkeley, 1976;
Ph.D., Geography, University of California at Berkeley,
1980.
Lowell Kuehn

Sociology and Public Administration, 1975;
Acting Director, Washington State Institute for Public
Policy, 1984·85;
Director of Graduate Program in Public Administration,
1983·84;
B.A., Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969; Ph.D., Sociology,
University of Wlshington, 1973.

Thomas

B. Rainey

Rosalie T. Relbman

Psychology, 1986 (visiting);
R.N., Central Washington Deaconess Hospital School of
Nursing, 1966; A.A., Wenatchee Valley Community College,
1968; B.A., Psychology, University of Washington, 1978;
M.Ed., Educational Psychology, University of Washington,
1981.
Gilbert G. Salcedo
History, 1972;
B.A., U.s. History, San Jose College, 1970.
Sy Schwartz

Teacher Education, 1986;
B.S., Social Studies, Wayne State University, 1957; M.S.,
General Secondary Education, Wayne State University,
1963; Ed.D., Curriculum and Instruction, Wayne State
University, 1968.
Barbara L. Smith

Political Science, 1978;
Academic Dean, 1978·Present;
B.A., Political Science, Lawrence University, 1966; M.A.,
Political Science, University of Oregon, 1968; Ph.D., Political
Science, University of Oregon, 1970.

Political Science, 1981;
Director of Graduate Program in Public Administration,
1984·85;
B.A., English, Haverford College, 1951;L.L.B., Brooklyn
Law School, 1958; Ph.D., Political Science, Columbia
University, 1965.

Jan Lambertz

Matthew

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.
'

Political Science, 1973;
B.A., Political Science, Reed College, 1966; M.A.T., Social
Science, Reed College, 1968; Ph.D., Political Science, University of North Carolina, 1978.

Donald Finkel

Eric H, Larson

Psychology, 1976;
B.A., Philosophy, Yale University, 1965; M.A., Devlopmental
Psychology, Harvard University, 1967; Ph.D., Developmental
Psychology, Harvard University, 1971.

Anthropology, 1971;
B.A., San Jose State College, 1956; M.S.,San Jose State College, 1957; Ph.D., Anthropology, University of Oregon, 1966.

American History, 1975;
B.A., History, Reed College, 1969; B.A., U.S. History, State
University of New York at Stony Brook, 1971; Ph.D.,
History, State University of New York at Stony Brook,
1977.

Thomas

Puhlic Administration, 1980;
B.A., Mathematics, University of Texas, 1960; M.A.,
Economics, University of Wisconsin, 1967.

H. Foote

Education-Journalism; 1972;
B.A., Journalism, University of Tulsa, 1961; M.S.Ed.,
Humanities, Western Oregon State College, 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, 1968; 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 Science, 1972;
Assislant Academic Dean, 1978-80;
B.A., Political Science, University of Oregon, 1962; M.A.,
Political Science, University of Chicago, 1964; A.B.D.,
Political Science, Chicago, 1968.
Phillip R. Harding

Architecture, 1971;
B.,Architecture, University of Oregon, 1963; M" Architecture,
University of California at Berkeley, 1970.
lucia

Harrison

Puhlic 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.

Gerald Lassen

Russell Lldman

Economics, 1974;
Director of Graduate Program in Public Administration,
1981-83;
Director, Washington State Institute for Public Policy,
1985·Present;
B.S., Electrical Engineering, Cornell University, 1966;
M.P.A., Princeton University, 1968; M.S., Economics,
University of Wisconsin at Madison, 1970; Ph.D.,
Economics, University of Wisconsin at Madison, 1972.
Earle W. McNeil
Sociology, 1971;
Academic Advisor, 1983·86;
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
SchoolWest, 1977.
Paul Mott

Sociology, 1984;
B.S., Political Science, Purdue University, 1952; M.A.,
Political Science, University of Michigan, 1955; Ph.D.,
Sociology, University of Michigan, 1960.
Arthur Mulka

Environmental. Design, 1974;
B., Architecture, University of California at Berkeley, 1965;
M., Architecture, University of California at Berkeley, 1970.

