Catalog_1994-1995.pdf
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Part of Course Catalog, 1994-1995
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itical Economy and Social Change
Center far the Study of Science and Human Va
Science, Technology and Health
Evergreen - Tacoma
Graduate Study at Evergreen
Administration and Faculty
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Tim Gibson, now in graduate
school on the East Coast, says
Evergreen tapped his potential
unlike previous educational
experience. Believing that
individuals are responsible
for paving their own paths,
he encourages future students
to focus on how rather
than what they learn.
Persuasive platitudes and patronizing promises ...
These are the "P" words you might think catalogs are all about.
But not this one. Evergreen's Catalog is different,
just as Evergreen itself is different.
This publication will try to portray Evergreen
in ways that are understandable, honest and realistic.
And as its president, so willI.
,
II
I won t try to te you
that The Evergreen State College is perfect.
or that it is the right college for everyone ..
or that it can be all things to all people.
Evergreen President Jane Jervis values the opinions of the college community. She invites students, faculty and
staff to share their input in casual conversation each week in the CollegeActivitiesBuilding.
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Education With a Difference
In the typical American college,
students move from entry-level to
advanced work by fulfilling general
education courses first and then
completing a major. Opportunities to
move from beginning to advanced work
are primarily "vertical," and in-depth
study of anyone area occurs only at
upper-division levels.
Charted
out, such a curriculum
looks like this:
Typical 4-Year College
Academic Pathway
Freshman Year
Take general education courses; for
example, English 101 and 102, a science
course, math course, social science
course, foreign language course.
Sophomore
Year
Continue to fulfill general education
requirements. Start to take entry-level
(100 level) courses in major and related
fields. By end of sophomore year, declare
area of emphasis - "major."
Junior Year
Enroll in more advanced (200-to-300level) courses required to complete major.
Take courses in fields related to major.
Enroll in more elective courses.
Senior Year
Complete major, emphasizing "advanced" (300-to-400 level) courses and
related courses.
At Evergreen, opportunities to move from
beginning to advanced work are both
"vertical"and
"horizontal." Because the
curriculum is integrated to allow full-time
study in year-long interdisciplinary
programs, students move from entry-level
to intermediate and often advanced work in
a single year - in a horizontal progression.
Vertical progression is built into the
curriculum as a student, usually, moves
from a Core Program to entry-level
programs in the specialty areas, to more
intermediate and advanced offerings.
An Example of One Evergreen
Academic Pathway
Freshman Year
Enroll in a Core Program for a general
orientation to college life and Evergreen,
systematic work on communication skills,
problem solving and quantitative reasoning,
library research methods and exposure to
various disciplinary and cultural points of view.
Sophomore
Year
Take an entry-level program in an area of
major interest, such as "Introduction to the
Performing Arts," "The Marine Environment"
or "Matter and Motion."
Junior Year
Enroll in a more advanced program, such as
"Molecule to Organism," "Word, Sound and
Image: Advanced Inter-Arts" or continue to
broaden your education by taking a program in
any area.
Senior Year
Complete area of concentrated study,
emphasizing "advanced" work through honors
thesis, internship or relevant group contract.
Each study area has some of its own options
for advanced work detailed in the area
descriptions in this Catalog.
Through these
different modes, you
will gradually
progress from a multidisciplinary perspecti ve to a specialized
focus. You will also
move from beginning
to advanced study,
from collaborative
projects to independent work, and from
theories to practical
applications.
In most curricular
areas at Evergreen,
two years of study in
a concentrated area
are all that you should
take; this would be
equivalent to a
"major" in another
institution. In a few
areas, notably the
sciences, and
especially if you are
preparing for medical
school, a third year of
study is available and
necessary. Nonetheless, the undergraduate degree should not
be overspecialized,
and it is to your
advantage to pursue a
broad course of study.
For example,
suppose you're
generally interested in
environmental
studies. If you are a
first-year student,
most of the Core
Programs would
make a good
beginning. If you
signed up for "Hard
Choices: Public and
Private Decision
Making in the
Contemporary
World," you would
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,
you might choose to
take "Introduction
to
Environmental
Studies" in the
environmental studies
specialty area.
The next year, you
could enroll in "The
Marine Environment," or to broaden
your perspectives, a
course such as
"Evolutionary
Ecology."
As a senior, you
might begin your
transition to the "real
world" by doing a
senior research project
on an environmental
issue in the community, or perhaps by
doing an internship
with the Washington
State Department of
Natural Resources.
You have the
option, of course, to
follow other progressions. There's plenty
of room for flexibility
and creativity as you
plan, because the
curriculum is not prestructured by
departmental
requirements.
At Evergreen,
you'll soon become
familiar with an
entirely new world of
academic terminology. Colleges and
uni versities everywhere are picking up
on the curricular
innovations that have
made Evergreen one
of the most highly
acclaimed liberal arts
and sciences colleges
in the country. Here
is a quick guide to
some of the most
important Evergreen
differences:
The college is
organized into a
small number of
interdisciplinary
Specialty Areas,
each providing
multiple pathways to
a degree. Specialty
Areas and pathways
replace traditional
academic departments and majors.
We invite you to take
a close look at the
exciting possibilities
in Environmental
Studies; Expressive
Arts; Knowledge and
the Human Condition; the Language
and Culture Center;
Management and the
Public Interest;
Political Economy
and Social Change;
the Center for the
Study of Science and
Human Values; and
Science, Technology
and Health.
The main features
of Evergreen's
curriculum are
Coordinated Study
Programs, offering
team-taught,
interdisciplinary
education at its
finest. They are
usually full time,
often for the entire
academic year, and
typically taught by
two-to five-member
faculty teams
working with 40-100
students. Each
program has a theme
or issue around
which several
academic disciplines
are explored.
A first-year
student will usually
begin with a Core
Program, a
Coordinated Study
Program designed to
give students in their
first or second year
of college a solid
foundation of
knowledge and
skills. Each program
is broadly interdisciplinary and taught by
a faculty team whose
expertise spans
several academic
fields. Generally a
year long, Core
Programs provide
opportunities for you
to strengthen skills
you'll need at
Evergreen and
throughout your life:
college-level reading,
writing, research and
discussion skills.
After completing a
Core Program, a
student is prepared
for almost any entrylevel program
offered by one of the
specialty areas.
Check page 44 for
complete details on
Core Programs.
Next is an EntryLevel Programgenerally your first
intensive exposure to
a specialty area. You
will explore a
somewhat narrower
range of subjects, but
still with an
interdisciplinary,
Coordinated Study
approach. You, the
faculty team and 40
to 100 other students,
become intensively
involved in reading
and discussing the
same books,
attending lectures,
going on field trips
and participating in
other activities.
In frequent and
regularly scheduled
seminars, you'll have
the opportunity to
clarify questions and
ideas. With this
unified approach,
you'll improve your
ability to analyze
problems, communicate findings and
broaden your
perspectives. Entrylevel programs may
be required before
students can pursue
more advanced work
in a specialty area.
Group Contracts
operate like 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.
Individual
Learning Contracts
and Internships
allow upper-division
students to study
independently using
the perspectives and
skills they acquire in
Coordinated Studies
or Group Contracts.
An Individual
Learning Contract is
an agreement to
study and conduct
research on a
particular subject or
issue with the
guidance of a faculty
sponsor. Internships,
on the other hand,
are opportunities to
apply what you've
learned in a work
situation with the
guidance of a faculty
sponsor and an onthe-job field
supervisor.
Major Modes of Study
Coordinated
Study Program*
Group Contract
Individual
Learning Contract
Internship
Part-time
Levels
of study
Beginning,
Intermediate,
Advanced
Mostly Intermediate,
Advanced
Mostly Advanced
Intermediate,
Advanced-Seniors
Beginning,
Intermediate,
Advanced
Typical credits
per quarter
12-16
12-16
8-16
8-16
4-11
Study
Nature of
study
Two to five faculty,
40-100 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.
Narrower, more
disciplinary focus
than Coordinated
Study.
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
focus by one faculty.
Similar to traditional
college course. Also
part -time options
in full-time programs
and half-time
programs on Saturdays and evenings.
For more
information
Read Core Descri ptions, pages 44-46
Read Specialty Area
offerings, pages 47-76
Read Specialty Area
offerings
See Academic Planning
and Experiential Learning
(APEL) Office for list of
faculty contract sponsors
See Internships,
page 93
See The Evergreen
Times, published
quarterly
'First-year students are encouraged to begin their studies in a Core Program.
Transfer students are encouraged to look at Coordinated Studies and Group Contracts, if appropriate,
as the best places for them to begin their studies at Evergreen.
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Selecting Your Program of Study
Consider what you want to study.
Consider your career goals, if you already have them. Also consider anything else that
interests you and is important 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.
Read the Catalog to find the appropriate programs for you.
>- If you are a freshman,
your choice should be one of the Core Programs. Core Programs are described on pages
44-46. Almost any Core Program can lead into any area of specialization.
>- If you are a transfer student,
look up the subjects that interest you in the Academic Program guide beginning on page
12. This guide lists all programs which cover your subjects. Sometimes a Core Program
will look just right, especially if you are transferring as a first- or second-year student.
For some transfers, an intermediate or advanced program in a specialty area may be the
right choice. If a specialty area is listed under your subject of interest in the guide, read
over all the offerings in that area.
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 will 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. Equivalencies may change as faculty develop the program's theme, but the
catalog description will give you a general idea of content.
>- Browse over a number of possibilities
before you settle on one. Try to choose at least three alternates before you take the next
step.
Discuss your choices and goals
with your faculty, or with the faculty and staff in the Academic Planning and
Experiential Learning Office. APEL 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 when
you read the latest details. APEL staff can also give you information about new or
revised programs.
Attend the Academic Fair
described on page 90. 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 program faculty.
>- Ask all questions, share your puzzlement and enthusiasm. Don't hesitate to ask for
advice. If a program isn't right for you, faculty will direct you to other options.
Choose your program.
In all of these discussions-with
the APEL advisors, 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.
Register.
You can register for the full duration of a program, whether it is one, two or three
quarters long.
Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
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Answers To Some Frequently Asked Questions
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What degrees does Evergreen offer?
The Bachelor of Arts, the Bachelor of Science, the Master in Teaching, the Master of Public
Administration and Master of Environmental Studies.
I'm undecided about what I want to study.
Do I need to know exactly what I want to do?
No. Although it sometimes helps to know exactly what you want to do, it can be a hindrance
if you want to explore. Coordinated Study Programs are excellent for pursuing what you want
to do or for discovering new, unexpected directions and interests.
How do I know which program to take
each quarter? Where do I go for
help in planning?
Advisors in the APEL Office, the faculty members in your current program or faculty in
other areas that interest you-all are excellent sources of information. Conversations with these
individuals and careful reading of the Catalog can help you make curriculum decisions. "The
Academic Program Guide," beginning on page 12, is a great place to start. The Academic Fair
is another great source of information (see page 90).
Are all 1994-95 programs listed in this
catalog, or are others added later?
One of the greatest strengths of Evergreen's academic programs is that they change from
year to year-ensuring fresh approaches and up-to-date information on issues relevant to today's
world. Most full-time programs listed in this Catalog were planned more than a year before the
1994-95 academic year. While every effort is made to present accurate information, it's
inevitable that some programs and faculty will be revised, revamped, added or deleted.
information about changes is available at the APEL Office.
What if I want to attend part time, or enroll
in a program part time so that I can also
pursue other interests?
Most academic programs are planned for full-time enrollment, but other options do exist for
part-time attendance, including half-time, interdisciplinary, team-taught programs in the
Evening/Weekend Program. They are publicized in a campus quarterly called, The Evergreen
Times.
What do I do if! can't enroll in the
program I want?
We make every effort to ensure that students will have their first choice of program offerings,
but this is not always possible. If you don't get your first choice, don't be discouraged. Part of
your education at Evergreen involves learning to take risks. Be willing to try something you
hadn't considered before and remember-APEL advisors and faculty members can help you find
out what's available.
Can I take more than one program at a time
or take courses in addition to a full-time
program?
Since focused study in one program is part of what makes the college distinctive, taking more
than one program or a series of courses at one time is not encouraged. Each program description, however, specifies whether additional courses may be substituted for portions of that
program if they are more relevant to your academic goals. You can also negotiate this with
program faculty, but must limit the number of credits you take to 16 per quarter.
Where can I learn more about programs,
individual and group contracts,
internships and other opportunities
available at Evergreen?
Check with the APEL Office in the Student Advising Center, first floor, Library. More
detailed program descriptions, including book lists and weekly schedules, are available there, as
well as information about program and faculty changes.
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Matching Everqreen's Programs
to Your Field of Interest
You may be accustomed to thinking about your future study interests
in terms of "majors," rather than in the interdisciplinary
program titles
and the speciality areas used at Evergreen. If this is the case, this guide
can help you match your educational interests with our offerings.
AFRICAN STUDIES
ART HISTORY
The Human Condition: Time, Place, Values
69
AFRICAN AMERICAN STUDIES
Afroasiatic Roots of Greek Myth
61
The Cult of Feeling: Vienna, Berlin, New York, Tokyo
59
Paris, Dakar, Fort de France: Voices of Revolution and Tradition
62
American Fiction and Poetry Between The Wars (1917-1945)
60
Studio Project: Drawing
54
The Construction of Community
59
Studio Project: Painting
55
The Search for Community
59
Studio Project: Sculpture
54
Shakespeare's
58
Word, Sound and Image: Advanced Inter-Arts
56
America
Where No One Has Gone Before
73
ASIAN STUDIES
AGRICULTURE
Knowledge, Truth and Reality
Geography and Environment: Systems in Conflict
47
Natural History and Conservation in Latin America
49
The Practice of Sustainable Agriculture
51
AMERICAN STUDIES
BIOLOGY
Conservation Biology and Restoration Ecology
50
Foundations of Natural Science
73
Human Health and Behavior
71
60
Molecule to Organism
75
The Construction of Community
59
Natural History and Conservation in Latin America
49
Humans and Nature in the Pacific Northwest
44
Principles of Biology: Cells and Organisms
50
Undergraduate Research in Molecular Biology
75
Water
46
American Fiction and Poetry Between The Wars (1917-1945)
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
The Search for Community
59
A Usable Past: Our Historical, Political and Economic Legacy
67
ANTHROPOLOGY
Home: The Hospitality of the Land
65
The Human Condition: Time, Place, Values
69
Human Health and Behavior
71
.Resistance: Politics, Ideology and Culture in Latin America
63
ARCHEOLOGY
BUSINESS
Management and the Public Interest
64
The Practice of Sustainable Agriculture
51
CALCULUS
Matter and Motion
73
Physical Systems
74
CHEMISTRY
Afroasiatic Roots of Greek Myth
61
Atoms, Molecules and Research
Environmental ChemistrylEnvironmental
ART
Different Drummers
56
Mediaworks: Experiments with Light and Sound
54
Studio Project: Drawing
54
Studio Project: Painting
55
Studio Project: Sculpture
Tribal: Reservation Based/Community
54
Determined
Word, Sound and Image: Advanced Inter-Arts
~
60
...
51
56
Academic Program Guide
74
Analysis
50
Foundations of Natural Science
73
Matter and Motion
73
Molecule to Organism
75
Undergraduate Research in Molecular Biology
75
DANCE
COMMUNICA TION
c(ART)ographies
Management and the Public Interest
66
77
65
64
Mediaworks: Experiments with Light and Sound
54
Telling the Story
56
Exploring Cultural Legacies (Tacoma Campus)
Home: The Hospitality of the Land
53
Introduction to Music and Dance
--
DESIGN-3D
54
Studio Project: Sculpture
ECOLOGY
Conservation Biology and Restoration Ecology
COMMUNITY STUDIES
Community Development: Local and Global Perspectives
The Construction of Community
The Indigenous Voice
Introduction to Environmental
50
49
44
47
Evolutionary Ecology
Studies
The Search for Community
Tribal: Reservation Based/Community
Determined
Humans and Nature in the Pacific Northwest
48
59
Introduction to Environmental
66
47
ECONOMICS
59
51
Studies
Cold War: Origins and Consequences
68
64
Management and the Public Interest
46
67
Problems Without Solution???
COMPUTER SCIENCE
Computability
and Cognition: The Scope and Limits of Formal Systems
Data to Information
Matter and Motion
Physical Systems
Water
A Usable Past: Our Historical, Political and Economic Legacy
75
74
73
74
46
76
Cold War: Origins and Consequences
The Construction of Community
The Cult of Feeling: Vienna, Berlin, New York, Tokyo
Exploring Cultural Legacies (Tacoma Campus)
Home: The Hospitality of the Land
Humans and Nature in the Pacific Northwest
The Indigenous Voice
The Irish Experience: Studies in the Dynamics of Culture and Power
Introduction to Music and Dance
45
Tribal: Reservation Based/Community
51
66
Community Development: Local and Global Perspectives
48
68
59
59
77
65
44
Environmental ChemistrylEnvironmental
50
73
48
47
66
63
53
Hydrology
Introduction to Environmental
Salmon
49
51
48
Water
46
Natural History and Conservation in Latin America
FEMINIST THEORY
The Search for Community
Sense of Place: The Languages of the Individual,
the Community and Nature
76
Resistance: Politics, Ideology and Culture in Latin America
Russia
Shakespeare's
America
Where No One Has Gone Before
Studies
The Practice of Sustainable Agriculture
63
62
59
Psychological Counseling: A Multicultural Focus
Analysis
Foundations of Natural Science
ETHICS
Politics of Identity
49
Evolutionary Ecology
63
45
76
Japan Today: Language, Society and Inter-Cultural Understanding
Determined
ENVIRONMENTAL SCIENCE
CULTURAL STUDIES
c(ART)ographies
Hard Choices: Public and Private Decision Making
in the Contemporary World
ENTOMOLOGY
COUNSELING
Psychological Counseling: A Multicultural Focus
-EDUCATION
---
66
The Indigenous Voice
69
58
46
Freud and Philosophy
The Paradigm of Progress: The Case of Victorian England
Problems Without Solution???
58
73
FILM
--
Mediaworks: Experiments with Light and Sound
63
54
Politics, Power and Media
55
Japan Today: Language, Society and Inter-Cultural Understanding
Academic Program Guide
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FOLKLORE
LANGUAGE STUDIES
The Construction of Community
59
Japan Today: Language, Society and Inter-Cultural Understanding
63
The Indigenous Voice
66
Paris, Dakar, Fort de France: Voices of Revolution and Tradition
62
The Search for Community
59
Resistance: Politics, Ideology and Culture in Latin America
63
Russia
62
GEOGRAPHY
c(ART)ographies
66
LATIN AMERICAN STUDIES
Geography and Environment: Systems in Conflict
47
Natural History and Conservation in Latin America
49
The Human Condition: Time, Place, Values
69
Resistance: Politics, Ideology and Culture in Latin America
63
GEOLOGY
LAW
Hydrology
48
Water
46
Exploring Cultural Legacies (Tacoma Campus)
77
LIBRARY RESEARCH
GOVERNMENT
Knowledge, Truth and Reality
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
Political Economy and Social Change
67
HEALTH
Undergraduate
Research in Molecular Biology
75
HISTORY
Cold War: Origins and Consequences
68
Exploring Cultural Legacies (Tacoma Campus)
77
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
The Irish Experience: Studies in the Dynamics of Culture and Power
63
Knowledge, Truth and Reality
60
Law, Liberty and Civilization
46
The Paradigm of Progress: The Case of Victorian England
58
Paris, Dakar, Fort de France: Voices of Revolution and Tradition
62
Placing Yourself: Mapping the Worlds of the 20th and 21st Centuries
45
Political Economy and Social Change
67
Politics of Identity
45
Russia
62
Shakespeare's
America
58
A Usable Past: Our Historical, Political and Economic Legacy
60
LITERATURE
Afroasiatic Roots of Greek Myth
61
American Fiction and Poetry Between The Wars (1917-1945)
60
The Cult of Feeling: Vienna, Berlin, New York, Tokyo
59
Different Drummers
56
Earthworks: Introduction to the Performing Arts (MovementfTheatre)
53
Exploring Cultural Legacies (Tacoma Campus)
77
The Human Condition: Time, Place, Values
69
The Irish Experience: Studies in the Dynamics of Culture and Power
63
Law, Liberty and Civilization
46
Moving Image Theatre
53
The Paradigm of Progress: The Case of Victorian England
58
Paris, Dakar, Fort de France: Voices of Revolution and Tradition
62
Politics of Identity
45
Resistance: Politics, Ideology and Culture in Latin America
63
Russia
62
Sense of Place: The Languages of the Individual,
the Community and Nature
76
Shakespeare's
58
America
Telling the Story
56
Word, Sound and Image: Advanced Inter-Arts
56
67
MANAGEMENT
JAPANESE STUDIES
64
Management and the Public Interest
Japan Today: Language, Society and Inter-Cultural Understanding
63
MARINE SCIENCE
Environmental Chemistry/Environmental
The Marine Environment
Analysis
50
49
MARKETING
The Practice of Sustainable Agriculture
Academic Program Guide
~
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51
PHILOSOPHY
MATHEMA TICS
Computability and Cognition: The Scope and Limits of Formal Systems
75
The Cult of Feeling: Vienna, Berlin, New York, Tokyo
Exploring Cultural Legacies (Tacoma Campus)
75
74
77
Freud and Philosophy
59
69
Foundations of Natural Science
73
Physical Systems
74
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
Home: The Hospitality of the Land
65
Computability and Cognition: The Scope and Limits of Formal Systems
Data to Information
MEDIA
Community Development: Local and Global Perspectives
48
Politics, Power and Media
55
Where No One Has Gone Before
73
MOLECULAR BIOLOGY
Molecule to Organism
53
MOVEMENT: BUTOH & LABAN
Moving Image Theatre
Knowledge, Truth and Reality
60
Sense of Place: The Languages of the Individual
the Community and Nature
76
Atoms, Molecules and Research
74
Foundations of Natural Science
73
Matter and Motion
73
Physical Systems
74
Molecule to Organism
75
POETRY
59
MUSIC
Introduction to Music and Dance
46
PHYSIOLOGY
53
MUSIC HISTORY
The Cult of Feeling: Vienna, Berlin, New York, Tokyo
63
Law, Liberty and Civilization
PHYSICS
75
MOVEMENT
Earthworks: Introduction to the Performing Arts (Movementffheatre)
The Irish Experience: Studies in the Dynamics of Culture and Power
Moving Image Theatre
53
POLITICAL ECONOMY
53
MYTHOLOGY
Afroasiatic Roots of Greek Myth
61
The Irish Experience: Studies in the Dynamics of Culture and Power
63
Community Development: Local and Global Perspectives
48
The Irish Experience: Studies in the Dynamics of Culture and Power
63
Politics, Power and Media
55
Political Economy and Social Change
67
62
67
Russia
A Usable Past: Our Historical, Political and Economic Legacy
NATIVE AMERICAN STUDIES
c(ART)ographies
66
POLITICAL SCIENCE
Home: The Hospitality of the Land
65
The Construction of Community
59
Humans and Nature in the Pacific Northwest
44
45
46
The Indigenous Voice
66
Hard Choices: Public and Private Decision Making
in the Contemporary World
Natural History and Conservation in Latin America
49
Problems Without Solution???
NATURAL HISTORY
Evolutionary Ecology
49
The Human Condition: Time, Place, Values
69
49
Natural History and Conservation in Latin America
The Search for Community
59
Placing Yourself: Mapping the Worlds of the 20th and 21st Centuries
45
POLITICAL PHILOSOPHY
Politics, Power and Media
55
46
Problems Without Solution???
OCEANOGRAPHY
The Marine Environment
49
PERFORMANCE THEORY
Earthworks: Introduction to the Performing Arts (Movementffheatre)
53
Moving Image Theatre
53
Telling the Story
56
Academic Program Guide
:~5""\":
"~."
..
PSYCHOLOGY
STATISTICS
c(ART)ographies
Freud and Philosophy
66
Data to Information
69
Environmental ChemistrylEnvironmental
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
The Human Condition: Time, Place, Values
69
Human Health and Behavior
71
Placing Yourself: Mapping the Worlds of the 20th and 21 st Centuries
45
Problems Without Solution???
46
Psychological Counseling: A Multicultural Focus
76
Sense of Place: The Languages ofthe Individual,
the Community and Nature
76
Where No One Has Gone Before
73
74
Analysis
Problems Without Solution???
50
46
THEATER
Earthworks: Introduction to the Performing Arts (MovementlTheatre)
Moving Image Theatre
53
53
Word, Sound and Image: Advanced Inter-Arts
56
VIDEO
Mediaworks: Experiments with Light and Sound
54
Politics, Power and Media
55
RELIGION
The Human Condition: Time, Place, Values
69
The Irish Experience: Studies in the Dynamics of Culture and Power
63
VOICE
Earthworks: Introduction to the Performing Arts (MovementlTheatre)
53
WOMEN'S STUDIES
SCIENCE
Atoms, Molecules and Research
74
Data to Information
74
Physical Systems
74
Where No One Has Gone Before
73
American Fiction and Poetry Between The Wars (1917-1945)
60
c(ART)ographies
66
The Indigenous Voice
66
58
63
The Paradigm of Progress: The Case of Victorian England
Resistance: Politics, Ideology and Culture in Latin America
SCREENWRITING
Moving Image Theatre
53
WRITING
Different Drummers
SCULPTURE
Studio Project: Sculpture
54
SOCIAL SCIENCE
c(ART)ographies
66
68
Cold War: Origins and Consequences
Introduction to Environmental Studies
47
The Indigenous Voice
66
Politics of Identity
45
Tribal: Reservation Based/Community
Determined
51
53
Law, Liberty and Civilization
46
Moving Image Theatre
53
Natural History and Conservation in Latin America
49
The Paradigm of Progress: The Case of Victorian England
58
Problems Without Solution???
46
Telling the Story
Tribal: Reservation Based/Community
56
Determined
51
Where No One Has Gone Before
73
Word, Sound and Image: Advanced Inter-Arts
56
49
Freud and Philosophy
SOCIOLOGY
The Construction of Community
59
Hard Choices: Public and Private Decision Making
in the Contemporary World
45
The Human Condition: Time, Place, Values
69
Human Health and Behavior
71
Placing Yourself: Mapping the Worlds of the 20th and 21st Centuries
45
Problems Without Solution???
46
The Search for Community
59
Academic Program Guide
......
Earthworks: Introduction to the Performing Arts (MovementlTheatre)
ZOOLOGY
SOCIAL THEORY
.~
56
The Evergreen Environment
Evergreen focuses its strong commitment
to undergraduate education on an integrated
interdisciplinary curriculum, on student
responsibility and involvement in design and
delivery of their education and on faculty
dedication to teaching.
We work hard to foster an environment
that encourages cooperation over competition; that recognizes and celebrates diversity;
that knows an effective education treats "real
life" as something that is happening right
now, not later.
Student-Centered
Education
What, exactly, does student-centered
mean to you? It means that our primary
mission is teaching and learning and that the
structure of the college is specifically
designed to promote effective learning. It
means students are given meaningful
opportunities for making choices, developing
their own perspectives and becoming
socially responsible citizens.
Our philosophy is simple: Education
should enhance the breadth and depth of
a student's knowledge and skill and foster
a sense of personal empowerment and
social responsibility. Students are taught to
synthesize ideas, concepts and problems in a
unified, interdisciplinary manner. They are
continually challenged to see the connections
between various elements, to integrate ideas,
to experience competing perspectives and to
work together as teams to solve problems.
A Faculty Focused on Teaching
Evergreen faculty share an important
belief: that direct contact with students is an
essential part of good teaching and learning.
Here you'll find faculty members are
accessible to students, receptive to their
ideas and open to their concerns. Student
evaluations of faculty members' teaching
become part of their professional portfolios
and are one of the main measures of their
effectiveness when they undergo periodic
evaluation by Evergreen's academic deans.
At Evergreen, teachers teach. Faculty
are hired and evaluated primarily on the
quality of their teaching, not on the basis of
their research or publishing' success. On the
average, faculty members at Evergreen
spend nearly one-third more hours in direct
teaching contact with students than is the
norm at most public institutions of higher
education.
Collaboration
and Connection
We teach you how rather than what to
think. Life teaches us that there is not often
one correct, instructor-provided answer to
questions. That's why at Evergreen students
and faculty explore issues together-as a
team-to gain fresh perspectives and glean
new approaches. This collaboration is
fostered through laboratory and studio
projects, program workshops, field trips and
seminars.
The real world is not a classroom.
Evergreen students test what they've learned
in real-world experiences. They learn to
speak clearly, write effectively, think
critically and apply multiple perspectives to
each task at hand.
Evergreen won't give you a "typical"
college experience. It is not a campus of
crowded lecture halls, distant lecturers and
faceless evaluators. It is a college experience
that's personal, effective and meaningful.
Seeking Diversity,
Sustaining Community
Evergreen is committed to increasing
diversity among both students and faculty.
We believe strongly that our students'
educational experiences are enhanced and
their lives enriched in a multicultural
environment. And while we are working to
create diversity, we are also working to build
a strong sense of community. In academic
prograrns as well as in workshops, lectures,
group activities and other special events,
Evergreen faculty and staff work with
students to create a welcoming environment... one that embraces
differences ...fosters tolerance and
understanding ...and celebrates a shared
commitment to cultural, ethnic and racial
awareness.
The work is far from completed. While
Evergreen's commitment is real, the college
is a microcosm of the larger, imperfect
world. Evergreen, like all the rest of the
world, has much to learn. We invite you to
join us in working toward honest and
earnest exploration of real issues and
problems and in our work to safeguard
the Evergreen community for learners
who seek to explore, to grow, to interact
and find meaningful connections in
today's world.
Graduates Making
Important Contributions
The Evergreen environment attracts selfstarters and encourages them to work hard to
achieve their goals. Our graduates tend to
carry their sense of involvement and social
responsibility with them in their careers as
educators, entertainers, social workers,
environmental engineers, lawyers, journalists, artists, administrators, care providers,
counselors, entrepreneurs, businesswomen
and businessmen.
The demands on Evergreen students are
perhaps both greater and different than on
students in traditional college settings, and it
naturally follows that the results are greater,
too. Employment statistics are solid
testament to Evergreen's success, showing a
placement rate of 94 percent for recent
graduates and 88 percent for all graduates. A
1990 survey found that both employers and
graduate school faculty ranked Evergreen
graduates higher in six main areas of
preparedness (writing, speaking, critical
thinking, blending theory with practice,
appreciating cultural differences and
integrating information) than counterparts
from other schools.
-:n,7
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Other Evergreen Differences:
At the heart of most Evergreen interdisciplinary programs is the Seminar. The
seminar is truly one of the hallmarks of an
Evergreen education, so central to the
academic program that it's not uncommon
to hear students engaged in lively discussions about the most effective way of
"serninaring." Here, one faculty member and
an average of 20 students meet regularly to
explore specific topics or readings.
Although up to 100 students and a fivemember faculty team may be involved in a
Coordinated Study Program, much of the
student's time is spent in these small group
discussions held once or twice a week.
Student work is evaluated in narrative
evaluations rather than in standard letter
grades. The evaluations describe in detail
just what the student planned to do in the
program or contract; how well the student
approached and solved problems, worked
with others and expressed herlhimself in
written and spoken work; the student's area
of concentration and how well s/he
succeeded.
Narrative evaluations precisely chart the
student's academic development and
achievement, providing much more meaning
and insight than any set of letter or number
grades.
Award of credit is part of the evaluation
process. The program or contract is divided
into parts, listed as course equivalencies, to
help other schools or employers translate the
credit earned into approximations of
traditional courses. Sometimes these
translations are easy to make (i.e., "4
credits-Introductory Psychology"), but
sometimes the program work resists simple
translation.
Evaluation criteria, including criteria for
awarding credit, are spelled out in program
covenants and should also be specified in
any individual or group contract. Faculty
members have final responsibility for seeing
that the program's or contract's curricular
plan is carried out and for all matters of
academic credit.
~
.. . .
Self Evaluations and Evaluations of
Faculty are also parts of the evaluation
process. As a student, you will write a self
evaluation at the completion of a program or
contract, describing your work, explaining
what was most important to you and why,
offering evidence of comprehension and
providing details about your progress and
success in the program. The self-evaluation
often represents a major part of your learning
experience, giving you the opportunity to
seriously summarize your experience, put
everything in order and connect your study
to past learning and future directions.
Students also have the right and responsibility to evaluate the work of their faculty
sponsors and seminar leaders. These
evaluations are used by the faculty members
themselves in developing and improving
their teaching strategies, and by the academic
deans to help make faculty development and
retention decisions. When teaching is the
most important commitment of a college's
faculty, student evaluations are among the
most important documents.
Your evaluation of any faculty member
can be made after your own evaluation has
been completed, eliminating any suggestion
that the award of credit may have been
influenced by your evaluation. This is done
by turning your evaluation in to the program
secretary, who gives it to the faculty member
after credit has been awarded.
Evaluation Week is the final week of
every quarter and is devoted entirely to
writing and discussing student and faculty
evaluations. While faculty members'
practices may vary slightly because of
personal styles, students in programs and
contracts can expect individual conferences
in which the self-evaluation, your evaluation
of the faculty member and the faculty
member's evaluation of your work are all
part of the discussion.
Transcripts is certainly not a new term,
but at Evergreen transcripts consist of both
faculty and student self-evaluations as well
as detailed program descriptions or actual
Individual Contracts. A transcript will also
contain a cover sheet listing course equivalencies of your work for readers who want a
quick overview.
Your Evergreen transcript will not be just
a set of course titles and letter grades, but
rather a detailed history and evaluation of
your work here. It'shefty, but when written
carefully, it can be a valuable and useful
document as you pursue employment or
graduate school admission.
Seminars, Evaluations, Transcripts, Internships
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 less than 2 percent.
Although most interns work in businesses,
schools, government agencies, or nonprofit
organizations in southwest Washington,
Internships are also available throughout the
state, the nation and even in other countries,
in both the private and public sectors.
Each Internship must be approved in
advance by the Office of Cooperati ve
Education, which is part of APEL. Opportunities to conduct Internships are built into
many academic programs. They also are
available for upper-division students through
Internship 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 have been enrolled at Evergreen for at
least one quarter. Priority access to Internships through Internship 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 to determine
the amount of credit to be awarded for
Internship Learning. Activities at the
Internship site are guided by a field
supervisor. At the end of the quarter, the
faculty sponsor, with the benefit of the field
supervisor's evaluation, writes the final
evaluation describing the student's performance and Internship-related learning.
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 contract 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 faculty and
various written reports.
The Office of Cooperative Education is
the central source of current information
about Internship programs, policies and
procedures, available Internship positions
and Internship sponsors. Co-op staff
members 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.
You are encouraged to plan for your
Internship at least a quarter ahead of time.
For more information, call or write the
Office of Cooperative Education, The
Evergreen State College, Olympia, W A,
98505.
Prior Learning from Experience is a
structured program for adult students who
want to examine their pre-college experience
for potential academic credit. PLE students
plan, develop and write an extended paper
which discusses the context of their precollege experience, and the resultant
learning.
The program requires all students
accepted to take a 4-credit "Writing from
Experience" class, usually offered in Winter
and Summer Quarters. "Writing from
Experience" requires students to examine
their own learning patterns and writing skills
and work on the narrative portion of the PLE
document. When completed, the document is
submitted to the PLE Credit Evaluation
Committee for assessment of credit for prior
learning.
Applications for enrollment in the PLE
program are taken Fall, Winter and Spring
Quarters, but enrollment is limited. Interested students are encouraged to contact the
PLE Office after they have enrolled. Most
students complete their papers in a twoquarter sequence, with a third quarter
required for evaluation. When accepted into
the program, students have one academic
year in which to complete the process.
:~9
"'":
.\....!.V.
"
..
Everqreen's Social Contract:
When you make the decision to come to
Evergreen, you are also making the decision
to become closely associated with its values.
A central focus of those values is freedom freedom to explore ideas and to discuss those
ideas in both speech and print, freedom from
reprisal for voicing concerns and beliefs, no
matter how unpopular. It's this freedom that
is so necessary in a vibrant, dynamic
learning community.
As members of the Evergreen community,
we acknowledge our mutual responsibility
for maintaining conditions under which
learning can flourish--conditions characterized by openness, honesty, civility and
fairness. These conditions carry with them
certain rights and responsibilities that apply
to us both as groups and as individuals. Our
rights ...and our responsibilities ...are
expressed in Evergreen's Social Contract, a
document that has defined and guided the
college's values since its very beginning.
The Social Contract is an agreement...a
guide for civility and tolerance toward
others ...a reminder that respecting others and
remaining open to others and their ideas
provides a powerful framework for teaching
and learning.
Student Conduct
Code/Grievance and Appeals
Complementing Evergreen's Social Contract is
the Student Conduct Code-Grievance
and
Appeals Process (WAC 174-120-010 through
WAC 174-120-090). This document defines
specific examples of Social Contract violations
and delineates appropriate corrective action. The
Code also defines the role of the Grievance
Officer and proscribes the processes for informal
conflict resolution, grievances and appeals
procedures.
Copies of the Student Conduct Code are
available at the Vice President for Student Affairs
Office, Lib 3236.
Copies of Evergreen's Policy on Sexual
Harassment are available from the Affirmative
Action Officer, Lib 3103.
~
......
The Social Contract
Evergreen is an institution and a community that continues to organize itself so that it
can clear away obstacles to learning. In order
that both creative and routine work can be
focused on education, and so that the mutual
and reciprocal roles of campus community
members can best reflect the goals and
purposes of the college, a system of
governance and decision-making consonant
with those goals and purposes is required.
Purpose: Evergreen can thrive only if
members respect the rights of others while
enjoying their own rights. Students, faculty,
administrators, and staff members may differ
widely in their specific interests, in the
degree and kinds of experiences they bring
to Evergreen, and in the functions which
they have agreed to perform. All must share
alike in prizing academic and interpersonal
honesty, in responsibly obtaining and in
providing full and accurate information, and
in resolving their differences through due
process and with a strong will to collaboration.
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.
Freedom and Civility: The individual
members of the Evergreen community are
responsible for protecting each other and
visitors on campus from physical harm, from
personal threats, and from uncivil abuse.
Civility is not just a word; it must be present
in all our interactions. Similarly, the
institution is obligated, both by principle and
by the general law, to protect its property
from damage and unauthorized use and its
operating processes from interruption.
Members of the community must exercise
the rights accorded them to voice their
opinions with respect to basic matters of
policy and other issues. The Evergreen
community will support the right of its
members, individually or in groups, to
express ideas, judgments, and opinions in
speech or writing. The members of the
community, however, are obligated to make
statements in their own names and not as
expressions on behalf of the college. The
Board of Trustees or the president speaks on
behalf of the college and may at times share
or delegate the responsibility to others within
the college. Among the basic rights of
individuals are freedom of speech, freedom
of peaceful assembly and association,
freedom of belief, and freedom from
intimidation, violence, and abuse.
Individual and Institutional Rights:
Each member of the community must
protect: the fundamental rights of others in
the community as citizens; the 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; the rights and obligations of
.
Evergreen as an institution established by the
state of Washington; and individual rights to
fair and equitable procedures when the
institution acts to protect the safety of its
members.
A Guide for Civility and Individual Freedom
Society and the College: Members of the
Evergreen community recognize that the
college is part of the larger society as
represented by the State of Washington,
which funds it, and by the community of
greater Olympia, in which it is located.
Because the Evergreen community is part of
the larger society, the campus is not a
sanctuary from the general law or invulnerable to general public opinion.
All members of the Evergreen community
should strive to prevent the financial,
political, or other exploitation of the campus
by any individual or group.
Evergreen has the right to prohibit
individuals and groups from using its name,
its financial or other resources, and its
facilities for commercial or political
activities.
Prohibition Against Discrimination:
There may be no discrimination at Evergreen
with respect to race, sex, age, handicap,
sexual orientation, religious or political
belief, or national origin in considering
individuals' admission, employment or
promotion. To this end the college has
adopted an affirmative action policy
approved by the state Human Rights
Commission and the Higher Education
Personnel Board. Affirmative action
complaints shall be handled in accordance
with state law, as amended (e.g Ch.49.74
WAC; RCW 28B.16.100; Ch. 251-23
WAC).
Right to Privacy: All members of the
college community have the right to
organize their personal lives and conduct
according to their own values and preferences, with an appropriate respect for the
rights of others to organize their lives
differently.
All members of the Evergreen community
are entitled to privacy in the college's
offices, facilities devoted to educational
programs and housing. The same right of
privacy extends to personal papers, confidential records and personal effects, whether
maintained by the individual or by the
institution.
Evergreen does not stand in loco parentis
for its members.
Intellectual Freedom and Honesty:
Evergreen's members live under a special set
of rights and responsibilities, foremost
among which is that of enjoying the freedom
to explore ideas and to discuss their
explorations in both speech and print. Both
institutional and individual censorship are at
variance with this basic freedom. Research
or other intellectual efforts, the results of
which must be kept secret or may be used
only for the benefit of a special interest
group, violate the principle of free inquiry.
