Catalog_1997-1998.pdf
Media
Part of Course Catalog, 1997-1998
- extracted text
-
•.
• The Evergreen State College
I
»:
'When
you
Contents
READ
thi.s
CATALOG,
Why Evergreen?
Academic Offerings
2
What Sets Evergreen Apart
35
Selecting Your Program of Study
7
Focus on Teaching
36
Special Features of the Curriculum
9
Collaborative
38
Condensed Curriculum
10
Teaching Across Differences
40
Matching Evergreen's Programs
to Your Field of Interest
12
Connected Learning
43
Programs for First-Year Students
14
Active Learning
52
Culture, Text and Language
16
Real-World Situations
66
Environmental
18
Answers to
Frequently Asked Questions
74
Expressive Arts
81
Scientific Inquiry
88
Social Science
19
19
Learning
A Week in the Life
of an Evergreen Student
Seeking Diversity,
Sustaining Community
Studies
III
+-'
s:::::
Q)
+-'
s:::::
0
Tacoma Campus
95
u
Native American Studies
99
Graduate Study at Evergreen
101
Trustees, Administration
Graduates Making Important
Contributions
20
Student Support Services
and Activities
The Social Contract
Campus Life
22
Enrollment Services
I
96
19
106
Campus Life/Glossary
Services and Resources
24
Admission
112
29
Financial Aid
General Information
30
Tuition and Fees
32
Registration
and Academic Regulations
115
Campus Profile
116
Academic Calendar
116
Contacting
117
Index
120
Campus Map
and Faculty
Evergreen
~you'll get the most out
of the program descriptions and,
eventually from your Evergreen
education if you read pages 2-17
of the catalog first.
ArChives
""NiB"'.
~
The Evergreen:
Olympia, Washing'on
9,,"05
Why
EVERGREEN?
Every college claims to be different, but few rival Evergreen for
creating an educational
environment
so completely focused on
student learning. Evergreen's differences matter, because the entire
college is organized around philosophies
and ideas about
education that really work.
TAKE SOME TIME with these first few
~
~pages ... before you thumb ahead to see
what's offered in chemistry, literature, his-
m
<
(l)
•
•
tory, environmental science or whatever
\.Q
Why Evergreen?
(l)
(l)
academic area attracts your interest. By
This catalog allows you to answer
that question by helping you
understand more about Evergreen's
general approach to education,
while providing details about
specific programs offered during
the 1997-98 academic year.
~
.-...J
first grasping Evergreen's general approach to education, you'll better understand-how the college's specific programs
will work for you.
~.Evergreen
is about learning; it is about creating a
This distinctive approach means that the day-to-day
community
that works together to build knowledge,
experiences of Evergreen students differ in signifi-
and insight. Everything we do is designed
cant ways from the experiences of students at most
IIexperience
to foster collaborative
learning -
among students,
colleges and universities. For example, education
at
among faculty and between students and faculty.
Evergreen is not sectioned into traditional
Our faculty is dedicated to teaching, to helping
disciplines like math, English and biology. We do
students learn to think critically, solve real-life
not believe in isolating bits of learning and present-
problems and make the connections
ing them as if they had no connection to other types
greater understanding.
that lead to
Evergreen students are
expected to be active participants
in this process, to
academic
of learning. Evergreen offers a wide variety of
educational options from which students may
help shape their own education and to contribute to
choose, but the foundation
the learning that goes on around them.
constructed from the team-taught,
courses we call programs.
of our curriculum
is
multidisciplinary
Instead of asking students to pick from a smorgasbord of classes on isolated topics, Evergreen faculty
A single program might last one, two or three
.quarters. That means the same group of students
members typically work in teams of two, three or
will learn together as a team with the same group of
four to create these programs, each of which draws
faculty members for many months. And since
on many disciplines to explore a central idea or
students typically dedicate all of their academic time
question. This focus on interdisciplinary
and energy to one program, faculty members can
means program participants
learning
might look at problems
schedule time as a group. Though program sched-
in health care from the points of view of biology,
ules will generally be the same each week, a pro-
history, philosophy, sociology, drama, economics
gram can plan activities without worrying about
and literature.