Public Administration and Management, 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.

Peta M. Henderson

Charles T. Nisbet

Anthropology, 1974;
B.A., History, Swarthmore College, 1958; M.A.,
Anthropology, McGill University, 1969; Ph.D., Anthropology,
University of Connecticut, 1976,

Economics, 1971; .
B.A., Economics, Kalamazoo College, 1958; M.B.A.,
Business, Indiana University, 1959; Ph.D., Economics,
University of Oregon, 1967.

David Hitchens

Mark Papworth

History, 1970;
B.A., History, University of Wyoming, 1961; M.A., History,
University of Wyoming, 1962; Ph.D., History, University of
Georgia, 1968.

Anthropology, 1972;
B.A., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958; Ph.D.,
Anthropology, University of Michigan, 1967.

Taylor E. Hubbard

John L. Parker

Library Science, 1986;
B.A., History and Business, University of Vermont, 1966;M.A.,
History, San Francisco State University, 1968;M.L.S., University of California at Los Angeles, 1969.

Education, 1986;
A.B., American Civilization, Brandeis University, 1958;
M.A.T., Social Science Curriculum, Harvard University,
1960; Ed.D., Curriculum and Supervision, Harvard University, 1968.

Rainer G. Hasenstab

Virginia Ingersoll

Communications, 1975;
B.A., Journalism-Philosophy, Marquette University, 1964;
Ph.D., Communications and Organizational Psychology,
University of Illinois, 1971.

Yvonne Peterson

Northnoesi Native American Studies, 1984 (visiting);
B.A., Elementary Education, Western Washington University, 1973; B.A., Ethnic Studies, Western Washington University, 1973; M.A., Political Science, University of Arizona,
1982.

Trustees, Administration

and Faculty

E. Smith

Susan Strasser

Gregory

Stuewe-Portnoff

Psychology, 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.
Terry Tafoya

Psychology, 1985;
B.A., English, Psychology, University of South Florida, 1973;
M.Ed., Higher Education, University ofWlshington, 1974;M.C.,
Communications, University of Wlshington, 1975;Ph.D., Educational Psychology, University of Washington, 1985.
Nancy Taylor

History-Education, 1971;
A.B., History, Stanford University, 1968; M.A., Education,
Stanford University, 1965.
Emest L. "Stone" Thomas
Sociology, 1984;
Dean of Student Development;
B.A., Sociology, Washington State University, 1971; M.A.,
Sociology, University of Massachusetts, Amherst, 1976.
Kirk Thompson

Political Science/Psychology, 1971;
B.A., History, Stanford University, 1956;M.A., Political Science,
Stanford University,1958; Ph.D., Political Science, University
ofCalifornia at Berkeley, 1965;Postdoctoral studies, Psychology,
C.G. Jung Institute, 1975·77.
Gregory

Weeks

Economics, 1981;
B.S., Economics, Iowa 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
Manaaemen: 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;
Director of Computer Services, 1984-86;
B.A., Economics, Amherst College, 1965; M.A., 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.