An essential condition for learning is the
freedom and right on the part of an individual or group to express minority,
unpopular, or controversial points of view.
Only if minority and unpopular points of
view are listened to and given opportunity
for expression will Evergreen provide bona
fide opportunities for significant learning.
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.
Open Forum and Access to Information: 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.
As an institution, Evergreen has the
obligation to provide open forums for the
members of its community to present and to
debate public issues, to consider the
problems of the college, and to serve as a
mechanism of widespread involvement in
the life of the larger community.
The governance system must rest on open
and ready access to information by all
members of the community as well as on the
effective keeping of necessary records.
In the Evergreen community, individuals
should not feel intimidated or be subject to
reprisal for voicing their concerns or for
participating in governance or policy
making.
Decision-making processes must provide
equal opportunity to initiate and participate
in policy making, and Evergreen policies
apply equally regardless of job description,
status or role in the community. However,
college policies and rules shall not conflict
with state law or statutory, regulatory and/or
contractual commitments to college
employees.
Political Activities: The college is
obligated not to take a position, as an
institution, in electoral politics or on public
issues except for those matters which
directly affect its integrity, the freedom of
the members of its community, its financial
support and its educational programs. At the
same time, Evergreen has the obligation to
recognize and support its community
members' rights to engage, as citizens of the
larger society, in political affairs, in any way
that they may elect within the provision of
the general law.
:~1"'-:
.\...V.
.- .
Admission
Evergreen is committed to fostering
individual and collective growth in a
democratic society. To that end, we welcome
students of diverse culture, race, age,
previous educational and work experience,
geographical locations and socio-economic
backgrounds.
The college seeks qualified students who
demonstrate a spirit of inquiry and a
willingness to participate in their educational
process within a collaborative framework.
The college desires students who also
express an interest in campus or community
involvement, a respect and tolerance for
individual differences, and a willingness to
experiment with innovative modes of
teaching and learning.
Criteria for First-Year Students
Students entering directly from high
school and high school graduates who have
accumulated fewer than 40 transferable
quarter credits by the application deadline
will be considered for admission on the
following basis (students entering directly
from high school will be reviewed as first
year students regardless of college credit
earned while in high school-this
includes
individuals participating in Washington's
Running Start Program):
1. High school grade point average (GP A),
2. Test scores in the SAT, ACT or WPC
(if WPC was taken prior to 6/1189) from all
individuals younger than 25,
3. Class rank (normally in the upper half
of the graduating class),
4. Good standing of college work
completed after high school graduation.
Because the college seeks to achieve a
diverse student body, special recognition
will be given to applicants who are African
American, Native American IndianlNative
Alaskan, Asian AmericanlPacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older, and
students whose parents have not graduated
from college. Determination of diversity
factors is based on information provided on
the Washington Uniform Undergraduate
Application.
•
Washington residents may be given
admissions priority.
First year students are required to have
completed the following college preparatory
program in high school:
English
Social Studies
Foreign Language
Mathematics
Science (at least I laboratory science)
Fine, Visual and Peforming Arts;
or College Prep Elective from one
of the above areas
4
3
2
3
2
years
years
years
years
years
1 year
English: Four years of English study are
required, at least three of which must be in
composition and literature. One of the four
years may be satisfied by courses in drama
as literature, public speaking, debate,
journalistic writing, business English, or a
course in English as a Second Language
(ESL). Courses that are not generally
acceptable include those identified as
remedial or applied (e.g., developmental
reading, remedial English, basic English
skills, review English, yearbook/annual,
newspaper staff, acting, library).
~
...
Mathematics: Three years of mathematics
are required, at the level of algebra,
geometry, and advanced (second-year)
algebra. More advanced mathematics
courses are recommended, such as trigonometry, mathematical analysis, elementary
functions, calculus. Arithmetic, pre-algebra,
and business mathematics courses will not
meet the requirement. An algebra course
taken in the eighth grade may satisfy one
year of the requirement if second-year
algebra is completed in high school.
Social Science: Three years of study are
required in history or in any of the social
sciences, e.g., anthropology, contemporary
world problems, economics, geography,
government, political science, psychology,
sociology. Credit awarded for student
government, leadership, community service
or other applied or activity courses will not
satisfy this requirement.
Science: Two years are required. One full
year-both semesters in the same field-of
biology, chemistry, or physics must be
completed with a laboratory experience. The
second year of science may be completed in
any course that satisfies your high school's
graduation requirement in science. Two
years of agricultural science is equivalent to
one year of science. It is strongly recommended that students planning to major in
science or science-related fields complete at
least three years of science, including at least
two years of laboratory science.
Foreign Language: Two years of study in
a single foreign language are required. A
course in foreign language or study in
American Sign Language taken in the eighth
grade may satisfy one year of the requirement if the second year course is completed
in high school. Two years of study in
American Sign Language will satisfy the
foreign language requirement. The foreign
language requirement will be considered
satisfied for students from non-Englishspeaking countries who entered the United
States educational system at the eighth grade
or later.
Fine, Visual and Performing Arts or
Academic Electives: One year of study is
required in the fine, visual and performing
arts, or in any of the aforementioned areas.
The fine, visual, and performing arts include
study in art appreciation, band, ceramics,
choir, dance, dramatic performance and
production, drawing, fiber arts, graphic arts,
metal design, music appreciation, music
theory, orchestra, painting, photography,
pottery, printmaking, and sculpture.
In addition, students should select
electives that offer significant preparation for
a challenging college curriculum. Honors
and Advanced Placement courses are
strongly encouraged. Interdisciplinary study
and courses that stress skills in writing,
research and communication are especially
helpful in preparing for Evergreen's
innovative programs.
Nontraditional high schools must
provide transcripts that indicate course
content and level of achievement.
Admission can be granted on the basis of
six semesters of high school work though
seven semesters are preferred. 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 transcript which shows
satisfactory completion of admission
requirements will result in disenrollment.
Note: First-year students are admitted
for Fall Quarter only.
Criteria for Transfer Students
Transfer students, i.e., those who are not
currently enrolled in high school and who
have earned 40 or more quarter credits of
transferable work at accredited colleges/
universities by the application deadline, will
be considered for admission on the following
basis:
1. Grade point average (minimum 2.00
cumulative GPA),
2. Good standing at the last institution
attended,and
3. Satisfactory completion of a variety of
courses in the liberal arts and the sciences.
Course work should include classes in the
Humanities, Social Sciences, Natural
Sciences and Art.
Because the college seeks to achieve a
diverse student body, special recognition
will be given to applicants who are African
American, Native American IndianlNative
Alaskan, Asian American/Pacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older, and
students whose parents have not graduated
from college. Determination of diversity
factors is based on information provided on
the Washington Uniform Undergraduate
Application. In addition, special consideration will be given to applicants who (a)
have 90 quarter credits of transferable
college work, or (b) have an Associate in
Arts from a Washington community college
or (c) have an Associate of Technical Arts
from a Washington community college with
which Evergreen has negotiated an '''Upside
Down" degree program.
Washington residents may be given
admissions priority.
Applicants from other institutions who
have completed 40 quarter credits of
transferable work (see Transfer of Credit
section) need not submit high school
transcripts. Transfer students must submit
official transcripts from each and every
college or university attended. Currently
enrolled students should ensure that the most
recent transcript of their work at the current
college is sent to Evergreen, then have a
final official copy sent immediately upon
completion of all course work there. Failure
to submit a final satisfactory transcript, as
well as all transcripts of previous college
work, will result in disenrolLment.
Students who will not be able to complete
40 transferable quarter credits by the
application deadline must submit official
high school transcripts, pre-college test
scores from either the SAT or ACT or WPC
(if the WPC was taken prior to 6/1/89) along
with official transcripts from each and every
college or vocational institute attended
regardless of credit earned or nature of the
program.
Note: Evergreen encourages all transfer
students to complete a variety of academic
courses in the arts, the humanities, mathematics, the sciences and the social sciences
which will give the student a solid foundation
for intermediate and advanced-level work.
We strongly encourage all transfer students
to complete the English composition course
sequence (including research paper) at their
present college, if currently enrolled.
Other Criteria
1. General Education
Development
(GED) Tests
Applications will be considered from
persons 18 or older who have not graduated
from an accredited high school but who have
completed the General Educational Development tests. Normally, GED test scores should
be at the 60th percentile or above in all
categories. GED applicants must also submit
any college transcripts and scores for the
SAT, ACT or WPC (if WPC was taken prior
to 6/1/89).
2. Returning Students
Former students planning to return to
Evergreen after withdrawing or taking a
leave of absence of more than four quarters
must complete the regular application
process and submit transcripts from all
institutions attended since leaving Evergreen.
3. Freshmen 25 years of age or older
Applicants who are 25 years of age or
older who have fewer than 40 quarter credits
of transferable work may not be subject to
the stated freshman criteria and may be
evaluated through alternative criteria. Please
contact the Admissions Office for more
information.
4. International
Students
The college will consider applications
from international students who have met the
minimum entrance requirements for
universities in their native country and who
can provide evidence of proficiency in
English. International students transferring
from a college or university must show
satisfactory completion of courses at a
minimum achievement level of C+ or 75
percent or equivalent. Applicants must score
at least 525 on the Test of English as a
Foreign Language. Applicants must also
show evidence of having at least $13,000
(U.S.) to pay normal expenses for one year's
enrollment at Evergreen. Interested international students must request, in writing,
specific information about application
processes from the Admissions Office by
February 1.
All application materials must be received
in the Admissions Office by April 15.
:.(1)":
. - ..
To Apply for Admission
All applicants who wish to be considered
for acceptance as matriculated students must
submit ALL the following items to the
Admissions Office by the stated deadline:
1. The Washington Uniform Undergraduate Application;
2. $50 non-refundable Application Fee
(cash, check or money order only); ANDFirst year students entering directly
from high school must supply an official
high school transcript and official precollege test scores from the SAT or ACT or
WPC (if the WPC was taken prior to 6/1/89).
First-year students who have taken the
GED must submit an offical set of GED test
scores along with official pre-college test
scores from the SAT or ACT or WPC (if
WPC was taken prior to 6/1/89).
Students not coming directly from high
school who have accumulated fewer than
40 transferable quarter credits (see
Transfer of Credit section) must submit an
official high school transcript, official precollege test scores from the SAT or ACT or
WPC (if WPC was taken prior to 6/1/89) and
official transcripts from each and every
college or vocational institute attended after
high school regardless of credit earned or
nature of the program.
First-year students who are 25 years of
age or older need not submit pre-college test
scores from the SAT, or ACT or WPC, but
should contact the Admissions Office for
more information.
The non-refundable
application
fee
is
$35.
The amount
in item 2 above is
INCORRECT.
For more information
about
Admissions,
call (206) 866-6000, ext. 6170
-»
...
Transfer students who have accumulated 40 or more transferable quarter
credits (see Transfer of Credit section) by
the application deadline must supply official
transcripts from each and every college or
vocational institute attended regardless of
credit earned or nature of the program.
Other credit, such as CLEP, PEP, AP or
IB, must be documented through official
results from the testing company by the
admissions deadline if it comprises any of
the initial 40 credits or the Associate degree.
A transcript or test score is official if it
bears the official seal and signature of the
issuing institution and is:
sent directly by the institution to the
Admissions Office; OR
enclosed in a sealed envelope from the
issuing institution and delivered by the
applicant to the Admissions Office. If the
envelope is opened prior to receipt in the
Admissions Office, the transcript is no
longer official.
The Admissions Office will try to keep
you informed about the status of your
application. However, the volume of
applications may preclude us from notifying
all students in a timely manner. It is the
applicant's responsibility to assure that all
required materials are in the Admissions
Office by the specified deadline. Incomplete
files will not be considered.
Facsimilies (FAX copies) of any of the
application materials (The Washington
Uniform Undergraduate Application,
transcripts, or pre-college test scores) will
not be accepted as part of the application.
Original copies must arrive in the Admissions Office by 5 p.m. on the date of the
deadline.
First-year applicants are considered for
admission to Fall Quarter only. Transfer
applicants are considered for admission Fall,
Winter and Spring Quarters.
Note: Students who have already earned a
B.A. or B.S. degree need only submit an
official transcript from the institution
awarding the degree as long as the degree
confirmation is indicated on the transcript.
Eligibility for Admission
Eligible applicants are ranked by means of
formulas that combine academic factors, i.e.,
grade point average and/or test scores, and
diversity factor. Because the number of
qualified applicants generally exceeds the
number of spaces available in the entering
class, we are unable to offer admission to all
qualified applicants.
Transfer of Credit
Evergreen has a generous policy of the
acceptance of credit from other accredited
institutions. The maximum amount of credit
that can be transferred is 135 quarter hours
(90 semester hours). The maximum number
of credits that can be transferred from twoyear colleges is 90 quarter hours (60
semester hours).
To 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 course work
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 and to obtain
the Transfer Guide. Evergreen abides by the
policies outlined in Washington's "Policy on
Inter-college Transfer and Articulation."
An evaluation of your official transcript is
done after you have been admitted and paid
the $50 non-refundable advance tuition
deposit.
Other Sources of Transfer Credit
Evergreen accepts credits earned through
the College Level Examination Program
(CLEP), Advanced Placement (AP), the
Proficiency Examination Program (PEP) and
Intemational Baccalaureate (IB) work on a
case-by-case basis as long as the credits do
not duplicate credit earned at other institutions, including Evergreen. Other national
credit-by-examination options are reviewed
on a case-by-case basis. The student must
contact the testing company and have
official test scores sent to the Admissions
Office.
Applicants who have completed Advanced
Placement (AP) examinations must submit
official scores directly from the testing
company to the Admissions Office for
evaluation. A test score of 3, 4 or 5 is
required on advanced placement tests in
order to recei ve credit.
The College Level Examination Program
(CLEP), general and subject examinations,
may also generate credit. CLEP credit is also
accepted as part of an associate degree in a
direct transfer agreement with a Washington
state community college. Students must
request that official test results be sent
directly from the testing center to the
Admissions Office prior to the application
deadline.
Evergreen recognizes and will award up to
45 credits for International Baccalaureate
work, based on a minimum of three higher
level subject marks and three subsidiary
level subject marks with scores of 4 or
better. Students without the final IB diploma,
with scores of 4 or better on the exams, may
be eligible to receive partial credit.
Applicants should contact the Admissions
Office for more information.
Community College Transfer
If you are a transfer student who has
completed the appropriate academic
Associate transfer 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 twoyear 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 Evergreen credits, 90
credits will be posted and you will be
recommended for a bachelor's degree. Noncompletion of the recommended 90
Evergreen credits results in a course-bycourse evaluation of your coursework, which
usually results in less than 90 transfer
credits.
Minimum eligibility criteria include a
cumulative grade average of at least a 2.5
and satisfactory completion of one English
composition course. Students applying for
fall quarter admission prior to completion of
their technical degree and with fewer than 40
transferable credits by the application
deadline must also provide the Admissions
Office with official high school transcripts or
GED test scores and official pre-college test
scores from the SAT, ACT or WPC (if WPC
was taken prior to 6/1/89). If the student is
over 25 years of age, he/she should contact
the Admissions Office for information
concerning the necessary criteria. Students
applying for winter or spring quarter
admission prior to the completion of their
vocational or technical degree must have 40
transferable quarter credits by the application
deadline.
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.
Jay Joseph, Admissions Counselor
First Peoples' Recruitment
Diane Kahaumia, Coordinator
First Peoples' Recruitment
:
-<3z).. . - ..
27
:
Doug Scrima
Assistant to the Dean of Admissions
Application Deadlines
Retention of Records
Fall 1994: Applications will be accepted
from September I, 1993 to March I, 1994.
All application materials must be received in
the Admissions Office by 5 p.m. on March I,
1994. Note: First year students are
admitted only for Fall Quarter.
Winter 1995: Applications (transfer
students only) will be accepted from April 1,
1994 to October 3, 1994. All application
materials must be received in the Admissions office by 5 p.m. on October 3, 1994.
Spring 1995: Applications (transfer
students only) will be accepted from June 1,
1994 to December 1,1994. All application
materials must be received in the Admissions Office by 5 p.m. on December 1, 1994.
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.
Late applications will be accepted only if
openings remain.
Credentials, including original documents
submitted in support of an application for
admission, 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.
Notification and Deposit
Bob Cillo, Admissions Counselor
Coordinator of High School Relations
Wanda Curtis
Admissions Counselor
Coordinator of
Community College Relations
~
.....
Target dates for notification of admission
are April 1, 1994 for Fall Quarter 1994;
November 1, 1994 for Winter Quarter 1995
and January 1, 1995 for Spring Quarter
1995. Upon notice of eligibility you will be
asked to send a non-refundable deposit of
$50 by a stated deadline in order to assure
your space at the college for the quarter of
admission. However, admission and deposit
do not guarantee your enrollment in a
particular program, contract or course.
Offers of admission cannot be deferred or
transferred from one quarter to another.
Applicants should contact the Admissions
Office for more information.
Attention: Housing and
Scholarship Applicants
Admission to the college does not assure
you a room assignment in college housing.
Please contact the Housing Office for
information about on-campus housing and
observe that office's first-come, first-served
application process. You may complete the
housing application process even before
notification of admission in order to
establish a priority award date.
Scholarship information is available from
the Dean of Enrollment Services after
January 1, 1994. Application deadline for
these scholarships is March 1, 1994.
You are encouraged to prepare your
scholarship application(s) concurrently with
your application for admission. Completed
scholarship application packet(s) will be
reviewed if the applicant has been offered
admission.
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 "To Apply for Admission" section. Entry
into part-time study for non-matriculated
students is handled by the Office of
Registration and Records. Space is limited
for part -time students.
"Special Student" and "Auditor" are
categories for local residents interested in
college work but not currently seeking a
baccalaureate degree. Both categories may
be limited in the amount of credit for which
students can register.
Special Students receive credit and
narrative evaluation. They may later apply
for admission as described in the "To Apply
for Admission" section. Upon acceptance,
their previous work is credited toward a
degree.
Auditors receive neither credit nor
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.
Full-time students who wish to continue
their studies into Fall Quarter can do so only
if they have been admitted to the college
through the application process described in
the "To Apply for Admission" section.
However, if you are interested in part-time
studies, please review the preceding section
regarding "Special Students and Auditors."
Financial Aid
Evergreen participates in most federal and
state financial aid programs. You must apply
for these programs every year. Financial Aid
application packets are generally available
by mid-January. Because funds are limited,
it is recommended you submit your 1994-95
free FederalApplication for Federal Student
Aid (FAFSA) to the Processor by February
15, 1994 to receive full consideration for all
available campus-based financial aid. The
1994 FAFSA covers Summer 1994, Fall
1994, Winter 1995 and Spring 1995. For
more information, pick up a brochure on
Student Financial Aid which outlines the
application process, priority filing dates 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 are based on financial
need and can only supplement the contribution of the student and his or her family.
Priority is given to full-time students seeking
a first bachelor's or master's degree.
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 the student during the first
week of instruction. Exceptions are Federal
Stafford and Federal Supplemental 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.
Scholarships
A variety of scholarships funded by the
College's Foundation and private donors are
available. Most of these scholarships are
awarded on the basis of merit, e.g., high
academic achievement, community service,
artistic or musical talent, etc. For more
information about these scholarships, please
write or call the Office of the Dean of
Enrollment Services (206) 866-6000, ext.
6310. Information is available after January
1. Application deadline is usually March 1.
You are encouraged to prepare your
scholarship application(s) concurrently with
your application for admission, since you
will not have enough time between the time
you receive notification of admission and the
scholarship application deadline to prepare
your scholarship packet.
h,_,=d~~=~-=#isW:Z~~
Georgette Chun
Director of Financial Aid
Karan Wade James
Financial Aid Counselor
Emergency Loan Program
Emergency loan funds are contributed by
businesses, service and professional
organizations, individuals in the community
and by state regulation. This program aids
continuing students who have temporary
need by providing short term loans of up to
$300. Application is made at the Financial
Aid Office.
Chuck Wilson
Financial Aid Counselor
For more information
about
Financial Aid,
Carol N. Klacik
Financial Aid Counselor
call (206) 866-6000, ext. 6205
:~9
-~- .."'-:
Tuition and Fees
Residency Status for Tuition and Fees
To 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 your intention 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 (claimed by
a parent for tax purposes), you are eligible
for residency only if 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.
Applications to change residency status
must be made no earlier than 4-6 weeks prior
to the quarter in which you may become
eligible, and no later than the 30th calendar
day of the quarter in which you may become
eligible. Applications are available at the
Office of Registration and Records.
Washington/Oregon,
WashingtoniBritish
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 students and undergraduate
students of junior standing or above 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.
For more information
about
Tuition and Fees,
call (206) 866-6000, ext. 6447
~
......
Billing and Payment Procedures
Student Accounts assembles most student
financial information, both charges and
credits, and prepares a periodic statement.
This allows registered students to submit a
single check for tuition, fees, housing and
other charges by mail or night depository.
Tuition and fees are billed quarterly in full
by mail if you are "preregistered." Payments
must be in the Cashier's Office by 3:45 p.m.
on the second day of each quarter. Cash,
check, money order, Visa and Mastercard
are all acceptable forms of payment.
You may set up a special billing address
so your bills are sent directly to the person
who pays them. Contact the Student
Accounts Office for more information.
Failure to pay tuition and fees in full by
the deadline will result in cancellation of
registration. Payments must be received by
the deadline; i.e. postmarks are not
considered.
Students allowed to register during the
second class week must pay a $15 late
registration fee. Students allowed to register
or re-enroll after the tenth class day must pay
a $50 late registration fee.
Estimated Expenses
These estimates are for a single student
who lives on- or off-campus during the ninemonth academic year. They are the rates for
the 1994-95 year.
Residents
Nonresidents
Tuition and Fees
(Full-timeundergraduate)
$2352
$8070
Books & Supplies
594
594
Housing & Meals
3954
3954
Personal Needs
1272
1272
In-State Travel
840
840
$8445
$12,957
Total
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 Category Applicable Refunds
Tuition and Fees
100percent to fifth class
day of quarter, 50 percent to
30th calendar day; after
that, no refund.
Housing Deposit
Please contact the Housing
Office for a copy of the
Housing Contract, which
contains complete details on
deposits and refund
schedules.
Appeals on tuition and fee charges must be made
to the Office of Registration and Records. Appeals
on any financial policy or other charges must be
made to the Controller's Office.
1994-95 Tuition and Fees
Miscellaneous Fees
Mandatory health fee (quarterly)
Enrollment
Status
Quarter
Credit Hours
Washington Resident Tuition"
Full-time
undergraduate
students
10-16
$752 per quarter
Part-time
undergraduate
students
9 credits
or less
$ 32
§
Nonresident Tuition"
WashPIRG (quarterly, waivable) t
$2,658 per quarter
Housing deposit/administrative
Rental contract
Unit lease
3.50
fee
60
100
10
5
Transcript
Extra transcripts ordered at same time
ID card replacement
Southeast Asian
Veteran undergraduate students**
$75.20 per credit;
2 credits minimum
$265.80 per credit;
2 credits minimum
$150.40 for 2 credits
$153 for 3-16 credits;
2 credits minimum
Does not apply
Full-time
graduate students
10-12
$1200 per quarter
$3,645 per quarter
Part-time
graduate
students
9 credits
or less
$120.00 per credit;
2 credits minimum
$364.50 per credit
2 credits minimum
Southeast Asian
Veteran graduate
students**
$153 for 2 credits or more;
2 credits minimum
Does not apply
Tuition and fees may vary Summer Quarter, which is not part of the regular academic year.
**
If registered before May, 1993
15
Application fee (non-refundable)
35
Admission deposit (non-refundable)
50
Late registration fee
15
Reinstatement/late
50
registration fee
Graduation fee
25
Lab fee (varies)
10-25
Leisure Education (varies)
5-100
Per Day
Quarter
Year
Automobiles
.75
$22
$54
Motorcycles
.75
11
27
Parking*
A $96.50 fee for student Services and Activities is included in tuition.
For other fees, see the "Miscellaneous Fees" chart on this page.
*
5
Returned check
§
Students may also purchase health
insurance for themselves and dependents.
Information about the plans is available from
Student Accounts. All payments and
questions regarding specifics of the plans
may be directed to the insurance agent,
Robert Beatty, at (206) 943-4500.
t
WashPIRG, or the Washington Public
Interest Research Group, is a consumer and
environmental organization directed by
students. Students who do not pay the $3.50
special fee are not blocked from enrollment.
If you do not wish to support WashPIRG,
you may waive the fee.
*
At the time of this publication's printing,
proposed increases to these rates were being
reviewed.
:~1 ""\.":
- ....
"~.
Evalu
Eve
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 midMay. If you are a new student, you will be
asked to participate in an orientation and an
academic advising session before you
register. The Admissions Office will inform
you about the dates.
All programs are filled on a first-come,
first-served basis, and some require a faculty
interview or audition for entry. 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 reenroll 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.
Special registration periods are held for
those desiring to enroll as non-degree
seeking Special Students or Auditors. These
special registration periods usually coincide
with the opening dates announced in both
on-and off-campus publications.
Judy Huntley
Assistant to the Dean
Registration and Records
Arnaldo Rodriguez
Dean of Enrollment Services
Address Changes
For more information
Academic
about
Regulations,
call (206) 866-6000, ext. 6180
~
.....
betwe
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
30.
Enrollment Status
Full time
Part time
Undergraduate
Students
12-16
credits
11 credits
or less
Graduate
Students
9-12
credits
8 credits
Status
Veteran
Students
or less
Important: V A standards for full-time
training are different than Evergreen's.
The "seat-time" rule requires a specific
amount of time in classroom situations.
To be sure you meet these standards,
check with Evergreen's Office of Veteran Affairs.
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.
Leave of Absence
If you have been regularly admitted and
registered and have attended at least one
quarter, but need to "step 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).
Academic Credit
General Policies
Throughout the year, important information will be mailed to you from a variety of
sources, therefore you are required to keep a
current address-even
one of short
duration-on
file with the Office of
Registration and Records throughout your
stay at the college. (See also Billing and
Payment Procedures, page 30.)
You accumulate academic credit for work
well done and levels of performance reached
and surpassed. Credit, expressed in quarter
hours, will be entered on the permanent
academic record only if you fulfill academic
obligations. Evergreen will not accept credit
twice for the same course work.
To Drop Or Change A Program
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.
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 30.
Partial Credit Options
Credit Limit
Students may register for a maximum of 16
credits during any given quarter. If the student
is concurrently pursuing course work at
another college, he/she may register for a
combined maximum of 16 credits. Credits
earned beyond this limit will not be accepted.
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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,
To 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, see pages 18 and 94.
Appeals of Evaluation Wording and Credit
The faculty member has the right to make
the final determination of credit and evaluation
wording. However, students have a right to an
appeal for mediation and procedural review.
Typically, when the student is a member of a
program, the first appeal should be made to the
program team. If a satisfactory resolution is not
reached, a further appeal may be made to the
team's academic dean.
Note: Appeals must be made within 60 days
of the end of the appropriate quarter.
Academic Honesty
Academic honesty is a necessity in a
learning community. It makes coherent
discourse possible, and is a condition for all
sharing, dialogue and evaluation. All forms of
academic dishonesty, including cheating,
fabrication, facilitating academic dishonesty
and plagiarism are violations of the Social
Contract. Cheating is defined as intentionally
using or attempting to use unauthorized
materials, information or study aids in any
academic exercise. Plagiarism is defined as
representing the works or ideas of another as
one's own in any academic exercise. It includes
but is not limited to copying materials directly,
failure to cite sources of arguments and data,
and failure to explicitly acknowledge joint
work or authorship of assignments.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the main
records of your academic achievement at
Evergreen. Maintained by the Office of
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.
Since your self-evaluation becomes part of
your permanent transcript, pay close
attention to spelling, typographical errors,
appearance and content before you turn it in.
Your self-evaluation cannot be removed or
revised once it has been received in the
Office of Registration and Records.
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. Evergreen reserves
the right to withhold transcripts from
students who are in debt to the institution. If
you need more information on this issue,
contact the Office of Registration and
Records.
You maintain your own portfolio, which
should include official descriptions of all
your programs and contracts, copies of
faculty evaluations, and your own selfevaluations, 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.
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 U.S.
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
while in warning status 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 requirement 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.S.
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.
For specific information regarding graduation requirements for MPA, MES and MIT
programs, please refer to the appropriate
Graduate Catalog.
:""13 "'\-:
.~- ..
Student Support Services and Activities
Evergreen's learning environment is profoundly engaging and challenging. The education
you receive here ideally will bridge the gaps between academic disciplines and enable you to
view concepts, problems and solutions in a unified, interdisciplinary manner. It's an experience
designed purposely to empower you for your entire life, not just to prepare you for ajob.
You will find the experience most valuable if you look carefully at the many decisions you'll
be making about your education, if you take responsibility for your own learning and keep your
eyes wide open for the rich and varied opportunities Evergreen offers.
Evergreen's commitment to you means more than just making all this available. It also
means we're committed to helping you succeed and make the most of your academic career,
your social development and your physical well being. Sound advice, genuine support, good
information and easily accessible resources for both work and play are invaluable tools for
students entering and making their way through the Evergreen community of learners. We
encourage you to take full advantage of these services.
Kitty Parker
Director
Academic Planning and Experiential Learning (APEL)
LIB·1401, ext. 6312
APEL offers both individual and group advising sessions when you need advice and
information on programs, degree requirements, individual contracts, internships, credit for prior
learning and other academic concerns. You'll find it an excellent resource for all your academic
planning.
Linda Murphy
Coordinator
Access Services for Students with Disabilities
LIB-1407D, ext. 6348
Access Services supports and assists students with disabilities by providing access to
Evergreen's programs and facilities. In addition to acting as an institutional liaison for students
with disabilities, Access Services offers interpretive services for the hearing impaired and
books on tape for visually and sensory challenged students. Information is available on
resources for testing, study skills development, tutoring and reader services.
Pete Steil berg
Interim Director
Campus Recreation Center (CRC)
CRC Office, ext. 6530
For almost any recreational or fitness activity you have in mind, Evergreen has facilities and
offerings to serve your interests and needs-one of the finest recreation and fitness centers in the
area ...an outdoor covered sports pavilion ...tennis courts ...running track ...five playfields ...
movements rooms, weight rooms and workout rooms ...25-meter and 25-yard pools ...a rock
climbing practice walLa 3-court gymnasium ...a wide array of leisure and fitness education
courses offered every quarter...and the opportunity to participate in varsity swimming and
soccer. Evergreen has everything you need to re-create body and spirit.
Wendy Freeman
Director
Career Development Center
LIB-1407, ext. 6193
The Career Development Center supports students and alumni in their career and life work
planning process. The Center offers a variety of services, including workshops, individual
counseling, ongoing groups, career exploration and planning, resume writing, interviewing
techniques and career fairs. Resources in the Center include assessment inventories, a computerized career information system, graduate school information, entrance exam practice testing
and a 3,500-volume library on topics such as career exploration, graduate schools, career
planning and employer information. A job board, updated daily, lists available state, national
and international positions.
David Schoen
Director
Counseling and Healt~ Center
Counseling: SEM-2109, ext. 6800, Health: SEM-2110, ext. 6200
Services in the Health Center are available to all full-time students who have paid the
mandatory $32 quarterly health fee. Part-time students may pay the fee for the entire quarter or
use the Health Center for a fee of $10 per visit. The Health Center offers treatment of injuries
and illnesses, workshops on issues ranging from safe sex to stress management, HIV counseling and anonymous HIV testing.
Counseling services are available at no charge and include one-on-one appointments as well
as directed support groups on such issues as alcohol and drug addiction, self-esteem awareness,
eating disorders and aid to victims of sexual assault. Programs for chemical dependency
recovery are sponsored through the Counseling Center by the substance prevention coordinator.
~
...
Director
To Be Announced
Jeannie Chandler
Director
Eddy Brown
Director
First Peoples' Advising Services
LIB-1407,ext.6467
Mentoring, peer support, advocacy and counseling are offered to students of color in a spirit
of hospitality and respect at First Peoples' Advising Services. The staff are committed to
providing students of color with a welcoming environment. First Peoples' also provides
referrals to community resources and a library/lounge/meeting room for individual or group use.
Housing
Housing Office, ext. 6132
Campus Housing offers excellent accommodations ranging from single and double studios to
six-bedroom apartments and duplexes. In addition to free recreational activities for residents,
Housing offers workshops on self-defense, roommate relationships, drug awareness and other
relevant topics.
KEY Student Services
LIB-1407, ext. 6464
KEY (Keep Enhancing Yourself) is a federally funded student support program. If neither of
your parents graduated from a four-year college, or if you have a physical disability or documented learning disability, or meet federal low income criteria you are eligible for KEY. The
staff will work with you individually, in groups, or both to help you with needs assessment,
financial aid and scholarship information, personal advising, free tutoring, academic and study
skills development, cultural enrichment, career guidance and advocacy for your needs and
concerns as a student and community member.
Tom Maddox
Director
Learning Resource Center
LIB-2126,ext.6420
The Learning Resource Center offers assistance with math and writing, as well as reading and
study skills, at basic or advanced levels. Diagnostic testing and individual conferences are
offered to help determine your academic needs. The Center's professional staff and student
tutors can help you in individual or small group work in self-paced programs. Students receive
assistance on a first-come, first-served, drop-in basis or can call for an appointment.
Tom Mercado
Director
Student Activities
CAB-320, ext. 6220
More than 40 active student groups offer a wide variety of opportunities for student involvement (cultural, educational, social, recreational and spiritual). Students, through co-curricular
involvement, gain practical skills and develop life-long friendships. A professional staff is
available to help students get connected with one of the many student groups, find out what's
happening on campus, assist in interpretation of campus policies and procedures or local, state
and federal laws, and assist with developing and implementing student initiated programs and
activities. Please check page 89 for a complete list of active student groups ...and stop by CAB
320 to find out more about the many ways to get involved on campus.
Shannon Ellis
Dean
Student and Academic Support Services
LIB-1414,ext.6034
Advice on Evergreen policies and procedures is available in the office of the Dean for
Student and Academic Support Services (SASS). The dean's office also offers mediation
services, coordinates new student programs and provides referrals to campus and community
resources.
Art Costantino
Vice President
Student Affairs Office
LIB-3236, ext. 6296
The office of the Vice President for Student Affairs can assist you in determining how to
proceed with problems that involve other persons or institutional issues. The vice president
oversees the grievance and appeals process outlined in the Student Conduct Code, supervises
the grievance officer and establishes a hearings board in the event of an appeal regarding
alleged infractions of the Code. The vice president also oversees Student and Academic Support
Services, Enrollment Services, Recreation and Housing.
:
-(1)- -
--.
35
:
Condensed Curriculum 1994-95
Core Programs, page 44
Humans and Nature in the Pacific Northwest
Politics of Identity: Cultural Crossings
Hard Choices: Public and Private
Decision Making in the Contemporary World
Placing Yourself:
Mapping the Worlds of the 20th and 21st Centuries
Water
Law, Liberty and Civilization
Problems Without Solution???
Key
F-Fall
Quarter
W-Winter
Quarter
S-Spring
Quarter
Special Features of the Curriculum, page 41
Interdivisional Offerings
International Studies and Opportunities to Study Abroad
The Evergreen Sustainability Initiative
Mathematics Study at Evergreen
Part-Time Study
Environmental Studies, Page 47
Pete Taylor
Convener
Paul Butler
Convener
Introduction to Environmental Studies
Geography and Environment: Systems in Conflict
Community Development:
Local and Global Perspectives
Salmon
Hydrology
4/8/12/16
Evolutionary Ecology
Natural History and Conservation in Latin America
The Marine Environment
Environmental ChemistrylEnvironmental Analysis
Conservation Biology and Restoration Ecology
Principles of Biology: Cells and Organisms
The Practice of Sustainable Agriculture
(Spring '95/8c, Summer '95/8-16c, Fall '95/8c)
Tribal: Reservation Based/Community Determined
32
32
F
F
W
W
48
16
F
F
F
F
W
S
W
W
W
S
S
S
S
S
8
32
32
32
16
8
48
F
W
S
S
48
F
W
S
Related Offering:
Sense of Place: The Languages of the Individual,
the Community and Nature
Advanced Ornithology: Birds in the Hand
(Summer '94, Second Session)
8
Expressive Arts, page 52
Performing Arts
Earthworks: Introduction to the
Performing Arts (MovementlTheatre)
Introduction to Music and Dance
Moving Image Theatre
24
32
12
F
F
48
F
16
16
16
F
32
32
32
32
32
F
F
F
F
48
48
W
W
S
FilmNideo
Bob Haft
Convener
Mediaworks: Experiments with Light and Sound
W
S
Visual Arts
Studio Project: Drawing
Studio Project: Sculpture
Studio Project: Painting
W
S
Cross Area
Politics, Power and Media
Word, Sound and Image: Advanced Inter-Arts
Telling the Story
Different Drummers
S.O.S. (Student Originated Studies)
W
W
W
W
W
S
F
W
S
F
W
S
W
S
Related Offerings:
-»
......
Community Development:
Local and Global Perspectives
The Cult of Feeling:
Vienna, Berlin, New York, Tokyo
The Irish EXperience: Studies in the Dynamics of
Culture and ower
32
Credits
48
48
F
W
s
F
F
W
W
S
S
32
F
W
48
48
48
48
F
F
F
F
W
W
W
W
S
S
S
S
Sam Schrager
Secretary
Susan Fiksdal
Convener
Knowledge and the Human Condition, page 58
The Paradigm of Progress:
The Case of Victorian England
Shakespeare's America
The Cult of Feeling:
Vienna, Berlin, New York, Tokyo
The Search for Community
The Construction of Community
Knowledge, Truth and Reality
The Tyranny of Reason
American Fiction and
Poetry Between The Wars (1917-1945)
Afroasiatic Roots of Greek Myth
S.O.S. (Student Originated Studies)
Related Offerings:
Different Drummers
Telling the Story
Word, Sound and Image: Advanced Inter-Arts
Resistance: Politics, Ideology and Culture in
Latin America
c(ART)ographies
A Usable Past: Our Historical, Political
and Economic Legacy
Where No One Has Gone Before
Language and Culture Center, page 62
Russia
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
Resistance: Politics, Ideology and Culture in
Latin America
Japan Today: LanJ:uage, Society and
Inter-Cultural Un erstanding
The Irish Experience: Studies in the Dynamics of
Culture and ower
48
F
W
S
48
F
W
S
48
F
W
S
48
F
W
S
W
S
32
48
48
F
F
W
W
S
S
48
32
16
32
16
F
F
W
W
S
F
F
W
S
16
16
32
W
W
32
32
32
F
F
F
W
W
W
48
32
F
F
W
W
32
32
F
F
W
W
Management and the Public Interest, page 64
Management and the Public Interest
S
S
S
48
F
W
S
48
32
16
F
F
W
W
S
48
F
John Filmer
Convener
Native American Studies, page 65
Home: The Hospitality of the Land
c(ART)ographies
The Indigenous Voice
Related Offering:
Sense of Place: The Languages of the Indi vidual,
the Community and Nature
Craig Carlson
Convener
S
W
S
David Whitener
Convener
:~9
",.:
.'-V .
.. .
Larry Mosqueda
Convener
Political Economy and Social Change, page 67
Political Economy and Social Change
A Usable Past: Our Historical, Political
and Economic Legacy
Cold War: Origins and Consequences
Advanced Topics in Political Economy and
Social Change
Related Offerings:
Community Development:
Local and Global Perspectives
Politics, Power and Media
The Search for Community
The Construction of Community
Resistance: Politics, Ideology and Culture in
Latin America
32
F
W
32
F
W
16
S
48
F
W
S
48
F
F
F
W
W
W
S
32
32
16
S
48
F
W
S
Center for the Study of Science and Human Values, Page 69
The Human Condition: Time, Place, Values
48
F
Freud and Philosophy
16
W
S
S
W
W
S
S
Leo Daughterty
Convener
John Marvin
Convener
Science, Technology and Health, Page 70
Foundations of Natural Science
Where No One Has Gone Before
Matter and Motion
Atoms, Molecules and Research
Physical Systems
Data to Information
Com~utability and Cognition:
The cope and Limits of Formal Systems
Molecule to Organism
Undergraduate Research in Molecular Biology
Sense of Place: The Languages of the Individual,
the Community and Nature
Psychological Counseling: A Multicultural Focus
Related Offerings:
Introduction to Environmental Studies
Principles of Biology: Cells and Organisms
Environmental Chemistry/Environmental
Analysis
The Paradigm of Progress:
The Case of Victorian England
Freud and Philosophy
W
W
W
W
W
W
S
48
48
48
48
F
F
F
F
F
F
48
48
4-16
F
F
F
W
W
W
S
S
S
48
48
F
F
W
W,
S
S
32
F
W
48
32
8
32
48
16
W
F
W
S
S
S
S
S
S
S
S
Tacoma Campus, Page 77
Exploring Cultural Legacies
Bridge
Joye Hardiman
Director
Graduate Study at Evergreen, Page 78
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT)
Ralph Murphy
Director, MES
Camilla Stivers
Director, MPA
Jan Kido
Director, MIT
48
48
F
F
Special Features of the Curriculum
Interdivisional
Offerings
Evergreen's interdisciplinary curriculum enables
academicprograms to integrate several disciplines in the
studyof one problem or theme. The programs listed
beloware team-taught by faculty from different specialty
areasand provide an opportunity for students with widely
differingfields of interest to pursue those interests from
an integrated, broadening perspective.