conflicting with other classes. Program participants
Or they might study the physical
world through the interplay of physics, chemistry,
are free to meet together or in small groups and
philosophy
students can tackle group projects. Some programs
and mathematics.
take extended field trips; some even travel abroad.
r-.
s::
Q)
Q)
We believe that if both teaching and learning are to
be effective, they must draw from many perspec-
The faculty members often plan activities of all
s;
O)
s,
tives and include a multiplicity of ideas. This is true
kinds -
>
u.J
for teaching across disciplines; it is also true for
trips -
what we call teaching across differences. Evergreen
ways to learn. Most Evergreen programs,
believes in preserving and articulating
emphasize seminars, small groups (typically 22-25
Q)
differences of
ethnicity, race, gender and sexual orientation,
rather
writing workshops,
labs, lectures and field
depending on what they feel offer the best
however,
students and one faculty member) in which students
than erasing them or shoving them to the sidelines,
learn to reflect on their learning, present their ideas
and this belief is reflected in the design and content
and positions and consider the ideas and positions
of our programs.
of classmates.
Seminars and other aspects of Evergreen programs
promote active learning. We believe it is not enough
for students to receive information
passively by
sitting in front of a television monitor or in a large
lecture hall. At Evergreen, students discuss ideas in
seminars, write about ideas in collaborative
individual writing assignments,
others in presentations
explain ideas to
to their programs and
practice applying ideas in laboratories
shops. Throughout
and
and work-
their education, they challenge
their own and others' ideas. They not only learn
about a broad range of interconnected
subjects and
issues, they also develop skills in critical thinking, in
writing and in analysis.
>,
~
..s::::::
Students also learn to apply their ideas and theories
Those interactions
and skills in the "real world." We believe that
process central to Evergreen's educational
classroom learning isn't enough, that people need to
phy -
apply what they learn to the world outside the
of a program, students discuss their academic
college. At Evergreen, students do this sort of
progress one-on-one with faculty during an evalua-
learning -
tion seminar, and they receive written evaluations
-
we call it bridging theory and practice
in a program by applying their study to the
program's
central theme or question. They may
work with real-world communities
as a program
contribute
to another distinctive
philoso-
the narrative evaluation system. At the end
their progress. Students also prepare self-evaluations, discussing their accomplishments,
environment,
new understandings
learning
and goals for the
assignment or develop an internship that allows
future. And they evaluate their faculty. We have
learning and the application
found that removing grades from the evaluation
of that learning to take
place within business, a social service agency or a
process changes the central relationship
nonprofit
students and between students and faculty. Ever-
organization.
of
among
green students don't measure their success by
rn
<
ro
l
\0
l
ro
ro
::s
.-."
No matter where or how learning takes place,
comparing their performance
students work closely with faculty members during
students. And after 25 years of using evaluations,
their entire time at Evergreen. Faculty are drawn to
we know our noncompetitive
the college because they love teaching -
employers and graduate and professional
they are
to that of other
system is valued by
schools.
interested in the process of teaching and learning,
and they want to work in an environment
emphasizes student-centered
that
learning and allows
Faculty members teach students, learn with them,
and evaluate their achievements,
but they won't
them to be lifelong learners, also. Students meet
plan their entire education for them. Working with
with them in lectures, in labs, in seminars, in
faculty advisors and the Academic Planning and
writing workshops;
Experiential Learning staff, Evergreen students
in all these formats, faculty
members observe and participate
academic development.
in students'
design their own academic pathways. Whether they
are preparing for a vocation, pursuing a specific
field of study or learning about a wide array of
subjects, students work within a flexible framework
to structure their own sequence of study and define
their own academic areas of concentration.
are no prefabricated
There
majors and few requirements.