1107

General Index

A
Academic Advising, 3, 11, 12, 92
Academic Credit, 16
Academic Fairs, 3, 11,
Academic Subject Index, 109-111
Acceleration, 16
Accreditation, inside cover
Address, changes, see Registration, 22
Admission, 16, 92
conditional, 18
notification, 18
requirements and procedures, 16
Advanced placement, 85
Affirmative Action, 104, 111
Alcohol, 104
Appeals, 20
Application deadlines, 16
Application fee, 16
Applied Social Theory, 34-39
Arts and Sciences Laboratory Building, 98
Athletics, 4, 95
Auditors, 18
B
Bachelor of Arts, 13, 23
Bachelor of Science, 13, 23
Bicycles, lO4
Bike Shop, 92
Billing Procedures, 20
Bookstore, 92
Branch Bookstore, 92
Bus Service, 92
C
Calendar, 112
Campus Profile, 112
Campus Recreation Center, 99
Career Development, 4, 12, 96
CLEP,85
College Activities Building, 4, 99
Communications Laboratory, 98
Computer Services, 92
Conditional Admission, 18
Conferences, 14
Confidentiality of records, 23
Contacting Evergreen, 112
Contracts,
see Group, Individual, Social
Cooper Point Journal, 5, 15, 93
Cooperative Education, 5, 84, 93
Coordinated Study, 5, 6, 89
Core Programs, 5, 6, 10, 28-33
Corner, 93
Counseling Services, 93, 96
Academic Advising, 92
Career Development, 96
First Peoples Coalition, 96
KEY-Special Services, 96
Psychological counseling, 96
Courses, 5
Credit, 5, 17, 18, 23, 85
Curriculum, 26, 27

o

Day Care Center,_96
Deferred Admissions, 18
Degree requirements, 23
Deposits, 18
Directory, 112
Disappearing Thsk Force, 8
Disciplines, 2
Drops, program changes, 22
E
Emergency loans, 19
Enrollment deposit, 18
Enrollment figures, 4
Environmental Studies, graduate program, 88
Environmental Studies, 8, 40-45
Equivalencies, 8; see also Narrative Evaluations, 14
Evaluations, 9, 13, 14

108

I

Evergreen Expressions, 93
Evergreen Legal Counseling Services, 94
Exit Interviews, 23
Expenses, estimated yearly, 20
Expressive Arts, 46, 51
F
Facilities
academic, 98
use regulations, lO4
Faculty, 10, 14, 105
advisor, 9
evaluations, 14
Fees and charges, 21
Financial aid, 15, 19
disbursements, 19
Firearms, 104 .
First People, lO, 15
First Peoples' Coalition, 96
Food services, 93
Foreign language study, 58
Foreign students, 18
Foundation scholarships, 19
Freshman admission requirements, 16
Full-time status, 22
G

Gardening, 45, 93
General Education Development Tests, 16
GESCCO,93
Governance, 10, 102
Graduate study, 88, 89
Graduation requirements, 23
Group Contracts, 8, 9
H
Handicapped Access, see Physically Challenged
Happenings, 15, 93
Health insurance, 21
Health Services, 96
Housing, 93, 95
Humanities, 52-57
I
Individual Learning Contracts, 4, 8, 9, 10
Information Center, 94
Insurance, 21
International students, 18
International studies, 58
Interdisciplinary programs, 2, 11
Internships, 9, 12, 84
Intramurals, 95
K
KAOS, 4, 94
KEY-Special Services, 96
L
Lab buildings, 98
Language and Culture Center, 58-61
Learning Resource Center, 15, 84
Leaves of absence, 22
Lecture Halls, 98
Legal aid, 94
Leisure Education, 94
Library, 94, 95, 98
Loans, 19
M
Mail service, 95
Malheur Bird Observatory, 44, 99
Management and the Public Interest, 62, 63
Maps, campus and vicinity, 100, 101
Math Skills Center, 84, 95
Master of Environmental Studies, 88
Master of Public Administration, 89
Minority Affairs, 96
N