Politics, Power and Media
Word, Sound and Image: Advanced Inter-Arts
Telling the Story
Different Drummers
The Cult of Feeling:
Vienna, Berlin, New York, Tokyo
The Paradigm of Progress:
The Case of Victorian England
The Irish Experience: Studies in the Dynamics
of Culture and Power
55
56
56
56
59
58
63
International Studies and
Opportunities to Study Abroad
Evergreen offers a variety of ways to study various
cultures, both in Olympia and abroad. The curriculum
offers a number of programs with an international and/or
multicultural theme, both within the various specialty
areas and in the core curriculum. In some, opportunities
are available for part-time language study.
Evergreen students may also pursue options to study
abroad. The Language and Culture Center, in
particular, usually offers one or more programs each year
in which students travel abroad for a quarter. Students
may also study abroad through individualleaming
contracts, group contracts or programs offered by other
U.S. universities. For further information regarding these
options, contact the Student Advising Center, preferably
a year before you seek to study abroad. Programs offered
in 1994-95 with a strong international focus include:
Russia
Japan Today: Language, Society and
Inter-Cultural Understanding
Resistance: Politics, Ideology and Culture in
Latin America
Paris-Dakar-Fort de France:
Voices of Revolution and Tradition
Natural History and Conservation in
Latin America
Political Economy and Social Change
62
63
63
62
49
67
The Evergreen
Sustainability Initiative
Beginning in 1994-95, Evergreen will offer a trial
. version of a new mode of learning, the "research/
performance community," which brings together a large
group of faculty and students of different levels to work
on a significant theme. The intent is to go beyond study
to production and public presentation of research and/or
performance which contributes to local and world
discourse on the theme.
The first research/performance theme is
"sustainability": several Evergreen programs will merge
their activities to promote investigation and expression
on widely diverse aspects of this broad-and urgently
important-topic. Faculty involved are artists, scientists,
humanists and social scientists. They share the question,
"What long-term, healthy co-existence is possible
between and among living things on the planet?" and
represent many disciplines and approaches: Anne Fischel
(Film); Russ Fox (Planning); Meg Hunt (Dance); Rob
Knapp (Physics); Pat Labine (Ecological Agriculture);
Don Middendorf (Physics and Biology); Steve Milder
(Chemistry); Ratna Roy (Dance and English); Terry
Setter (Music).
The question of sustainability reaches beyond
environmental affairs, important as they are, to issues
and investigations in visual communication and popular
culture, body-mind integration, natural history, social and
economic justice, war and risk-taking, fundamental
physics, dreaming, and the role of the arts in society.
Students are invited to join by enrolling in one of
Evergreen's programs affiliated with the Initiative:
Foundations of Natural Science
73
Introduction to Music and Dance
53
Community Development:
Local and Global Perspectives
48
(includes Evening/Weeke!ld Program component)
Cluster Contracts (each of the "Sustainability"
faculty will sponsor 3-5 students for Individual
Contracts in areas of specific interest to the faculty)
How the "Sustainability Initiative" will be organized:
The Initiative is organized around the research and
performance agendas of the participating faculty, and
around developing skills and backgrounds in students
that will eventually allow them to produce research and
performance in the same areas.
The Initiative is aimed at students in their second and
later years of college. They will take part in three kinds
of activity at levels appropriate to their readiness:
• ResearchlPerformance: preparing and publicly
presenting work that responds to the theme of
sustainability ...artistically, scientifically, socially/
politically, or otherwise (e.g. dance drama, community
energy audit, poetry reading, land trust feasibility study);
• Skill-building: classes in specialized knowledge
needed to carry out research and/or performance (e.g.
introductory chemistry, dance technique, community
development, pre-calculus math);
• Symposium: whole-group activities to develop
awareness and understanding of critical background
material that affects all work related to sustainability
(e.g. workshops on race and class issues, guest lectures
on environmental art, eco-restoration work parties).
The "Sustainability Initiative" is intended to run for at
least two years, to allow faculty and students to develop
continuity and momentum in their research/performance
work; however, students are free to leave when they have
gained the desired skills or exposure.
Mathematics
Study at Evergreen
If you want to leam how math relates to art, philosophy
and, of course, science, Evergreen is the ideal place for
you, even if you have had unpleasant experiences in
previous mathematical education.
In this Catalog, you will not usually find a course
explicitly called "Calculus II" or "Linear Algebra."
Instead, you will find programs with titles like: "Matter
and Motion" or "Data to Information." These
programs and others incorporate traditional
mathematics. In addition to developing your
mathematical skills, you will also discuss, with faculty
and other students, philosophical issues and social and
political implications of the use of mathematics and
science. You can also take math modules that are
separate from programs or participate in self-paced
programs at the Learning Resource Center. At
Evergreen you will receive personal and personalized
attention. The staff and faculty will make every effort
to adapt to your individual interests and needs.
Part-time
Study:
Part-time courses (for 4 or 8 credits) are offered each
quarter. Most of these courses are offered to fill
specific needs of the full-time curriculum or to enrich
and complement that curriculum. Thus, they do not
provide a wide and coherent array of courses for parttime students.
In general, full-time students are discouraged from
substituting several courses in a quarter for
participation in a full-time group contract or
coordinated studies program.
People wishing to enroll in studies part time should
speak with the Admissions Office (ext. 6170) or APEL
(ext. 6312) to better understand the courses available
to them. Descriptions of part-time offerings are
published quarterly in The Evergreen Times.
Evening and Weekend Programs
Fall 1993 marked the beginning of new Evening!
Weekend programs designed for part-time students.
Team-taught, interdisciplinary work has been our
signature trademark in curricular innovation. Our
EveninglWeekend programs bring this characteristic to
evenings and weekends in a half-time, 8-credit format.
Unlike part-time courses, Evening and Weekend is
designed as a coherent program of coordinated study.
The program's primary goal is to respond to adult
learners unable to attend full time or during the day.
We hope to provide the adult learner an opportunity to
experience Evergreen's best innovation in a format
sensitive to the demands of adult life.
The faculty's goal is to develop programs that
maintain a thematic line for the entire year. However,
since today's world often requires us to make changes
in our life schedules (we can't always start school in
the Fall), faculty have also designed each quarter to
"stand alone" allowing students to enter Winter or
Spring Quarter if space is available. Seminars, field
trips, labs, film and guest speakers are among the
activities in these programs.
We started two programs in 1993-94: Environmental Studies (FWS, 8 credits per quarter, 24 credits for
the year) and American Studies (FWS, 8 credits per
quarter, 24 credits for the year). These represent just
the beginning of what we believe will be an exciting
new opportunity for adult learners to complete their
baccalaureate studies.
Please call the Admissions Office (ext. 6170) or Les
Wong, Academic Dean (ext. 6870), for additional
information.
:~1,-:
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Core Programs
Core Programs are designed to give first- or second-year
college students 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-Coordinated Studies-in which
faculty members from three or four different disciplines
use their knowledge to help you explore a central theme
or problem. This interdisciplinary approach means you
will study a situation as a whole, not as a collection of
unrelated fragments. Core Programs reveal the full
breadth of the issues that will concern you-the
connection of artistic expression to social conditions, for
example, or the relation of biological facts to individual
psychology.
Core Programs emphasize the development of skills
necessary for you to do successful college work. For
most students this means learning how to write well in
various modes, read carefully, analyze arguments,
reason quantitatively or mathematically, work
cooperatively in small projects or discussion groups,
and how to use the many resources in the Library. Core
Programs also help connect your studies with your own
intellectual and personal concerns. You learn to
contribute directly to the decisions central to your
education.
Each of the Core Programs listed in this section is an
integrated study program that combines several
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 while at the same time learning
about your own goals, about defining and dealing with
problems, and about the college's people and facilities.
"Looking Toward the 21st
Century," a Core Cluster
Humans and Nature in the
Pacific Northwest
This year, a cluster of Core Programs (among them
"Humans and Nature in the Pacific Northwest" and
"Politics of Identity") will affiliate around a broader
theme addressing the social, political, environmental
and aesthetic issues involved in "Looking Toward the
21st Century." This arrangement, by which participating
programs will interact several times each quarter, is a
way of bringing perspectives, expertise and pedagogical
creativity to bear on a shared concern. It is an
opportunity for students and faculty to interact with
other program-learning communities, to become more
deeply immersed in the interdisciplinary experience
which characterizes Evergreen work, and, thus, to gain
greater insight into cutting edge approaches to the
common goal of better understanding the world and
ourselves.
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Sherry Walton, Betty Ruth
Estes, Mike Beug
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
As we look toward the 21st century, our program will
examine the political ecology of the Pacific Northwest,
helping us understand the human and natural past,
present, and future of the place in which we live.
Political ecology examines human effects on the
environment and environmental effects on humans. It
requires an understanding of ecological concepts and
processes, that is, of the ways in which humans
understand the interactions among floral and faunal
members of natural communities. It requires an
understanding of the political, religious, economic,
historical, and philosophical institutions and values
through which humans, individually and in communities, organize their interactions with each other and with
nature. We will examine the ways in which human
communities make decisions about interpersonal
interactions and interactions with their environments.
Because our focus is on the Pacific Northwest, we will
learn about native and immigrant people, flora and
fauna, and about their interactions in this region.
In the course of this year-long program, we will
spend a great deal of time reading, writing and
discussing, and a great deal of time in nature seeing
what's there and figuring out how it works. We will
parricipate in lectures, seminars, workshops and field
trips. We will improve our basic learning and
communication skills and gain an introductory
foundation in the humanities and the natural and social
sciences. We will also examine and form personal
environmental values while developing ways to
consistently act with those values so that we can live
effectively in the 21st century.
This program will participate in the "Looking
Toward the 21st Century" Core Cluster.
Credit will be awarded in environmental studies, Native
American studies, American history and literature.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
~
....
Politics of Identity:
Cultural Crossings
Fall, Winter, Spring/Coordinated Study
Faculty: Tom Womeldorff, York Wong, Alice Nelson
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: For possible field trips, films
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Consult faculty
AsNorth Americans head into the 21st century, we
bringwith us a history of many cultural crossings. This
experience began with contact between European and
indigenous cultures and has become a tapestry of
interrelated and sometimes conflicting communities.
Any individual may identify with a number of groups:
Jewish Latina, African American lesbian, rich Asian,
poor white. Is membership in these groups sufficient to
describe who a person is? Faced with this complexity,
thequestions of Who am I? and To whom am I
responsible? have led many to turn away from each
other in a desperate search for personal fulfillment. We
believethis is untenable in a world becoming
increasingly interconnected.
This program is about the connectedness of
personality, society and culture. We will explore fiction,
essays, film, journals and other sources. Fall and Winter
Quarters will focus on Latin American, Asian
American, African American and Native American
communities. Our studies will emphasize the cultural
and historical heritage of these groups inside and
outside the United States, and present-day struggles to
conserve collective identities while respecting
differences between individuals.
The program will culminate Spring Quarter in
students' constructing their own autobiographies. In so
doing, students may well use other media in addition to
writing. Examples might include photography, painting,
dance and musical composition.
The faculty will offer lectures, invite guest speakers,
lead workshops and facilitate seminars on theory and
research in the politics of identity. We will also
coordinate our activities with the Core Cluster,
"Looking Toward the 21st Century." Students will
receive a substantive introduction to the humanities,
social sciences, and interdisciplinary analysis of
contemporary issues.
Credits will be awarded in humanities, social sciences,
political economy, writing, research and quantitative
methods.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
Hard Choices:
Public and Private Decision Making
in the Contemporary World
Placing Yourself:
Mapping the Worlds of the
20th and 21 st Centuries
Fall, Winter/Coordinated Study
Coordinator: Virginia Hill
Enrollment: 66·88 Faculty: 3
Prerequisites: None
Special Expenses: Film fee $10
Part-time Option: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Bill Arney
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Spring Quarter
Additional Course Allowed: No
Although it can be difficult, making choices is an
inevitable part of private and public life. This program
will explore facets of decision making by individuals,
small groups, and large organizations such as
corporations, voluntary nonprofit groups, scientific
communities and governments. We will focus especially
on the tension between efforts to make decisions more
"rational" and the circumstances that limit or preclude
such rationality, ranging from calm, information-rich
deliberative processes to mob action shaped by
propaganda. The program will examine the ethical,
political, and social dimensions of making choices by
carefully examining a variety of actual and fictional
decision-making situations through film, literature and
case studies.
We will consider issues about lying, secrecy and
fabrication as well as those raised by political and social
conflict when dealing with the environment, gender
relations, the economy and the rights of diverse groups.
We will make extensive use of workshops that involve
active participation in various decision-making
exercises as well as a critique of the process of decision
making.
Students will complete a variety of writing tasks,
including critiques of films and texts, writing of critical
essays and preparation of a research paper. The program
will also include components that deal with informal
logic and elements of quantitative and statistical
reasoning.
We hear a lot of talk today about personal identity. It is
the premise of this program that you can't find yourself
if you don't understand the social geography in which
you are situated, if you don't understand your
relationships to other people and institutions. Nor can
you make your way somewhere else unless you have a
social, psychological and historical map that helps
explain where you've come from and shows you the
alternative routes that lead to other spots. What sort of
maps of our world and of social space can guide us into
the 21st century?
Fall Quarter, the program begins with the not-sosimple question "Where am IT' We will look at the
patterns or maps offered by 20th century intellectual
traditions, maps conceived in terms of culture,
geography, nation, race, class and gender. We will study
alternative maps that may be presented in five kinds of
texts: autobiography, the novel, history, sociology and
cinema. Also, we will explore our personal location in
social space both by interviewing our own progenitors-our parents and grandparents-and by studying
the historically constructed spaces we occupy or the
barriers we face.
Winter Quarter, we will ask how adequate these
various current maps, concepts and categories are for
navigating the 21st century. Our focus will be on change
in as many dimensions as we can see: changing
conceptions of identity, gender, family, education,
work, communication, culture, environment, value.
Spring Quarter will involve students in two
connected activities, one academic-theoretical and the
other practical-experiential. The first will be sustained
study of the context in which a particular activity is
taking place; the other will require sustained action in
the context one is studying. Areas for inquiry and action
include all types of public service in which one can
volunteer for effective service and learning experience,
e.g., working with children, engaging in political
activity, performingpublic service. (The job is not to
choose between theoretical and practical orientation, but
to integrate them.)
Throughout the year we will emphasize three
dimensions of academic skill. Fall Quarter the focus
will be on doing college-level work-on understanding
and using college-level reading, writing and quantitative
skills. Winter Quarter the emphasis will shift to doing
good college-level work-'-to making judgments about
. quality and standards of achievement. Spring Quarter
the emphasis will be doing your own work-functioning as an effective choice-maker about where to focus
your attention and what to accomplish.
Credit will be awarded in informal logic, expository
writing, introduction to quantitative reasoning and
statistics, applied ethics, introductory natural and social
sciences and mass communication.
Total: 32 Credits
Every core program prepares students for entry
programs in all specialty areas.
Credit will be awarded in history, psychology,
sociology and political science.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
:'~5
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Water
Law, Liberty and Civilization
Problems Without
Fall, Winter, Spring/Coordinated Study
Coordinator: Fred Tabbutt
Enrollment: 66 Faculty: 3
Prerequisites: High school algebra
Special Expenses: Lab fee is $30 per quarter
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Gilbert G. Salcedo
Enrollment: 44 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated
Coordinator: Chuck Nisbet
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Water is the most important substance for life as we
know it, and to understand it requires an integration of
many fields. Its flow affects our weather, agriculture
and the location of population centers. Its flow can be a
source of great beauty as well as destruction and
toxicity. Water of drinking quality will become the
scarce resource of the future.
This program will introduce students to the
chemistry and geology of natural aquatic systems as
well as the policies which govern them. Applications
and case studies will range from the pristine headwaters
of the Nisqually River to the cleanup problems on the
Hanford site.
There will be a heavy emphasis on laboratory and
field work. Bench analytical methods will be covered
using samples taken in the field. During Winter and
Spring Quarters students will embark on monitoring
projects ranging from local fresh water systems to the
marine ambient monitoring of South Puget Sound,
including bioassessment studies.
Students will study, firsthand, local and federal
politics that relate to water policy.
Students will be introduced to biology, geology and
chemistry as well as political science. Use of the
computer to analyze and plot data, and to perform
simulations will also be covered.
This Core Program will be demanding, not only
intellectually but also physically.
What are the origins of government? What is the
character of good government? What ideas and political
frameworks have emerged over the course of time as
people have struggled to invent and maintain the most
appropriate system for governing themselves and their
descendants? Why does government sometimes fail to
work as hoped but lead instead to tyranny? Why do
people revolt and to what does revolution lead?
These are some of the large questions we will
address in our study of democracy and its alternatives in
Europe and America: from the Roman Empire's shift to
dictatorship despite its origins as a republic; to France
and England in the 18th century era of enlightened
monarchy, revolution and theories of popular
government; to the late 20th century fight for liberty and
self-determination in eastern Europe in the aftermath of
the Cold War. We will be largely concerned with the
history and theory of concepts of rulership, especially
the dynamics at work in the relationship between rulers
and citizens, within the context of social history; and we
will adopt as case studies various periods in the history
of western civilization to illustrate ideas at work in
actual governance.
We will not rely on standard textbook approaches
but will discuss in seminar the key ideas of important
thinkers in their own, original language. Students will
be asked to sharpen their thinking skills through essaywriting, and to improve their public-speaking skills
through oral presentation of their writing in seminar.
We will refine our critical perspectives through honest
and open exchange of ideas in relation to our studies.
The broad aim is to leam how to weigh some of the
great issues which have historically confronted society
in its search for the ideal balance between liberty and
equality; between duty and option: between authority
and the limits to power; between choice and necessity.
"Of course, there are solutions," insisted one student.
Another shook her head and replied, "No solutions can
currently be forged in these areas." A third interjected,
"I don't know enough to state an opinion." This
program will focus on three domestic problems that
threaten to destroy the very fabric of our society. We
will concentrate Fall Quarter on the crisis in health care,
Winter Quarter on the crisis of AIDS, and Spring
Quarter on the crisis of physical violence.
Despite its wealth, the United States lacks a national
health care plan. Each year the ranks of the uninsured
increase, so by 1993 an estimated 37 million Americans
were without health care. First identified in 1981, AIDS,
this incurable and irreversibly deadly disease, has
claimed 150,000 lives with 300,000 current cases and an
estimated 1,000,000 by the turn of the millennium.
Many critics charge the U.S. lags behind other
industrialized nations in the fight against AIDS and
doesn't acknowledge the scale of this epidemic.
According to many observers, the U.S. is the most
violent of the democratic, capitalist nations. Daily
accounts of child abuse, rape, sexual abuse, domestic
violence, gay bashing, drive-by shootings, and homicide
fill the nightly news programs and daily newspapers of
cities and towns throughout America.
How and why have these crises happened? What are
the social, political and economic costs of maintaining
the status quo? Is fundamental reform possible or are we
relegated to incrementalism? To what extent is the
underlying philosophy of possessive individualism
determining the outcomes? Can we become a nation that
treats an individual who is sick with dignity,
compassion, care, confidentiality and without
discrimination? These are some of the central questions
addressed over the year in this program.
Subjects close to the heart of these crises are political
philosophy, basic human rights, ethics, development of
myth, role of technology, discrimination, propaganda in
construction of ideology, limitation of basic freedoms
and democracy.
Literature and social science theory and technique
will be used toward achieving one or more of the
following goals: (I) informed understanding; (2)
advocacy for a particular position/solution; (3)
commitment to become involved.
Credit will be awarded in geology, hydrology,
environmental chemistry, public and environmental
policy, computers and programming, and biology.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
Credit will be awarded in history, philosophy,literature
and expository writing.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
Solution???
Study
Credit will be awarded in sociology, feminist theory,
economics, psychology, political science, statistics,
political philosophy, critical reasoning and expository
writing.
Total: 48 credits
Every core program prepares students for entry
programs in all specialty areas.
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Environmental Studies
Conveners: Pete TaylorlPaul Butler
Affiliated Faculty: Michael Beug, Paul Butler,
Jovana Brown, William Brown, Richard Cellarius,
Larry Eickstaedt, Russ Fox, Steven G. Herman, Pat
Labine, Kaye V. Ladd, John Longino, David Milne,
Carol Minugh, Ralph Murphy, Nalini Nadkarni, Lin
Nelson, Tom Rainey, John Perkins, Oscar Soule, Jim
Stroh, Pete Taylor and AI Wiedemann
The philosophy of Environmental Studies is that the
interaction of human societies and natural systems must
ensure 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:
• to qualitatively and quantitatively investigate the
physical and biological elements that define terrestrial,
freshwater and marine ecosystems;
• to understand the nature, development and
interactions of human societies with the environment;
• to learn the richness and limits of environmental and
social resources available to sustain both human
environments and natural systems;
• to study the cultural values and philosophies that
shape environmental behaviors; and
• through applied work, to develop the skills necessary
to handle our resources wisely.
Environmental Studies blends material from many
disciplines drawn from the natural and social sciences,
the arts and the humanities. Furthermore, it strives to
break down the boundaries between disciplines in order
to realize the integration necessary to achieve the above
goals.
Career Pathways in Environmental Studies:
Major curricular pathways in Environmental Studies
include: (I) 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
conservation and restoration ecology, physiological
ecology, entomology, environmental chemistry,
environmental history and philosophy, environmental
policy, geology and hydrology, 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
Northwdt.
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
permission of the instructor if it is appropriate to their
curriculum and they have the necessary prerequisites.
Introduction to
Environmental Studies
Geography and Environment:
Systems in Conflict
Fall, Winter/Coordinated Study
Faculty: Oscar Soule, John T. Longino (F)
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent, college
biology
Special Expenses: $30 per quarter for field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter/Group Contract
Sponsor: William Brown
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Humans have gone from being an insignificant species
in the world's biota to the most dominant in shaping the
world's environment. These impacts have accumulated
over time, and the past 5,000 years have seen the human
impact on the biosphere become clearer and clearer.
This program will examine the natural systems and
human affairs which interact to affect local and global
environments.
Environmental issues will be investigated through
assigned readings, written assignments, lectures, labs,
guest speakers, seminars and field studies. Both
qualitative and quantitative aspects of environmental
studies will be stressed. Individual project work in
natural history will continue through the two quarters
with additional small group projects Fall and Winter
Quarters.
Primary examples, including field studies, will be
drawn from the Pacific Northwest with emphasis on
ecosystems related to resource extraction industries. A
broader perspective on the rest of the world will be used
when appropriate.
Credit will be awarded in ecology, environmental
science, community studies, social science and writing.
Total: 32 credits
Program is preparatory for careers and future study in
environmental, natural, and/or social science.
This contract will examine the historical relationship
that has developed between natural environments and
those human systems that have been imposed upon it.
We will be broadly concerned with the sustain ability of
the earth's natural environments in the face of
increasing population growth and resource use. We will
address distribution, access to and use of the earth's
diminishing resources as they conflict with the ideology
of growth and development. We will begin with a study
of physical geography and climate, the basis of all
natural systems. Our studies will include the chief
problem systems that have been imposed upon the
environment: urbanization and agriculture. We will also
take a look at our traditional preoccupation with
political maps and examine the artificial nature of
political territorialization that has resulted not only in
the present global division between the "haves" and
"have nots" of the world, but in the new promise of an
environmentally conscious "fourth world" of emerging
cultures.
Credit will be awarded in geography according to
individual student emphasis (e.g., political, physical,
cultural, urban), environmental studies and regional
studies.
Total: 32 credits
Program is preparatory for careers or future study in
geography, global studies, environmental studies and
economic development.
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Community Development:
Local and Global Perspectives
Fall, Winter, Spring/Coordinated
Study
Faculty: Pat Labine, Russ Fox, Anne Fischel
Enrollment:
60 Faculty: 3
Prerequisites:
Faculty signature and written
questionnaire
required; junior/senior
status
preferred; background
in environmental
studies,
political economy or media studies, or community
service experience
Special Expenses: Program fee for films and field
trips
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: Yes, provided students
are prepared to incorporate
material from additional
courses into their projects.
This program is intended for students interested in
sustainable community and culture, both at home and
abroad. Seminar readings, lectures and films will
examine the nature of community and culture in urban
and rural settings, as well as in industrialized and
traditional societies. We will explore and question the
implications of development, the meanings that
sustainability may have in particular contexts, and the
impact of mass-produced media on social relations,
cultural practices, and collective identity. We will explore
the ways in which media have been used as tools of
cultural resistance and community organization. We will
study the impacts of international agencies and
corporations on local community strengths and
vulnerabilities; also the impact of civil wars and cultural
conflicts.
Students can expect extensi ve training in group skills
and participatory research, which will enable them to
function with sensitivity in culturally diverse situations
and assist in self-directed community development.
Students wishing to do community-centered
visual work,
including film, video, and photography, will be offered
training in these areas. Spring Quarter, students will have
the opportunity to implement skills and theoretical
insights they leamed through individual and collective
project work and internships.
"Community Development: Local and Global
Perspectives" is part of the Evergreen "Sustainability
Initiative" (described in Special Features of the
Curriculum
on Page 41). The programs and faculty of
the "Sustainability Initiative" will present a weekly
symposium, consisting of lectures, films, panel
discussions, field trips and student and other presentations on scientific, artistic, political, cross-cultural and
other aspects of sustainability, to be attended by all
students and faculty. We will be contributing our share to
a Sustainability-wide
series of general-interest
workshops, and we will strongly encourage students to
broaden their understanding of sustainability by taking
workshops offered by faculty from other affiliated
programs. Finally, we will also cooperate on research,
action and performance projects involving other
programs associated with the "Sustainability Initiative."
Credit will be distributed among community and regional
studies, international studies, political economy of
development, visual culture and media studies,
participatory research methods, communication and
group dynamics skills, multidisciplinary perspectives of
sustainability, and opportunities for sciences and
performing arts.
Total: 48 credits
Program is preparatory for careers and future study in
local or international community development,
environmental studies, public policy, film and media,
community planning, organizing or advocacy.
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Salmon
Hydrology
FalV Group Contract
Sponsors: Pete Taylor, Larry Eickstaedt
Enrollment:
48 Faculty: 2
Prerequisites:
Junior/senior
standing; "Principles of
Biology" or equivalent college-level general biology
Special Expenses: $30 field trip costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall/Group Contract
Sponsors: Paul Ray Butler, James M. Stroh
Enrollment: 48 Faculty: 2
Prerequisites:
Faculty interview and signature
required; graduate, junior or senior standing; good
math skills (calculus not required)
Special Expenses: Approximately
$10 for field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program is about Pacific salmon and trout-their
biology, uses, management and conservation in the
Pacific Northwest. It is also about the biology of
streams and lakes as applied to understanding the
freshwater ecology of salmonid fishes. The interactions
of forest, streams and salmonid fishes in forested
watersheds will be emphasized because of the currently
prominent issues of forestry-fisheries interactions.
Program activities will include assigned reading,
lectures by faculty and invited speakers, labs, field
studies and literature-survey research projects.
Both graduate and advanced undergraduate students are
afforded the opportunity to study surface water and/or
groundwater hydrology. Each of these options will be
offered as a separate four-credit course. In each area of
study, the focus will be on the physical processes that
determine the distribution and movement of this vital
resource. In addition, students have the option of taking
an independent research component dealing with a local
water-related issue.
Credit will be awarded in salmon biology, salmon
management and freshwater biology.
Total: 16 credits
Program is preparatory for careers and future study in
environmental, natural and social sciences.
Credit will be awarded in surface-water hydrology,
groundwater hydrology and research topics in
hydrology.
Total: 4/8112116 credits
Program is preparatory for careers and future study in
hydrology, environmental science and natural resource
management.
Evolutionary
Ecology
Fall/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24 Faculty: 1
Prerequisites: Background in natural history,
biology or related fields. Faculty signature required:
application will be written; students will be assessed
in terms of their ability to write a simple declarative
sentence in English and demonstrate knowledge of
basic biology and related fields.
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Evolutionary Ecology is a standard lecture program
augmented with laboratory and museum exercises and
involvingmuch research and writing. The text is
Evolutionary Ecology, by Pianka. Each student will be
required to research and write a term paper on a major
topiccovered in lecture and text (e.g., predation,
stability/diversity, population dynamics, natural
selection, community structure, punctuated equilibria,
ecological niche, bioenergetics). Please note: this
programdoes not deal with "ecology" in the sense of
"saving the ecology" that has been infused in the
popular culture in recent years.
Creditwill be awarded in evolutionary ecology.
Total: 8 credits
Program is preparatory for careers and future study in
liberaleducation and an enriched life.
Natural History and Conservation
in Latin America
Winter, Spring/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24 Faculty: 1
Prerequisites: Demonstrated introduction to natural
history, including ability to identify wild plants and
animals in nature.
Special Expenses: Field trips Winter Quarter,
foreign travel Spring Quarter
Part-time Options: Yes
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: Yes
This two-quarter, full-time program is designed for
students with strong interests in natural history,
conservation of wild landscapes and their non-human
inhabitants, and the impact of Homo sapiens on those
landscapes. Winter Quarter will be spent developing
Spanish language skills and solid background in
problems associated with preserving wilderness in a part
of the world weak in conservation tradition and strong
on human reproduction. Students will establish this
(largely through correspondence) with counterparts in
Latin America and will study details of cultural
attributes in geographic target areas. Spring Quarter will
include travel to project areas and working with
residents. There, working side-by-side with their
counterparts, students will describe problems and work
with local people and government officials to
successfully initiate or complete conservation projects
involving protection.
The Marine Environment
Winter, Spring/ Group Contract
Sponsor: TBA
Enrollment: 24 Faculty: 1
Prerequisites: "Principles of Biology" or equivalent
college-level general biology, and junior/senior
standing
Special Expenses: $30 lab fee and $60 field trip costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The subjects to be covered during the two quarters are
general oceanography, marine ecology and survey of
marine organisms. Selected social issues of the marine
environment, i.e., pollution, sanctuaries, uses and
management of marine resources such as fisheries and
minerals, may also be featured, depending upon the
background of the faculty sponsor. The studies will often
be focused on Washington's marine and estuarine
environments. Modes of study will be assigned reading,
lectures, seminars and laboratory and field studies. There
will be day-long field and boat trips and, tentatively, one
or more overnight trips. Individual and small-group
projects will include researching topics using library
resources and field studies.
Credit will be awarded in general oceanography, marine
biology and, tentatively, marine environmental issues.
Total: 32 credits
Program is preparatory for careers and future studies in
marine science and other environmental fields.
Credit will likely be awarded in biological conservation,
ornithology, cultural studies, botany and zoology.
Total: 32 credits
Program is preparatory for careers and future study in
environmental science.
Students should be aware that in the Summer of '94,
Second Session, Steve Herman will be offering
Advanced Ornithology: Birds in the Hand-three weeks
of bird banding and field ornithology in the mountains
of southeast Oregon.
:'~9
""\-:
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.
.- -
Environmental
Environmental
Chemistry/
Analysis
Winter, Spring/Group Contract
Sponsor: Kaye V. Ladd
Enrollment: 24 Faculty: 1
Prerequisites: Faculty signature required (essay
about herlhis chemistry background and interest in
program, with references who could be called);
junior or senior standing, plus either "Matter and
Motion," "Foundations of Natural Science," or "The
Marine Environment"; transfer students need at
least one year of college chemistry with laboratory
experience and good quantitative skills.
Special Expenses: $40 lab fee plus travel and food
associated with field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This advanced group contract will develop the
principles of analytic chemistry and instrumental
analysis as they apply toward assessing and modeling
various environmental problems (e.g., nutrient levels
and eutrophication, bio-availability of trace metals).
Statistics will be developed to interpret sample
information. Fall Quarter, faculty-designed experiments
will teach various environmental analytic methodologies, including nutrients in water and soils and trace
elements in tissues. In addition, Winter Quarter students
will design group research projects applying these
methodologies. Projects will be completed in Spring
Quarter. Instrumental methods include UV-visible
spectroscopy, atomic absorption and emission
spectroscopy, and gas chromatography.
Credit will be awarded in instrumental analysis,
analytical chemistry, statistics, and environmental
research and will be upper-division science (subject to
change).
Total: 32 credits
Program is preparatory for careers and future study in
environmental science and graduate studies in chemistry
and biology.
~
- ...
Conservation Biology and
Restoration Ecology
Principles of Biology:
Cells and Organisms
Spring/Group Contract
Sponsors: Larry Eickstaedt, Pete Taylor
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing; "Principles
of Ecology" or equivalent
Special Expenses: Field trip costs, $30
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract, Half time
Sponsor: Richard Cellarius
Enrollment: 48 Faculty: 1
Prerequisites: None, but high school chemistry and
advanced algebra or one quarter of college
chemistry and algebra are strongly recommended
Special Expenses: Lab manual
Part-time Options: Program is part time, 8 quarter
hours
Internship Possibilities: No
Additional Course Allowed: Yes
The impetus for this program stems from serious threats
to the earth's biodiversity. The protection, enhancement
and restoration of species, habitats and ecosystems will
be the primary focus of our studies. Priority status will
be given to strategies for conservation theories and
practices. As a complement to preservation efforts, the
theory, art and practice of restoration ecology will be
explored for potential remedies for population declines
and habitat loss or degradation. All of this work will be
pursued through readings, lectures, field trips and
individual research projects.
Credit will be awarded in conservation biology and
restoration ecology.
Total: 16 credits
Program is preparatory for careers and future study in
environmental sciences.
This part-time contract will study the major principles
of cellular and organismal biology, focusing on
structure, function and interrelationships. Topics will
include biological organization, bioenergetics, cell
structure and metabolism, genetics, evolution, plant and
animal structure and physiology, and development.
Ecological concepts will not be covered except in the
context of evolution and cellular and organismal
physiology. A very basic introduction to the major
groups of organisms will occur throughout the quarter.
Laboratory exercises will illustrate principles and
important biological techniques. Classes will consist of
six hours of lecture/discussion and six hours of
laboratory each week.
Credit will be awarded in principles of biology I and II
(cells and organisms) with laboratory.
Total: 8 credits
Program is preparatory for careers and future study in
biology, medicine, environmental studies and other
natural sciences.
The Practice
of Sustainable Agriculture
Spring, Summer, Fall/Group Contract
Coordinator: Pat Moore
Enrollment: 12 Faculty: 1
Prerequisites: "Ecological Agriculture" or
equivalent college-level work in natural sciences and
political economy. Faculty signature required: a
personal interview will be required to assess
student's aptitude, experience and interests in
practical agriculture.
Special Expenses: $30, field trips and materials
Part-time Options: This is a part-time olTering
Internship Possibilities: Yes
Additional Course Allowed: Yes
Thisprogram will provide upper division students direct
experience in the practice of sustainable agriculture.
Therewill be weekly lectures and occasional field trips;
however,the major emphasis of this program will be
practicalskill development in intensive food production
at the Organic Farm. Students can expect instruction in
soils,plant propagation, greenhouse management,
composting, green manuring, use of manures,
equipment combinations, the economics of small farms,
livestock management, pest control, weed control
strategies, water management, irrigation system design,
machinery maintenance, basic horticulture, intensive
vegetable culture, marketing, orchard systems and more.
We will also examine Bio-dynamics, permaculture and
radionics.
Credit will be awarded in sustainable agriculture.
Total:Spring Quarter-8 credits
Summer Quarter- 8 to 16 credits
Fall-S credits
Program is preparatory for careers and future study in
agriculture.
Tribal: Reservation Based/
Community Determined
Fall, Winter, Spring/Coordinated Study
Coordinator: Carol J. Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature required; consult
coordinator
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Students interested in this' specialty area's subject
matter should also consider the following program:
Sense of Place: The Languages of the Individual,
the Community and Nature
(Science, Technology and Health)
This community-determined program seeks students
who work/live on a reservation, are tribal members
or are Indian.
The program emphasizes community building
within Native American communities where the
classes are held. The curriculum for the program is a
direct result of students themselves determining
"What does an educated member of an Indian nation,
who wants to contribute to the community, need to
know?" The interdisciplinary approach provides
opportunity for students to participate in seminars
while also studying in their individual academic
interest areas.
Development of the curriculum for the academic
year begins with community involvement the
previous spring. Current and potential students work
to identify educational goals and curriculum topics
for the program. A primary function of this process
is that the student is able to be effective in or outside
the native community. After the students make
decisions, the faculty and students identify texts,
methods and resources to assist the learning process.
Students playa major part in making the learning
appropriate to them in their community.
Within the framework of the identified
curriculum is the overall premise that an "educated
person" needs to have skills in research, analysis and
communication. Material is taught using a tribal
perspective, and issues related to tribal communities
are most often the topics of discussion.
For program information, contact: Dr. Carol
Minugh, Program Director, The Evergreen State
College, Olympia WA 98505, (206) 866-6000, ext.
6025, or The Evergreen Indian Center, (206) 8666000, ext. 6105.
Credit distribution relates to specific curricular foci
and topics adopted in the program.
Total: 48 credits
Program is preparatory for careers in human
services, tribal government/management, education
and community development.
:.<1.)":
....
Expressive Arts
Convener: Bob Haft
Affiliated Faculty and area of Graduate Advising:
Susan Aurand-Visual Art
Andrew Buchman-Music
Sally Cloninger-FilmlVideo
Doranne Crable-Performance Studies, Literature
Joe Feddersen-Visual Art
Anne Fischel-FilmlVideo
Bob Haft-Visual Art, Photography
Meg Hunt-Dance
Rose Jang- Theater
Bud Johansen-Dance
Jean Mandeberg-Visual Arts/Sculpture
Laurie Meeker-FilmlVideo
Sandie Nisbet-Theater
Ratna Roy-Dance, African-American Studies,
South Asian Studies
Terry Setter-Music
Paul Sparks- Visual Art, Photography
Gail Tremblay-Fiber Arts, Creative Writing
Ainara Wilder-Theater
Sean Williams-World Music
Bill Winden-Music, Visual Art
~
.-
....
The Expressive Arts Specialty Area is primarily
concerned with helping students gain skills and
experience in the arts. In many programs students have
the opportunity to work in more than one art form
simultaneously, and collaboration and cross-disciplinary
approaches to learning are stressed throughout the
specialty area. Program themes are drawn from issues of
current and historic interest to the faculty and vary
widely from year to year, ensuring that the faculty and
curriculum remain vital and relevant. Students should be
aware that sequential skills training is not available in
most of the arts.
The Expressive Arts faculty are committed to the
importance of creative work as a central element in
liberal arts education. The skills acquired in Expressive
Arts programs will contribute to the work students
undertake in future academic programs. However, it is
important for students primarily interested in the
Expressive Arts to have a broad range of other academic
experiences. Students should not expect to do all their
undergraduate work within the Expressive Arts. They
are encouraged to move into and out of the area, taking
advantage of study opportunities in other specialty
areas. While in the Expressive Arts, students are
encouraged to work in more than one of the arts areas
and to consider undertaking multimedia, collaborative
projects with other students. The faculty believe that a
wide range of experience in the arts and other
disciplines is necessary to develop students' creativity
and knowledge of aesthetics.
Expressive Arts offerings include work in dance,
theater, film/video, photography, visual arts, music and
creative writing. In all of these, we are working to create
a learning environment that supports a strong
multicultural perspective.
Offerings in the Expressive Arts include annual
sophomore level, coordinated study programs which
provide an introduction and theoretical foundation for
work in the arts. Also generally included are junior/
senior level programs where students apply and refine
art skills.
Individual contracts and senior thesis projects allow
students to do work that suits their own particular needs
and abilities. For both these options, eligibility
requirements include a minimum of three quarters' prior
experience in the Expressive Arts.
Independent contracts in film/video are available on
a limited basis to students who are ready for advanced
work in film/video production, history and theory.
Independent contract projects might involve production
of a film, video, or mixed media piece; writing a script
or screenplay; or research on media history or theory. In
order to do an independent contract, students must be at
the junior or senior level and must demonstrate they
have gained a solid theoretical and technical
background in film and video production, history and
theory. This background should be developed through
work in programs, courses and modules equivalent to a
concentration. Students must have at least three
quarters' prior experience in the expressive arts or
expect to have taken and successfully completed an
entry-level film and video program, such as "Recording
and Structuring Light and Sound." Transfer students
who have spent a year in coordinated studies may also
plan independent contracts if they have at least one year
of intensive course work in media production and theory
from their former institution. Students may not use
independent contracts to learn basic production skills
that are taught in full-time programs, courses or
modules.