The only basic requirement
for a bachelor of arts
degree is that students earn a minimum of 180
credits. For a bachelor of science degree, 72 of
those 180 credits must be in science, computer
science and mathematics,
and 48 of those 72 credits
must be in upper-division
programs.
Evergreen's distinctive system may seem strange to people familiar with colleges and
universities that are divided into departments, that offer structured courses of study and
an array of classes exploring discrete bodies of knowledge. But there are a few things
Evergreen students and prospective students should always keep in mind:
n
~
~
First, the difference in how
Second, we have been
And finally, although
we go about teaching and
perfecting this mode of
academic system may seem
learning can sometimes
education
confusing and complicated
mask how Evergreen is
years; we know it works
at first, it is all based on a
similar to other colleges.
and we also know that
set of fundamental
Students read books, write
schools across the country
core beliefs that flow
papers, take tests and strive
increasingly
through
to complete a variety of
green as a model for educa-
college does, both inside
assignments
tional reform and innova-
and outside of the class-
tion.
room.
in the process
of learning about the world
and preparing
for a lifetime
of meaningful
work.
for more than 25
look to Ever-
our
ideas,
everything
the
('..
c-,
..c
!'5:
Collaborative or shared learning is
better than learning in isolation and
in competition with others.
If you
are
attending
want
to
thinking
about
Evergreen
and
understand
how
these beliefs manifest
them-
selves throughout
we suggest
students,
The only way to thoroughly understand
abstract theories is to apply them to
real-world situations.
s;
Ol
s;
Cl)
The main purpose of a college is to
teach, and good teaching involves close
interaction between faculty and students.
Active learning -- applying what's
learned to projects and activities
-- is better than passively receiving
knowledge.
Cl)
Cl)
>
u.J
WeBELIEVE:
Connected learning -- pulling together
different ideas and concepts -- is better
than teaching separated bits of
information.
c
campus,
you read
faculty
and
what
staff
have to say about the college
in the following
pages.
--------------------------4t"Because
Evergreen faculty work in teams, teach across
disciplines and constantly create new programs, they can explore the
questions on the tips of their tongues. By promoting active, engaged
learning, they encourage students to become partners in this
exploration. And the program sizes mean faculty can treat students
as real, actual, human individuals."
BRIAN
PRICE,
FACULTY MEMBER
L--------{.,"I've never liked working in class situations where the
teacher doesn't care about what I'm working on. But I've found at
Evergreen that if I was having problems, the faculty could tailor
their teaching to my learning, at least some of the time, so I could
get individualized attention."
REYNOR PADILLA,
FOURTH-YEAR STUDENT FROM BELLEVUE,
INTERESTED IN JOURNALISM
~---~~The main purpose of a college'is to teach, and good teaching
involves close interaction between faculty and students.
"The faculty get to know you. The,y see how you were when
you started and how you've evolved, all the improvements you've
made. If you're having a problem, they notice that, too. They
care and they'll talk to you and encourage you and give you
constructive criticism of your work."
MERYL GOLDMAN,
.'--.,
FOURTH-YEAR STUDENT,
•
-
INTERESTED IN ARTS ADMINISTRATION AND GRAPHIC DESIGN
..
;"
•
O'l
s::::
.r-'
..s::::
u
0
(1)
l-
s::::
0
II)
:::l
U
0
u..
r--------i-:"Becausefaculty members work intensively
with a small group of students, they are able to
write in-depth performance evaluations about how
well the student achieved the goals and objectives
of the program. This system encourages cooperation
among students instead of competition."
ARNALDO RODRIGUEZ,
DEAN OF ENROLLMENT SERVICES
po
•
~collaborative
or shared learning is better than learning in
isolation and in competition with others .
O'l
C
.....
C
L
C
(])
-I
(])
>
.....
4-1
C
L
o
..0
C
,.......
,.......
o
u
,------f-"I enjoy learning from other students as much as
from reading the book and talking to the professor and
coming up with my own thoughts. Other students often key
things in me that I hadn't considered."