Narrative Evaluations, 14
Native American Studies, 3, 64-67
Newsletter, 93

o

Off-campus Programs, 86-87
Organic gardening, 12, 45, 95, 99

P
Parking, lO4
Part-time study, 9, 12, 82, 83
Payment procedures, 20
Pets, 104
Physically Challenged Access, 95
Placement, 12
Planned equivalencies, see Narrative Evaluations, 14
Specialty Areas, 15
Political Economy and Social Change, 68-71
Portfolios, 23
Prior Learning Program, 7, 13, 85
Pre- Law preparation, 69
Program planning, 10
Property cards, 95
Public Administration, graduate program, 89
Publications, 15
Public events, 93
R
Reciprocity, 20
Record keeping, 23
Recreation, 95
Refunds, 20
Registration, 22
Academic Credit, 22
Academic Standing, 23
Academic Warning, 23
Withdrawals, 22
Residency, 20
Returning students, 18
S
Scholarships, 19
Science, Technology and Health, 72-81
Seawu\ff, 45, 99
Security, 95
Self-Paced Learning, 84
Seminars, 14
Seminar Building, 99
Services and activities, 14,96, 97
Ski School, 95
Smoking, 104
Social Contract, 15, 102, 103
Special forms of study, 84, 85
Special Students, 18
Specialty Areas, 15
Sports, 4, 95
Student Development, 96
Student evaluation of faculty, 14
Study abroad, 59
Subjects, academic, 109-111
Summer Quarter, 18
T
Tacoma Program, 86, 87
'Thacher Education, 37-38
Third World Coalition, see First Peoples' Coalition, 96
Transcripts, 21, 23
Transfer of Credit, 15
Transfer students, 17
Tuition, 20, 21
U
University of Washington, 60
Upside-down Degree Program, 17
Upward Bound, 97
V
Vacations, 112
Vancouver Program, 86, 87
Veterans, 15, 17,97
W
Warning, academic, 23
Washington Public Interest Research Group
(WashPIRG), 21
Washington State Institute for Public Policy, 97
Western Washington University, 37, 38
Withdrawals, 22
Women's Clinic, 96

Academic Index

What follows is a listing of the academic
subjects that will be offered at Evergreen during the 1987-88 year. Listed
under each subject are the Coordinated
Study Programs and Group Contracts
in which it will be taught. Listed in
italics are Specialty Areas which will
include the subject in most or all of
their offerings. Individual Contract and
Internship possibilities are too numerous
to index; check with Academic Advising
to see what subjects are covered by
these individual forms of study. Parttime courses are not specifically included
here, but published quarterly in the

Evergreen Times.

A
Accounting
Management and the Public Interest, 63
Courses, 82
Agriculture
Ecological Agriculture, 42
American History
American Worlds, Democratic Vistas, 70
Political Economy and Social Change, 70
Anatomy
Human Health and Behavior, 80
Molecule to Organism, 80
Animal Behavior
Habitats: Marine, Terrestrial
and Human, 42
Ideas of Evolution, 30
Ornithology, 45
Technology and Human Reason, 33
Anthropology
Central America, 36
Techniques of Visual Anthropology, 50
Art
Business of Computers, 51

Core Programs, 28
Expressive Arts, 46
Great Works, 56
Courses, 82
B
Biochemistry
Human Health and Behavior, 80
Molecule to Organism, 78
Biology
Ecological Agriculture, 42
Forests and Salmon, 44
Habitats: Marine, Terrestrial
and Human, 42
Human Health and Behavior, 80
Ideas of Evolution, 30
Landscapes and Biogeography, 44
Master of Environmental Studies, 88
Molecule to Organism, 78
Natural History of Hawaii, 44
Ornithology, 45
Science and Society, 31
Sport and Society, 31
Courses, 82
Botany
Ecological Agriculture, 42
Habitats: Marine, Terrestrial
and Human, 42
Business
Business of Computers, 51
Evergreen-Vancouver, 86
Management and the Public Interest, 62
Courses, 82

Academic Index

C

Calculus
Energy Systems, 78
Mathematical Systems, 77
Matter and Motion, 77
Courses, 82
Chemistry
Ecological Agriculture, 42
Habitats: Marine, Terrestrial
and Human, 42
Matter and Motion, 77
Molecule to Organism, 80
Nutrition, 80
Sport and Society, 31
Child Development
Human Health and Behavior, 80
Problem Youth, 66
Courses, 82
Communications
Mass Communications and
Social Reality, 36
Techniques of Visual Anthropology, 49
Courses, 82
Computer Science
Business of Computers, 78
Data to Information, 78
Design and Planning Process, 79
Matter and Motion, 77
Courses, 82
Counseling
The Helping Professional, 81
Human Health and Behavior, 80
Problem Youth 66
Psychological Counseling, 81
Creative Writing
Experience of Fiction, 54
Word and Image, 51
Cross-Cultural Studies
Cross-Cultural Perspectives: The Arts
of Eastern Europe, 49
Pacific Northwest: Culture, Religion
and Design, 67
D