Students wishing to do either contracted individual
study or a senior thesis in the arts should check with
Expressive Arts faculty members about these
requirements prior to submitting proposals. Students
may also enroll in skill development modules designed
to supplement work in programs and group contracts.
Finally, there are internship possibilities for preprofessional work experience.
Earthworks: Introduction
to the Performing Arts
(MovementfTheatre)
Fall, Winter/Group Contract
Sponsor: Doranne Crable
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent;
sophomore status, minimum
Special Expenses: Performance tickets, maskmaking materials, guest artist workshops
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Two- or four-credit
module in a performance-related course
This program introduces students to theories and
techniques of classical and contemporary performance.
Skill development work will include Laban Movement
theory and practice, Butoh Dance Theatre work,
improvisation, voice, scene work, monologue study and
movement for stage acting, as well as theories of
performance in ritual theatre, non-Western performance,
and activist theatre (political, feminist and ecological).
Fall Quarter will focus on theory, historical overview,
skill development and research work, both individually
and collaboratively. Students will work with guest
artists from a wide range of performance venues and
will attend performances on and off campus.
Performance journals, in-depth dialogue writing,
research reflections, and partner writing will support
individual work in workshops and seminars as well as
group work in production planning.
During Winter Quarter, students will apply theory
and practice to developing performance(s) for in-house
presentation (Week 6) and public presentation (Week
9). The major theme of the creative work will be
"Earthworks: Performance Collaboration in Nature."
Students may develop their creative work from political,
social, ecological and/or historical points of view that
emphasize the connection between the human species
and other species, between the human and the earth.
Individual and collaborative focus on healing the disease resulting from separating ourselves from body/
mind/spirit will be the important activity during both
quarters.
Each student is required to take a module in a
performance-related area, e.g., class voice, class piano,
music theory, composition, technical theatre, any dance
form. This might include visual arts, if the course can be
applied to program projects.
Texts include: Technology as Symptom and Dream;
The Dream of the Earth; Overlay; From Ritual to
Theatre; The Black Tradition in American Dance;
The Thinking Body; Butoh: Dance of the Dark Soul;
The Act of Theatre; Theatre of the Oppressed;
Collaborations in Nature.
Not all students will read all texts. There will be two
core texts with recommended supplementary material,
based on different areas of interest and project design. A
complete book list and draft syllabus will be available at
the Academic Fair. For further information, contact
Doranne Crable, ext. 6085.
Introduction to Music and Dance
Moving Image theater
Fall, Winter/Coordinated Study
Coordinator: Terry Setter
Enrollment: 40 Faculty: 2
Prerequisites: Core program or equivalent college
work
Special expenses: Performance tickets, possible field
trip expense, audio and video tapes, dance clothes
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Spring/Group Contract
Sponsor: Doranne Crable
Enrollment: 20 Faculty: 1
Prerequisites: AUDITIONSIINTERVIEWS, WEEK
9, FALL 1994; "Introduction to Performing Arts"
program or equivalent; junior/senior standing
preferable; Winter Quarter module (with or without
credit) for all participants; technical theatre modules
for technical theatre participants. Students wiII
submit examples of technical work (lighting, sets,
costumes, publicity) and/or talk about work.
Performers can prepare one short (2- or 3- minute)
piece-movement and/or monologue. Faculty wiII
conduct improvisational piece.
Special Expenses: Costumes, trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program will concentrate on building studio skills
and background knowledge in both music and dance.
While all students will study some aspects of both of
these closely allied art forms, they will be able to
choose one of them for more concentrated work. Music
skills work will include basic score reading, survey of
Western music history, introduction to electronic music
and MIDI synthesis. Dance skills work will include
technique (a choice of modern dance, ballet, or Orissi
Indian classical dance), improvisation, and composition!
choreography. Lectures, films and readings will center
on selected topics (e.g., Baroque music, Indian classical
arts, the body/mind continuum) that shed light on
important aspects of both arts. Students will perform
original works for one another and for other participants
in the Evergreen "Sustainability Initiative."
In addition, we will work with the other programs
affiliated with the Evergreen "Sustainability Initiative"
(described in Special Features of the Curriculum,
Page 41) to present a weekly symposium of lectures,
films, panel discussions, field trips, and student
seminars on artistic, scientific, political and crosscultural aspects of sustainability, which will be attended
by all the Initiative's students and faculty. We will also
be contributing our share to a Sustainability-wide series
of general-interest workshops and we will strongly
encourage students to broaden their understanding of
sustainability by taking workshops offered by faculty
from other affiliated programs.
Credit will be awarded in music, dance, performing arts
history and theory, issues in arts and culture.
Total: 32 credits
Program is preparatory for careers and future study in
music, dance, performing arts, and cultural studies, and
for students interested in the arts as part of a liberal arts
education.
Continuing a 12-year tradition, "Moving Image
Theatre" students will collaboratively produce an
experimental performance Spring Quarter. The program
welcomes performers, a director, stage manager,
lighting designer, set designer, publicity/promotions
director, sound designer, writers, etc. YOU MUST
INTERVIEW FALL QUARTER 1994 and work with
faculty in a performance design workshop once a week
during Winter Quarter. We will perform at least once on
another campus, once out-of-town in a non-campus
setting and once for publicity purposes, in Olympia,
before 9th Week performances on campus.
Auditions/interviews mayor may not include
monologues, portfolios, etc. Watch for flyers and
Cooper Point Journal announcements about midNovember 1994. Texts for the foundation of our work
will be announced at auditions and will be available
Winter Quarter. Spring Quarter, the text will be the
student-generated script.
For further information, contact Doranne Crable, ext.
6085.
Credit will be awarded in performance theory,
movement analysis and practice, performance technique
(voice and acting), technical theatre (where applicable),
research and writing.
Total: 12 credits
Program is preparatory for careers and future study in
performance, teaching, movement therapy, peer
counseling and technical theatre.
Credit will be awarded in performance theory,
movement and voice for the performer, comparative
literature, creative and expository writing, and studies in
multicultural performance/theatre as ritual.
Total: 12 credits
Program is preparatory for careers and future study in
technical theatre, performance studies, comparative
literature and Master in Teaching.
:.(1)-:
.....
Mediaworks:
Experiments with Light and Sound
Fall, Winter, Spring/Group Contract
Sponsor: Sally Cloninger
Enrollment: 24 Faculty: 1
Prerequisites: Core Program, preference given to
juniors and seniors, faculty signature required,
interview and portfolio review
Special Expenses: $250 materials, $40 per quarter
screening fee
Part-time Options: No
Internship Possibilities: Spring Quarter
Additional Course Allowed: None for Fall,
negotiable Winter and Spring
"Mediaworks" is the entry-level moving image program
designed to provide students with basic skills in film,
video and audio production, as well as background in
some aspects of film and video history and theory. All
moving image programs emphasize the linkage of
media theory and practice, focusing on development of
a critical perspective for imagemaking and the politics
of representation.
In the 1994-95 version of "Media works," we will
focus our theoretical work on the historical, aesthetic
and experimental approaches and issues that have
influenced the work of contemporary imagemakers. We
will pay specific attention to video/film/sound artists
who deliberately mix styles, incorporate diverse
aesthetic impulses in their work, move across
disciplines and attempt to broaden both film language
and the perceptual sensibilities of their audience. We
will also study seeing and listening.
Fall Quarter, students will be introduced to a wide
variety of production skills including 16mm techniques,
studio and field video production, pre-production design
processes, sound recording and editing. Students will be
expected to complete a number of design problems in
all media and demonstrate a readiness to proceed to
more advanced work Winter Quarter. They will also
complete critical writing on media, and participate in
theoretical discussions and critique groups.
Winter Quarter students will continue skill-building
in new technological arenas, specifically in video
synthesis, digital imagery, music technology and motion
graphics. They will be expected to do independent
research on a contemporary media artist, presenting it
orally and in written form. Their design work will focus
on the completion of two major projects in a variety of
media.
Spring Quarter students will have the opportunity to
collaborate with facuIty and staff on a weekly public
access program (Community Artist Television) during
which they will serve as producer, director and
production staff for a series of thematic programs that
showcase experimental and critical ideas about media
art. They may elect to pursue an internship in media
production.
Students should expect to work collaboratively as
well as individually, and to design projects consistent
with the stated themes of the program. Considerable
attention will be given to the process, as well as the
product, of media production with frequent screenings
of work in progress and emphasis on group discussion
and critique.
Credit will be awarded in film/video/sound production,
media history and theory, visual research and
independent film/video projects.
Total: 48 credits
Program is preparatory for careers and future study in
media art, visual art and communications.
~
....
Studio Project: Drawing
Studio Project: Sculpture
Stu
Fall/Group Contract
Sponsor: Marilyn Frasca
Enrollment: 24 Faculty: 1
Prerequisites: Core Program, sophomore standing;
presentation of portfolio and faculty signature
required
Special Expenses: $150 art supplies and model fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Winter/Group Contract
Sponsor: Paul Sparks
Enrollment: 24 Faculty: 1
Prerequisites: Preference giver to students who have
completed Fall Quarter "Studio Projects," Faculty
signature required; set up interviews at Academic
Fair. Students should be able to demonstrate basic
skills in drawing and design.
Special Expenses: Field trips, speakers, lab fees,
supplies
Part-time Options: Art history module required
Internship Possibilities: No
Additional Course Allowed: Only if the student has
previous college-level art history equivalent to module
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This program will introduce students to a wide range of
drawing methods and materials. Students will be
required to enroll in an art history module and to work
in the studio a minimum of four hours per day.
Elements of aesthetics, basic design, life drawing, topics
in art history and working from personal themes will
form directions for Fall Quarter.
Credit will be awarded in drawing and design, art
history, and an individual project.
Total: 16 credits
Program is preparatory for careers and future study in
arts and humanities.
Winter Quarter of the "Studio Project" program will
introduce students to the technical, design, historical and
aesthetic considerations of contemporary sculpture.
Emphasis will be placed on experimentation with form
and materials, as well as imaginative applications of ideas
and development of personal imagery.
Credit will be awarded in introduction to sculpture, threedimensional design and art history.
Total: 16 credits
Program is preparatory for careers and future study in arts
and humanities.
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Studio Project: Painting
Politics, Power and Media
Spring/Group Contract
Sponsor: Susan Aurand
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent.
Preference given to students who have completed
Fall and Winter Quarters in "Studio Project";
presentation of portfolio and faculty signature
required
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter/Coordinated Study
Faculty: Laurie Meeker, Larry Mosqueda
Enrollment: 40 Faculty: 2
Prerequisites: Junior/senior standing; two quarters
of "Media works" or ''PESC'' (or eqnivalent); faculty
signature (portfolio review week of Academic Fair)
Special expenses: $35 per quarter screening fee; $15
per quarter Media Services fees; $100·500 over both
quarters for media production costs.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: 4 credits Winter
Quarter with faculty permission
Spring Quarter of "Studio Project" will be an
introduction to painting. Students may choose to work
in either pastels, oils or acrylics. In the first five weeks
of the quarter, students will study color theory and
technical skills through a series of intensive, structured
exercises and assignments. In the last five weeks,
students will have the opportunity to develop an
extended series of works on a theme of their choice.
Students will also continue their study of art history
begun during Fall and Winter Quarters.
Our work in Spring Quarter will draw heavily upon
the visual skills and concepts taught during Fall and
Winter Quarters of "Studio Project," and students who
have completed Fall and Winter Quarters will have
priority for Spring. The work-load will be heavy and
students should expect to spend a minimum of 40 hours
per week in the studio and $150-200 for supplies.
Credit will be awarded in painting and art history.
Total: 16 credits
Program is preparatory for careers and future study in
art and art education.
"Politics, Power, and Media" is an advanced
Coordinated Study program exploring the relationships
between political events and the media as a tool for both
documentation and social change. Politics is the study
of who gets what, when and how. The media, both print
and visual, has a profound impact on the construction,
presentation, creation and invention of political reality.
The relationship between the powerful and relatively
powerless is a constant battle about politics. The
modem media is much more than a neutral camera eye
or an unbiased description of events; it is a field of
contention for various political actors.
While the mainstream media reflect the interests of
the dominant ideology, independent documentary
filmmakers have long been active in political
movements and struggles, documenting events as they
unfold. The resulting films often have become important
historical documents, providing an alternative
perspective that simply does not exist in corporate
media archives. In addition, independent political films
have often played important roles in movements for
social change, bringing alternative perspectives to
activists as well as the general public. Often the films
become important organizing tools and an integral part
of the movement.
This program will focus on the political economy of
social and political movements and we will study
important films that were part of those movements.
During Fall Quarter, central themes will be war and
peace, labor, the civil rights movement and the women's
movement. Possible films include: Hearts and Minds, In
the Year of the Pig, Witness to War, Women in Arms,
The Panama Deception, Harlan County USA, American
Dream, Broken Rainbow, Incident at Oglala, Tongues
Untied, Color Adjustment, Eyes on the Prize, Growing
up Female, Daughter Rite, The Life and Times of
Harvey Milk.
Our objective is to provide a forum for interdisciplinary collaboration. We will analyze the successes and
failures of the above mentioned social/political
movements and analyze the representational strategies
of the associated films. Through this process, we will
develop collaborative project proposals for films and
videos that will be completed during Winter Quarter.
To participate in this program, students will be expected
to demonstrate proficiency in either political economy
or media. During Fall Quarter, we will provide basic
workshops in media production and political economy;
students who come to the program already possessing
these respective skills will be expected to collaborate on
projects across disciplines.
Application Procedure: An application form will be
available two weeks before the Academic Fair. We will
be reviewing applications and supporting portfolios the
week before and during the Academic Fair. Both
political economy students and media students should
bring academic portfolios (copies of self and faculty
evaluations of student work). Political economy
students must bring two examples of their writing,
demonstrating research and analytical skills. Media
students must submit two examples of media work
demonstrating skills in both conceptual design and
technical proficiency. Twenty media and 20 political
economy students will be accepted. Transfer students
are encouraged to apply and should write faculty for an
application. They also need to demonstrate course work
equivalent to Media Works or PESC through course
work at other institutions. A list of accepted students
will be posted on our office doors and at Registration
and Records by 9:00 a.m. the day after the Academic
Fair.
Credit may be awarded in political economy, political
philosophy, cultural studies, documentary film history,
film criticism, film theory and film/video production.
Total: 32 credits
Program is preparatory for careers and future studies in
political economy, media and communications.
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Word, Sound and Image:
Advanced Inter-Arts
Fall, Winter/Coordinated Study
Coordinator: Susan Aurand
Enrollment: 60 Faculty: 3
Prerequisites: Junior/senior standing recommended;
interview and faculty signature required; visual art
and creative writing students must submit portfolio
of work; theater students must present short
audition piece.
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission of the
faculty
"Word, Sound and Image" is a two-quarter, advancedlevel, inter-arts program. The focus of the program is on
creating innovative, original works which explore issues
in our lives and culture through combining visual art,
writing and theater/performance. In the process, we will
study the relationship between form and meaning in
creative work. The program will stress the integration of
aesthetic theory and practice and examine the influence
of historical sources and precedents on contemporary
creative work.
For thematic content students will begin with
autobiographical material, and end by exploring
contemporary issues and values and the challenges of
the next century. We will explore the role of the arts in
shaping our collective vision of the present and of our
possible futures.
Students will spend part of the two quarters further
developing skills in the area of their expertise, and part
of the time working in a new medium and collaborating
with students working in other art forms. Students
entering the program should have a desire to take risks
in pushing their own creative work in new directions
and should make a commitment to completing both
quarters.
All students will participate in weekly lecture/
presentations, seminars, skill workshops, and critiques.
The program will offer skill development in visual art
(3-D design, painting, mixed media), creative writing,
theater/performance and collaborative multi-media
work.
Credit will be awarded in visual art, writing, theater,
humanities, literature, art history and multi-media or
inter-arts.
Total: 32 credits
Program is preparatory for careers and future study in
art, theater, creative writing and humanities.
Telling the Story
Different
Fall, Winter/Coordinated Study
Coordinator: Hazel Jo Reed
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or the equivalent
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter/Coordinated Study
Coordinator: Jean Mandeberg
Enrollment: 40 Faculty: 2
Prerequisites: Core Program, at least one full year of
college
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Story telling serves many purposes: entertainment,
recording history, giving moral instruction, examining
the human condition. It takes many forms, from the
spontaneous anecdote to the finely honed novel or play.
In this program we propose to explore story telling as a
multifaceted natural form of communication by looking
at texts including selections from the Old Testament,
myths and folktales from a number of cultures (Chinese,
Indian, Native Alaskan, German and French), composed
fictions, and scripts.
The content of stories and the ways in which they are
told give us windows into the individual psyche, to the
cultures that are their homes, and to what Jung has
described as the universal, overarching Collective
Unconscious of the human species. Hence our
examination will use Jungian theory of archetypes, as
well as social, literary and dramatic criticism. We will
look at the role of mimesis and the role of imagination.
We will consider aesthetics and ethics of story telling.
Besides traditional study of texts, students will do
dramatic readings and participate in reader's theater
presentations. They will analyze and critique stories
from a number of perspectives and will produce stories
of their own. Theater will be used as a tool to
understand literature, rather than as a study in itself
leading to public dramatic production.
There will be lectures, seminars and workshops. The
workshops constitute one of the 4 quarter hour options
allowed. They will deal with creative writing and
dramatic skills (including voice and movement), as well
as the making and use of masks and Japanese
conventions of story telling.
Credit will be awarded in comparative literature and
aesthetics.
Total: 32 credits
Program is preparatory for careers and future study in
social studies, humanities, theater, creative writing and
communication.
Drummers
"Why should we be in such desperate haste to
succeed, and in such desperate enterprises? If a man
does not keep pace with his companions, perhaps it
is because he hears a different drummer. Let him
step to the music which he hears, however measured
or far away."
Henry David Thoreau, Walden
Despite the presence of desperate enterprises in our
past and present, there have always been "Different
Drummers," individuals whose originality and
indifference to fad and fashion have set them and their
works apart. These individuals, whose unusual approach
to art and literature often places them outside of the
mainstream, have left us records of their joys and
sorrows, their hopes and disappointments, their feelings
and ideas. This program begins with these common
people, people made uncommon by the gift of objects,
stories, pictures, words, images or ideas which they
have left us as a legacy, not just of human acceptance or
survival, but as a legacy of creativity, imagination and
intellect.
In this program we will: (I) view, study, discuss,
listen to, and think about these people and the special
records they have left us of their journey, and (2) make
our own records of our journey in objects, stories,
drawings, poems and writings. Even the most casual
consideration of the works of those listed below will
clearly indicate lives of discipline, hard work, risk
taking, openness, responsiveness, integrity and severe
honesty. This program will require all of these things of
each student as well; further, it will require a
willingness to join instructors and classmates in a
cooperative effort which necessitates communication,
timeliness, full-time work, and continuous coordination
with others.
The people whose works will be both our guides and
our objects of study might include: Clyde Connell,
sculptor; William Blake, printmaker/poet; Emily Carr,
painter/writer; Walt Whitman, poet/printer; Antonio
Gaudi, architect; Emily Dickenson, poet; and
anonymous folk art, masks, and retablos.
A usual week might include: workshops in visual art
or writing, book seminars, critiques of creative work,
lectures and slide presentations.
Credit will be awarded in humanities, creative writing
and visual arts.
Total: 32 credits
Program is preparatory for careers and future study in
humanities, creative writing and visual art.
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S.O.S. (Student Originated
Studies)
Winter, Spring/Cluster Contracts, Group Contract
Sponsors: Marilyn Frasca, Phil Harding
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college work; faculty
signature required
Special Expenses: As per your design.
Part-time Options: As per your design
Internship Possibilities: As per your design
Additional Course Allowed: As per your design
"S.O.S." is an opportunity for students to originate their
own program plan for Winter/Spring Quarters. Students
areencouraged to develop ideas for studies that grow
out of previous work at Evergreen or elsewhere and
involveothers in the creation of a proposal which
should include: (I) a goals statement or program
description, (2) a description of program meeting times
and activities, and (3) a covenant describing the
responsibilities and obligations of all participants.
Proposals centered in the arts are most appropriate, but
others will be considered, as will part-time study
contracts. Each proposal submitted must have the full
commitment of at least four students. Complete
proposals are due in Marilyn's or Phil's Evergreen
campus mail box by November 10, 1994.
Creditwill be awarded based on proposal design.
Total: 4-32 credits
Studentsinterested in this specialty area's subject matter
shouldalso consider the following programs offered in
1994-95:
Community Development:
Local and Global Perspectives
(Environmental Studies)
The Cult of Feeling:
Vienna, Berlin, New York, Tokyo
(Knowledge and the Human Condition)
The Irish Experience:
Studies in the Dynamics of Culture and Power
(Language and Culture)
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Knowledge and the Human Condition
Secretary: Sam Schrager
Affiliated Faculty: Richard Alexander, Nancy Allen,
Bill Arney, Susan Aurand, Gordon Beck, Caryn
Cline, Thad Curtz, Argentina Daley, Virginia
Darney, Betty Ruth Estes, Susan Fiksdal, Don
Finkel, Tom Foote, Don Foran, Marilyn Frasca,
Tom Grissom, Bob Haft, Virginia Hill, Dave
Hitchens, Hiro Kawasaki, Ernestine Kimbro, Rob
Knapp, Eric Larson, AI Leisenring, Flora
Leisenring, David Marr, Rudy Martin, Harumi
Moruzzi, Frank Motley, Janet Ott, Chuck Pailthorp,
Mark Papworth, David Paulsen, Sarah Pedersen,
David Powell, Tom Rainey, David Rutledge, Gil
Salcedo, Sam Schrager, Zahid Shariff, Pete Sinclair,
Bob Sluss, Matt Smith, Nancy Taylor, Kirk
Thompson, Sarah Williams.
The end of the 20th century finds American universities
and Americans in general more and more dubious about
the certainties of what we know. This curricular
grouping focuses on our current questions about
knowledge and frames those questions in the context of
the political and cultural situation. We examine
knowledge from the perspectives of culture, gender,
history, language and power. We want to look at the
ways knowledge develops, is codified, described and
used in particular human settings. We explore these
questions with content and strategies from the
Humanities, the Social Sciences, the Arts and the
Natural Sciences. This is not a traditional specialty area
with entry points and career pathways, but rather a way
to effect a greater mixing of disciplines in the
conceiving and planning of the curriculum.
The Paradigm of Progress:
The Case of Victorian England
Fall, Winter, Spring/Coordinated Study
Coordinator: Nancy Taylor
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Retreat and film fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Is there such a thing as progress? Can a nation or a
culture improve itself? People in Victorian Britain
believed that the answer was an obvious "yes," but in
the late 20th century we have come to question the
whole idea of progress. People in Victorian Britain
believed that through education, economic development, democracy and technology, the individual could
gain freedom and prosperity. One hundred years later,
we question the Victorian confidence in these
institutions and ask, "Progress for whom?" How, for
example, can we see the spread of the British Empire as
improving the people it dominated? How can we see
scientific thinking that belittled women as a sign of
progress? How can economic development that created
two nations, one rich and one poor, be construed as
progress? How can the mechanized production of
goods, stifling creativity and lowering quality, be an
advancement? And yet, the Victorian era led the
western world in development of new ideas in
economics, science, industrialization, suffrage,
democratic institutions and religious tolerance.
Writers as diverse as Conan Doyle and Marx,
Nightingale and Darwin, Gaskell and Freud, Eliot and
Wilkie Collins, Dickens and Besant, were passionately
concerned with the question of progress, and they offer
contradictory answers; modern theorists carry the
contradictions even further, focusing especially on the
intersection of race, gender and class.
In this program, students will immerse themselves in
Victorian culture, constantly comparing it to life in late
20th century America. They will work on a variety of
skills: critical reasoning, close textual analysis,
historical research (including primary sources and
statistical analysis), literary analysis and literary theory,
film analysis and film theory, scientific reasoning and
expository writing. Readings will be drawn from history
(including the history of women, social, political, and
economic history), history of science, literature, the arts,
religion and popular culture. Program activities will be
divided among seminars, films, lectures and workshops.
"The Paradigm of Progress" is designed especially
for students wanting to do interdisciplinary work in
humanities and social science.
Credit will be awarded in upper division history,
literature, history of science, expository writing and
women's studies.
Total: 48 credits
Program is preparatory for careers and future study in
humanities, social science and teacher education.
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Shakespeare's America
Fall, Winter, Spring/Coordinated Study
Coordinator: David Marr
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing or permission of
faculty
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Shakespeare's America" is a year-long program in
English and American literature and history.
Shakespeare's works and the writings of Herman
Melville, Nathaniel Hawthorne and other 19th century
American authors are its center.
Shakespeare is one of the poetic architects of the
Anglo-American world. Modern opinion sometimes
makes austere monuments of his plays and poems, but
readers and writers still recognize in Shakespeare a
great poet of the human condition. American authors
coming of age in the 19th Century were especially
sensitive to Shakespeare's power. Melville, for
example, believed he was "the profoundest of thinkers"
and plunged into reading the Bard's plays in the winter
of 1849, just before he began writing Moby-Dick. At
about the same time, Melville also came under the
influence of Ralph Waldo Emerson, whose lectures
echoed his own faith in human equality but did not
disturb his suspicion, inherited from Shakespeare, that
we live in what may be a godless universe. The
Transcendentalist Margaret Fuller observed in an essay
on modern women that "the beauty of Cordelia [in King
Lear] is neither male nor female; it is the beauty of
virtue."
"Shakespeare's America" will investigate links like
these between Shakespeare and the Elizabethan age, on
the one hand, and the forms of expression in the New
Nation, the United States, on the other. We will study
the Renaissance in 16th century England and 19th
century America; questions of nature, evil, justice and
beauty; culture on the moving frontier (P.T. Bamum,
the American showman, eyeing Shakespeare's
birthplace for his museum: "Buy, Crate, Ship"); and the
history that poems leave behind.
Social history, literary criticism, philosophical
analysis, and pertinent writings by other English and
American authors will be included. "Shakespeare's
America" is for students who are prepared to read and
write about some of the ideas that shape our minds.
Credit will be awarded in English literature, American
literature, English history and American history.
Total: 48 credits
Program is preparatory for careers and future study in
humanities, teaching and law.
The Cult of Feeling:
Vienna, Berlin, New York, Tokyo
Fall, Winter, Spring/Coordinated Study
Faculty: Hiro Kawasaki, Charles Pailthorp
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing or above
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Consult faculty
The theoretical focus of this study will be the juncture
between creator and audience, a juncture that in the 19th
and 20th centuries has been thought of almost
exclusively as feeling.
Four cities at critical points in the 20th century will
provide the historical and cultural focus:
-Vienna from the turn of the century through the
Great War of 1914-18;
-Berlin in the '20s and '30s, during the rise of
Nazism;
-New York in the late '40s and '50s, following
World War II; and
-Tokyo in the current period.
Each of these cultural scenes finds creators and their
audiences in three distinct joinings: one that involves
popular art, art that confirms common expectations of
what one should be and say and seeks its audience on
common cultural ground; counter-cultural art, art that
consciously runs counter to what seems culturally
common and seeks its audience on ground thought to be
dangerous or forbidden; and a third, high art, that seeks
to join its audience on a higher plane, one that is mythic,
sublime and distinctly uncommon.
Why each of these cities became a hot house
environment for artists and their audiences is a complex
matter, but, whether or not the participants have
explanations for the climate of change in which they
live, they find themselves confronted by a rapid
transition from Old to New values and challenged to
discover new ways of living. It is obvious to those
present both that the familiar ways of life somehow no
longer serve, and, yet, how one should act is anything
but apparent. We will be exploring junctures between
creators and their audiences where the familiar is clearly
obsolete and the new is yet to be realized:
We will examine the arts freely, including literature,
music, two-and three-dimensional visual arts, film,
media...drawing on whatever serves our inquiry.
The Search for Community
The Construction
Fall, Winter/Coordinated Study
Faculty: Sam Schrager, Matt Smith
Enrollment: 48 Faculty: 2
Prerequisites: Core program or a full year of college
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Coordinated Study
Faculty: Matt Smith, Sam Schrager
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature required: each
student's study plan for a specific setting should be
submitted to faculty in writing for approval prior to
Academic Fair.
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
The main question of our inquiry will be: How has the
experience of community changed for Americans over
the last hundred years? Our exploration of this question
will involve comparative reading about life in specific
communities, grounding in theoretical issues about the
nature and politics of community, and conduct of field
research in community settings.
We start with the recognition that community, as a
concept, has multiple meanings: we use it to describe
our social relations with others as well as our aspirations
to put common good ahead of individual interest; it's
also an ideology used to advance the appearance of
consensus. How have others known or imagined, valued
or recoiled against community? We will examine
experiences of rural and urban, religious and utopian,
ethnic and other identity-based groups. We will also
study the rhetoric of community in national media and
in political discourse.
We will use readings from the social sciences and
humanities and major field research projects to leam
about changes in community during this century. This
knowledge will give us a basis to think about prospects
and dangers for communities as they now exist.
Students need to be committed to meaningful, exciting
work in descriptive and analytical writing, library
research, field interviewing, ethnographic documentation, and media interpretation.
Credit will be awarded in sociology, anthropology,
political science, literature, history and cultural studies.
Total: 32 credits
Program is preparatory for careers and further study in
the humanities, social sciences, education, and
community, political, or social service work.
of Community
This program is for students who want to study the
dynamics of community life while observing or working
in a particular setting. We will focus on social and
political processes that unfold as persons and groups act
together regarding issues that concern them. We will
pay particular heed to conflicts and coincidence of
interests and the reasons they occur.
The program builds on the course of study begun in
"The Search for Community" program Fall and Winter
Quarters. Students may enroll in conjunction with an
internship, an ongoing involvement with a local
organization, or choose a community setting new to
them. Settings for the research can include environmental organizations, social service agencies, businesses,
churches or any other organization that helps describe
and construct the practice of community. Acceptance
into the program requires approval of the setting by the
faculty.
Students willieam ethnographic techniques for
documenting what they see and hear. Readings will
include current studies of community and politics, with
some attention to the place of community in the lives of
people in the American West. The final project will be a
study of the field experience.
Credit will be awarded in sociology, political science
and literature.
Total: 16 credits
Program is preparatory for careers and further study in
the social sciences, humanities and education, as well as
community, political, or social service work.
Credit will be awarded in literature, cultural studies,
aesthetics, philosophy and art history.
Total: 48 credits
Program is preparatory for careers and further study in
the arts and humanities.
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Knowledge,
Truth and Reality
Fall, Winter/Group Contract
Sponsor: Mark Levensky
Enrollment: 24 Faculty: 1
Prerequisites: College-level ability to read, write
about and discuss difficult philosophical writings
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty permission.
"Knowledge. Truth and Reality" is an advanced,
undergraduate program designed for students who have
done philosophical work with success and pleasure and
who wish to actively participate in a full-time, twoquarter, concentrated study of classic works in
philosophy. Each student will read, write about and
discuss a small part of a book each week. They will
participate in student presentations and, by the end of
the program, write a substantial research essay
connecting a part of a book with the life and times of the
author, with philosophical ideas from other cultures, and
with the student's own philosophical views.
Primary texts for the program will include writings
by early Greek and Indian (India) philosophers, Leibniz,
Berkeley, Kant and Wittgenstein. Topics to be
considered will include: reason, perception, primary and
secondary qualities, substance, person, nature, time,
space, reality, knowledge, truth, belief, certainty, good
reasons, deductive and non-deductive inference,
knowledge with and without foundations, analytic,
synthetic, apriori and aposteriori statements, intuition,
memory, understanding, imagination, explanation,
appearance, mind, matter, body, God, and philosophy.
Additional primary and secondary readings and topics
for study will be suggested.
Credit will be awarded in metaphysics, theory of
knowledge, expository writing, independent studies in
humanities and social sciences.
Total: 32 credits
Program is preparatory for careers and future study in
humanities and social sciences.
The Tyranny of Reason
Fall/Group Contract
Sponsor: Patrick Hill
Enrollment: 24 Faculty: 1
Pre-requisites: Two years of college-level study in the
humanities and social sciences
Special Expenses: $15 for films
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
The socio-political structures of the West, since at least
the 17th century, have enshrined a certain agenda and
quite specific methods of thinking about that agenda as
the very meaning of intelligence, reasonableness,
modernity, seriousness and even humanity. Some of the
consequences of these enshrinements have been laudable
and world-transforming. Other consequences, in addition
to the now-obvious environmental ones, have been
psychologically, socially and politically disastrous. For
those who accepted this agenda and definition of
humanity, there has resulted self-deception, fragmentation, and a virtual extinguishing of vital dimensions of
being human (e.g., the artistic, the emotional, the
unconscious, the imaginative, the corporeal, the comedic
and the religious). For those who did not accept that
agenda or who were excluded from doing so, the result
has been depreciation, romanticization and
marginalization. The central goal of this program is to
evolve (I) an understanding of human being which is
respectful of the power of human reason while situating it
less tyrannically among our diverse capacities; and (2) an
approach to agenda-setting which is more democratic and
appreciative of our diverse agendas and ways of being in
the world.
The sub-themes running through the program include:
(I) feminist and postmodern critiques from within
philosophy of the ideals of objectivity, rationality, and
universal knowledge; (2) the interface between philosophical and psychological (particularly depth-psychological) approaches to knowing; (3) the relationships
among reason, faith, myth and imagination; (4) respectful
and disrespectful ways of conceiving and becoming
acquainted with the diversity of modes of being in the
world; and most of all, (5) the relationship between sociopolitical structures and the definition and pursuit of
knowledge.
The program will draw from film and imaginative
literature (such as the poetry of Blake and Rilke and the
plays of Beckett), but will emphasize those interdisciplinary philosophical and psychological texts focused on the
re-conception of reason and creation of more democratic
structures of knowledge-seeking. Possible texts:
Benjamin Barber's Strong Democracy, Mary Belenky's
Women's Ways of Knowing, Susan Bordo's The Flight to
Objectivity, Sandra Harding's Whose Science? Whose
Knowledge? Carl lung's Memories, Dreams and
Reflections, Abraham Maslow's The Psychology of
Science, Robert Neville's The Re-construction of
Thinking, Trin T. Minh-ha's Women, Native and Other,
Theodore Roszak's Where the Wasteland Ends, and
Richard Tamas' The Passion of the Western Mind
There will be one lecture, one workshop and three
seminars per week. Students will keep a journal, write
several short papers, and do one more lengthy research
project.
/
Credit will be awarded in the history of Western
philosophy, social philosophy, theories of knowing,
philosophical psychology, philosophy and literature, the
sociology of knowledge, religious studies and cultural
studies.
Total: 16 credits
Program is preparatory for careers and future study in
humanities and social sciences.
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American Fiction and Poetry
Between The Wars (1917-1945)
Winter/Group Contract
Sponsor: Charles McCann
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing; faculty
signature required; Interview regarding background
and interests at or before Academic Fair
Special Expenses: Book costs about $150
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Students should consider this group contract as the
equivalent of four four-credit courses: one in fiction,
two in poetry, one in the subject chosen for independent
study. The independent study may be used to gain
credits in history, African-American literature,
American literature, women's issues related to the
literature, etc.
Program activities include seminars on novels three
hours per week and on poetry, six to seven hours per
week. Students will make one IO-minute oral
presentation each week on the poetry. Also, students
will undertake a quarter-long independent study on a
major figure, collection of minor figures, or a critical or
cultural movement, etc. There will be a final
examination on the fiction and the cultural history.
Common readings: Cather, Lewis, Toomer,
Hemingway, Fitzgerald, Faulkner, Welty, Frost, Eliot,
Pound, Stevens, Williams and contemporaneous nonfiction.
Credit will be awarded in American fiction, American
poetry, and area of independent study.
Total: 16 credits
Program is preparatory for careers and future study in
humanities, law and teaching.
Afroasiatic
Roots of Greek Myth
Spring/Group Contract
Sponsor: Gordon Beck
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing; demonstrated
ability to write research papers, example reviewed at
Academic Fair
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Martin Bernal's Black Athelia argues for a significant
Afroasiatic influence in the formation and development
of classical Greek civilization. His texts have stirred
greatcontroversy in the academic world and the press.
Just what is the basis for this controversy?
We will examine the evidence at the heart of the
controversy. We will examine the origins of Greek
mythology and literature with a special focus on peoples
fromAfrica and central Asia, as well as sea peoples, and
indigenous linguistic, historical and documentary
evidence. This work will involve research, careful
interpretation of evidence and speculative reasoning.
Our search will utilize the academic tools of history,
archaeology, anthropology, art history, literature,
mythology, folklore, religion and cosmology.
Our activities will include lectures, seminars, image
workshops, films and student seminars. Central to these
willbe reading, writing and discussion.
Some major texts will be: Martin Bernal's Black
S.O.S. (Student Originated
Studies)
Winter, Spring/Cluster Contracts, Group Contract
Sponsors: Marilyn Frasca, Phil Harding
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college work, faculty
signature required
Special Expenses: As per your design.
Part-time Options: As per your design
Internship Possibilities: As per your design
Additional Course Allowed: As per your design
"S.O.S." is an opportunity for students to originate their
own program plan for Winter/Spring Quarters. Students
are encouraged to develop ideas for studies that grow
out of previous work at Evergreen or elsewhere and
involve others in the creation of a proposal, which
should include: (I) a goals statement or program
description, (2) a description of program meeting times
and activities, and (3) a covenant describing the
responsibilities and obligations of all participants.
Proposals centered in the arts are most appropriate, but
others will be considered, as will part-time study
contracts. Each proposal submitted must have the full
commitment of at least four students. Complete
proposals are due in Marilyn's or Phil's Evergreen
campus mail box by November 10, 1994.
Students interested in this specialty area's subject
matter should also consider the following programs
offered in 1994-95:
Different Drummers
(Expressive Arts)
TellingtheStory
(Expressive Arts)
W()ril;-SoUriifariillmage: Advanced Inter=-Arts
(Expressive Arts)
Resistance: Politics, Ideology andTiilture
in Latin America
(Language and Culture)
c(ART)ographies
(Native American Studies)
A-Usea61ePast: Our Historical, Political
and Economic Legacy
(Political Economy and Social Change)
Where No One Has Gone Before
(Science, Technology and Health)
Credit will be awarded based on proposal design.
Total: 4-32 credits
Athelia: The Ajroasialic Roots of Classical Civilization
and Greece: Aryan or Mediterranean? the Archaeological and Documentary Evidence; Joseph Campbell's
Primitive and Occidental Mythology, Robert Graves'
The Greek Myths, and the Greek classical poetry and
dramas.
Creditwill be awarded in Greek mythology, classical
literature,Afroasiatic prehistory, classical art history
andarchaeology.
Total: 16credits
Programis preparatory for careers and future study in
archaeology,anthropology, literature, arts and
humanities.
:~1,-:
-~- ..
Language and Culture
Convener: Susan Fiksdal
Russia
Affiliated Faculty: Nancy Allen, Marianne Bailey,
Gordon Beck, Bob Haft, Patrick Hill, Harumi
Moruzzi, Art Mulka, Alice Nelson, Tom Rainey,
Evelia Romano de Thuesen, Setsuko Tsutsumi, Sean
Williams.
Fall, Winter, Spring/Coordinated Study
Coordinator: Thomas B. Rainey, Patricia A. Krafcik
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing; sophomores need faculty permission
Special Expenses: Study trips to Russia in summer
1995 (optional)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes (4 quarter hours)
Language and Culture offers coordinated studies
programs and group contracts that integrate the study of
language with social, historical, literary and aesthetic
movements. Programs centered in French, Japanese and
Russian studies are offered on two-year cycles; Spanish
studies are offered each year.
For students interested in language studies only,
modules are taught, mostly in the evening, in French,
Japanese, Spanish and Russian at the first and/or second
year levels. In addition, summer programs are available
for intensive language study.
Faculty affiliated with Language and Culture advise
students in study abroad options, as does Dean Jose
Gomez.
Language and Culture is not a specialty area offering
entry-level and advanced programs; instead, it offers
students who have completed a year of college an
opportunity for intensive work in area studies.
The Jackson School of
International
Studies:
A Partnership Program with the
University of Washington
Evergreen students of junior and senior standing who
have met the necessary prerequisites may be eligible to
spend up to a full year studying language, area studies,
economics or international trade and affairs as special
students in the University of Washington's Jackson
School of International Studies. Major areas normally
available through this program include: Canadian
studies, Chinese studies, Japanese studies, Korean
studies, Middle Eastern studies, Russian and East
European studies, South Asian studies, Southeast Asian
studies, comparative religion and Jewish studies.
Application to participate in a year at the University
of Washington should be made through Dean Jose
Gomez. Application must be made before April I of the
year preceding admission to the University of
Washington.