Dance
Inter-Arts Foundations, 48
Moving Image, 49
Drawing
Energy Systems, 78
Inter-Arts Foundations, 48
Word and Image, 51
Courses, 82
Design and Projects
Business of Computers, 51
Design and Planning Process, 79
Energy Systems, 78
Fiber Arts, 51
Form and Function, 50
Inter-Arts Foundations, 48
Pacific Northwest: Culture, Religion
and Design, 67
I

109

E
Ecology
Habitats: Marine, Terrestrial
and Human, 42
Ideas of Evolution, 30
Landscapes and Biogeography, 44
Natural History of Hawaii, 44
Ornithology, 45
Economics
Energy Systems, 78
Political Economy and Social
Change, 68
Courses, 82
Education
Teacher Education Program, 37
Energy Systems
Energy Systems, 78
Engineering
Physical Systems, 77
3/2 Engineering, 76
Environmental Science
Environmental Studies, 40
Ideas of Evolution, 30
Master of Environmental Studies, 88
Technology and Human Reason, 31
Ethnic studies
Cross Cultural Perspectives: The Arts
of Eastern Europe, 49
Language and Culture Center; 61
Native American Studies, 64
Techniques of Visual Anthropology, 49
F
Film
Inter-Arts Foundations, 48
Mass Communications and Social
Reality, 36
Moving Image, 49
Techniques of Visual Anthropology, 49
Courses, 82
Finance
Management and the Public Interest, 63
Courses, 82
French
Courses, 82
G
Genetics
Human Health and Behavior, 80
Molecule to Organism, 80
Geology
Landscapes and Biogeography, 44
Natural History of Hawaii, 44
German
Courses, 82

110

I

H
Health
Human Health and Behavior, 80
Nutrition, 80
Psychological Counseling, 81
Sport and Society, 31
History
American Worlds, Democratic Vistas, 70
Central America: Studies in
Cultural Survival, 36
Core Programs, 28
Cross Cultural Perspectives: The Arts
of Eastern Europe, 49
Humanities, 52
Language and Culture Center; 61
Political Economy and Social Change, 70
Respect: A Mutually-Shared
Educational Authority, 66
Humanities
Core Programs, 28
Humanities, 52
J
Japanese
Japanese Studies, 61
Journalism
Mass Communications and Social
Reality, 36
L
Land-Use Planning
Pacific Northwest: Culture, Religion
and Design, 67
Language Studies
Cross-Cultural Perspectives: The Arts
of Eastern Europe, 49
Japanese Studies, 61
Language and Culture Center; 61
Russia- USSR, 61
Courses, 82
Law
Crime in America, 81
Management and the Public Interest, 63
Problem Youth, 66
Courses, 82
Literature
American Worlds: Democratic Vistas, 70
Central America: Studies in
Cultural Survival, 36
Cross-Cultural Perspectives: The Arts
of Eastern Europe, 49
Form and Function, 50
Humanities, 52
Language and Culture Center; 61
Making of Meaning, 33

Mass Communications and Social
Reality, 36
Narrative Life, 50
Problem Youth, 66
Word and Image, 51
Logic
Decisions, 33
Knowledge, Truth and Reality, 56