Student Exchanges
with Japanese Universities
Evergreen has reciprocity agreements with two Japanese
universities, Miyazaki and Kobe University of
Commerce, for exchanging two students with each
institution, tuition-free, for one calendar year, beginning
in Mayor October.
The students who plan to apply for this exchange
program must have proficiency in Japanese, as most of
the teaching at both universities is in lecture format in
Japanese. Applications should be submitted in the form
of a letter of interest accompanied by portfolios to Dean
Jose Gomez no later than March I. Applications will be
screened by a selection committee.
w
...
This program will explore Russia from the 9th century
to the present. Readings may include chronicles, epics,
saints' lives, historical texts, folklore, tales and the
literature of Pushkin, Gogol, Turgenev, Dostoevsky,
Tolstoy, Chekhov, Herzen, Gorky, Blok, Zamiatin,
Mayakovsky, Esenin, Akhmatova, Solzhenitsyn,
Pasternak, Ginzburg, Brodsky and Rasputin.
Intensive Elementary Russian will be offered during
the summer of 1994. A less intensive Elementary and
Intermediate Russian will be offered during Fall, Winter
and Spring Quarters 1994-95. All students will be
encouraged to enroll in a language class appropriate for
their level; however, the program will also be open to
students who do not wish to take language classes.
Language classes will be open to qualified students
outside the program if space is available, but students
who intend to enroll full time in the program will be
given first preference.
Students can enroll each quarter for 12 or 16 quarter
hours. To earn 16 quarter hours a student must regularly
attend weekly lectures, participate in weekly book
seminars, complete required reading, submit
assignments in a timely manner, and attend a language
class or a program workshop.
Given sufficient interest, the faculty will arrange
study trips to Russia during the summer of 1995.
Credit will be awarded in Russian language, history,
literature, culture and political economy.
Total: 48 credits
Program is preparatory for careers and future study in
diplomatic service or international trading corporations,
and graduate studies in international affairs and in
Russian studies.
Paris, Dakar, Fort de France:
Voices of Revolution and Tradition
Fall, Winter, Spring/Coordinated Study
Faculty: Marianne Bailey, Susan Fiksdal, Bob Haft
Enrollment: 60 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Travel to France or Martinique,
Spring 1995 (optional)
Part-time Options: Yes, 8 quarter hours in French
language
Internship Possibilities: No
Additional Course Allowed: Yes
The French-speaking world offers a veritable crossroads
of cultures; its literature, film and visual arts will
provide the voices of revolution and tradition that our
program will explore. We will trace aesthetic, social and
political developments within France and in the
Francophone cultures of Africa and the Caribbean from
1789 to the present.
Fall Quarter we will study revolution through the
parallel historical examples of the French and Haitian
Revolutions, and through literary and artistic figures
whose words caused upheaval in a tradition-bound
society. We will read Diderot and Voltaire, who laid the
foundations for revolution, and study the romantic,
symbolist, decadent and naturalist aesthetic movements
through such authors as Hugo, Sand, Baudelaire,
Rimbaud, Jarry and Zola. We will read Cesaire and
James on the Haitian Revolution and compare the ideals
and expectations of that revolution with the concurrent
one in France.
Winter Quarter we will consider the Cubist, DadaSurrealist, Existentialist and Negritude movements. We
will emphasize the voices of writers from Africa and the
Caribbean who use the colonizer's French as a tool of
their liberation and discuss such concepts as religious
and cultural syncretism, culture building and ritual.
Students will learn about colonialism from the
viewpoint of the colonized and the colonizer. We will
read Cesaire, Depestre, Conde and Schwarz-Bart from
the Caribbean; Abouzeid and Chraibi from North
Africa; Sembene, Senghor and Laye from West Africa;
Sartre, Genet, Artaud and Beauvoir from France.
Spring Quarter we anticipate two travel options, one
to Lyon, France, and the other to Fort de France,
Martinique. Students remaining on the Olympia campus
will study women writers and the portrayal of women
by such authors as Duras, Cisoux, Conde, in a continued
study of marginalization in the Francophone world.
Most of the work we will do in this program will be in
French; however, students will choose one of the
following module offerings (conducted in English) each
quarter: (I) Seminar in French and Francophone texts in
translation; (2) Introduction to Sociolinguistics; and (3)
Beginning Black & White Photography.
Credit will be awarded in French language, French and
Francophone literature, history, art history, photography
and linguistics.
Total: 48 credits
Program is preparatory for careers and future study in
international affairs, French and Francophone studies
and comparative literature.
Resistance: Politics, Ideology and
Culture in Latin America
Japan Today: Language, Society
and Inter-Cultural Understanding
The Irish Experience: Studies in the
Dynamics of Culture and Power
Fall, Winter, Spring/Coordinated Study
Coordinator: Peta Henderson
Enrollment: 72 FacuIty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Travel Spring Quarter project
(optional)
Part-time Options: No
internship Possibilities: Possibly for Spring Quarter
Project (optional)
Additional Course Allowed: No
Fall, Winter, Spring/ Coordinated Study
FacuIty: Harumi Moruzzi, Lucia Harrison
Enrollment: 48 FacuIty: 2
Prerequisites: Core Program or equivalent
Special Expenses: Screening Fee
Part-time Options: Yes, with faculty signature
Internship Possibilities: No
Additional Course Allowed: No, unless student is
taking part-time option
Winter, Spring/Coordinated Study
Faculty: Sean Williams (coordinator), Patrick Hill,
Charles Teske
Enrollment: 72 Faculty: 3
Prerequisites: At least one year of college-level study
of the humanities and the social sciences
Special Expenses: $30 for films
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
This program explores historical and contemporary
formsand manifestations of resistance in Latin
America.We are defining resistance broadly to include
contestsover material and ideological power at the
personal,domestic, community, national and
intemationallevels. We will draw on theories of power
(historicalmaterialism, feminism, Foucault, critical
theoriesof representation and difference) to analyze and
comparespecific examples of resistance to dominant
institutionsand ideologies. Taking care to situate each
casein its hisiorical context, we will let the present
informthe past and vice versa. For example, we might
lookat: (I) Mayan resistance to racial and ethnic
genocidein the 16th and 20th centuries; (2) resistance to
theInquisition in colonial Mexico, and to dictatorship in
theChristian-based communities of Managua during the
NicaraguanRevolution; (3) Mexican labor struggles
againstdebt peonage on the colonial hacienda, and in
theborder industries in the era of NAFTA; (4) genderbasedresistance exemplified by Sor Juana, the 17th
centuryMexican nun, and by the writing of Rosario
Castellanos;and (5) organized political resistance in
Argentinato the tyranny of Rosas in the 19th century,
anddenunciation of the last military regime by mothers
of the disappeared. To represent these differing
experiencesof resistance, we will use historical,
ethnographicand autobiographical narratives, as well as
textsfrom literature, art and popular culture.
During Fall and Winter Quarters we will emphasize
textualanalysis and writing, including weekly response
papersandjoumal writing. During Winter Quarter each
studentwill identify a project relating to the program
themeof resistance, which will be carried out in the
SpringQuarter. This may involve an on- or off-campus
activity,including travel to a Latin American country if
thestudenthas adequate language and theoretical
preparation.
Spanishwill be taught as an integral part of the
programat different levels throughout the academic
year.
Creditwill be awarded in Latin American history, Latin
Americanliterature, Spanish language, cultural
anthropology,political-economy and philosophy.
Total:48 credits
Programis preparatory for careers and future study in
intemationalbusiness or foreign service in Latin
America;bilingual education/teaching; public policy;
andLatinAmerican studies.
In recent years, Japan earned the admiration of other
countries through its unprecedented economic rise out
of the ashes and debris of World War II. However, at
the same time, Japan's economic dominance has invited
the resentment of other countries. Developed nations
tend to view Japan as unfair in its trade operation and
irresponsible in the face of world problems. Meanwhile
developing nations often view Japan as exploitative of
their natural resources and unsympathetic to their
economic and political plights. For instance, Japan's
refusal to participate in military combats during the
Persian Gulf War seemed to a great number of
Americans to epitomize its lack of concern and even a
lack of moral principle, although Japan participated in
clearing submarine mirtes in the Gulf after the war.
Obviously, Japan suffers from a negative
international public image in spite of its commitment to
peace and its well-documented economic and
technological assistance to developing countries. Is
Japan a ruthlessly selfish country which functions well
only for its own economic advantage, as some of the
well-known American Japan-watchers claim? Is Japan a
mere scapegoat for recent American economic woes? Is
Japan a psychologically isolated country in spite of its
apparent abundance of cultural diversities? Can the U.S.
have a mutually beneficial relationship with Japan?
Throughout the academic year we will examine Japan
through many sources, especially through Japanese
cinema. We will see films by directors such as
Kurosawa and Mizoguchi to understand Japanese
sensibility, social values, and attitudes toward its past.
Because Japanese cinema is well known for its artistry
as well as its critical and uncompromising approach to
the society it depicts, be it contemporary or historical,
the cinema section should work as an excellent
introduction to Japanese culture and society.
We will examine the history of Japan and
contemporary Japanese society through various other
sources. Our goal is to develop a deep cultural and
societal understanding that takes us beyond the images
of cherry-blossoms, haiku and economic animals. We
will examine modern Japan's politics, economics,
bureaucracy and international relations, particularly
with the U.S. We will study Japanese literature in
translation throughout the year.
Lariguage will be taught throughout the year. We
will emphasize the development of oral-aural
competency. Diligent students can expect to learn
enough spoken Japanese to manage the necessities of
daily life and travel. Students will learn how to use a
computer program to help acquire reading and writing
skills in Japanese.
Credit will be awarded in Japanese language, film study,
Japanese history and culture, Japanese political
economy and management, Japanese literature and
cross-cultural communication.
Total: 48 credits
Program is preparatory for careers and future study in
Japanese language and culture, cross-cultural
understanding, international relations and business.
The study of Ireland offers many rich opportunities for
understanding the transitions which the West has
undergone in the past several centuries. Additionally,
the continued existence of major portions of its own
traditional cultures makes possible a dialogue with the
past that many are finding enormously relevant to
contemporary concerns.
This program will focus on the following themes:
(I) the contrast between the nature-based pre-Christian
spirituality and supernaturally based Christianity; (2) the
centrality of myth, imagination and poetry; (3) the clanbased social organization and the roles of women and
men therein; (4) the significance of the transition from
an oral to a literacy-based culture; (5) the relationship
between the Irish language and cultural identity; and
(6) the impact of Irish cultural identity upon such
authors as Yeats, Joyce, and Synge. In all cases, the
themes will be examined in interaction with (a) the
successive waves of cultural-political invasions, most
particularly that of male-dominated Roman Christianity
(beginning with Saint Patrick in the 5th century) and
that of the English (which escalates over an eightcentury period, culminating in the "Great Famine" and
the subsequent mass-emigration of the mid-19th
century); and (b) with the cultural and political
resistance to those invasions. With the aid of other
faculty from the college, we will explore the parallels
between the experience of 19th century Ireland and the
situation of many marginalized peoples of today.
The program will explore the Irish experience as
manifested in traditional expressive culture and in the
structure of the Irish language itself. All students will be
expected to participate in some aspect of traditional
performance (e.g. folk music or dance, story telling,
theater, the memorization and recitation of poetry).
There will be a comprehensive writing project or
performance in each quarter. In order to understand the
critical links between language and culture, all students
will also be expected to learn the rudimentary structures
of the Irish language and a wee bit of the most basic and
elementary aspects of conversation.
The program will incorporate the expressive arts,
particularly song and film and theater, into our study of
Irish history and culture. We will have workshops and
two book seminars each week. We will read books such
as Kevin Collins' The Cultural Conquest of lreland,
Mary Condren's The Serpent and the Goddess: Women,
Religion and Power in Ireland, Thomas Kinsella's
Poems of the Dispossessed, Maria Edgeworth's Castle
Rackrent, Walter Ong's Orality and Literacy, Synge's
Playboy of the Western World, and Yeats' Celtic
Twilight. It is possible that an option will be developed
to visit Ireland at the conclusion of the program.
Credit will be awarded in Irish Studies, literature,
philosophy, religious studies, mythology, Western
history, ethnomusicology and political economy.
Total: 32 credits
Program is preparatory for careers or further study in
Celtic or Irish studies, cultural studies, women's studies,
ethnomusicology, history, literature, religion and social
philosophy.
:
"(1).
.. . .
63
"
:
Management
and the Public Interest (MPI)
Convener: John Filmer
Affiliated Faculty: John Filmer, Virginia Hill, Duke
Kuehn, Art Mulka, Chuck Nisbet, Dean Olson, Niels
Skov, Greg Weeks and Tom Womeldorff
Upper-division work in this Specialty Area consists of a
Coordinated Studies 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. Students
may take one or two years of study in this area. During
the first year, the MPI Program provides students the
opportunity to acquire essential managerial skills and
concepts. The program will also address broader issues,
such as the ability of the private and/or public sector to
meet the public's needs.
Management and the Public
Interest (MPI)
Fall, Winter, Spring/Coordinated Study
Coordinator: John Filmer
Enrollment: 72 Faculty: 3
Prerequisites: Junior/senior standing; either
''Microeconomics'' or "Principles of Accounting" are
the prerequisites by Fall Quarter*
Special Expenses: Books for this program are more
expensive than most
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Management and the Public Interest" (MPI) 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-forprofit sectors. Values, ethics and the public interest are
addressed throughout the year. Special emphasis is
placed on the development of analytical and people
skills.
The core of the MPI Program consists of organizational theory, accounting and finance, managerial
analysis, case studies and functions of management.
Additional courses in statistics, marketing, computing
for managers, personnel management, and international
business 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, the public
sector and service organizations. The program provides
fundamental preparation for graduate studies in business
administration, public administration and law.
*Program prerequisites can be met through transfer
of credit or summer courses or through concurrent
enrollment in accounting or economics during Fall
Quarter.
Credit will be awarded in accounting, economics,
management, managerial economics, managerial
analysis, managerial finance, organizational behavior,
international business, marketing, statistics, and case
studies in business and public administration.
Total: 48 credits
Program is preparatory for careers and future study in
business and public administration.
~
....
Native American Studies
Conveners: Craig CarlsonlDavid Whitener
Affiliated Faculty: Craig Carlson, Rainer Hasenstab,
Lovern Root King, Mary Nelson, Yvonne Peterson,
David Rutledge and David Whitener
Associated Faculty: Betty Kutter, Betsy DitTendal,
Carol Minugh, Gail Tremblay and Earle McNeil
NativeAmerican Studies offers an open alternative
educational opportunity. In 1994 the program will enter
thesecond 20-year cycle of human developmental
processes toward becoming a wholesome being, "able to
leada genuinely human life with respect to important
humanrelationships to the land, others, work and the
unknown in recognition of the fact that as you give you
teachothers to give." Proposed programs:
1994-95
HOME:The Hospitality of the Land
1995-96
CO-EXISTENCE:A HospitableRelationship to Others
1996-97
COMMUNITY:Time, Space, People and Place
1997-98
IMAGES:Physical Speculations on Unknown Conditions
1998-99
REGENERATION:A Celebration with the Land
1999-00
HONOR:The Celebration of Others
2000-2001
HISTORY:A Celebration of Place
2001-02
DESTINY:Welcoming the Unknown
2002-03
RESPECT:A Process of Universal Humanity
2003-04
RECOGNITION:The Politics of Human Exchange
2004-05
PATIENCE:A Survival Process for an Unknown Future
2005-06
RECONCILIATION:A Process of Human Balance
2006-07
HERITAGE:Self Identity and Ties to the Land
2007-08
FAMILY:Inspirationof Significant Others
2008-09
PERSISTENCE:A Study of Inspired Work
2009-10
SPIRITUALITY:The Eyes of the Unknown
2010-11
CEREMONY:Relating Hospitably to the Land
2011-12
JUSTICE:A Relationship of Reciprocal Respect
Proposed objectives:
Students will develop a critical appreciation of different
ways to gather and apply information, knowledge,
understanding and wisdom. Students will learn selfrespect while drawing upon inherent resources and
motivation for developing the whole person and will
design important self-reliant life foundation standards
for a meaningful education to share with others.
The major goal of Native American Studies is to
provide an open alternative education opportunity
through experiencing a Native American philosophy of
education that promotes education in self-determination,
individual research, goal setting, internal motivation and
self-reliance.
This interdisciplinary area is designed to serve a
variety of student groups: Native American students
who are interested in enriching their unique cultural
heritage and developing strategies for self-determination
in a pluralistic society, and students interested in
learning about their own traditional cultures and values
including the dynamics of change in a plural society.
Native American Studies, in keeping with student
self-determined education, includes programs to
complement various cognitive styles. Additionally the
area, and programs within the area, collaborates with
other specialty areas and programs to offer interdisciplinary opportunities in education. Examples of such
collaboration include history, science, environmental
studies, health and the expressive arts.
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 that most students
follow.
Work in Native American Studies begins with an
interview with one of the Specialty Area faculty. In this
interview, the student and faculty plan an individualized
course of study to ensure that study in this area will
satisfy the student's personal needs.
Students are often asked to answer four important
educational questions: (I) What do I plan to do? (2)
How do I plan to do it? (3) What do I plan to learn? (4)
What difference will it make?
Students in Native American Studies work to
develop (I) individual identity, (2) group loyalty, and
(3) personal authority. Having developed these strengths
and the particular skills they need, they return to their
communities to have a positive impact on the world
around them.
Home: The Hospitality of the Land
Fall, Winter, Spring/Coordinated Study
Coordinator: Dave Whitener
Enrollment: F/48, WSn2 Faculty: F/2, WS/3
Prerequisites: Core Program or equivalent; faculty
signature required-interview
to discuss student
interests and independent project work at or before
Academic Fair
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
"Home: The Hospitality of the Laod" is a studentcentered program, institutionally designed to
incorporate community interaction in the education
process. The student, community and institution will
mutually share authority in developing a valuable
education within a constantly changing plural society.
The prograrn provides an academic framework for
students to clarify and validate their educational
experience in a genuine community with a spirit of
hospitality and reciprocal respect.
It is important that students understand that this
program, as part of the Native American Studies
specialty area, includes a Native American philosophical form in its nature of teaching and learning. It is not
designed to be a study of Native Americans, though it
includes issues especially relevant to Native Americans.
That is to say, the faculty of "Home: The Hospitality of
the Land" are interested in providing an environment in
which faculty and students share in an experience in
which they identify topics of mutual interest and share
as partners in the exploration of those topics.
"Home: The Hospitality of the Land" will encourage
students to assume responsibility for their choices.
Faculty will facilitate the internalization of student
motivation.
Four major questions frame the education process for
the prograrn: (I) What do I want to do? (2) How do I
want to do it? (3) What do I plan to learn, and (4) What
difference will it make? Serious consideration of the
questions provide a reliable structure for educational
pursuit.
This program is an open, alternative educational
opportunity intended to include student designed
projects into a coordinated studies theme that values
significant human relationships to the land, to work, to
others, and to the unknown.
Credit will be awarded in Native American historical
perspectives, cultural studies, perspectives of a plural
society, philosophy, human resource development,
indi vidual project work, and cross-cultural communication.
Total: 48 credits
This program is preparatory for careers and future study
in education, archaeology, the arts, anthropology,
multicultural studies, tribal government and Native
American studies.
2012-13
PERFORMANCE:
Models of Human Understanding
2013-14
DREAMS:UncommonDimensions of Thought
:_(1)-:
. . ..
c(ART)ographies
The Indigenous
Fall, Winter/Coordinated Study
Faculty: Justine Balderrama, Ernestine Kimbro
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract
Sponsor: Justino Balderrama
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This two-quarter coordinated study program is a cultural
studies examination of the transformative aspects of
contemporary human existence. Using the practice of
c(ART)ography as both an intellectual foundation and
as a bricolage of method, we follow the intellectual
maps available to us in the sciences, the humanities and
the arts as inherited geographies of the mind, in order to
re-map our location in mind, body and time-space. The
guiding assumption is that c(ART)ography allows for
the cultural production of representational realities that
in turn guide our orientation to nature, culture, society
and the universe. Maps provide an orientation to reality.
Maps put things in perspective and location. For
example, ancient western maps are said to have looked
to the East for orient(ation). In contrast we know maps
of the future will go beyond one-dimensional into a
world of electronic virtual mapping. Thus we proceed
from being map-readers toward becoming cartographers
(map-makers) of the contemporary.
In all our cultural studies we will be aware of
differences in gender, class, race, ethnicity and sexual
orientation. Our approach will be interdisciplinary with
an appreciation for the complexity of a world of
diverse-lived experiences.
We locate our discourse with the findings of the 1993
United Nations' International Year of the World's
Indigenous Peoples. We follow current indigenous
struggles and movements throughout the world. We
move our discourse always through the indigenous
voice, indigenous peoples speaking for themselves. We
review and reconsider"invasions of traditional
indigenous cultures and the dramatic effects of changes
brought by outsiders. However, our focus is on
contemporary issues of continued western practices of
oppression and genocide; commercial appropriation of
indigenous knowledge in music, medicine and
spirituality, in a word, appropriation of indigenous
cultures; western tourism, especially at indigenous
sacred earth spaces; the survival of oral traditions,
languages and sacred codices; the survival of traditional
indigenous lands as regional biodiverse habitats; and
indigenous women's voice. We achieve our purpose by
collaborative readings and independent scholarship.
Credit will be awarded in communication theory,
intercultural communication, critical theory, social
psychology, group dynamics, philosophy of science,
social geography, social science, women's studies,
multicultural studies, cultural studies and Native
American studies.
Total: 32 credi ts
Program is preparatory for careers and future study in
social work and human services, social science, science,
multicultural education, Native American studies, health
and healing studies, library science and information
systems, technology and society, technology and
communication systems, and media.
Program is preparatory for future Native American
studies, social science, social work and human services,
health and healing studies, multicultural education,
cultural studies and graduate study.
-c.. -
Voice
Credit will be awarded in cultural studies, multicultural
studies, social work and human services, and Native
American studies.
Total: 16 credits
Students interested in this specialty area's subject
matter should also consider the following program
offered in 1994'95:
Sense of Place: The Languages of the Individual,
the Community and Nature
(Science, Technology and Health)
Political Economy and Social Change
Convener: Larry Mosqueda
Affiliated Faculty: Peter Bohmer, Priscilla
Bowerman, Ken Dolbeare, Fred Dube, Angela
Gilliam, Jeanne Hahn, Peta Henderson, D. L.
Hitchens, Larry Mosqueda and Tom Womeldorff
PoliticalEconomy and Social Change integrates
anthropology, economics, history, law, political science,
philosophyand sociology as a way of understanding the
modemworld and as a set of tools for analyzing
contemporary public problems. We focus on problems
relatedto class, race and sex-globally, nationally and
locally.We are interested in how such problems
interweaveand overlap, how they evolved, how they are
understood,how and why certain decisions are made
aboutthem, and what difference all this makes for the
qualityof human life. We also analyze strategies for
socialchange, historically and in the present.
All major problems are deeply grounded in cultural,
philosophical, social, economic and political theories,
historyand practice. Their understanding involves
exploring basic analytic concepts and values (freedom,
equality,justice and democracy) and their meanings
today.We look at societies as dynamic and everchangingsystems, compare them in different countries
andcultures and evaluate their impacts on the everyday
livesof all affected people.
Political Economy
and Social Change
A Usable Past: Our Historical,
Political and Economic Legacy
Fall, Winter/Coordinated Study
Coordinator: Ken Dolbeare
Enrollment: 72 Faculty: 3
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter/Coordinated Study
Coordinator: Gerald Lassen
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Political Economy and Social Change" addresses the
dynamic relationship between cultural values, structures
of power and the distributional consequences of
government activity in an evolving global, national and
local context. We shall focus primarily on the U.S., but
employ comparisons with other countries and systems
wherever appropriate. We want to understand how
global-national imperatives are reshaping American
values and social purposes, the institutions and practices
of our political economy and the conditions of everyday
life in the United States.
The global-national imperatives that are fundamentally restructuring the U.S. today include the need to: (a)
redefine the U.S. global role so as to promote long-term
equity and stability in the world, (b) solve the fiscal
crisis of national and state governments, (c) restore the
vitality of the U.S. economy in an environmentally
sustainable manner, and (d) see that the wealth
generated by that economy is distributed fairly among
all members of the society. We shall judge the
achievements of the present, and the promise of changes
underway or proposed, by their consequences for the
conditions of everyday life, with particular concern for
their distinctive impacts on different cultures, races,
genders, classes and other frequently unrecognized or
underserved populations.
This program will deal with the historical, social and
cultural underpinnings of modern American Capitalism.
In particular, we will examine various interpretations
and arguments that are used to explain the chronic
instability of the economic system from the Civil War to
our current recession prone economy. Historically, the
program will examine the deflation of the post Civil
War era, the reforms of progressivism, the depression
and the cyclical nature of the post World War II
economy. In order to investigate this broad historical
scenario, the program will focus on changes in business
organizations, the transformation of work and the everchanging relationship between private enterprise and
government.
Aside from providing an historical context, an
emphasis will be placed on the critical analysis of
arguments in the social sciences. Historical arguments
will be examined not only for their internal consistency
but also for the way they incorporate and explain the
evidence available. Additionally, the program will offer
an ongoing workshop in the principles of economics and
will spend considerable time examining the fundamental
methodology of economic interpretations.
Credit will be awarded in economic history, political
economy, U.S. government, international relations, and
race/class/gender.
Total: 32 credits
Program is preparatory for careers and future study in
law, public service, business and graduate work.
Credit will be awarded in American history, principles
of economics, American culture and critical reasoning.
Total: 32 credits
Program is preparatory for careers and future study in
history, political science, economics, teaching, law and
public service.
:'17
,.:
.\....!!-I.
.- -
Cold War: Origins and
Consequences
Advanced Topics in Political
Economy and Social Change
Spring/Group Contract
Sponsors: D. L. Hitchens, Gerald Lassen
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Peter Bohmer
Enrollment: 24 Faculty: 1
Prerequisite: (1) Political Economy and Social
Change program, or principles of macro and micro
economics and knowledge of basic Marxist ideas; (2)
faculty interview week of May 2-6 to learn student's
interests in particular themes/topics for inclusion in
this program. Transfer students should send faculty
a letter by May 2 describing their background for
the program and the particular themes/topics they
are interested in having included in this program.
Special Expenses: $15 per quarter for films and
speakers
Part-Time Options: No
Internship Possibilities: Possibly in Spring Quarter
Additional Courses Allowed: Consult faculty
We will look at the social, political, economic,
intellectual and cultural consequences of the breakdown
of the great World War II Alliance. As some scholars
date the beginnings of problems with the Soviets with
President Woodrow Wilson's decision to send U.S.
troops into Russia in the aftermath of the Bolshevik
Revolution, we will look at the record of American
intervention and non-recognition of the Soviet Union
before 1933 and the domestic consequences of the Red
Scare of 1919. In addition, we will trace: (I) the origins
and development of 100 percent Americanism during
the New Deal era and the period leading to World War
II, (2) the scope of the decisions made by President
Truman to enunciate the Truman Doctrine in 1947, and
(3) the resultant alliance efforts (NATO, SEATO) at
containment and liberation into President
Eisenhower's administration. We will ponder such
questions as: Why was the United States not secure
during the time it held an atomic monopoly? How did
the Cold War maintain a growth economy? What were
the costs of the Cold War?
Our primary focus will be on the years 1933-1952,
but we will range before and after those dates to
examine trends, influences and events which
contributed to the development of Cold War thought
and action. We will study the material at both the policy
development and popular levels, and look hard at the
way in which the media reflected the Cold War
mentality.
Credit will be awarded in history, economics,
international relations and popular culture.
Total: 16 credits
Program is preparatory for careers and future study in
humanities and social sciences.
This program will analyze, at an advanced level,
political economic theory and the analysis of class, race
and gender relations in the United States and
internationally. The U.S. will be a focus, although the
program will have a global perspective. During Fall and
Winter Quarters, we will study and critique in-depth
Marxist and neo-Marxist theory, neo-classical
economics, theories of racism, feminism, social
movements and revolutionary social change.
Intermediate level, mainstream and radical macroeconomic theory and policy in an open economy will be
taught. Political economic theory will be used to
analyze key topics such as: current national and
international economic and social crises; the
restructuring of labor and the household and global
economies; immigration; economic and social
inequality within and between nations; economic
development; the role of the state; mass movements of
the 1960s and more recently; and neoliberalism and
alternatives to it. Students will have input into themes
and topics selected for study.
Spring Quarter, the program will be organized as an
ongoing research seminar. Students individually or in
groups will write and present to the class a major
research topic that was approved before the end of
Winter Quarter and that they have worked on full-time
in the Spring Quarter. The finished work should be the
equivalent of an undergraduate thesis.
Credit will be distributed in intermediate
macroeconomics, advanced political economy,
economic theory, international political economy,
feminist theory, theories of racism, Marxist theory, third
world studies, U.S. economy and directed research.
Total: 48 credits
Program will prepare students for graduate study in
economics, political economy and related fields and for
careers in public service, teaching and organizing for
social change.
-»
.....
Students interested in this specialty area's subject
matter should also consider the following programs
offered in 1994·95:
Community Development:
Local and Global Perspectives
(Environmental Studies)
Politics, Power and Media
(Expressive Arts)
The Search for Community
(Knowledge and the Human Condition)
The Construction of Community
(Knowledge and the Human Condition)
Resistance: Politics, Ideology and Culture
in Latin America
(Language and Culture)
Center for the Study of Science
and Human Values
Convener:Leo Daugherty
AffiliatedFaculty: Beryl Crowe (Emeritus), Leo
Daugherty,Carolyn Dobbs, Betty Ruth Estes, Jane
Jervis,Alan Nasser, Hazel Jo Reed, Sara Rideout,
SandraSimon and York Wong
Theaim of the Center for the Study of Science and
HumanValues is to provide a bridge between science
andthe humanities.
TheCenter is founded upon three assumptions:
Thepurpose of knowledge is to improve the human
conditionby alleviating suffering and providing ways to
livein harmony within our species and within the
naturalenvironment;
Thetraditional questions asked by the humanities are
relevant,and that, when informed by current knowledge
innatural,physical and social sciences, the humanities
canhelp ensure our survival as a species and promote an
optimalcivilization;
Citizenshipin such a future civilization (as well as
responsibleand successful professionalism) will require
a moralvocabulary, drawn from the humanist tradition,
whichcan generate reasoned responses to contemporary
problemsin the human condition.
TheCenter for the Study of Science and Human Values
educatesstudents to be, both professionally and
politically,interpretive life scientists and technologicallyinformed humanists.
The Human Condition:
Time, Place, Values
Fall, Winter, Spring/Coordinated Study
Coordinator: Sandra Simon
Enrollment: 72 Faculty: 3
Prerequisites: Two years of college study, with a
strong interest in writing
Special Expenses: No
Part-time Options: Ordinarily none, students in
unusual circumstances should consult coordinator
Internship Possibilities: No
Additional Course Allowed: Yes, one per quarter
This program will encourage students to abandon the
concept of "Searching for One's Roots," (a concept that
implies only a backward glance), and adapt a more
multi-directional approach to understanding the
historical and geographical dimensions of our values.
Locke described individual as something that can be
pinpointed in time and place. We will explore how these
co-ordinates have shaped particular people, cities,
collective beliefs, and value systems. We will study how
Eastern ways of understanding time have generated
subtle ideas about origin and history and have fostered
powerful notions of progress, civilization and purpose.
We will contrast this to other cultures which do not use
time to filter knowledge and values, and explore what
landmarks and associations they use to endow meaning.
Each quarter, four units of credit will come from the
"Autobiography Workshop" which will focus on how
an examination of one's own time, place, value
continuum can lend voice, style and power to writing.
Fall Quarter, we will study two contrasting cities: the
black township of Soweto, South Africa, and Los
Angeles, including the magical kingdoms of Hollywood
and Disneyland. We wiJllook at a variety of printed
matter including newspapers and novels and study the
visual images provided by photographs and films.
Winter Quarter, Northwest and other regional
writing, by both indigenous and immigrant authors, will
be used as examples of how we and other cultures
define such concepts as exploration, missionaries, open
space, maritime history and unlimited resources.
Spring Quarter, the center of our study will be the
notions of the house, living space, and shelter. We will
see how different architectures and architects define the
beautiful and the useful, and what is happening to the
values traditionally associated with the Western home.
We will also examine the different pattern languages
used to describe spatial configurations.
Freud and Philosophy
Spring/Group Contract
Sponsor: Alan Nasser
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We will examine the essential features of Freudian
theory and psychoanalytic practice. In his mature years
Freud professed to be a rigorous scientist, but toward
the end of his life he claimed to have solved philosophical problems. We will take him at his last word and treat
him as a philosopher of modernity whose principal
effort was to attempt to re-invest the world with the sort
of meaning one can live one's life by.
Our main focus will be on the unconscious,
sexuality, perversions and neurosis, group psychology
and female psychology. We will read primary and
secondary sources. Students will attend lectures and
seminars and there will be weekly writing and two short
papers.
Please note, this is a bookish, analytical, demanding
offering, focusing exclusively on the careful and
rigorous analysis of theoretical texts.
Credit will be awarded in philosophy, psychology and
social theory.
Total: 16 credits
Program is preparatory for careers and future study in
philosophy, psychology and social theory.
Credit will be awarded in literature, cultural studies,
history, natural history and expository writing. The
program is intended for students who are seriously
interested in interdisciplinary thinking and writing.
Total: 48 credits
:~9
",.:
.~.
Science, Technology and Health
Convener: John Marvin
Affiliated Faculty: Justino Balderrama, Clyde
Barlow, Michael Beug, Rob Cole, Diana Cushing,
John Aikin Cushing, Judy Bayard Cushing, George
Dimitroff, Tom Grissom, Burton Guttman, Ryo
Imamura, Linda Kahan, Jeff Kelly, Rob Knapp,
Betty Kutter, AI Leisenring, Carrie Margolin, John
Marvin, Earle McNeil, Don Middendorf, Frank
Motley, Gonzalo Munevar, Janet Ott, Willie Parson,
David Paulsen, Hazel Jo Reed, Sara Rideout, Greg
Stuewe-Portnoff, Masao Sugiyama, Fred Tabbutt,
Les Wong
This area is a center for the study of the physical
sciences, mathematics, computing, human services and
health-related subjects and laboratory biology. These
subjects are studied in several ways: for their own sake
(theories and experiments), for their applications (e.g.,
in engineering, information systems or healing), and for
their place in culture and society. Science, Technology
and Health explores this vast field within its own
programs, and in partnership with other Specialty Areas.
The area has three main goals: to provide highquality 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 leaming about science,
technology and health available to students who have
primary commitments to other areas of study.
Academic Pathways: For ease in planning, we have
laid out suggested program sequences, or academic
pathways, in subjects where student interest is strong
and 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 prerequisites, and also balance Science,
Technology and Health with studies in other areas.
Students should plan to select at least two quarters of
work from other Specialty Areas.
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
leaming. 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.
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 subpathways• Psychological Counseling
• Human Services
• Health Sciences
• Laboratory Biology
• Mathematics
• Physical Systems
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 concepts and
skills from each to aid learning of the others. A full-time
student typically enrolls in one of these programs for 12
to 16 quarter hours 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 or about one-fourth to one-third 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. Courses are listed quarterly in The
Evergreen Times.
~
.- ...
Special Features
of the Natural Science
Curriculum
Two features of the Evergreen curriculumconcentrated work and hands-on involvement-make
the college a particularly good place to study the
sciences. Because you aren't taking a series of
separate courses that break up the week into short
blocks, you can spend hours in the lab or field that
are required to make progress in research.
Evergreen's policy of involving students in realistic,
hands-on work is especially valuable in the sciences.
At many other colleges, research-quality instruments
are reserved for faculty members and graduate
students; but here, students have many opportunities
to engage in serious research projects, both
independently and with faculty members, and
excellent instruments are available to all students who
need them. Labs are equipped with instruments such
as electrophoresis apparatus, centrifuges and
ultracentrifuges, various spectrophotometers, liquid
scintillation counters, an NMR spectrometer, a gas
chromatography-mass spectrometer system and a
scanning electron microscope. Several laboratories
are conducting research in such fields as physical
chemistry, neurobiology, physiology, molecular
genetics and ecology, and advanced students
regularly get research experience in these subjects.
The college has an excellent record of placing its
science graduates in graduate programs in science,
medical school and in challenging technical jobs.
Career Pathways in Science, Technology and Health
(see program
descriptions
beginning
on page 73)
Chemical Systems
Computer
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. 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
computer graphics using recently acquired 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, information systems or
applications software in the arts or sciences. The student
who completes this pathway will have a solid
foundation in computer science and be prepared for
career opportunities or graduate school in computing.
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 and natural sciences.
Some of the Computer Studies pathway is accessible on
a part-time basis and to students outside the pathway.
Studies
Second Year:
"Matter and Motion"
Third Year and Fourth Year:
"Organic Chemistry I, II and III" course sequence from
"Molecule to Organism"; "Chemical Systems" and
seniorthesis
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
The structure of the pathway:
First Year:
Any Core Program, plus courses if necessary, to meet
prerequisites for "Data to Information."
A recommended Pathway:
First Year:
AnyCore Program, plus courses if necessary, to meet
prerequisites for "Matter and Motion," e.g., pre-calculus
math and basic chemistry
Energy Studies
Second Year:
"Data to Information," an entry-level program offered
each year covering the fundamental structures and
algorithms of computer science, and how these are used
to build computer and information systems.
Third and Fourth Year:
Advanced offerings alternate, with one group of topics
offered in even years (e.g., 1994-5) and others in odd
years (e.g., 1995-6).
Even years:
"Computability and Cognition"
Odd years:
"Student Originated Software" or "Science of the Mind"
Students intending to follow the Computer Studies
pathway should plan to enroll in "Data to Information"
and one advanced program. They are encouraged to
select at least two quarters' worth of programs from
other Specialty Areas related to their interests.
Second Year:
Electives (introductory calculus and physics are useful
though not required for entry into "Energy Systems"),
"Matter and Motion" or "Foundations of Natural
Science."
Third Year and Fourth Year:
"Energy Systems," any combination of senior thesis,
Internships, portions of "Physical Systems" or programs
in other Specialty Areas.
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 branch
needs to develop its own tools, but with full awareness
of the impacts and complementary roles of the other
fields.
Specialized programs at the junior and senior levels,
such as "Science of Mind" and "Psychological
Counseling," develop the special skills needed in areas
of human services and psychological counseling.
Health sciences provides preparation for professional
training in medicine, dentistry, naturopathic medicine,
midwifery and veterinary medicine; paraprofessional
jobs such as counseling in nutrition and health;
andgraduate work in nutrition, biochemistry, genetics,
microbiology and pathology. The entry program for
students in this branch would be either "Matter and
Motion" or "Foundations of Natural Science." Upperdivision work would include the "Molecule to
Organism" program and possible additional work in
advanced biology, nutrition, health policy planning,
computers, statistics or experimental design.
:
om·
. 71
.- .
:
Laboratory
Biology
This pathway focuses on studies of molecular and
organismic biology in the lab, using concepts and
methods from biochemistry, molecular and cellular
biology, genetics, and development and physiology. It is
distinguished from basic ecological studies (see
Environmental Studies Specialty Area) that entail more
field work.
A recommended
Pathway:
First Year:
Any Core Program
Second Year:
"Matter and Motion" or "Foundations of Natural
Science"
Third Year:
"Molecule to Organism" or outside studies
Fourth Year:
"Molecule to Organism," 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.
Mathematics
Physical Sciences
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 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 full-time
students with an integrated way to do this. Courses and
Individual Contracts enable both full-and part-time
students to do more specialized and advanced work.
Students interested in professional work or study in
chemistry, physics or some fields of engineering will
find that the Physical Sciences 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.
A recommended
pathway:
First Year:
Any Core Program plus courses, if necessary, to meet
prerequisites for "Matter and Motion" (or "Matter and
Motion" for the well-prepared student)
Second Year:
"Data to Information" full time, "Matter and Motion"
full time, or "Matter and Motion" calculus course
portion, part time
Third and Fourth Year:
"Mathematical Systems," a full-time program in
mathematical structures and advanced calculus, "Data to
Information," "Computability and Cognition," or
mathematics courses as part of an advanced Individual
Contract.
~
- .....
The suggested
academic pathway:
First Year:
Any Core Program, plus review (if necessary) to meet
prerequisites for "Matter and Motion"
Second Year:
"Matter and Motion"
Third or Fourth Year:
Chemistry emphasis through "Chemical Systems" and
Advanced Group Contracts in chemistry, or "Physical
Systems" and "Energy Systems"
Foundations
of Natural Science
Fall, Winter, Spring/Coordinated Study
Coordinator: Rob Knapp
Enrollment: 80 Faculty: 4
Prerequisites: Core Program or equivalent college
work in writing and discussion; mathematics
through high school algebra and geometry
Special Expenses: Quarterly lab fee; above average
textbook expenses
Part-Time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, with instructor's
agreement
The faculty of this program will be devoting their
expertise in chemistry, mathematics, physics and
biology to two goals: (I) helping students develop a
basic understanding of these subjects, and (2) supporting
the research, action, and performance goals of the
Evergreen "Sustainability Initiative" (described in
Special Features of the Curriculum on Page 41). Like
the other programs affiliated with the "Sustainability
Initiative," we will expect students to take part in three
kinds of activity - skill development, weekly
symposium and projects.