M
Management
Business of Computers, 51
Forests and Salmon:
Resource Management
in the Pacific Northwest, 44
Management and the Public
Interest, 62
Courses, 82
Marine Sciences
Habitats: Marine, Terrestrial
and Human, 42
Landscapes and Biogeography, 44
Natural History of Hawaii, 44
Marketing
Business of Computers, 51
Management and the Public Interest, 63
Mathematics
Data to Information, 78
,Energy Systems, 78
Ideas of Evolution, 30
Mathematical Systems, 77
Matter and Motion, 77
Science and Society, 31
Science Technology and Health, 72
Technology and Human Reason, 31
Media andMass Communication
Inter-Arts Foundations, 48
Mass Communications and Social
Reality, 36
Moving Image, 49
Techniques of Visual Anthropology, 49
Courses, 82
Microbiology
Molecule to Organism, 80
Music
Cross-Cultural Perspectives: The Arts
of Eastern Europe, 49
Inter-Arts Foundations, 48
Making Contemporary Music, 50
N
Native American Studies
Native American Studies, 6.4Nutrition
Human Health and Behavior, 80
Nutrition, 80

o
Organic Chemistry
Molecule to Organism, 80
p

Painting
Inter-Arts Foundations, 48
Word and Image, 51
Performing Arts
Cross-Cultural Perspectives: The Arts
of Eastern Europe, 49
Inter-Arts Foundations, 48
Moving Image, 49
Narrative Life, 50
Courses, 82
Philosophy
American Worlds, Democratic Vistas, 70
Data to Information, 78
Decisions, 33
Forests and Salmon:
Resource Management
in the Pacific Northwest, 44
Knowledge, Truth and Reality, 56
Respect: A Mutually-Shared
Educational Authority, 66
Photography
Inter-Arts Foundations, 48
Making of Meaning, 33
Mass Communications and Social
Reality, 36
Techniques of Visual Anthropology, 49
Courses, 82
Physics
Matter and Motion, 77
Physical Systems, 77
Courses, 82
Political Science
/
American Worlds, Democratic Vistas, 70
Ecological Agriculture, 42
Political Economy and Social Change, 70
Psychology
Crime in America, 81
Frames of Mind, 30
Human Health and Behavior, 80
Mathematical Systems, 77
Problem Youth, 66
Psychological Counseling, 81

Teacher Education, 37
Public Administration
Business of Computers, 51
Master of Public Administration, 89
Management and the Public Interest, 63
R
Russian
Russia-USSR,61

5
Sculpture
Form and Function, 50
Inter-Arts Foundations, 48
Social Science
Core Programs, 28
Crime in America, 81
Human Health and Behavior, 80
Humanities, 52
Japanese Studies, 61
Management and the Public Interest, 63
Mass Communications and Social
Reality, 36
Narrative Life, 50
Political Economy and Social Change, 70
Problem Youth, 66
Russia-USSR,61
Courses, 82
T
'Ielevision
Mass Communications and Social
Reality, 36
Moving Image, 49
Theater
Cross Cultural Perspectives: The Arts
of Eastern Europe, 49
Inter-Arts Foundations, 48
The Narrative Life, 50
W
Writing
Core Programs, 28
Knowledge, Truth and Reality, 56
Mass Communications and Social
Reality, 36
Moving Image, 49
The Experience of Fiction, 54
Word and Image, 51

Academic Index

Affirmative Action Policy
The Equal Opportunity Policy of The
Evergreen State College expressly
prohibits discrimination against any
person on the basis of race, sex, age,
religion, national origin, marital status,
sexual preference, or the presence of
any sensory, physical or mental handicap unless based upon a bona fide
occupational qualification.
Disclaimer
Academic calendars are subject to
change without notice. The Evergreen
State College reserves the right to
revise .or change rules, charges, fees,
schedules, courses, programs, degree requirements and any other regulations
affecting students whenever considered
necessary or desirable. The college
reserves the right to cancel any offering
because of insufficient registration, and
to phase out any program. Registration
by students signifies their agreement to
comply with all regulations of the college whenever approved. Changes
become effective when Evergreen so
determines and apply to prospective
students as well as those currently
enrolled.
©1986by The Evergreen State College
Photo Credits:
Cliff Barbour, 'Ibmas Black, Jennifer
Buttke, Mark Clemens, Brad Clemmons,
David Current, Bob Haft, Woody
Hirzel, Jennifer Lewis, Gary Oberbillig,
Ann Polanco, Jordan Pollack, Shannon
O'Neill, Margaret Stratton, Cary
'Iblman of the Seattle Post-Intelligencer,
Jacques Zimicki, the Cooper Point
Journal and TESC Photo Services.