Skill Development: We will offer classes that
develop skill and conceptual understanding in chemistry
(general and environmental) and mathematics
(precalculus and calculus, according to readiness), as
well as selected topics in physics and biology. We will
contribute our share to a series of general interest
workshops, and we-will strongly encourage students to
broaden their understanding of sustainability by taking
workshops offered by faculty from other affiliated
programs. Possible topics include nature writing or
ideasof modem physics.
Symposium and Projects: To develop a lively
awareness of aspects of sustainability that affect all
areas of work and study, there will be weekly lectures,
films, panel discussions, field trips and student seminars
on scientific, artistic, political and cross-cultural topics,
to be attended by all "Sustainability Initiative" students
and faculty. Journal writing and small group work will
be regular parts of the Symposium. As the year goes on,
we will cooperate on research, action and performance
projects involving students and other faculty from the
Initiative.
This year's "Foundations of Natural Science" offers
a chance to develop your science knowledge and
enhance your understanding of an urgent and widereachingcurrent question, the question of sustainability.
Credit will be awarded in chemistry, mathematics,
physics,biology and global environmentallcultural
issues, as well as in the subject areas of the optional
workshops.
Total:48 credits
Programis preparatory for careers and future study in
biology,health sciences, environmental/earth/marine
sciences,natural science and education.
Where No One Has Gone Before
Matter and Motion
Fall, Winter/Coordinated Study
Coordinator: Carrie Margolin
Enrollment: 52 Faculty: 2
Prerequisites: Sophomore or higher standing
Special Expenses: Fees for possible film rentals,
speakers, field trips
.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Coordinator: Jim Neitzel
Enrollment: 48 Faculty: 2
Prerequisites: Pre-calculus math skills. Faculty
signature required: an exam covering algebra and
trigonometry given prior to Spring Quarter, in the
summer and the week before classes begin
Special Expenses: Above average textbook expenses;
up to $40 per quarter lab fee and $30 retreat
expenses
Part-time Options: Inquire about introductory
offerings in calculus, chemistry and physics
Internship Possibilities: No
Additional Course Allowed: By permission of
faculty; only as substitute for portion of program
student has already completed
Space ... The Final Frontier •..
Students: Beam yourselves into this Coordinated
Studies program. Engage your imagination by exploring
the phenomenon of Star Trek and its spinoffs. Set a
course for study of American pop culture, film and
television studies, script writing, cognitive psychology,
artificial intelligence, anthropology, topics in science,
and possibly 3-D computer graphics and animation.
Star Trek has provided metaphors for the study of a
variety of important contemporary subjects and
anthropology, conflict resolution, language, ethics, race
and gender issues and others. This program will explore
these topics in lectures, seminars and essay writing.
Twenty-five years of American history, culture, and
advances in science have been reflected in the themes of
Star Trek. Consider the media's influence on cultural
norms. How has the series, and television in general,
portrayed other cultures? What would be the influence
of an alien culture on American culture? Star Trek has
suggested myriad possibilities of the future in science,
from advances in computer technology and artificial
intelligence to stretching the limits of physics. Can we
create machines that possess a human style of thought?
What would be the physics of faster-than-light space
flight? What do we know about the size and nature of
the universe? These and other questions will be
explored.
Fall Quarter, we will concentrate on the original
series (television episodes and six motion pictures)
developed by Gene Roddenberry, tracing the evolution
of the mythos. Winter Quarter, we will look at "The
Next Generation" and "Deep Space Nine," completing
the journey through a quarter of a century.
Credit will be awarded in American culture studies,
creative writing, cognitive psychology and science.
Total: 32 credits
Program is preparatory for careers and future studies in
American culture, creative writing, psychology,
education, humanities and the sciences.
This program is designed for students with a keen desire
to develop a firm physical science and mathematics
background as preparation for advanced work in the
physical and biological sciences. In addition to teaching
the central concepts and methods of the physical
sciences, "Matter and Motion" investigates how
discovery happens-both inside and outside the sciences.
The program is intended for students with strong high
school backgrounds in science and mathematics. An
alternative program for students with less complete
backgrounds is the "Foundations of Natural Science"
Program.
This program combines material from first-year
physics, chemistry, calculus and computer programming
with relevant areas of history and literature in an
exciting exploration of the nature of inquiry and
scientific discovery. Differential and integral calculus
provide a foundation for the study of university
chemistry and physics, including mechanics,
stoichiometry and bonding, chemical equilibrium,
thermodynamics, quantum mechanics, chemical kinetics
and electricity and magnetism. In seminar sessions,
students will study issues in ethics, literature and history
to see what the sciences can-and cannot-contribute to
human affairs.
"Matter and Motion" replaces traditional science
laboratories with exploration sessions where students
will explore the nature of physical systems with special
emphasis on the use of laboratory microcomputers for
interfacing experimental measuring devices, collecting
and processing data and controlling scientific
experiments.
Credit will be awarded in calculus, university chemistry
with lab, university physics with lab, introduction to
scientific computing and Pascal programming, seminar
on science and culture.
Total: 48 credits
Program is preparatory for careers and future study in
engineering, medical and health fields, biological
sciences, chemistry, physics and mathematics.
:~3""-:
_'-..!V---
Atoms, Molecules and Research
Physical Systems
Data to Information
Fall, Winter, Spring/Group Contract
Sponsor: Dharshi Bopegedera
Enrollment: 24 Faculty: 1
Prerequisites: One year of general chemistry and
calculus; faculty signature required (Sponsor will
interview students before and during Academic Fair
to find out whether they have the required
background to take the program.)
Special Expenses: $40 lab fee each quarter
Part-time Options: Yes, with faculty permission
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Faculty: Tom Grissom, John Marvin
Enrollment: 44 Faculty: 2
Prerequisites: ''Matter and Motion" or calculus and
one year of college-level physics
Special Expenses: Above average textbook expenses
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: Masao Sugiyama
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, proficiency in algebra
(To assess algebra and computer background, a brief
questionnaire will be required and may be
completed before or during Academic Fair.)
Special Expenses: No
Part-Time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: No
This program provides advanced preparation for
students pursuing graduate studies or careers in the
fields having the highest employment demands in the
sciences, chemistry and chemical engineering. It will
also be useful for students considering careers in
medicine, biochemistry or chemical physics.
During Fall and Winter Quarters, the lecture portion
of the program will cover the traditional junior and
senior level topics in physical and inorganic chemistry.
These include thermodynamics, quantum mechanics,
inorganic chemistry, chemical kinetics, statistical
mechanics and spectroscopy. The laboratory portion of
the program will train students to use the chemical
instrumentation available at the college to carry out
assigned laboratory experiments. All members of the
chemistry faculty and science instructional technicians
will be involved in teaching the laboratory part,
ensuring breadth and individual guidance.
During Spring Quarter, the lecture portion of the
program will cover special topics in chemistry such as
coordination chemistry, lasers and electrochemistry.
Students will be assigned research projects to be carried
out in the laboratory, under the supervision of chemistry
faculty. In addition, students will be required to present
a chemistry seminar on a technical topic.
Throughout the year, workshops will be conducted
on technical writing and library literature survey.
Students will learn on-line search methods in the
library. Guests will be invited from chemical industries
and graduate schools to provide an opportunity for
students to obtain information about graduate study and
careers in the chemical industry.
Credit will be awarded in thermodynamics, quantum
mechanics, inorganic chemistry, instrumentation lab,
technical writing, laboratory research and chemistry
seminar.
Total: 48 credits
Program is preparatory for careers and future study in
graduate studies, chemistry, industrial chemistry,
medical school, chemical engineering, biochemistry and
chemical physics.
~
......
This year-long program will examine the principal
concepts and theories by which we describe and
understand the external physical world, from the realm
of our immediate senses (classical physics) to that of the
small and inaccessible (quantum theory) to the vast and
remote (relativity theory). The emphasis throughout will
be on understanding the nature and structure of
quantitative physical theories, and in looking at the
unifying concepts and common mathematical structures
that organize the various physical theories into a
coherent body of knowledge. The approach will
necessarily be mathematical. The mathematical methods
will be developed as needed and in the context of their
use in the physical sciences. The central role of
mathematics in describing nature will be a constant
theme and one of the important intellectual issues of the
program. Quantitative problem solving will be
emphasized. The program will be organized around
components in classical mechanics, electricity and
magnetism, thermodynamics, quantum mechanics,
relativity theory and selected topics in contemporary
physics. Mathematical material will consist of topics
from multivariable calculus, linear algebra, and
differential equations. There will be a component that
uses computers for obtaining numerical solutions to
explicit problems and computer graphics for gaining
qualitative insight into physical processes.
This program will constitute serious preparation for
more advanced work, including graduate study, in
physics, applied mathematics or the physical sciences. It
will be a rigorous and demanding course of study and
students will need to devote a minimum of 40 hours a
week to their academic work. The method of
presentation will be lectures, seminars and problemsolving workshops. Spring Quarter will provide
opportunity for independent study. Prerequisites for
enrollment are one year of college-level physics
(preferably calculus-based) and a first course in
differential and integral calculus. The Evergreen
program "Matter and Motion," or its equivalent,
satisfies prerequisite requirements.
Credit will be awarded in physics, mathematics,
philosophy of science and numerical methods.
Total: 48 credits
Program is preparatory for careers and future study in
physical sciences, engineering and applied mathematics.
This program serves students interested in the
fundamental structures and algorithms of computer
science and computation. It is designed as an entry-level
program to computer science or mathematics, or for
students in the arts or sciences to gain expertise in
computing sufficient to understand and build
applications software in their area. The name "Data to
Information" refers to our study of how bits and bytes,
or even raw numbers, gain meaning by having an
appropriate structure imposed upon them, thus
transforming data to information. Applying different
structures to the same data can produce different results;
through interpretation, correct or incorrect, data become
information. With appropriate algorithms and
structures, computers can correctly manipulate
information to draw pictures, transmit information
around the world or compute answers to mathematical
problems.
"Data to Information" addresses the structures and
interpretation of computer programs and programming
languages (programming, algorithms and data
structures). In addition, we study mathematics to
understand and use these structures (logic, numerical
methods, discrete mathematics and statistics). Finally,
we address ways in which the fundamental structures of
computing are used to build computer systems (digital
logic, digital electronics, computer architecture and
operating systems). These tools, skills, concepts and
ideas are (surprisingly for some) often relevant in
solving important interdisciplinary problems.
Computer science is still a relatively new discipline,
but connections between computer science and other
disciplines such as psychology, engineering, the
physical and biological sciences, and linguistics are still
quite apparent. However, computers were first used to
compute, and mathematics is still the discipline to
which computer science is most often linked. Thus, the
seminar portion of the program will initially explore the
historical, philosophical and societal links between
computer science and mathematics, later addressing the
relationship of computing and mathematics to other
disciplines.
Credit will be awarded in a programming language such
as "C"; data structures and algorithms, numerical
methods; discrete mathematics; statistics; machine
organization, computer architecture and operating
systems; integrative seminar (in the culture, history and
philosophy of computing and mathematics). Students
whose primary interest is mathematics will study
calculus in lieu of machine organization, architecture
and operating systems.
Total: 48 credits
Program is preparatory for careers and future study in
computer studies, science and mathematics.
Computability and Cognition:
The Scope and Limits
of Formal Systems
Fall, Winier, Spring/Coordinated Study
Coordinator: AI Leisenring
Enrollment: 24 Faculty: 1
Prerequisites: At least one year of college; faculty
signature required; mathematical ability; take-home
entrance exam available from faculty, secretary, or
Student Advising Center after May 1
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, with permission of
faculty
By Reasoning I mean Computation
-Thomas
Hobbes
A variety of beliefs surround the nature and limits of human
reason.For some, like Hobbes, thinking consists of nothing
but the manipulation of symbols according to certain rules.
Forothers, thinking is more holistic and context-dependent.
Thisprogram will explore the strength and limits of a
varietyof computational models of human cognition. We
willstudy the mathematics of formal systems, topics in
philosophyand linguistics, and recent work in artificial
intelligence.
The mathematics of formal systems constitutes the
foundationof the program. Topics in mathematics, such as
mathematical logic, theory of computation, and formal
languagetheory, will be selected because they have clear
implications for computer science and cognitive science.
Problemassignments will give students the opportunity to
improvetheir skills in proving theorems and in devising
strategiesfor solving problems. They will have the
opportunity to leam at least one programming language and
to do a computer-based Spring Quarter project.
In addition to the above activities, such as computer
programming, in which the student is working within a
formalsystem, the program will focus on the limitations of
formal systems. We will examine one of the great
intellectualachievements of the 20th century - Godel's
incompleteness theorem, which states that every axiom
systemfor arithmentic is necessarily incomplete or
inconsistent. As we shall see, this result and others like it,
establishinescapable limits to the power of formal systems
in general, and to computer programs in particular.
The weekly seminars will examine the implications of
resultsin the theory of computation to our understanding of
howthe mind might work. Our seminar readings for the first
halfof the year will include the works of philosophers who,
likeDescartes and Hobbes, argue for the possibility of an
objectivefoundation for knowledge. Later in the year we
willread some 20th century critics of classical
foundationalism and objectivism, such as Wittgenstein. One
primaryfocus of the seminar will be on the current debate
betweenthose who favor computational models of the mind
thatare based on symbol manipulation and those who favor
systemsthat model neural networks.
Beyond intermediate algebra there are no math
prerequisitesfor this program. However, a more advanced
mathematicalbackground is desirable, not so much for its
content,but for its exposure to the mathematical way of
thinking.It will be assumed that students have sufficient
aptitudeand motivation to think logically and to deal with
abstractconcepts and symbolic languages. There are no
computerscience prerequisites.
Creditwill be awarded in discrete mathematics, mathematicallogic, cognitive science, formal language theory, theory
of computability and computer programming.
Total:48 credits
Programis preparatory for careers and future study in
teaching,mathematics, computer science, philosophy and
cognitivescience.
Molecule to Organism
Fall, Winter, Spring/ Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 48 Faculty: 2
Prerequisites: One year of college chemistry and
college algebra; recommended programs: "Matter
and Motion" or ''Foundations of Natural Science"
Special Expenses: $40/quarter lab fee
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: No, unless replacing
portion of the program student has already taken
"Molecule to Organism" is Evergreen's introduction to
experimental (laboratory) biology and to organic and
biochemistry. This program is designed for students
who have already leamed general chemistry (usually
through a program such as "Matter and Motion" or
"Foundations of Natural Science") and who plan to go
on to advanced work in biology or chemistry or to a
career in health sciences. It includes organic chemistry
and the upper-division topics of anatomy, genetics,
histology, physiology, developmental biology,
molecular and cellular biology and biochemistry in a
year-long sequence.
Fall Quarter begins with two separate themes - one
at the "organism" level and the other at the "molecule"
level. We start with the whole organism and focus on its
structure and function through anatomy, physiology and
histology. In the molecule theme we will examine
organic chemistry and the nature of organic chemical
reactions and compounds. Winter Quarter brings the
themes closer together by considering biochemistry and
the principles of developmental and neurobiology. By
Spring Quarter, we will be examining the workings of
organisms on a smaller and more intimate scale,
studying examples of cellular and molecular processes.
Credit will be awarded in organic chemistry,
biochemistry and topics in biology such as physiology,
anatomy, genetics, and molecular and cell biology. (All
credit is upper division except for 8 credits of organic
chemistry. )
Total: 48 credits
Program is preparatory for careers and future study in
biology, chemistry and health sciences.
Undergraduate
Research in
Molecular Biology
Fall, Winter, Spring/Group Contract
Sponsors: Betty Kutter, Burton Guttman
Enrollment: 10 Faculty: 2
Prerequisites: "Molecule to Organism" or
substantial work in microbiology; interview; faculty
signature
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is a part-time
group contract
This group contract gives students the opportunity to
participate in an ongoing research program studying the
molecular biology of bacteriophage T4. They leam such
basic techniques as sterile manipulation; preparing
media; analyzing the rate of production of phage and
DNA (using radioactively labeled precursors); pulselabeling proteins; cloning and sequencing genes; and
using high-speed centrifuges, scintillation counters and
gel electrophoresis. Students begin by assisting more
experienced members of the lab and, when ready, move
on to their own projects. They also have the opportunity
to do extensive work in computer analysis of genomic
data. Emphasis is placed throughout on combining
genetic, biochemical and biophysical techniques in
approaching problems related to the control of gene
expression after viral infection.
Students also participate in weekly lab group
meetings, discussing articles from the current literature
in molecular biology as well as current lab work. They
normally begin participating in these meetings, with
extra readings and some basic experiments, for 4 quarter
hours during their final quarter of "Molecule to
Organism."
Credit will be awarded in research in molecular biology.
Total: 4-16 credits each quarter
Program is preparatory for careers and future study in
biological sciences.
:
-(1)"
. . ..
"
75
:
Atoms, Molecules and Research
Physical Systems
Data to Information
Fall, Winter, Spring/Group Contract
Sponsor: Dharshi Bopegedera
Enrollment: 24 Faculty: 1
Prerequisites: One year of general chemistry and
calculus; faculty signature required (Sponsor will
interview students before and during Academic Fair
to find out whether they have the required
background to take the program.)
Special Expenses: $40 lab fee each quarter
Part-time Options: Yes, with faculty permission
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated Study
Faculty: Tom Grissom, John Marvin
Enrollment: 44 Faculty: 2
Prerequisites: ''Matter and Motion" or calculus and
one year of college-level physics
Special Expenses: Above average textbook expenses
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: Masao Sugiyama
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, proficiency in algebra
(To assess algebra and computer background, a brief
questionnaire will be required and may be
completed before or during Academic Fair.)
Special Expenses: No
Part-Time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: No
This program provides advanced preparation for
students pursuing graduate studies or careers in the
fields having the highest employment demands in the
sciences, chemistry and chemical engineering. It will
also be useful for students considering careers in
medicine, biochemistry or chemical physics.
During Fall and Winter Quarters, the lecture portion
of the program will cover the traditional junior and
senior level topics in physical and inorganic chemistry.
These include thermodynamics, quantum mechanics,
inorganic chemistry, chemical kinetics, statistical
mechanics and spectroscopy. The laboratory portion of
the program will train students to use the chemical
instrumentation available at the college to carry out
assigned laboratory experiments. All members of the
chemistry faculty and science instructional technicians
will be involved in teaching the laboratory part,
ensuring breadth and individual guidance.
During Spring Quarter, the lecture portion of the
program will cover special topics in chemistry such as
coordination chemistry, lasers and electrochemistry.
Students will be assigned research projects to be carried
out in the laboratory, under the supervision of chemistry
faculty. In addition, students will be required to present
a chemistry seminar on a technical topic.
Throughout the year, workshops will be conducted
on technical writing and library literature survey.
Students willieam on-line search methods in the
library. Guests will be invited from chemical industries
and graduate schools to provide an opportunity for
students to obtain information about graduate study and
careers in the chemical industry.
Credit will be awarded in thermodynamics, quantum
mechanics, inorganic chemistry, instrumentation lab,
technical writing, laboratory research and chemistry
seminar.
Total: 48 credits
Program is preparatory for careers and future study in
graduate studies, chemistry, industrial chemistry,
medical school, chemical engineering, biochemistry and
chemical physics.
~
- ...
This year-long program will examine the principal
concepts and theories by which we describe and
understand the external physical world, from the realm
of our immediate senses (classical physics) to that of the
small and inaccessible (quantum theory) to the vast and
remote (relativity theory). The emphasis throughout will
be on understanding the nature and structure of
quantitative physical theories, and in looking at the
unifying concepts and common mathematical structures
that organize the various physical theories into a
coherent body of knowledge. The approach will
necessarily be mathematical. The mathematical methods
will be developed as needed and in the context of their
use in the physical sciences. The central role of
mathematics in describing nature will be a constant
theme and one of the important intellectual issues of the
program. Quantitative problem solving will be
emphasized. The program will be organized around
components in classical mechanics, electricity and
magnetism, thermodynamics, quantum mechanics,
relativity theory and selected topics in contemporary
physics. Mathematical material will consist of topics
from multivariable calculus, linear algebra, and
differential equations. There will be a component that
uses computers for obtaining numerical solutions to
explicit problems and computer graphics for gaining
qualitative insight into physical processes.
This program will constitute serious preparation for
more advanced work, including graduate study, in
physics, applied mathematics or the physical sciences. It
will be a rigorous and demanding course of study and
students will need to devote a minimum of 40 hours a
week to their academic work. The method of
presentation will be lectures, seminars and problemsolving workshops. Spring Quarter will provide
opportunity for independent study. Prerequisites for
enrollment are one year of college-level physics
(preferably calculus-based) and a first course in
differential and integral calculus. The Evergreen
program "Matter and Motion," or its equivalent,
satisfies prerequisite requirements.
Credit will be awarded in physics, mathematics,
philosophy of science and numerical methods.
Total: 48 credits
Program is preparatory for careers and future study in
physical sciences, engineering and applied mathematics.
This program serves students interested in the
fundamental structures and algorithms of computer
science and computation. It is designed as an entry-level
program to computer science or mathematics, or for
students in the arts or sciences to gain expertise in
computing sufficient to understand and build
applications software in their area. The name "Data to
Information" refers to our study of how bits and bytes,
or even raw numbers, gain meaning by having an
appropriate structure imposed upon them, thus
transforming data to information. Applying different
structures to the same data can produce different results;
through interpretation, correct or incorrect, data become
information. With appropriate algorithms and
structures, computers can correctly manipulate
information to draw pictures, transmit information
around the world or compute answers to mathematical
problems.
"Data to Information" addresses the structures and
interpretation of computer programs and programming
languages (programming, algorithms and data
structures). In addition, we study mathematics to
understand and use these structures (logic, numerical
methods, discrete mathematics and statistics). Finally,
we address ways in which the fundamental structures of
computing are used to build computer systems (digital
logic, digital electronics, computer architecture and
operating systems). These tools, skills, concepts and
ideas are (surprisingly for some) often relevant in
solving important interdisciplinary problems.
Computer science is still a relatively new discipline,
but connections between computer science and other
disciplines such as psychology, engineering, the
physical and biological sciences, and linguistics are still
quite apparent. However, computers were first used to
compute, and mathematics is still the discipline to
which computer science is most often linked. Thus, the
seminar portion of the program will initially explore the
historical, philosophical and societal links between
computer science and mathematics, later addressing the
relationship of computing and mathematics to other
disciplines.
Credit will be awarded in a programming language such
as "C"; data structures and algorithms, numerical
methods; discrete mathematics; statistics; machine
organization, computer architecture and operating
systems; integrative seminar (in the culture, history and
philosophy of computing and mathematics). Students
whose primary interest is mathematics will study
calculus in lieu of machine organization, architecture
and operating systems.
Total: 48 credits
Program is preparatory for careers and future study in
computer studies, science and mathematics.
Computability and Cognition:
The Scope and Limits
of Formal Systems
Fall, Winter, Spring/Coordinated Study
Coordinator: AI Leisenring
Enrollment: 24 Faculty: 1
Prerequisites: At least one year of college; faculty
signature required; mathematical ability; take-home
entrance exam available from faculty, secretary, or
Student Advising Center after May 1
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, with permission of
faculty
By Reasoning I mean Computation
-Thomas Hobbes
A variety of beliefs surround the nature and limits of human
reason.For some, like Hobbes, thinking consists of nothing
butthe manipulation of symbols according to certain rules.
Forothers, thinking is more holistic and context-dependent.
Thisprogram will explore the strength and limits of a
varietyof computational models of human cognition. We
willstudy the mathematics of formal systems, topics in
philosophyand linguistics, and recent work in artificial
intelligence.
The mathematics of formal systems constitutes the
foundationof the program. Topics in mathematics, such as
mathematical logic, theory of computation, and formal
languagetheory, will be selected because they have clear
implicationsfor computer science and cognitive science.
Problemassignments will give students the opportunity to
improvetheir skills in proving theorems and in devising
strategiesfor solving problems. They will have the
opportunityto learn at least one programming language and
todo a computer-based Spring Quarter project.
In addition to the above activities, such as computer
programming, in which the student is working within a
formalsystem, the program will focus on the limitations of
formalsystems. We will examine one of the great
intellectualachievements of the 20th century - Godel' s
incompletenesstheorem, which states that every axiom
systemfor arithmentic is necessarily incomplete or
inconsistent.As we shall see, this result and others like it,
establishinescapable limits to the power of formal systems
ingeneral, and to computer programs in particular.
The weekly seminars will examine the implications of
resultsin the theory of computation to our understanding of
howthe mind might work. Our seminar readings for the first
halfof the year will include the works of philosophers who,
likeDescartes and Hobbes, argue for the possibility of an
objectivefoundation for knowledge. Later in the year we
willread some 20th century critics of classical
foundationalismand objectivism, such as Wittgenstein. One
primaryfocus of the seminar will be on the current debate
betweenthose who favor computational models of the mind
thatare based on symbol manipulation and those who favor
systemsthat model neural networks.
Beyond intermediate algebra there are no math
prerequisitesfor this program. However, a more advanced
mathematicalbackground is desirable, not so much for its
content,but for its exposure to the mathematical way of
thinking.It will be assumed that students have sufficient
aptitudeand motivation to think logically and to deal with
abstractconcepts and symbolic languages. There are no
computerscience prerequisites.
Creditwill be awarded in discrete mathematics, rnathematicallogic, cognitive science, formal language theory, theory
ofcomputability and computer programming.
Total:48 credits
Programis preparatory for careers and future study in
teaching,mathematics, computer science, philosophy and
cognitivescience.
Molecule to Organism
Fall, Winter, Spring/ Coordinated Study
Coordinator: Jeff Kelly
Enrollment: 48 Faculty: 2
Prerequisites: One year of college chemistry and
college algebra; recommended programs: "Matter
and Motion" or "Foundations of Natural Science"
Special Expenses: $40/quarter lab fee
Part-time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: No, unless replacing
portion of the program student has already taken
"Molecule to Organism" is Evergreen's introduction to
experimental (laboratory) biology and to organic and
biochemistry. This program is designed for students
who have already learned general chemistry (usually
through a program such as "Matter and Motion" or
"Foundations of Natural Science") and who plan to go
on to advanced work in biology or chemistry or to a
career in health sciences. It includes organic chemistry
and the upper-division topics of anatomy, genetics,
histology, physiology, developmental biology,
molecular and cellular biology and biochemistry in a
year-long sequence.
Fall Quarter begins with two separate themes - one
at the "organism" level and the other at the "molecule"
level. We start with the whole organism and focus on its
structure and function through anatomy, physiology and
histology. In the molecule theme we will examine
organic chemistry and the nature of organic chemical
reactions and compounds. Winter Quarter brings the
themes closer together by considering biochemistry and
the principles of developmental and neurobiology. By
Spring Quarter, we will be examining the workings of
organisms on a smaller and more intimate scale,
studying examples of cellular and molecular processes.
Credit will be awarded in organic chemistry,
biochemistry and topics in biology such as physiology,
anatomy, genetics, and molecular and cell biology. (All
credit is upper division except for 8 credits of organic
chemistry.)
Total: 48 credits
Program is preparatory for careers and future study in
biology, chemistry and health sciences.
Undergraduate
Research in
Molecular Biology
Fall, Winter, Spring/Group Contract
Sponsors: Betty Kutter, Burton Guttman
Enrollment: 10 Faculty: 2
Prerequisites: "Molecule to Organism" or
substantial work in microbiology; interview; faculty
signature
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is a part-time
group contract
This group contract gives students the opportunity to
participate in an ongoing research program studying the
molecular biology of bacteriophage T4. They learn such
basic techniques as sterile manipulation; preparing
media; analyzing the rate of production of phage and
DNA (using radioactively labeled precursors); pulselabeling proteins; cloning and sequencing genes; and
using high-speed centrifuges, scintillation counters and
gel electrophoresis. Students begin by assisting more
experienced members of the lab and, when ready, move
on to their own projects. They also have the opportunity
to do extensive work in computer analysis of genomic
data. Emphasis is placed throughout on combining
genetic, biochemical and biophysical techniques in
approaching problems related to the control of gene
expression after viral infection.
Students also participate in weekly lab group
meetings, discussing articles from the current literature
in molecular biology as well as current lab work. They
normally begin participating in these meetings, with
extra readings and some basic experiments, for 4 quarter
hours during their final quarter of "Molecule to
Organism."
Credit will be awarded in research in molecular biology.
Total: 4-16 credits each quarter
Program is preparatory for careers and future study in
biological sciences.
:~5
"'-:
.\....!2./---
Sense of Place:
The Languages of the Individual,
the Community and Nature
Fall, Winter, Spring/Group Contract
Sponsor: David Rutledge
Enrollment: 24 Faculty: 1
Prerequisites: Faculty signature required; essay and
interview required beginning early in the Spring of
1994; demonstrated ability to write and to discuss;
time management skills to handle internships, field
trips and advanced academic work
Special Expenses: Field trips; each student must
provide their own backcountry equipment.
Part-time Options: No
Internship Possibilities: Yes, required
Additional Course Allowed: No
Our intention is to explore the languages of the
individual, the community and nature as symbol
systems. The inner world of the individual, the
community/interpersonal world of society and culture,
and the beckoning world of nature are constructed and
received as symbols. "Meaning" is constructed,
individually and socially, by assimilating and
accommodating not just events, but emotion-laden
patterns of imagery.
In the modern Western world, interpretation of these
patterns is the work of social scientists and scholars in
the humanities, including psychologists, anthropologists
and literary critics. In all times and places, however,
these patterns are embedded in culture, are carried
onward by ritual and myth, and endure and evolve
through dramatic enactment and the telling of tales.
In psychology, our starting-point will be analytical
(or Jungian) psychology, because it is especially attuned
to symbol systems and because it calls for and supports
development of interpretive skills. The language of
community depends on literature, postmodernism and
cultural studies as ways of learning to tolerate and
celebrate differences. Our discussion of nature will
center on outdoor education and the reading of nature
symbolically as a text by using additional contributions
from the philosophy of nature.
Practically, students will be required to keep a yearlong psychological journal, to artange and conduct a
community service internship and to plan and
participate in a backcountry experience. Students will
alternate between these last two during Fall and Winter,
and have an option for research, internship or group
project in Spring.
Typical weekly activities will include a book seminar
focused on the week's text, a paper seminar focused on
student-written responses to the text, a group workshop
focused on internships and trip planning, and a film.
During Fall and Winter Quarters, students will be
required to do both an internship and a backpacking trip
in alternate quarters. Spring will be open for student
research and group planning. Enrollment for all three
quarters is recommended and partial credit will be
awarded only in extraordinary cases.
Credit will be awarded in psychology, outdoor
education, research, writing, literature, cultural studies,
gender studies, community service, and philosophy of
nature.
Total: 48 credits
Program is preparatory for careers and future study in
social sciences, outdoor education, humanities, and
cultural studies.
«»
....
Psychological Counseling:
A Multicultural
Focus
Students interested in this specialty area's subject
matter should also consider the following programs
offered in 1994-95:
Fall, Winter, Spring/Group Contract
Sponsor: Ryo Imamura
Enrollment: 24 Faculty: 1
Prerequisites: Senior standing. Faculty signature
required; background knowledge in psychology,
writing skills, career or graduate school plans,
application essay and portfolio review at beginning
of Spring Quarter of 1994
Special Expenses: No
Part-time Options: No
Internship Possibilities: Two quarters required.
Additional Course Allowed: No
Introduction to Environmental Studies
(Environmental Studies)
Principles of Biology: Cells and Organisms
(Environmental Studies)
Environmental ChemistrylEnvironmental Analysis
(Environmental Studies)
The Paradigm of Progress:
The Case of Victorian England
(Knowledge and the Human Condition)
Freud and Philosophy
(Center for the Study of Science and Human Values)
This is a senior-level program involving internships in
psychological counseling. Its basic purpose is to allow
students to make and test a commitment to work in
counseling ethnically diverse clientele. Important subgoals include: (a) studying basic counseling psychology
and clinical psychology concepts in preparation for
graduate study; (b) obtaining experience to make a
career choice and to improve one's chances for an
entry-level job in the helping professions, and
(c) "graduating oneself' by engaging in significant
student-initiated study (individual and group) and by
becoming a teacher as well as a student.
We will consider four basic topics from a
multicultural perspective: (I) the counselor/therapist as
a person from the standpoint that self-awareness is prior
to any particular techniques or skills; (2) personality
theory; (3) families and relationships, and (4) abnormal
psychology (including use ofDSM I1I-R). Students will
be regularly involved in five kinds of sessions:
(I) reading and video seminars; (2) topical lectures and
workshops; (3) case study sessions; (4) group dynamics
workshops; and (5) counseling practice with peers.
Regular classroom use of videotaped peer counseling
sessions will enhance the learning process.
Spring Quarter, students will be required to do senior
thesis-level written work, producing a major research
paper on a topic relevant to their internship experiences
and to give a lecture to the class based on their research.
Internships will be of six months duration, entailing a
minimum of 16 hours per week. They will require
supervision by a qualified professional; experience with
psychological development, mental health and
counseling; and direct contact with an ethnically diverse
clientele. The internship must be in an area in which the
student has not had previous significant experience.
Obtaining placement in an internship is a prerequisite
for continuing in the program Winter and Spring
Quarters.
Credit will be awarded in personality theory, crosscultural counseling, family systems, abnormal
psychology, gender issues, ethics, research methodology, counseling practicum and counseling internship.
Total: 48 credits
Program is preparatory for careers and future studies in
counseling, school counseling, clinical psychology,
educational psychology, social work, research
psychology and cross-cultural studies.
Tacoma Campus
Director: Joye Hardiman
Exploring Cultural Legacies
Serving a student population composed primarily of
working adults, The Evergreen State College-Tacoma
provides broad-based liberal arts education in the arts
andsciences, recognizing the importance of providing
the skills, information and vocabulary necessary for
livingand working in the 21st century.
The Tacoma program features two-year, upperdivision studies leading to a Bachelor of Arts degree.
Classesare scheduled at times convenient for working
people. Both daytime and evening classes are available.
Students wishing to enroll must have completed 90
quarter hours of transferable college-level work before
entering. Detailed information on admission is also
available through the Admissions Office on the
Olympiacampus.
Tacoma Community College and Evergreen together
also offer a two-year, lower-division liberal arts
program for freshmen and sophomores in the evenings
at the same time as the upper-division program.
More detailed information can be obtained by
contacting Director Joye Hardiman in Tacoma at (206)
593-5915 or through the Olympia campus, (206) 8666000,ext. 6004.
Fall, Winter, Spring/Coordinated Study
Coordinator: Richard Brian
Enrollment: 120 Faculty: 4
Prerequisites: Junior standing and signature of
director
.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Spring Quarter with
approval of facuIty
Additional Courses Allowed: No
This program will examine compelling cultural issues of
contemporary life and ideas and will trace the origins of
these issues in Western and Non-Western cultural
mythology, legend, literature and scientific traditions.
Guided by a comparative approach to the siudy of
contemporary world views on science, law, business,
anthropology and philosophy, students will conduct
research on cultural legacies and traditions. Classical
literature as well as the literature of modern law,
science, business and anthropology will provide the
framework for examining the ethical and moral genesis
of contemporary cultural issues.
Throughout the year students will develop, refine
and apply appropriate advanced research, writing,
communications and computational skills while
investigating the range of questions and ideas suggested
by the program's theme. Individual and collaborative
projects will not only provide students opportunities for
advanced research and composition, but also
opportunities to work with community-based groups
and agencies to implement shared goals.
Credit will be awarded in advanced research methods,
business, classical literature, comparative legal systems,
composition, cultural studies, history, history and
philosophy of science and mathematics, and legal
ethics.
Total: 48 credits
This program is preparatory for careers and future study
in education, law, history, humanities, business, public
administration and the social sciences.
:~7
"'-:
.'-lV.
.- .
Graduate Study at Evergreen
Master of Environmental
(MES)
Studies
The Graduate Program in Environmental Studies
opened in September 1984, and each year enrolls about
80 students. Since its first graduating class in June 1986,
the program has prepared students for employment in
both the public and private sectors or continuing
graduate study 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 focuses on the
relationship between science and policy. Students can
expect a balanced curriculum that considers and seeks
creative solutions to contemporary environmental
issues.
The MES Program is open to part-time and full-time
students. To make attendance easier for employed
students, most coursework is 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 recent
course work in both the social and natural sciences and
in statistics before entering the program.
The MES Program consists primarily of three parts:
(I) a required 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 eight 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 that has policy implications. It may be the
written result of an individual or small-group project.
Students will enroll in the following core sequence:
• Political, Economic and Environmental Processes
• Population, Energy and Resources
• Quantitative Analysis for Environmental Studies
• Case Studies: Environmental Assessment, Policy and
Management
Programs are 8 quarter hours each.
Electives include land resources, natural resource
economics, environmental policy, ecological methods,
environmental management, ecological principles,
environmental philosophy and ethics, American
environmental history and watershed management.
Electives are 4 quarter hours each. Some variation from
year to year will occur based on student interest and
faculty availability.
Questions concerning the MES Program should be
directed to Bonita Evans, Program Assistant, MES, Lab
I, The Evergreen State College, Olympia, WA 98505;
206/866-6000, ext. 6707.
Master of Public Administration
(MPA)
The primary commitment of the Graduate Program in
Public Administration is to challenge and thoroughly
prepare students to seek democratic, equitable and
practical solutions to the problems facing state and local
govemments in the Pacific Northwest.
The program welcomes both students intending to
pursue a public sector career and those already working
for government or organizations involved in public
issues. It is open to both full- and part-time students.
Most students enrolled in the program are employed full
time by state or local governments and are pursuing
their graduate studies on a part-time basis. To
accommodate these working students, classes are
concentrated in the evenings.
A part-time student can complete the 60 quarter hour
degree requirement in eight academic quarters'. A fulltime student may complete the requirement in six
quarters. Students lacking significant public sector
experience are expected to complete an internship for at
least one academic quarter.
To satisfy the degree requirement, a student must
participate in a sequence of five core programs and
complete three elective courses and an applications
project. Each core program is interdisciplinary and team
taught by two or three faculty. The core sequence
provides sustained instruction in the analytical,
administrative and communication skills needed for
effective public service. It is also designed to imbue
students with the habit of examining the political and
economic context of public administration and policy
making, addressing the ethical dimension of administration and policy, and attending to the roles and issues of
race and gender in the workplace and in public policy.
Elective courses allow a student to broaden the study
of the public sector beyond the range of the core
programs or to concentrate intensely on a specific public
sector issue.
The applications project is completed concurrently
with the core program in Public Policy over the Winter
and Spring Quarters of the second year. It is a group or
individually authored research effort, usually with
practical impact for current public sector entities. The
topic, form and content of any project will vary with
students' interests, opportunities and development, but
every project represents the culmination of work in the
program and provides a document that demonstrates the
author's knowledge and ability.
The MPA curriculum is:
• Core Programs
• The Political and Economic Context of Public
Administration
• Research Methods for the Public Sector
• Understanding Public Organizations
• Fiscal Policy
• Public Policy and Its Administrative Implications
• Applications Project in Public Policy and Administration
(All programs are 8 quarter hours)
Electives
(12 quarter hours; typically, three 4 quarter hour
courses)
Inquiries about the MPA program should be
addressed to Bonita Evans, Program Assistant, MPA,
Lab I, The Evergreen State College, Olympia, WA
98505; (206)866-6000, ext. 6707.
~
- ...
MES/MPA Program Procedures
Admissions
The application deadline for early admission is March
15. After that date, applications will be considered as
they are completed. 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 is competitive. Admission decisions are
based on a thorough review of the following (see the
Graduate Catalog for details regarding these
procedures):
• Academic transcripts including certification of receipt
of a bachelor's degree
• Brief essays by the applicant
• GRE score
• Letters of recommendation.
For some who apply, the transcript or admissions
material may be an incomplete reflection of their
interests and abilities. Our admissions process considers
the applicant's academic preparation as well as his or
her professional accomplishments or other public
activities and may require an interview with faculty.
The Graduate Catalog
The Graduate Catalog is available upon request from the
Admissions Office. It contains a full description of the
curriculum, academic policies and admissions
procedures for both the MPA and MES programs.
Financial Aid
Limited financial aid is available in the form of
fellowships, assistantships, scholarships, work-study
assistance and guaranteed student loans. The Financial
Aid application must be completed before any financial
aid decision can be made. Financial Aid Forms (FAFs)
should be mailed to the College Scholarship service by
February I. Later applicants who qualify for financial
aid will compete for remaining monies. Certain forms of
financial 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.