I

111

Campus Profile

~ Campus Profile (1985-86)
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Faculty of color-total
Olympia Campus
Tacoma Campus
Vancouver Campus
Average student/faculty ratio
Staff
Enrollment
Graduate
5%
Undergraduate
95%
Olympia Campus
Tacoma Campus
Vancouver Campus
Female
Male
Full-time
Part-time

138
66%
37%
63%
14%
12%
50%
33%
20/1
460
2980
139
2841
2627
111
103
1530
1450
81%
19%

18-24 age group
25-29 age group
30-39 age group
40+ age group
Students living on campus
Students of color-total
Asian
Black
Mexican/Latino
Native American
Olympia Campus
'Iacoma Enrollment
Male
Female
Students of color
Vancouver Enrollment
Male
Female
Students of color

48%
16%
23%
13%
1000
9%
2%
3%
2%
2%
8%
111
68%
32%
51%
103
38%
62%
7%

Entering Class
Applicants, degree-seeking
Admitted
73%
Enrolled
72%
Nondegree-seeking enrollment
Washington
Region (OR, ID, MT, AK, HI)
California
Other states
Other countries
Financial aid
Full-time student aid
Average award
Placement
1971-84 classes
Employed
Graduate school
Travel, homemaking, etc.
Graduating class (1986)

1328
2229
1632
1170
158
1146
92
26
49
15
50%
$3000
88%
65%
10%
5%
725

~ Academic Calendar
1987-88
Begins
Ends
Evaluations

Fall
Sept. 28
Dec. 19
Dec. 14-19

Winter
Jan. 4
March 19
March 14-19

Spring
March 28
June 15
June 8-15

Summer
June 27
Sept. 3

First Session
June 27
July 30
July 27-30

Second Session
Aug. 1
Sept. 3
Aug. 31-Sept. 3

Vacations

Fall
Thanksgiving
Nov. 23-27
Winter Break
Dec. 20-Jan. 3

Winter
Martin
Luther King
Day, Jan. 18
President's Day
Feb. 22
Spring Break
March 20-27

Spring
Memorial
Day, May 30

Summer
Independence
Day, July 4

First Session
Independence
Day, July 4

Second Session

~ 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 Information
. Services, ext. 6128.
112

I

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
Community and
Alumni Relations
ext. 6192

Development
ext. 6565
Financial Aid
ext. 6205
Housing
ext. 6132
Information Services
ext. 6128
President's Office
ext. 6100
Recreation Center
ext. 6530
Registration and Records
ext. 6180
Student Accounts
ext. 6447
Tacoma Campus
(206) 593-5915
Vancouver Campus
(206) 699-0269

"Seek out those who
appreciate your abilities,
and who honor your
integrity!'
Paul Gallegos, 36
Class of'86
Hometown: Santa Ana, California
Field of study: Psychological counseling
"I've been encouraged to investigate,
evaluate and communicate. I've been
taught to do so with precision and to
exercise compassion. I've been
shown that to do so I must be willing
to trust myself, to share who I truly
am, and risk rejection. At Evergreen
I've been pushed-to develop my intellect and my spirit. Lastly, I want to
say to you graduates that when you
hit the streets, challenge those who
would deny you your humanity. Seek
out those who appreciate your abilities, and who honor your integrity.
Create freedom, for yourselves and
all those whose lives you touch. I've
worked with many of you, and have
shared this community with the rest
of you. I know that you have what it
takes to make life worth living. Have
at it."
Commencement Speech, June 8,1986.

~

Admissions Office
The Evergreen State College
Olympia, Washington 98505

'~
, •••.•j.

',.

:Af.

(206) 866-6000, ext. 6170

~....

~