Master in Teaching
(MIT)
Director: Janice Kido
Field Services Officer: Ernestine Pearl
Admissions Officer: Marianne Hutcheson
Graduate Teacher Education
Evergreen offers an innovative Master in Teaching
degree program, full time for six academic quarters.
Successful completion will result in the MIT degree and
Initial Certification.
Evergreen's MIT is interdisciplinary and team
taught. A group of 60 students and three or four faculty
form a "learning community," which essentially
remains together for two academic years.
The program content meets all academic requirements for the Washington Initial Teaching Certificate,
and most academic requirements for the Washington
Continuing Certificate.
Major areas of interdisciplinary study in the program
include psychology, philosophy and history of
education, multicultural studies, research and teaching
method. There will be a strong emphasis on field
experience. Five of the six quarters will include
significant work with students in schools.
e
If
Elementary and Secondary Endorsements
An endorsement is a qualifying phrase on a Washington
Teaching Certificate which identifies the grade level
and subject matter area in which an individual may
teach. Before beginning the MIT Program, students
must have their endorsement area course work
completed (or within 12 quarter hours of completion).
The secondary education candidate, preparing for
teaching in departmentalized classrooms in grades 4-12,
through Evergreen's MIT Program, must have a Major
Endorsement, and is encouraged to add a Minor
Endorsement as well. Available Major Endorsements
include English; mathematics; physics; science with
biology, chemistry or physics concentrations and social
studies.
The elementary education candidate, preparing for
teaching in any classroom, grades K-8, will qualify for
the elementary certificate. In Evergreen's MIT program,
s/he has a choice of completing one Major Endorsement
or two Minor Endorsements. Available minor
endorsements include: art, music, chemistry, economics,
English, Spanish, French, history, math, physics and
political science. The elementary education endorsement qualifies an individual to teach any subject in
grades K-8 except special education.
Any course required for an endorsement that is
lacking at time of admission to the program, must be
completed no later than the summer preceding year two.
It is not possible to undertake any endorsement courses
during the six quarters of the professional program.
Admissions Requirements
Admission to the Master in Teaching Program is
competitive.
Minimum requirements include a B.A. or B.S. at the
time of entry, a 3.0 grade point average on graded
transcripts (or comparable work on ungraded
transcripts). General Education admission requirements
for all candidates include 8 quarter hours of natural
science, 8 quarter hours of social science and 12 quarter
hours of writing. As part of the admission process,
students must take the Graduate Record Exam (GRE).
Students wishing to apply to the program must
submit all material to the Admissions Office. Required
material includes the Master in Teaching admissions
application form, official transcripts from every college
previously attended, three letters of recommendation, a
work experience resume and two essays. For complete
information on admission, consult our Catalog, "Master
in Teaching at Evergreen, 1994-1996."
Special Notes
I. Students planning to apply to the MIT Program that
will begin in Fall 1994 need be aware of a proposed
change of location to TESC's Tacoma Campus for the
1994-96 MIT class. Program location has yet to be
definitely determined. A decision is expected by March
1994. Please contact the MIT Admissions Office if you
have questions.
2. There will be a schedule change in the MIT Program
for students applying for Fall 1994. This is a two-year,
full-time program that will meet two to three evenings
each week as well as all day each Saturday, and, one
weekday (for classroom observations on the public
schools, 7 a.m. - 4 p.m.) every week in the first year. In
the second year of the program, Fall and Spring
Quarters will be full time, day time, five days a week
for student teaching (7 a.m. - 4 p.m. each day). Winter
Quarter of the second year will be full time and will
meet two to three evenings each week and all day each
Saturday. This schedule and program change will only
affect the cycle of the MIT Program that begins in Fall
Quarter 1994 arid ends Spring Quarter 1996.
n
-:~9"'-:
_\...V- ..
Graduate Study at Evergreen
Master of Environmental
(MES)
Studies
The Graduate Program in Environmental Studies
opened in September 1984, and each year enrolls about
80 students. Since its first graduating class in June 1986,
the program has prepared students for employment in
both the public and private sectors or continuing
graduate study 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 focuses on the
relationship between science and policy. Students can
expect a balanced curriculum that considers and seeks
creative solutions to contemporary environmental
issues.
The MES Program is open to part-time and full-time
students. To make attendance easier for employed
students, most coursework is 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 recent
coursework in both the social and natural sciences and
in statistics before entering the program.
The MES Program consists primarily of three parts:
(I) a required 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 eight 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. AIl students are required to complete an
original thesis that has policy implications. It may be the
written result of an individual or small-group project.
Students will enroll in the following core sequence:
• Political, Economic and Environmental Processes
• Population, Energy and Resources
• Quantitative Analysis for Environmental Studies
• Case Studies: Environmental Assessment, Policy and
Management
Programs are 8 quarter hours each.
Electives include land resources, natural resource
economics, environmental policy, ecological methods,
environmental management, ecological principles,
environmental philosophy and ethics, American
environmental history and watershed management.
Electives are 4 quarter hours each. Some variation from
year to year will occur based on student interest and
faculty availability.
Questions concerning the MES Program should be
directed to Bonita Evans, Program Assistant, MES, Lab
I, The Evergreen State College, Olympia, WA 98505;
206/866-6000, ext. 6707.
Master of Public Administration
(MPA)
The primary commitment of the Graduate Program in
Public Administration is to challenge and thoroughly
prepare students to seek democratic, equitable and
practical solutions to the problems facing state and local
governments in the Pacific Northwest.
The program welcomes both students intending to
pursue a public sector career and those already working
for government or organizations involved in public
issues. It is open to both full- and part-time students.
Most students enrolled in the program are employed full
time by state or local governments and are pursuing
their graduate studies on a part-time basis. To
accommodate these working students, classes are
concentrated in the evenings.
A part-time student can complete the 60 quarter hour
degree requirement in eight academic quarters. A fulltime student may complete the requirement in six
quarters. Students lacking significant public sector
experience are expected to complete an internship for at
least one academic quarter.
To satisfy the degree requirement, a student must
participate in a sequence of five core programs and
complete three elective courses and an applications
project. Each core program is interdisciplinary and team
taught by two or three faculty. The core sequence
provides sustained instruction in the analytical,
administrative and communication skills needed for
effective public service. It is also designed to imbue
students with the habit of examining the political and
economic context of public administration and policy
making, addressing the ethical dimension of administration and policy, and attending to the roles and issues of
race and gender in the workplace and in public policy.
Elective courses allow a student to broaden the study
of the public sector beyond the range of the core
programs or to concentrate intensely on a specific public
sector issue.
The applications project is completed concurrently
with the core program in Public Policy over the Winter
and Spring Quarters of the second year. It is a group or
individually authored research effort, usually with
practical impact for current public sector entities. The
topic, form and content of any project will vary with
students' interests, opportunities and development, but
every project represents the culmination of work in the
program and provides a document that demonstrates the
author's knowledge and ability.
The MPA curriculum is:
• Core Programs
• The Political and Economic Context of Public
Administration
• Research Methods for the Public Sector
• Understanding Public Organizations
• Fiscal Policy
• Public Policy and Its Administrative Implications
• Applications Project in Public Policy and Administration
(All programs are 8 quarter hours)
Electives
(12 quarter hours; typically, three 4 quarter hour
courses)
Inquiries about the MPA program should be
addressed to Bonita Evans, Program Assistant, MPA,
Lab I, The Evergreen State College, Olympia, WA
98505; (206)866-6000, ext. 6707.
~
....
MES/MPA Program Procedures
Admissions
The application deadline for early admission is March
IS. After that date, applications will be considered as
they are completed. 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 is competitive. Admission decisions are
based on a thorough review of the following (see the
Graduate Catalog for details regarding these
procedures):
• Academic transcripts including certification of receipt
of a bachelor's degree
• Brief essays by the applicant
• GRE score
• Letters of recommendation.
For some who apply, the transcript or admissions
material may be an incomplete reflection of their
interests and abilities. Our admissions process considers
the applicant's academic preparation as well as his or
her professional accomplishments or other public
activities and may require an interview with faculty.
The Graduate Catalog
The Graduate Catalog is available upon request from the
Admissions Office. It contains a full description of the
curriculum, academic policies and admissions
procedures for both the MPA and MES programs.
Financial Aid
Limited financial aid is available in the form of
fellowships, assistantships, scholarships, work-study
assistance and guaranteed student loans. The Financial
Aid application must be completed before any financial
aid decision can be made. Financial Aid Forms (FAFs)
should be mailed to the College Scholarship service by
February I. Later applicants who qualify for financial
aid will compete for remaining monies. Certain forms of
financial 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.
Master in Teaching
(MIT)
Director: Janice Kido
Field Services Officer: Ernestine Pearl
Admissions Officer: Marianne Hutcheson
Graduate Teacher Education
Evergreen offers an innovative Master in Teaching
degree program, full time for six academic quarters.
Successful completion will result in the MIT degree and
InitialCertification.
Evergreen's MIT is interdisciplinary and team
taught. A group of 60 students and three or four faculty
forma "learning community," which essentially
remainstogether for two academic years.
The program content meets all academic requirementsfor the Washington Initial Teaching Certificate,
andmost academic requirements for the Washington
Continuing Certificate.
Major areas of interdisciplinary study in the program
includepsychology, philosophy and history of
education, multicultural studies, research and teaching
method.There will be a strong emphasis on field
experience.Five of the six quarters will include
significant work with students in schools.
Elementary and Secondary Endorsements
An endorsement is a qualifying phrase on a Washington
Teaching Certificate which identifies the grade level
and subject matter area in which an individual may
teach. Before beginning the MIT Program, students
must have their endorsement area course work
completed (or within 12 quarter hours of completion).
The secondary education candidate, preparing for
teaching in departmentalized classrooms in grades 4-12,
through Evergreen's MIT Program, must have a Major
Endorsement, and is encouraged to add a Minor
Endorsement as well. Available Major Endorsements
include English; mathematics; physics; science with
biology, chemistry or physics concentrations and social
studies.
The elementary education candidate, preparing for
teaching in any classroom, grades K-8, will qualify for
the elementary certificate. In Evergreen's MIT program,
s/he has a choice of completing one Major Endorsement
or two Minor Endorsements. Available minor
endorsements include: art, music, chemistry, economics,
English, Spanish, French, history, math, physics and
political science. The elementary education endorsement qualifies an individual to teach any subject in
grades K-8 except special education.
Any course required for an endorsement that is
lacking at time of admission to the program, must be
completed no later than the summer preceding year two.
It is not possible to undertake any endorsement courses
during the six quarters of the professional program.
Admissions Requirements
Admission to the Master in Teaching Program is
competitive.
Minimum requirements include a B.A. or B.S. at the
time of entry, a 3.0 grade point average on graded
transcripts (or comparable work on ungraded
transcripts). General Education admission requirements
for all candidates include 8 quarter hours of natural
science, 8 quarter hours of social science and 12 quarter
hours of writing. As part of the admission process,
students must take the Graduate Record Exam (GRE).
Students wishing to apply to the program must
submit all material to the Admissions Office. Required
material includes the Master in Teaching admissions
application form, official transcripts from every college
previously attended, three letters of recommendation, a
work experience resume and two essays. For complete
information on admission, consult our Catalog, "Master
in Teaching at Evergreen, 1994-1996."
Special Notes
I. Students planning to apply to the MIT Program that
will begin in Fall 1994 need be aware of a proposed
change of location to TESC's Tacoma Campus for the
1994-96 MIT class. Program location has yet to be
definitely determined. A decision is expected by March
1994. Please contact the MIT Admissions Office if you
have questions.
2. There will be a schedule change in the MIT Program
for students applying for Fall 1994. This is a two-year,
full-time program that will meet two to three evenings
each week as well as all day each Saturday, and, one
weekday (for classroom observations on the public
schools, 7 a.m. - 4 p.m.) every week in the first year. In
the second year of the program, Fall and Spring
Quarters will be full time, day time, five days a week
for student teaching (7 a.m. - 4 p.m. each day). Winter
Quarter of the second year will be full time and will
meet two to three evenings each week and all day each
Saturday. This schedule and program change will only
affect the cycle of the MIT Program that begins in Fall
Quarter 1994 and ends Spring Quarter 1996.
-:~9"'-:
_\...lV.
.. .
Administration
Board of Trustees
September 1993
Lila S. Girvin
Vice Chair, Spokane
Frederick T. Haley
Tacoma
Dwight K. lmanaka
Seattle
Edward F. Kelly
Secretary, Vancouver
Christina A. Meserve
Chair, Olympia
John N. Terrey
Seattle
Carol Vipperman
Seattle
Administration
Jane L. Jervis
President
Arthur A. Costantino
Vice President for Student Affairs
Russell M. Lidman
Provost and
Academic Vice President
Thomas L. "Les" Puree
Executive Vice President for Finance
and Administration
Priscilla V. Bowerman
Academic Dean
John Aikin Cushing
Academic Dean
Carolyn E. Dobbs
Academic Dean
Jose A. G6mez
Associate Academic Dean
Barbara L. Smith
Academic Dean
Leslie E. Wong
Academic Dean
William E. Bruner
Dean of Library Services
Shannon Ellis
Dean of Student and Academic
Support Services
Arnaldo Rodriguez
Dean of Enrollment Services
~
-- .
and Faculty
This is a listing of Evergreen's faculty as of 1993-94. A
more extensive detailing of Evergreen faculty members'
areas of expertise can be found in The Evergreen Student
Handbook, available at the Student Advising Center.
Richard W. Alexander, English and Literature, 1970;
Assistant Academic Dean, 1980-82; B.A., English,
Emory University, 1956; M.A., English, Tulane
University, 1961; Ph.D., English, University of Illinois,
1966.
Nancy Allen, Literature and Languages, 1971; B.A.,
Comparative Literature, Occidental College, 1963; M.A.,
Spanish, Columbia University, 1965.
Alice A. Nelson, Spanish Language and Culture, 1992;
A.B., cum laude Spanish, Davidson College, 1986;
A.M., Spanish, Duke University, 1989; Certification,
Women's Studies, Duke University, 1990; Certification
(expected), Latin American Studies, Duke University,
1992; Ph.D. candidate, Spanish, Duke University, 1992.
William Ray Arney, Sociology, 1981; B.A., University
of Colorado, 1971; M.A., Sociology, University of
Colorado, 1972; Ph.D., University of Colorado, 1974.
Susan M. Aurand, Art, 1974; B.A., French, Kalamazoo
College, 1972; M.A., Ceramics, Ohio State University,
1974.
Marianne Bailey, Languages and Literature, 1989;
B.A., Foreign Languages and Literature, University of
Nevada, 1972; M.A., French Language and Culture,
University of Nevada, 1974; Doctor of Letters,
Francophone Literature and Culture, Sorbonne,
University of Paris, 1985; Graduate work at University
of Washington, University of Tubingen, West Germany.
Justine Balderrama, Health and Human Services,
1984; B.A., Sociology, California State University,
1962; M.S.W., Social Work, San Jose State University,
1975.
Don Bantz, Public Administration, 1988; B.A.,
ManagementfMarketing, 1970; M.P.A., University of
Southern California, 1972; D.P.A., University of
Southern California, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D., Chemistry,
Arizona State University, 1973.
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 llIinois, 1964.
Michael W. Beug, Chemistry, 1972; Academic Dean,
1986-92; B.S., Chemistry, Harvey Mudd College, 1966;
Ph.D., Chemistry, University of Washington, 1971.
Peter G. Bohmer, Economics, 1987; B.S., Economics
and Mathematics, Massachusetts Institute of Technology, 1965; Ph.D., Economics, University of Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry, 1991; B.S.,
Chemistry, University of Peradeniya, Sri-Lanka, 1983;
Ph.D., Physical Chemistry, University of Arizona, 1989.
Priscilla V. Bowerman, Economics, 1973; Director of
Graduate Program in Public Administration, 1986-89;
Academic Dean, 1990-present; A.B., Economics, Vassar
College, 1966; M.A., Economics, Yale University, 1967;
M. Philosophy, Yale University, 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.
Jovana J. Brown, Natural Resource Policy, 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; Dean of Library
Services, 1992; B.A., Economics and Mathematics,
Western Washington University, 1967.
Andrew Buchman, Music, 1986; Certificate, School of
Musical Education, 1971; B.A., Liberal Arts, The
Evergreen State College, 1977; M.M., Music
Composition, University of Washington, 1982; D.M.A.,
Music Composition, University of Washington, 1987.
Paul R. Butler, Geology and Hydrology, 1986; A.B.,
Geography, University of California-Davis, 1972; M.S.,
Geology, University of California-Berkeley, 1976;
Ph.D., Geology, University of California-Davis, 1984.
Craig B. Carlson, Communications, 1973; B.A.,
English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
Richard A. Cellarius, Plant Biology, Biophysics,
Environmental Policy, 1972; B.A., Physics, Reed
College, 1958; Ph.D., Biological Sciences, Rockefeller
University, 1965.
Caryn Cline, Coordinator of Interdisciplinary Media
Resources, 1991; B.A., English, University of MissouriColumbia, 1976; M.A., English, University of MissouriColumbia, 1978.
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.
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.
Stephanie Coontz, History and Women's Studies, 1974;
B.A., History, University of California at Berkeley,
1966; M.A., European History, University of
Washington, 1970.
Doranne Crable, Expressive Arts, Performance Theory
and Practice, Comparative Mythology, Women's
Studies, Laban Movement Theory and Practice, 1981;
B.A., University of Michigan, 1967; M.A., Wayne State
University, 1973; Fellow, Edinburgh University,
Scotland, 1975; Ph.D., Wayne State University, 1977;
C.M.A., University of Washington.
Beryl L. Crowe, Emeritus, 1992; Political Science,
1970; A.B., Political Science, San Francisco State
College, 1959; M.A., Political Science, University of
California at Berkeley, 1961.
Thad B. Curtz, Literature, 1972; B.A., Philosophy,
Yale University, 1965; M.A., Literature, University of
California at Santa Cruz, 1969; Ph.D., Literature,
University of California at Santa Cruz, 1977.
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.
John Aikin Cushing, Computer Science, 1976; Director
of Computer Services, 1976-84; B.A., Physics, Reed
College, 1967; Ph.D., Cognitive Psychology, Brown
University, 1972.
Judith Bayard Cushing, Computer Science, 1982;
B.A.,Math and Philosophy, The College of William and
Mary, 1968; M.A., Philosophy, Brown University,
1969.
Argentina Daley, American Studies, 1988; B.A.,
Comparative Literature, University of Washington,
1971;M.A., English, University of Washington, 1973;
Ph.D.,English, University of Washington, 1992.
Virginia Darney, Literature and Women's Studies,
1978;A.A., Christian College, 1963; B.A., American
Literature, Stanford University, 1965; M.A., Secondary
EnglishEducation, Stanford University, 1966; M.A.,
U.S.Studies, King's College University of London,
1972;Ph.D., American Studies, Emory University,
1982.
Leo Daugherty, Literature and Linguistics, 1972;
. Academic Dean, 1975-76; A.B., English and Fine Arts,
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.
Llyn DeDanaan, 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.
Elizabeth Diffendal, Applied Anthropology, 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 Institute,
1986.
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.
Carolyn E. Dobbs, Urban Planning, 1971; Academic
Dean, 1987-1991; Interim Vice President for Student
Affairs, 1991-1992; Academic Dean, 1992-present;
BA, History-Political Science, Memphis State
University, 1963; M.A., Political Science, University of
Kentucky, 1966; M., Urban Planning, University of
Washington, 1968; Ph.D., Urban Planning, University
of Washington, 1971.
Kenneth Dolbeare, Political Science, 1981; Director of
Graduate Program in Public Administration, 1984-85;
BA, English, Haverford College, 1951; L.L.B.,
Brooklyn Law School, 1958; Ph.D., Political Science,
Columbia University, 1965; Fulbright Scholar
Denmark, 1989-90.
Fred Dube, Psychology, 1989; B.S., Psychology and
Sociology, Natal University, South Africa, 1966; Ph.D.,
Psychology, Cornell University, 1976.
Larry L. Eickstaedt, Biology, 1970; Academic
Advisor, 1978-81, 1986-88; 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; Academic
Advisor, 1988-90; B.S., Mathematics, University of
Oklahoma, 1957; M.A., Mathematics, University of
Pennsylvania, 1960.
Joe Feddersen, Printmaking, 1989; B.F.A.,
Printmaking,University of Washington, 1983; M.F.A.,
Universityof Wisconsin, 1989.
Susan R. Fiksdal, 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.
John Robert Filmer, Management and International
Business,1972; B.S., Agriculture, Cornell University,
1956;B.A.E., Agricultural Engineering,
CornellUniversity, 1957; M.S., Hydraulic Engineering,
ColoradoState University, 1964; Ph.D., Fluid
Mechanics,Colorado State University, 1966.
Donald Finkel, Psychology, 1976; Chair of Faculty,
1985-86; B.A., Philosophy, Yale University, 1965;
Ph.D., Developmental Psychology, Harvard University,
1971.
Anne Fischel, FilmNideo, 1989; B.A., English and
American Literature, Brandeis University, 1971; M.A.,
Communication, University of Massachusetts at
Amherst, 1986; Ph.D., Communication, 1992.
Thomas 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; Director of Center for Community
Development, 1983-86; B.A., Mathematics, University
of California at Santa Barbara, 1966; M., Urban
Planning, University of Washington, 1971.
Marilyn J. Frasca, Art, 1972; B.F.A., Fine Arts, San
Francisco Art Institute, 1961; M.A., Art, Bennington
College, 1964.
George Freeman, Clinical Psychology, 1991; B.A.,
Liberal Arts, Secondary Education, Adams State
College, 1977; M.A., Clinical Psychology, Southern
Illinois University, 1984; Ph.D., Clinical Psychology,
Southern Illinois University, 1990.
Angela Gilliam, Anthropology, 1988; B.A., Latin
American Studies, University of California at Los
Angeles, 1958; Ph.D., Union Graduate School, 1975.
Jorge Gilbert, Sociology, 1988; M.A., Licenciado en
Sociologia, Universidad de Chile, 1971; M.A.,
Sociology, University ofToronto, 1975; Ph.D.,
Sociology, University ofToronto, 1980.
Jose Gomez, Social Sciences and Law, 1988; Assistant
Academic Dean 1988-90; Associate Academic Dean
1990-present; B.A., Spanish, Journalism, Education,
University of Wyoming, 1965; Fulbright Scholar,
Universidad Nacional Autonoma de Nicaragua, 1967;
J.D., Harvard Law School, 1981.
Margaret H. Gribskov, Emerita, 1990; Journalism!
Education, 1973; Ph.D., Education, University of
Oregon, 1973.
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.
Burton S. Guttman, Biology, 1972; B.A., Interdisciplinary Science, University of Minnesota, 1958; Ph.D.,
Biology, University of Oregon, 1963.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
Jeanne E. Hahn, Political Science, 1972; Assistant
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.
W. Joye Hardiman, Literature and Humanities, 1975;
Director, Tacoma Campus, I990-present; B.A.,
Literature, State University of New York at Buffalo,
1968; Graduate Studies, Literature, State University of
New York at Buffalo, 1968-70; Ph.D., Literature and
Education, The Union Graduate School, 1986.
Phillip R. Harding, Architecture, 1971; B., Architecture, University of Oregon, 1963; M. Architecture,
University of California at Berkeley, 1970.
Lucia Harrison, Public Administration, 1981; Director,
Graduate Program in Public Administration, 1990present; B.A., Arts Administration, Antioch College,
1972; M.P.A., Public Policy, University of Wisconsin at
Madison, 1976; Ph.D., Educational Administration,
University of Wisconsin at Madison, 1979.
Rainer G. Hasenstab, Environmental Design, 1974;
B.,Architecture, University of California at Berkeley,
1965; M., Architecture, University of California at
Berkeley, 1970.
Peta M. Henderson, Anthropology; 1974; B.A., History,
Swarthmore College, 1958; M.A., Anthropology, McGill
University, 1969; Ph.D., Anthropology; University of
Connecticut, 1976.
Steven G. Herman, Biology, 1971; B.S., Zoology,
University of California at Davis, 1967; Ph.D., Zoology,
University of California at Davis, 1973.
Patrick J. Hill, Philosophy, 1983; Provost and Academic
Vice President, 1983-90; A.B., Philosophy, Queens
College, 1963; A.M. Philosophy, Boston University, 1966;
Ph.D., Philosophy, Boston University, 1969.
Virginia Hill, Communications, 1975; B.A., Journalism!
Philosophy, Marquette University, 1964; Ph.D.,
Communications and Organizational Psychology,
University of Illinois, 1971.
David Hitchens, History, 1970; Campus Adjudicator,
1987-89; B.A., History, University of Wyoming, 1961;
M.A, History, University of Wyoming, 1962; Ph.D.,
History, University of Georgia, 1968.
Taylor E. Hubbard, Library Science, 1986; B.A.,
HistorylBusiness, University of Vermont, 1966; M.A.,
History, San Francisco State University, 1968; M.L.S.,
University of California at Los Angeles, 1969.
Margaret I. Hunt, Dance, 1976; B.F.A., Dance, Ohio
State University, 1969; M.Ed., Dance, Temple University,
1972.
Ryo Imamura, Psychology, 1988; B.A., Mathematics,
University of California, Berkeley, 1967; M.S.,
Counseling, San Francisco State University, 1978; Ed.D.,
CounselinglEducational Psychology, University of San
Francisco, 1986.
Winifred Ingram, Emerita, 1981; Consultant to MIT,
1991-92; Psychology, 1972; 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.
Ren-Hui (Rose) Jang, Theater, 1988; B.A., English,
National Taiwan University, 1980; M.A., Theater,
Northwestern University, 1981; Ph.D., Theater,
Northwestern University, 1989.
Bernard Johansen, Dance, 1972.
Richard M.Jones, Emeritus, 1990; Psychology, 1970;
A.B., Psychology, Stanford University, 1950; Ph.P.,
Clinical Psychology, Harvard 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.
Kazuhir Kawasaki, Art History, 1976; B.A., Art History,
University of Washington, 1970; M.A., Art History,
University of Washington, 1972.
Jeffrey J. Kelly, Chemistry and Biochemistry, 1972;
Director of Laboratory Computing, 1984; B.S., Chemistry,
Harvey Mudd College, 1964; Ph.D., Biophysical
Chemistry, University of California at Berkeley, 1968.
Janice Kido, Director, Master in Teaching Program,
1991; A.B.D., Communication: Cross-Cultural
Communication, The Union Institute; M.A., Speech!
Communication, University of Hawaii at Manoa, 1970;
B.Ed., Secondary Speech Education, University of Hawaii
at Manoa, 1965.
Ernestine Kimbro, Librarianship, 1987; B.A., Gonzaga
University, 1970; M.L.S., University of Washington,
1985.
Lovern Root King, Social Sciences, 1977; Affirmative
Action Officer, 1984-85; B.A., English, Seattle Pacific
College, 1972; M.C., Communications, University of
Washington, 1976; Ed.D., Policy, Governance and
Administration, University of Washington, 1984.
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.
:~3,,-:
_'-V--.
Stephanie Kozick, Education, 1991; B.S., Education,
Northern Illinois University, 1971; M.S., Curriculum I
Instruction, University of Oregon, 1980; Ph.D., Human
Development/Family Studies, Oregon State University,
1986.
Patricia Krafcik, Russian Language and Literature,
1989; B.A., Russian, Indiana University (Bloomington),
1971; M.A., Russian Literature, Columbia University,
1975; Ph.D., Russian Literature, Columbia University,
1980.
Lowell Kuehn, Sociology and Public Administration,
1975; Acting Director, Washington State Institute for
Pubic 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 Washington, 1973.
Elizabeth M. Kutter, Biophysics, 1972; B.S.,
Mathematics, University of Washington, 1962; Ph.D.,
Biophysics, 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.
Eric H. Larson, Anthropology, 1971; B.A., San Jose
State College, 1956; M.S., San Jose State College,
1957; Ph.D., Anthropology, University of Oregon,
1966.
Gerald Lassen, Public Administration, 1980; Academic
Advisor, I990-present; B.A., Mathematics, University
of Texas, 1960; MA, Economics, University of
Wisconsin, 1967.
Daniel B. Leahy, Public Administration, 1985; Director
of Labor Center, I987-present; B.A., Economics,
Seattle University, 1965; M.P.A., New York University
Graduate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University, 1960; Ph.D., Mathematics, The University of London, 1967.
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.
Russell M. Lidman, Economics, 1974; Director of
Graduate Program in Public Administration, 1981-83;
Director, Washington State Institute for Public Policy,
1985-90; Academic Vice President and Provost, 1990present; 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.
John T. Longino, Zoology, 1991; B.S., Zoology, Duke
University, 1978; Ph.D., Zoology, University of Texas,
Austin, 1984.
Jean Mandeberg, Fine Arts, 1978; B.A., Art History,
University of Michigan, 1972; M.F.A., MetalsmithingJewelry Making, Idaho State University, 1977.
Carrie Margolin, Psychology, 1988; B.A., Hofstra
University, 1976; Ph.D., Dartmouth College, 1981.
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.
S. R. Martin, Jr., English and AmericaniAfricanAmerican 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.
-»
.. .
John Marvin, Mathematics, 1988; B.A., Mathematics,
University of Montana, 1954; M.A. and A.B.D.,
Mathematics, Johns Hopkins University, 1961.
Patricia Matheny-White, Librarianship, 1978; BA,
Music, Macalester College, 1967; M.A., Library
Science, University of Denver, 1968.
Charles J. McCann, Emeritus, 1991; 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.
Earle W. McNeil, Sociology, 1971; Academic Advisor,
1983-86; B.S., Chemistry, Washington State University,
1964; MA, Sociology, Washington State University,
1965.
Laurie Meeker, FilmlVideo, 1989; B.A., Film
ProductioniStill Photography, Southern Illinois
University, 1980; M.F.A., Film Production, University
of British Columbia, 1985.
Donald V. Middendorf, Physics and Biophysics, 1987;
B.A., Biology, University of Missouri, 1977; M.S.,
Applied Physics, Cornell University, 1980; Ph.D., Plant
Physiology, 1984.
David H. Milne, Biology, 1971; B.A., Physics,
Dartmouth College, 1961; Ph.D., Entomology, Purdue
University, 1967.
Maxine Mimms, emerita, Social Services, 1972;
Director, Tacoma Program, 1973-90; B.S., Education,
Virginia Union University, 1950; Ph.D., Pedagogical
and Curriculum Studies, Union Graduate School-West,
1977.
Carol Minugh, Environmental Studies (Native
American Community-Based) 1988; A.A., General
Education, Grays Harbor Community College, 1973;
B.A., Liberal Arts, The Evergreen State College, 1974;
M.S., Education Administration, Washington State
University, 1975; D.Ed., Higher Education Administration, Pennsylvania State University, 1981.
Harumi Moruzzi, Intercultural Communication, 1990;
B.A., English, Nanzan University, Nagoya, Japan, 1970;
Ph,D., English, Indiana University, 1987.
Lawrence J. Mosqueda, Political Science, 1989; B.S.,
Political Science with minors in Sociology and
Economics, Iowa State University, 1971; M.A., Political
Science, University of Washington, 1973; Ph.C.,
Political Science, University of Washington, 1975;
Ph.D., Political Science, University of Washington,
1979.
Frank Motley, Librarianship, 1978; TESC Library
Head of Reference, 1972-79; B.S., Psychology, Portland
State University, 1965; M.S., Librarianship, University
of Oregon, 1968.
Arthur Mulka, Management Studies, Latin and Greek,
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.PA, Public Administration, University of
Southern California, 1980.
Gonzalo Munevar, HistorylPhilosophy of Science,
1989; B.A., Philosophy, California State University at
Northridge, 1970; M.A., Philosophy, California State
University at Northridge, 1971; Ph.D., Philosophy,
University of California, 1975.
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental Studies,
1988-present; B.A., Political Science and Economics,
University of Washington, 1971; M.A., Political
Science, University of Washington, 1973; Ph.D.,
Political Science, University of Washington, 1978.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest Resources,
University of Washington, 1983.
Alan Nasser, Philosophy, 1975; A.B., Classical and
Modern Languages, St. Peter's College, 1961; Ph.D.,
Philosophy, Indiana University, 1971.
Lin Nelson, Environmental Health, 1992; B.A.,
Sociology, Elmira College, 1970; M.A., Sociology,
Pennsylvania State University; 1975; Ph.D., Sociology,
Pennsylvania State University, 1981.
Mary F. Nelson, Art, Anthropology, and Minority
Studies, 1972; B.F.A., Art Education, Washington State
University, 1966; M.A., Art and Anthropology,
University ofIdaho, 1968.
Charles T. Nisbet, Economics, 1971; B.A., Economics,
Kalamazoo College, 1958; M.B.A., Business, Indiana
University, 1959; Ph.D., Economics, University of
Oregon, 1967.
Sandra Lewis Nisbet, Drama and Theater, 1988; B.A.,
Speech and DramalEnglish, San Jose State University,
1958; M.A., Theater Arts, Indiana University, 1962.
Dean Olson, Management, 1988; B.A., International
Business, University of Washington, 1964; MA,
International Business, University of Washington, 1965;
Ph.D., Business Finance, University of Washington,
1968.
Janet Ott, Biology, 1985; B.S., St. Lawrence
University, 1975; Ph.D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971; Academic
Dean, I988-present; B.A., Philosophy, Reed College,
1962; Ph.D., Philosophy, University of Pittsburgh,
1967.
Mark Papworth, Anthropology, 1972; BA, Central
Michigan College, 1953; M.A., Anthropology,
University of Michigan, 1958; Ph.D., Anthropology,
University of Michigan, 1967.
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.
David Paulsen, Philosophy and Computing, 1978;
BA, Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford University, 1971.
Sarah Pedersen, English Literature, Library Science;
Dean of Library, 1986-1992; B.A., English, Fairhaven
College, 1973; M.S.L.S., College of Library Science,
Lexington, Kentucky, 1976; M.A., English Literature,
Northern Arizona University, 1979.
John H. Perkins, Biology, History of Technology and
Environment, 1980; Academic Dean, 1980-86; B.A.,
Biology, Amherst College, 1964; Ph.D., Biology,
Harvard University, 1969.
Yvonne Peterson, Education, 1984; B.A., Elementary
Education, Western Washington University, 1973; B.A.,
Ethnic Studies, Western Washington University, 1973;
M.A., Political Science, University of Arizona, 1982.
Rita Pougiales, Anthropology and Education, 1979;
Academic Dean, 1985-88; B.A., Liberal Arts, The
Evergreen State College, 1972; M.A., Education,
University of Oregon, 1977, Ph.D., Anthropology and
Education, University of Oregon, 1981.
David L. Powell, Literature, 1972; B.A., English,
Pennsylvania State University, 1960; Ph.D., Literature,
University of Pennsylvania, 1967.
Brian Price, History, 1987; B.A., American and
English Literature, University of East Anglia (England),
1977; M.A, History and American Studies, Purdue
University, 1980; Ph.D., Economic and Labor History,
Purdue University, 1987.
Thomas B. Rainey, History, Environmental and
Russian Studies, 1972; A.B., History, University of
Florida, 1962; M.A., History, University of Illinois,
1964; Ph.D., History, University of Illinois, 1966.
Hazel J. Reed, Mathematics, 1977; B.A., Mathematics,
Reed College, 1960; M.S. and Ph.D., Mathematics,
Carnegie Mellon University, 1968.
Sara Rideout, Librarianship, 1987; B.A., The
EvergreenState College, 1978; M.A., Literature,
Universityof Puget Sound, 1982; M.L.S., University of
Washington, 1984.
Evelia Romano de Thuesen, Spanish Language and
Culture, 1992; B.A., Literature and Linguistics, Catholic
Universityof Argentina, Buenos Aires, 1983; Ph.D.
program,Faculty of Philosophy and Letters, University
of Buenos Aires, Argentina, 1985; Certificate in
AdvancedJapanese Language Studies, Osaka
Universityof Foreign Studies, Osaka, Japan, 1986;
GraduateResearch Student (Kenkyusei), Traditional
JapaneseTheater; Kabuki, Department of Japanese
Literature,Sophia University, Tokyo, 1987; Ph.D.
candidate, Hispanic Literature, Department of Spanish
andPortuguese, University of California, Santa Barbara,
1992.
Ratna Roy, Dance and English, 1989; B.A., English,
Ranchi University, 1962; M.A., English, Calcutta
University, 1964; Ph.D., English, University of Oregon,
1972.
David Rutledge, Psychology, 1988; B.A., Philosophy
and Psychology, University of Nebraska, 1970; M.S.,
Human Development, University of Nebraska, 1975,
Ph.D., Counseling Psychology, University of
California-Berkeley, 1986.
Gilbert G.,Salcedo, History, 1972; B.A., U.S. History,
San Jose College, 1970.
Samuel A. Schrager, Folklore, 1991; B.A., Literature,
Reed College, 1970; Ph.D., Folklore and Folklife,
University of Pennsylvania, 1983.
Terry A. Setter, Music and Audio, 1983; B.A., Music
Composition, University of California, San Diego,
1973;M.A., Music Composition, Theory, Technology,
University of California, San Diego, 1978.
Zahid Shariff, Public Administration, 1991; M.P.A.,
Karachi University, Pakistan; D.P.A., New York
University, 1966.
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. "Pete" Sinclair, Literature, 1971; B.A.,
University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Niels A. Skov, Management, 1972; B.S., Mechanical
Engineering, Teknikum, Copenhagen, Denmark, 1947;
M.S., Physical Oceanography, Oregon State University,
1965; Ph.D.,Physical Oceanography, Oregon State
University, 1968.
Robert R. Sluss, Emeritus,1991; Biology, 1970; B.S.,
Zoology, Colorado College, 1953; M.S., Entomology,
Colorado State University 1955; Ph.D., Entomology,
University of California at Berkeley, 1966.
Barbara L. Smith, Political Science, 1978; Academic
Dean, 1978-present; Director, Washington Center for
the Improvement of Undergraduate Education, 1985present; B.A., Political Science, Lawrence University,
1966; M.A., Political Science, University of Oregon,
1968; Ph.D., Political Science, University of Oregon,
1970.
Matthew E. Smith, Political Science, 1973; Academic
Dean, 1987-90; B.A., Political Science, Reed College,
1966; M.A.T., Social Science, Reed College, 1968;
Ph.D., Political Science, University of North Carolina,
1978.
Oscar H. Soule, Biology, 1971; Director of Graduate
Program in Environmental and Energy Studies, 198186; 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.
Paul J. Sparks, Art and Photography, 1972; B.A., Art,
San Francisco State College, 1968; M.A., ArtPhotography, San Francisco State College, 1971.
Camilla Stivers, Public Administration, 1987; B.A.,
Wellesley College, 1960; M.L.A., Liberal Arts, Johris
Hopkins University, 1967; M.P.A., Health Administration, University of Southern California, 1979; Ph.D.,
Public Administration, Virginia Polytechnic Institute
and State University, 1987.
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.
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.
Raul Nakasone Suarez, Education, 1991; Credentials
for Secondary Education in Mathematics, Physics, and
Chemistry, Enrique Guzman y Valle National
University of Education, 1968; M,A., Teaching
(Physics), Lewis and Clark College, 1973.
Masao Sugiyama, Mathematics, 1988; B.A., Eastern
Washington University, 1963; M.S., Western
Washington University, 1967; Ph.D., Washington State
University, 1975.
Frederick D. Tabbutt, Chemistry, 1970; B.S.,
Chemistry, Haverford College, 1953; M.A., Chemistry,
Harvard University, 1955; Ph.D., Physical Chemistry,
Harvard University, ) 958.
Nancy Taylor, History and Education, 197I; A.B.,
History, Stanford University, 1963; M.A., Education,
Stanford University, 1965.
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.
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.
Kirk Thompson, Psychology and Political Science,
197I; B.A., History, Stanford University, 1956; M.A.,
Political Science, Stanford University, 1958; Ph.D.,
Political Science, University of California at Berkeley,
1965; Postdoctoral studies, Psychology, C. G. Jung
Institute, 1975-77; University of Washington, 1986-87.
Gail Tremblay, Creative Writing, 1980; B.A., Drama,
University of New Hampshire, 1967; M.F.A., English
(poetry), University of Oregon, 1969.
Setsuko Tsutsumi, Japanese Language/Culture, 1985;
B.A., Psychology; Teaching license in English and
Guidance and Counseling, 1965; M.A., English, 1978;
Ph.D., Comparative Literature, 1985.
Sherry 1.Walton, Education, 1987; B.A., Education,
Auburn University, 1970; M.Ed., Developmental
Reading, Auburn University, 1977; Ph.D., Theories in
Reading; Research and Evaluation Methodology,
University of Colorado, 1980.
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.
Ainara D. Wilder, Theater and Drama, 1972; B.S.,
Speech, General Science, Wisconsin State University,
1968; M.A., Theater Arts, University of Wisconsin,
1969.
Sarah Williams, Feminist Theory, 1991; B.A., Political
Science, Mankato State University, 1982; M.A.,
Anthropology, The State University of New York at
Binghamton, 1985; Ph.D., History of Consciousness,
University of California at Santa Cruz, 1991.
Sean Williams, World Music, 1991; B.A., Music,
University of California at Berkeley, 1981; M.A.,
Ethnomusicology, University of Washington, 1985;
Ph.D., Ethnomusicology, University of Washington,
1990.
William C. Wind en, 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.
Thomas Womeldorff, Economics, 1989; B.A.,
Economics, The Evergreen State College, 198I; Ph.D.,
Economics, American University, 1991.
Leslie E. Wong, Psychology, 1988; Academic Dean,
1990-present; B.A., Psychology, Gonzaga University,
1972; M.S., Experimental Psychology, Eastern
Washington University, 1974; Ph.D., Education
Psychology, Washington State University, 1986.
York Wong, Management/Computer Sciences, 1975;
Director of Computer Services, 1973-75; Assistant
Academic Dean, 1979-8 I; B.S., Electrical Engineering,
University of Arkansas, 1956; M.B.A., Columbia
University, 1970.
Sidney D. White, Emeritus, 1990; Art, 1970; B.A., Art
Education, University of New Mexico, 1951; M.S.,
Philosophy-Aesthetics, University of Wisconsin, 1952.
Alfred M. Wiedemann, Biology, 1970; B.S., Crop
Science, Utah State University, 1960; M.S., Agronomy,
Utah State University, 1962; Ph.D., Plant Ecology,
Oregon State University, 1966.
Andrea Ziegert, Economics, 1991; B.S., Economics,
Miami University-Oxford, Ohio, 1978; M.A.,
Economics, Miami University-Oxford, Ohio, 1982;
Ph.D., Economics, University of North Carolina, 1985.
: "15 "'-:
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Part-Time Studies Faculty
Teresa Aragon, Management and Public Administration; B.A., Philosophy, Seattle University, 1965; M.A.,
Political Science and Sociology, University of New
Mexico, 1968; Ph.D., Political Science and Public
Administration, 1977.
Stephen Bray, Print Journalism; B.A., American
Studies, Yale University, 1975; M.A., History,
University of California at Berkeley, 1979; C.Phi!.,
History, University of California at Berkeley, 1980;
MJ., Journalism, University of California at Berkeley,
1982.
Margery B. Brown, Animation, Film, Video,
Computer Graphics; A.A., Visual Media and Education,
Colorado Mountain College, 1976; B.A., Media Arts
Technology, The Evergreen State College, 1979; M.A.,
Feminist and Third World Film Theory and Motion
Graphics, Antioch International University, 1991.
John Calambokidis, Environmental Studies; B.S.,
Biology, The Evergreen State College, 1977.
Wyatt Cates, Expressive Arts; B.A, Communications,
Radio-TV, Washington State University, 1971.
Jeff Cederholm, Salmon Biology, Habitat Requirements, Habitat Restoration and Enhancement; B.S.,
University of Washington, 1968; M.S., University of
Washington, 1972.
Sarah Spear Cooke, Wetland Ecology, Soil Science,
Botanical Taxonomy; B.S.C., M.S.C, McGill
University, 1979; M.S., University of Washington,
1987; Ph.C., University of Washington, 1989.
Kate Crowe, Psychology, Writing; B.A., Psychology
and Writing, The Evergreen State College, 1980.
Steve Davis, Photography, Electronic Imaging; B.S.,
Communications, Photography, Film, University of
Idaho, 1979; M.F.A., Art, University of Idaho, 1983.
Anne M. Ellsworth, American Sign Language, Deaf
Culture Studies; M.L.T. (Medical Laboratory Tech),
Tacoma Community College, 1966; Drug and Alcohol
Counseling Certificate, Seattle University, 1975; B.A.,
Art and Social Sciences, The Evergreen State College,
1989;
Bill Hashim, Environmental Philosophy, Watershed
Management; B.S., Range Management, Humboldt
State University, 1977; B.A., Environmental Studies,
The Evergreen State College, 1984; M.E.S, The
Evergreen State College, 1986.
Evonne Hedgepeth, Education and Human Sexuality;
B.S. Psychology and Education, Virginia Commonwealth University, 1973; M.Ed., Educational
Administration and Supervision, Virginia Commonwealth University, 1981; Ph.D., Education, Union
Graduate School, 1988.
Allegra Hinkle, Media, Music; B.A., Communications,
Western Kentucky University, 1976.
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Ron Hinson, Visual Arts, History of Art; B.F.A.,
Miami University, Oxford, Ohio, 1956; M.F.A, Miami
University, Oxford, Ohio, 1958.
Doug Hitch, Wood-working, metal-working and
casting, neon; A.A., Centralia College, 1970; B.A.,
Technical Theater, Western Washington University,
1972; Pilchuck Glass School (neon, glass blowing, glass
casting).
Russell Hollander, Psychology; B.A., Philosophy, New
York University, 1969; M.A., Philosophy, California
State University, San Francisco, 1973; M.A., Religion
and Psychology Studies, University of Chicago, 1976;
Ph.D., Ethics and Society, University of Chicago, 1977.
Mitsugu Honda, Japanese, Religion; B.A., Belhaven
College; M.Div, Princeton Theological Seminary, 1973;
Th.M., Princeton Theological Seminary, 1974; Graduate
Study, University of Chicago, 1975; M.A., Seton-Hall
University, 1979; D.D., California International
University, 1983.
Stella Jordan, English, Writing, Reading Skills,
Literature; B.A., University of New Mexico, 1952;
M.A., English, California State College, Northridge,
1963; M.A., Education, Reading, California State
College, Northridge, 1972.
Karen Kirsch, Dance and Movement Study; Fashion
Institute ofTechnology, Textile Design, 1972; B.A.,
The Evergreen State College, 1980; University of
Washington, Certificate Program in Laban Movement
Analysis, 1991.
Hugh Lentz, Photography; B.A., University of Idaho,
1984; M.F.A., Photography, University of Arizona,
1987.
John McCann, Labor Studies, U.S. History, Political
Economy; B.A., English Literature and Composition,
The Evergreen State College, 1974; M.P.A.,
concentration in Labor History, Education, The
Evergreen State College, 1988; A.B.D., U.S. History,
University of Oregon (currently).
Helena Meyer-Knapp, Knowledge and the Human
Condition, History, Political Philosophy; B.A., History,
Oxford University, 1969; M.A., Communications,
University of Pennsylvania, 1971; Ph.D., Interdisciplinary Political Studies, Union Institute, 1990.
Christina Miller, Environmental Studies; B.S.,
Wildlife Science, University of Washington, 1981;
M.E.S. (pending), The Evergreen State College.
Pat Moore, Sustainable High-Production Agriculture;
B.A., The Evergreen State College, 1981.
Mike Moran, Ceramics, Drawing, Painting; B.S.,
Painting, Political Science, Eastern Montana College,
1966; M.F.A., Ceramics, University of Puget Sound,
1982.
Steve Morrison, Environmental Studies; B.S.,
Environmental Planning, Huxley College of Environmental Studies at Western Washington University,
1974; Master of Public Administration, The Evergreen
State College, 1985.
Valerie Navarro, French, Spanish, Russian; B.A.,
French, Russian, University of Washington, 1977;
M.A., Spanish Language, Literature, University of
Vasconcelos, Durango, Mexico, 1993; M.A., The
Teaching of Russian as a Second Language, Gerzen
Pedagogical Institute, St. Petersburg, USSR, 1991.
Leticia Nieto-Johnson, Clinical psychology, expressive
arts therapies, cultural studies, psychodrama, human
development, career development, higher education,
Latino issues; B.A., Psychology and Theater, George
Fox College, 1981; M.A., Human Development, Azusa
Pacific University, 1983; Psy.D., Clinical Psychology,
Ryokan University, 1987.
Peter Ramsey, Visual Arts (Printmaking, Art History,
Color Theory); B.A., University of Washington, 1963;
M.F.A., Cranbrook Academy of Art, 1965.
Peter B. Randlette, Computer applications in media,
audio recording, music; B.A. The Evergreen State
College, 1980.
Anthony Reynolds, Computers; B.A., The Evergreen
State College, 1984.
Sally Riewald, Writing, Composition; B.A., English,
Teacher Certification, University of Puget Sound, 1962;
M.A., Education, University of Puget Sound, 1978;
Ph.D., Western Institute for Social Research, Higher
Education and Social Change, 1987.
Lawrence D. Starr, Chemistry; B.S., Chemistry,
Whitworth College, Spokane, 1946; M.S., Organic
Chemistry, Washington State University, 1951; Ph.D.,
Organic Chemistry, Washington State University, 1955.
Betty Tabbutt, Environmental Studies; B.A., Zoology,
Oberlin College; M.A., Medical Sciences, Radcliffe
College.
James L. This, Theater; Ph.D., Communication,
Drama, University of Southern California, 1978; B.A.,
Spanish, Wake Forest University, 1969.
Christina Valadez, Conversational Spanish,
Sociolingustics; B.A., Social Sciences and Romance
Languages, The Evergreen State College, 1979; M.A.,
Sociocultural Anthropology, University of Washington,
1984.
Billie Williams, French; B.A., Mills College, 1947;
M.A., University of California, 1951; Diplome de
Litterature Contemporaire, University of Paris,
Sorbonne.
Ken Wilhelm, Media Arts; Renton Vocational Institute.
Joan Winden, Music; B.A., Music, Stanford
University, 1953; M.A., Music Education, San
Francisco State University, 1956.
Barbara Zelano, Theater Marketing; B.A., Marketing
the Arts, Arts Administration, The Evergreen State
College, 1988.
Campus Services and Resources
Access for Persons
with Disabilities
If you are a person with a disability of any kind, you
will not only be welcome at Evergreen, but also able to
be an active participant in the community.
Access Services supports and assists students with
disabilities and provides access to Evergreen programs
and facilities. Our goal is to provide support and
assistance to facilitate your personal independence and
self-reliance while you are a student at Evergreen. To
enable us to identify appropriate support services, we
ask you to contact Access Services upon admission to
the college. All verification of disability materials is
kept in strict confidence and must be received in the
Access Services office prior to beginning your
education at Evergreen.
In addition to the services we provide you will find
valuable help from the on-campus student organizationThe Evergreen State College Union for Students with
Disabilities. Volunteers are available for guided tours of
the campus during all quarters.
Offices that will assist you:
Access Services, ext. 6348
866-6834 for direct voicefTDD
LlB-1407D
Union for Students with Disabilities,
ext. 6092, CAB-320
Affirmative
Action
The Evergreen State College expressly prohibits
discrimination against any person on the basis of race,
color, creed, national origin, gender, marital status,
religion, sexual orientation, age, disability or veteran
status. The responsibility for and protection of this
commitment extends to students, faculty, administration, staff, contractors and those who develop or
participate in college programs at all levels and in all
segments of the college. It is the responsibility of each
and every employee of the college community to ensure
that this policy is a functional part of the daily activities
of the college.
Copies of the college's Affirmative Action Policy are
available in the Library and the Affirmative Action
Office. Persons who wish information on Affirmative
Action, or who believe they have been discriminated
against at Evergreen, are urged to contact Ermelindo
Escobedo, Affirmative Action Officer, LIB-3103,
ext. 6368, or VfTDD 206/866-6834.
Campus Bookstore
Computer
The Evergreen Bookstore, located in the College
Activities Building (CAB), is the place to find all
required texts and materials for all programs. The
bookstore also features general reading and reference
books, film processing, ticket sales and the latest in
geoduck leisure wear. For late night needs, including
books, magazines, snacks and school supplies, check
out the Branch, a subsidiary of the Bookstore in
Housing's Community Center.
In Academic Computing the emphasis is on students
and technology. Students are provided with broad
opportunities throughout the curriculum, rather than in
just a few computer science classes. The use of
computer facilities continues to grow as computing
becomes an integral aspect of Evergreen's curriculum.
There is no charge to students for the use of computing
facilities.
Located in Library 2408, the Computer Center is a
place where individual attention comes first. The
Computer Center's student consultants provide general
assistance and consultation on the use of Computer
Center resources.
Most students use the college's microcomputer
laboratories, clusters of microcomputers, minicomputers
and mainframes. These offer a diversity of computer
languages (such as Pascal, C, COBOL, Prolog, LISP
and BASIC) as well as application software (such as
WordPerfect, Excel, MS Works, graphics packages, and
SPSS).
Evergreen's computing laboratories include a
microcomputer laboratory (AT&T 286 based), with
video and audio projection equipment networked in a
StarLan configuration. The newest laboratory has
powerful 386 stations with VGA capability supporting
computer science needs as well as general usage. One of
the most heavily used facilities is our Macintosh II
laboratory. This lab is networked to share printing,
peripherals and application resources. The Mac Lab
provides students with graphics, word processing,
imaging and scanning, and desktop publishing
capabilities for academic projects.
Equipment for the physically challenged is also
available in the Computer Center (scanners, sound
synthesizers, image enlargement), as are manuals,
specially designed reference materials and workshops to
help you make the best use of the facilities. Microcomputers designed for natural science applications are
located in LAB II.
Evergreen has been able to maintain its high level of
computing resources through grant assistance from the
National Science Foundation, AT&T, Apple, Digital
and others.
Evergreen has established microcomputer purchase
plans for student use at substantial educational discounts
through the college Bookstore. We encourage you to
consider purchase of a computer for your academic
work at Evergreen.
Campus Parking
Motor vehicles must display valid parking permits.
Permit prices are as follows, although rate increases
were under consideration at the time of publication and
may be in effect at a later date.
Daily Pass
Quarterly
Annually
Automobiles
$.75
$22
$54
Motorcycles
$.75
$11
$27
Daily permits can be purchased at the information booth
on the front entrance road to campus. Longer-term
passes can be purchased at the cashier's office,
LIB-1119. Parking is permitted in designated areas
only. 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 does not assume responsibility for any
vandalism or theft while the vehicle is parked on
campus.
Convenient parking is available for persons with
disabilities. A TESC special parking permit must be
displayed when a vehicle is parked in a handicap space.
These are issued through the Affirmative Action Office,
LlB-3106. Additionally, a TESC daily pass or parking
permit must be purchased and displayed.
Campus Public Safety
Campus Public Safety exists for the safety and welfare
of all members of the Evergreen community. The
Campus Public Safety Office is open 24 hours a day,
seven days a week and is staffed by officers trained in
law enforcement and problem resolution skills. Campus
Public Safety works to resolve problems by using
Evergreen's Social Contract. While charged with law
and college regulation enforcement, campus officers
may act as intermediaries between campus community
members and county deputy sheriffs when necessary.
Although the college is not responsible for loss of
personal property from campus buildings, Campus
Public Safety provides cards for listing personal
valuables and, for a small fee, will register and license
bicycles. Security keeps property information on file in
case of loss or theft.
Persons with disabilities can contact Campus Public
Safety for emergency wheel chair service. Campus
Public Safety can also help students with disabilities
gain entrance to the bike shop, which contains tools in
an accessible area.
Campus Public Safety staff are available to assist
students and other members of the Evergreen
community with all safety and security needs. The
office is located in the Seminar Building.
Services
:~7
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Facilities
and Campus Regulations
Because Evergreen is state-owned, responsibilities to the
state and county 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: Rooms in the residence halls and
modular units are homes, and drinking is legally
permissible for students 21 years of age or older. For
students choosing to live in a substance-free environment, Housing provides alcohol-drug free residences.
Use of College Premises
Evergreen's facilities may be used for activities other
than education as long as suitable space is available,
adequate preparations are made and users meet eligibility
requirements.
Arrangements for conferences or group gatherings by
outside organizations are made through Conference
Services, CAB-207F, ext. 6192.
Evergreen students, facuity 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 Space Management, LIB-1605, ext. 6314.
Allocations of space are made first for Evergreen's
regular instructional and research programs, next for
major all-college events, then for events related to special
interests of groups of students, facuIty or staff, and then
for alumni-sponsored events. Last priority goes to events
sponsored by individuals and organizations outside the
college.
Special events or outside speakers that are sponsored
by S&A-funded organizations are scheduled through the
Student Activities Office.
All private and student vendors must schedule tables
through the Student Activities Office. Student vendors
are provided tables for a $2 fee. Private vendors and
alumni must provide their own tables and the fee is $15.
Non-student vendors are limited to two tables per day and
three days per quarter.
Firearms
The college discourages anyone from bringing any
firearm or weapon onto campus. However, firearms that
must be brought on campus property will be checked in
and retained by Campus Public Safety. A special written
explanation must accompany the retention request and
filed with the Chief of Campus Public Safety. Persons in
possession of unchecked firearms on campus will be
subject to immediate expulsion from Evergreen or to
criminal charges.
Pets
Pets are not allowed on campus unless under physical
control by owners. At no time are pets allowed in
buildings. Stray animals will be turned over to Thurston
County Animal Control.
Bicycles
Bicycles should be locked in parking blocks provided at
various locations around campus. They should not be
placed in or alongside buildings and should not be locked
to railings. Bicycle registration/licenses that aid in
recovery of lost or stolen bicycles are available at
Campus Public Safety for a small fee.
Smoking
Smoking is allowed only in "Smoking Permitted" areas.
Members of the campus community are expected to
respect smoking restrictions and accept shared
responsibility for enforcement.
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Food Services
Mail Services
The Greenery, located on the first floor of the CAB,
Student mail is delivered six days a week and a selfserve postal unit is provided in the CAB. If you're a
new student moving into campus housing, you can send
your belongings to Mail Services, The Evergreen State
College, Olympia, WA 98505.
offers a bountiful salad bar, Fiesta Grande, Worth the
Wok, hot fresh entrees daily and pastries for your
enjoyment.
Visit The Deli for a fresh and refreshing salad bar,
made-to-order sandwiches, pizza and healthful fast
foods. We feature locall y roasted coffee and a wide
variety of beverages.
TESC Food Services features a convenient cash
card-a debit card that allows a customer a declining
balance. Purchase your cash card in the Food Services'
office, located in The Greenery, CAB first floor.
Learning Resource Center
Library 2122, 2126; Ext. 6420
The Learning Resource Center (LRC) is a place for
students to receive individual help with math or writing
at all levels of difficulty.
For those who want help in mathematics/quantitati ve
skills, a group of qualified math tutors assist students in
subjects ranging from elementary mathematics and
statistics to advanced topics. Students doing the two
self-paced math programs, Intermediate Algebra and
Pre-calculus, also receive assistance and testing in the
LRC.
Students who want individual help with writing,
whether at a basic or advanced level, can work
individually with LRC writing tutors or professional
staff. Diagnostic testing and individual conferences are
also available for students with concerns about reading
and study skills. Assistance is available on a walk-in or
appointment basis.
Library
The Daniel 1. Evans Library hires people who are not
only experts in media and information management and
retrieval, but 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 research and media instruction across
the curriculum, as well as through various courses in the
use of media equipment and basic media.
"What" you will find in the Library includes 4,000
items of media loan equipment (including cameras,
projectors, tape recorders and video/audio equipment);
over 214,000 books; 30,000 reference volumes; four
well-equipped recording studios; a complete video
production system; films; recordings; maps; documents;
editing benches; a drafting table and 1,750 periodical
subscriptions.
.
In addition to resources on hand, Evergreen's
Library offers you access to books and periodicals
through the computerized database of the Washington
Library Network and through on-line database
searching. Evergreen students and faculty borrow more
Interlibrary Loan materials and more of the general
collections per capita than at any of the other four-year
public institutions in the state.
For more information, call ext. 6252 or drop in and
talk to any Library staff member.
Public Service at Evergreen
Evergreen operates four public service initiatives, each
funded by the Washington State Legislature to carry out
specific functions related to the educational and service
missions of the college.
The Washington Center for Improving the Quality of
Undergraduate Education was established in 1985 and
includes 43 participating institutions-all of the state's
public four-year institutions and community colleges
and nine independent colleges. The Washington Center
focuses on higher education reform and helps
institutions share and more effectively utilize existing
resources by facilitating faculty exchanges, developing
interdisciplinary "learning community" programs,
conferences and seminars, and providing technical
assistance on effective approaches to teaching and
learning.
The Evergreen Center for Educational Improvement
focuses on providing educational opportunities and
outreach to K-12 programs and schools. Through
innovative partnerships, joint planning and assessment
projects, information exchanges, workshops and
conferences, the Evergreen Center helps the K-12
community throughout the state learn effective new
teaching methods and share resources and ideas.
The Washington State Institute for Public Policy
undertakes research studies, sponsors conferences,
publishes newsletters and otherwise promotes the flow
of information between higher education and public
officials. The Institute also provides internship
opportunities for Evergreen undergraduate and graduate
students. One of the Institute's largest projects is an
annual survey of 2,000 low- income and at -risk
Washington families. This information is an invaluable
aid to state policy makers.
The Rosalie Gittings Labor Education and Research
Center was founded in 1987 and mandated to provide
labor education to Washington state union members.
The center's programs focus on economic analysis,
labor history and organizing for social justice. The staff
of the Labor Center design and implement unioninitiated programs as well as center-sponsored classes
and residential programs. The center provides work
study and internship opportunities for Evergreen
undergraduate and graduate students, as well as an
eight-credit part-time labor studies program on
Saturdays. The Labor Center is located in SEM-4166.
Student Activities Organizations
Student Governance
Students fund a variety of organizations to provide
cultural, informational, social, recreational, spiritual and
educational services and activities. Current organizations
include:
• Amnesty International
• Asian Students in Alliance
• Bike Shop
• Camarilla
• Childcare Center
• Community Gardens
• Cooper Point Journal (student newspaper)
• Environmental Resource Center
• Evergreen Political Information Center
• Evergreen Students for Anime
• Evergreen Sustainability Coalition
• Evergreen Wilderness Center
• Gaming Guild
• Graduate Student Association
• Jewish Cultural Center
• KAOS-FM Olympia PublicRadio
• Lesbian/GaylBisexual Peoples Resource Center
• MEChA, Chicano/Latino Student Movement
• Middle East Resource Center
• Mindscreen Film Group
• Native Student Alliance
• Pacific Islander Association
• Peace and Conflict Resolution Center
• Recreational Sports
• Recycling
• Slightly West Literary Magazine
• Society for Creative Anachronism
• Soda Pop, Substance Abuse Education
• Student Produced Art Zone
• The Evergreen Music Production Organization
• Union of Students with Disabilities
• Umoja, African American Student Organization
• Veterans and Reservists
• Women of Color Coalition
• Women's Center
• YWCA
Student involvement in governance currently occurs
through student membership on campus-wide
committees and on an ad hoc basis when specific issues
arise. Throughout Evergreen's history, students have
worked annually to develop a permanent governance
structure.
Students interested in being informed of and involved
with such efforts can contact the office of the Vice
President for Student Affairs, LIB-3236, ext. 6296.
The Student Activities Office, Cooper Point Journal,
KAOS-FM Olympia Public Radio and the student
organizations are located on the third floor of the CAB.
:
-(1).
- .89- . -:
Campus Life
Evergreen
Glossary
APEL-A key part of the
student support
services av .
Student
Center, Ii:.
Planning a
Experiential L
offers students u
date information 0
programs, faculty and .
academic services.
You'll also receive
advising services formal or informal,
individual or group - on
an ongoing basis from
faculty in your
programs and areas of
interest.
From the crunch of
electric guitars to the
strains of chamber
orchestras, the Olympia
area is very much alive
ith the sound of music.
Yes, it gets cool in the
Pacific Northwest. Winter
rruc year and near
the end of Fall, Winter
and Spring quarters.
This provides a great
opportunity to get
information about
upcoming programs,
explore possible
contracts and talk to
people who are
genuinely interested in
helping you with
planning. Check with
APEL, Admissions or
Registration and
Records for dates and
times.
Besides room for aerobics
Campus Recreation Center
ll-Iane swimming pool, r
courts, weight rooms and
like climbing the walls? Th
rock climbing wall for tho
iddle of Evergreen's
e Community
---
green Beach is a 20-minute walk
tral campus. Stretching 3,300
framed by forest, the beach is a
e to stroll or launch a canoe into
rs of Eld Inlet, the southernmost
get Sound.
Evergreen
Glossary
Academic PathwaysThe way to specialize
in a particular field of
study at Evergreen is
to plan an academic or
career "pathway." Talk
with an APEL Advisor
or a faculty member
teaching in your field
of interest to find out
w to plan your own
mic pathway.
acade
Group Contr
Individual Learning
Contracts and
Internship Contracts .
. See the chart, "Major
Modes of Study" on
page 9.
CPJ-It's the Cooper
Point Journal,
Evergreen's student
newspaper.
DTF-DTFs are
Disappearing Task
Forces. Evergreen's
planners wanted to
avoid permanent
committees, so they
created DTFsto study
problems, make
recommendations and
then disappear.
Several DTFs are active
each academic year
and students are
encouraged to
participate.
:~1",.:
.'-.V .
.. .
Evergreen
Glossary
EvaluationEvergreen's grading
system consists of a
narrative evaluation 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. These
become official
documents, making up
your permanent
transcript.
Evaluation
Conference-A
Insi
quarterly conf
which a facul
member and
discuss their
evaluations of the
student's work.
Conferences occur
during Evaluation
Week, the eleventh
and final week of each
quarter.
wide wor
for learning, fe
on-line data bases, a
statewide interlibrary loon
program, thousands of
books and periodicals, ond
idee recording
Faculty Sponsor-A
student's chief
instructor during any
given quarter in a
Group Contract,
Individual Contract or
Internship.
-generation Japanese
ents, faculty, staff and com
Field Trips-At
ake banners of their own. The bann
Evergreen, field trips
are regularly
integrated into the
schedule of program
activities - just like
lectures, seminars, etc.
earlier age -
were shown in Evergr
First Peoples-At
Evergreen, First Peoples
refers to people of
color - often referred
to in the U.S. as
minorities. The name is
in recognition of the
unique indigenous
heritages of all people
of color. See First
Peoples' Advising
Services in the Student
Support Services
section, page 35.
~
...
og
Radio
~
KAl -FM, located in Evergree 's
A 'vftles Building, is community-access
for the South Puget Sound. Evergreen student,
radio
~IUIf
faculty and community-member programmers present
shows that echo the station's diverse musical
r local and national issues.
_
Evergreen
Glossary
Governance-An
ongoing process at
Evergreen, indicating
our commitment to
working together to
make decisions
together.Go
time'
in
g with
'faculty
rs, usually
h a DTF
hed to study a
and seek
s. Participatory
acy is hard
d timeing, but you
oice in what
s at Everg reen
oose to
this unusual
uable franchise.
,000 or so of
their closest friends
from around the state
and beyond.
Home Sweet Guitar-strewn Home!
J
More than 1,000 students cho-'
,
to live on the Evergreen co
ernshipspervised experience
in a work situation for
which a student
ceives academic
dit. Internships
re advance
ing through the
of Cooperative
ion. Seniors are
given
are
academic
at require
See
es of
Sfn1,.,re
9, for
more information.
Prior Learning from
Experience-Practical
knowledge of a
subject that is the
equivalent of academic
learning in that field,
and for which
Evergreen may award
academic credit.
and its environs.
:~3"'-:
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Evergreen
Glossary
Retreat-Many
academic programs go
on retreat during the
year, often off campus.
Retreats allow for
secluded work on a
particular project or
the finale to an entire
year's studies. Also, the
entire curriculum is
planned at an annual
Faculty Retreat. The
programs in this
catalog were planned
at the Faculty Retreat
of Spring 1992.
A 1993 Evergreen art
galleries exhibit by
expressive arts faculty
member Joe Fedderson
ono-types, reliel
paintings
g his day-to-day
riences, geometric
tractions based on
dleton blankets, and
tions of Northwest
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.
Student selfevaluations are part of
formal academic
reco
Se
cent
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. Participants
are expected to
prepare for the
seminar by reading
and analyzing the
book to be discussed.
~
.-
....
e, students find
a place to stretch QuI
) to texts, toiletries,
r supplies and candy.
Evergreen
Glossary
Social ContradEvergreen's planning
faculty wanted the
college to function as
a community, so they
wrote their ideas
about social ethics and
working together into
the Social Contract.
See page 20 for more
information.
pecialty Area-An
terdisciplinary
rouping of Evergreen
acuity, all of whom
are interested in a
specific set of
disciplines or issues.
Faculty within each
specialty area meet
...
•
as are
listed in "The
Condensed
Curriculum" on page
38.
The Evergreen
Student Handbook-
Though snowfall in Olympia is rare the winterof
l
199~i93~rought flakes down upon the Evergreen
;
=:>~
itl arOYe,s. Some students snatched the
bite to eat.
earch for the nation
I campuses ranks
h America/s sixth best.
reas like this bordering
l
the colle~Squarel
offer respite
from the summer sun and a good place to
enjoy lunch or read a book.
___
i
+m
~~"&;
c~~"~"0'-;. __
. _.
Published by the
Academic Planning
and Experiential
Learning (APEL) Office,
publication is an
uable source of
mati on and a tool
lanning your
career at Evergreen
and beyond.
o HD~SPUDs~uapn~s
jO ssaul\puapj a4~ punoj
a4 'aJa4 a)uQ 'uaaJ6JaA3
o~ 6UPJajSUDJ~aJOjaq
S1004)SjO Apn~SInjaJD)
o apDW PJDM01) WD!IHM
General Index
A
F
Academic Advising -----------------------------10, 11
Academic Credit -------------------------------------32
Academic Fairs ----------------------------------10, 90
Academic Planning and
Experiential Learning (APEL) ----------- 10, 34, 90
Academic Program Guide --------------------------12
Academic Regulations ------------------------------32
Accreditation ---------------------------------------103
Address changes -------------------------------------32
Administration ---------------------------------------82
Admission --------------------------------------------24
Affirmati ve Action ----------------------------87, 103
Alcohol------------------------------------------------87
Appeals -----------------------------------------------30
Application deadlines -------------------------------28
Application fee ---------------------------------------31
Audi tors -----------------------------------------------28
Facilities, use regulations ---------------------------Faculty ------------------------------------------------Fees and charges -------------------------------------Financial aid ------------------------------------------Firearms -----------------------------------------------First Peoples -----------------------------------------First People's Advising Services ------------------Food services -----------------------------------------Foreign language study -------------------------- 41,
Foreign students -------------------------------------Foundation scholarships ----------------------------Freshman admission requirements ----------------Full-time status ---------------------------------------
B
Bachelor of Arts ---------------------------------II,
Bachelor of Science -----------------------------II,
Bicycles -----------------------------------------------Billing Procedures -----------------------------------Bookstore ----------------------------------------------
33
33
87
30
87
G
General Education Development Tests -----------Governance --------------------------------------89,
Graduate study ---------------------------------------Graduation requirements ---------------------------Group Contracts ----------------------------------------
25
93
78
33
9
H
Handicapped Access ----------------------------- 34, 87
Health Center -----------------------------------------34
Housing -------------------------------------------28, 35
C
I
Calendar ---------------------------------------------103
Campus Profile -------------------------------------102
Campus Recreation Center -------------------------- 34
Campus Public Safety -------------------------------87
Career Development --------------------------------34
Center for the Study of Science
and Human Values ---------------------------------69
Computer Services ----------------------------------87
Condensed Curriculum -----------------------------38
Confidentiality of records --------------------------- 33
Contacting Evergreen -----------------------------104
Contracts -----------------------------------------------9
Cooperati ve Education ------------------------------19
Cooper Point Journal ----------------------------88,
91
Coordinated Study ------------------------------------9
Core Programs ---------------------------------------44
Counseling Services ---------------------------------34
Credit ---------------------------------------------18, 32
Curriculum ----------------------------------38, 41, 44
Insurance ----------------------------------------------31
International students -------------------------------25
International studies ----------------------------- 41, 62
Internships ---------------------------------------19, 93
D
Degree requirements --------------------------------Deposits -------------------------------------28, 30,
Disappearing Task Force ----------------------------91
Dogs on campus -------------------------------------Drops, program changes -----------------------------
33
31
87
32
E
Emergency loans -------------------------------------29
Enrollment figures ---------------------------------102
Environmental Studies, graduate program -------- 78
Environmental Studies -------------------------------47
Evaluations ----------------------------------18, 33, 91
Evergreen Center
for Educational Improvement --------------------- 88
Expenses, estimated yearly -------------------------- 30
Expressive Arts --------------------------------------52
~
p
88
82
31
29
87
92
35
88
62
25
29
24
32
- .....
J
Jackson School of International Studies ----------- 62
K
KAOS --------------------------------------------------91
KEY-Student
Services ----------------------------- 35
Knowledge and the Human Condition ------------- 58
L
Language and Culture ------------------------------62
Learning Resource Center ---------------------- 35,41
Leaves of absence -----------------------------------32
Li brary ------------------------------------------------88
Loans --------------------------------------------------29
M
Mail services -----------------------------------------88
Management and the Public Interest --------------64
Map of campus -------------------------------------101
Master of Environmental Studies -------------- 11,78
Master of Public Administration --------------- II,78
Master in Teaching -----------------------------11, 79
N
Native American Studies -----------------------------
65
Parking -------------------------------------------31, 87
Part -ti me study ---------------------------------------41
Payment procedures ---------------------------------30
Pets on campus ---------------------------------------87
Physically Challenged Access ------------------ 34,87
Political Economy and Social Change ------------67
Prior Learning Experience ----------------------19,
93
Public Administration, graduate program --------- 78
R
Reci proci ty ------------------------------------------Record keeping --------------------------------------Recreation --------------------------------------------Refunds -----------------------------------------------Registration -------------------------------------------Academic Standing ----~---------------------------Academic Warning --------------------------------Wi thdra wal -----------------------------------------Residency ------------,--------------------------------Returning students -----------------------------------Rosalie Gittings Labor Education
and Research Center --------------------------------
30
33
34
30
32
33
33
32
30
25
88
S
Scholarships -------------------------------------28, 29
Science, Technology and Health ------------------- 70
Self-Evaluations ---------------------------------18, 94
Seminars -------------------------------------------18,
94
Smoking ----------------------------------------------87
Social Contract ----------------------------------20, 95
Special Students -------------------------------------28
Student Activities -------------------------------35,89
Student Affairs Office ------------------------------35
Student evaluation of faculty ----------------------- 17
Student Support Services ---------------------------- 34
Study abroad -------------------------------------41, 62
Summer Quarter -------------------------------------28
T
Tacoma Campus Program --------------------------Teacher Education -------------------------------11,
Transcripts ----------------------------------------18,
Transfer students ------------------------------------Tuition -------------------------------------------------
77
79
33
25
30
U
University of Washington --------------------------Upside-down Degree Program ----------------------
62
27
V
Vacations --------------------------------------------Veterans ------------------------------------------------
103
31
W
Washington Center for Improving the Quality of
Undergraduate Education ------------------------Washington Public Interest Research Group
(WashPIRG) ----------------------------------------Washington State Institute
for Public Policy -----------------------------------Withdrawals ------------------------------------------Writing Center ----------------------------------------88
88
31
88
32
Campus Map
DRIFTWOOD ROAD
+-Organic Farm
1.2 miles from Overhulse
and Driftwood.
Directions:
TraveJDriftwooduntil
Lewis Rd. is reached.
Turn lehhere and look
for Organic Farm sign on
rhe left aboul
a half mile
down the road.
~'\,,?~V:-\:J~<;j
ParkinglotC
(::;~~~'f.
100
The Evergreen State College is an hour's drive from the Seattle-Tacoma airport. Olympia is
also served by Greyhound and Trailways bus companies. Evergreen and the state capital are
just a short, scenic drive from most Washington cities and major points of interest.
200
400
Key
I. Library
2. Seminar
How To Get Here
3. Lecture Hall
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 three
miles to The Evergreen State College exit and go another two miles on the Evergreen Parkway
to the campus entrance (on the left).
4. Arts and Sciences (Lab 1)
5. Arts and Sciences (Lab 2)
6. Arts Annex (Lab Annex)
7. Communications Lab
8. Recreation Center
9. Campus Activities Building (CAB)
10. Childcare Center
11. Central Plant
12. Pavilion
13. Modular Housing
14. Student Housing
15. Residence Halls
16. Community Center
17. IT Bus Stop
18. Campus Public Safety
-:n,01 ",.:
.~. - . .
Campus Profile*
Faculty
177
Staff
Ph.D. or terminal degree
74%
Enrollment
female
37%
Graduate
male
63%
Undergraduate
403
3209
274
Admitted
74%
2387
92%
3136
Enrolled
55%
1308
24%
Olympia Campus
3296
Olympia Campus
22%
Tacoma Campus
114
Tacoma Campus
60%
Female
55%
Instructional student/faculty ratio
20/1
Male
45%
.. .
Applicants, degree seeking
8%
Faculty of color-total
-»
1362
Entering Class
3410
Nondegree-seeking
54
enrollment
Washington residents
880
1889
Other states
414
1521
Other countries
14
Financial Aid
Full-time
89%
Part-time
11%
18-24 age group
65%
Average award
25-29 age group
12%
Placement
30-39 age group
14%
Students receiving aid
1990-91 classes
52%
1626
$5618
82% response
63%
40+ age group
9%
Employed
Students living on campus (Olympia)
947
Graduate school
9%
Students of color-total
14%
Travel, homemaking, etc.
1%
AsianlPacific Islander
5%
Black/African American
3%
MexicaniLatino/Hispanic
3%
Native American Indian
3%
Olympia campus
12%
Tacoma campus
54%
Tacoma Enrollment
114
Male
32%
Female
68%
*
1992-93 Academic Year
1994-95 Academic Calendar
Fall
Winter
Spring
Summer
First Session
Second Session
Begins
Sept. 26
Jan. 3
March 27
June 19
June 19
July 24
Ends
Dec. 17
March IS
June 10
Aug. 26
July 22
Aug. 26
Evaluations
Dec. 12-17
March 13-1S
June 5-10
July 19-22
Aug. 23-26
Vacations
Thanksgiving
Martin Luther
Memorial Day
Independence Day
Independence Day
Nov. 20-27
King Day
May 29
July 4
July 4
Jan. 16
Winter Break
Dec. IS-Jan. 2
President's Day
Feb. 20
Spring Break
March 19-26
Affirmative Action Policy
Disclaimer
The Evergreen State College expressly prohibits
discrimination against any person on the basis of race,
sex, age, religion, national origin, marital status, sexual
preference, Vietnam era or disabled veteran status, or the
presence of any sensory, physical or mental disability.
Academic calendars are subject to change without notice.
The Evergreen State College reserves the right to revise
or change rules, charges, fees, schedules, courses,
programs, degree requirements and any other regulations
affecting students whenever considered necessary or
desirable. The college reserves the right to cancel any
offering because of insufficient enrollment or funding,
and to phase out any program. Registration by students
signifies their agreement to comply with all current and
future regulations of the college. Changes become
effective when Evergreen so determines and apply to
prospective students as well as those currently enrolled.
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
The Evergreen State College Catalog Production Team
Editor: Sandy McKenzie
Design: Mary Geraci, Judy Nunez-Pinedo
Associate Editor: Dave Over
Cover and Interior Photography: Steve Davis, Kirk Jones and TESC Photo
Services staff
Contributors: Pris Bowerman, Shannon Ellis, Eugene Fujimoto,
Steve Hunter, Judy Huntley, Diane Kahaumia, Collin Orr, Kilty Parker,
Arnalda Rodriguez, Doug Scrima, Mike Wack
Production Assistance: Jackie Barry, Pat Bane, Dorothy Saunders,
Judy Saxton
Distribution: Laura Allen, Kart Jungle
This catalog is published by The Evergreen State College,
Office of College Relations
Special thanks to Gretchen Bakke, Lisa Chappel, Karma Gerth,
Tim Gibson, Amanda Payton, Anna Ramirez, Tiokasin Veaux.
© 1993 by The Evergreen State College
This catalog is printed on recycled paper.
:n,03",.:
.~ .
.-
.
Contacting Evergreen
Inquiries about admission should be directed to: Office of Admissions, The Evergreen State College, Olympia,
Washington 98505, or (206) 866-6000, ext, 6170. Direct all correspondence to the appropriate office at The Evergreen
State College, Olympia, Washington 98505. Dial 866-6000, then dial or ask for the extension or name listed below.
Academic Planning and Experiential Learning (APEL)
ext. 6312
Academic Deans
Admissions
Alumni Relations
College Relations
ControllerlBusiness
Office
Development
Financial Aid
Housing
ext. 6132
President's Office
ext. 6100
Recreation Center
ext. 6535
Registration and Records
ext. 6180
Student Accounts
ext. 6447
Student Advising Center
ext. 6312
Tacoma Campus
(206) 593-5915
Vice Presidents:
Academic Affairs
ext. 6400
ext. 6500
Student
-»
...
ext. 6296
The information contained in this catalog is
available in other media with 24 hours' notice.
TOD: (206) 866-6834.