GREG CHAPIN,
1996
GRADUATE,
INTERESTED
IN PSYCHOLOGY AND RADIO
"-----i_"I
really like that the learning structure
here is not based on grades and it's not competitive. Even though I did really well in a grading
situation, it seems I learn a lot more here. I'm not
just learning for tests. When you're just learning
for tests, you forget everything after the test."
JESSICA
CARMELLA SMITH,
FOURTH-YEAR STUDENT FROM PORT ANGELES,
INTERESTED IN BIOLOGY AND ECOLOGY
across di.fferences
cri.ti.cal to learni.ng.
,---------i.Teachi.ng
1S
I
L------'------'{-)"Edu~ftion
is not just about ideas,
it's about passion and the complicated interactions between
people and the different views they hold. Seminars widen your
sense of how complicated the world is, of all the different
ways that who people are and what they think fit together."
•
--i
(t)
Q
(')
::::J
•.....
THAD
CURTZ ,
FACULTY
MEMBER
~
1O
»
(')
"'l
o
U'I
U'I
o
•.....
""'h
""'h
(t)
"'l
(t)
~
(')
(t)
Vl
~--~-)"Coming
together in a seminar allows me to look at a common fact
through my eyes and then through the eyes of another person -- who may be of
a different ethnicity than me, who may be from the East Coast, who may be
from Mexico -- and get more of a worldview."
KOALANI
LAGARETA,
THIRD-YEAR
STUDENT
FROM HAWAII,
INTERESTED
IN
EDUCATION
AND C(M.1UNITIES
------Q."Seminars
are an opportunity to practice talking to
people about difficult subjects without letting personalities
and differences come between you. The best facilitators are good
at bringing a responsible discussion of the issues out of you."
MIKE COYNE,
FOURTH-YEAR
STUDENT FROM OLYMPIA,
INTERESTED
IN COMMUNICATIONS
---."Integrated
studies allow you to become aware of how all things are
related. You deal with issues you have experience with and that helps you
understand things that are not so familiar. You stay grounded, but you learn
to recognize that the things you are grounded to can be perceived as biases."
ARTHUR
DENNIS
III,
FOURTH-YEAR
STUDENT
FROM Los
ANGELES,
INTERESTED
IN
POLITICAL
AND CULTURAL
i------<.Connected
learning - pulling together
~
different ideas and concepts - is better than
§ teaching separated bits of information.
~
(!)
n
IT
(!)
Q..
~----(-)"The
things you need to understand end the tasks you need
to perform in the world, in your life, in your work, are constantly
changing. At Evergreen, instead of studying only the basic principles
of an academic discipline, you learn through practice how to solve
problems by gathering and synthesizing information about a central
question or theme."
~Im
PARKER,
DIRECTOR,
ACADEMIC
PLANNING
AND EXPERIENTIAL
LEARNING
love interdisciplinary learning.
It makes so much more sense than having the
subjects all divided up. You never have
anything in real life where everything is
separated, so I think it prepares me for
real-life experiences and helps me figure
out what I want to do in life."
,-------(-:"1
LAURA
K.
INTERESTED
HERRICK,
IN WOMEN'S
THIRD-YEAR
STUDIES
STUDENT
FROM MISSOURI,
GEOGRAPHY
.----------1."Studentslearn better when it is something they do for themselves rather than somethin
they receive from others. When they are engaged i
their own learning, they can shape it to their
interests, they can go beyond what happens in the
classroom. Learning this way is more challenging,
but students learn much more."
VIRGINIA
DARNEY ,
FACULTY
MEMBER AND ACADEMIC
DEAN
"--------------\.Active
learning - applying what's
learned to projects and activities - is better
than passively receiving knowledge.
'-----{-l"The way they teach here is not to feed you information but
to make you a skilled problem solver. You're not just learning a
lot of formulas and things. They're really trying to teach you
how to apply them. They're really trying to help Y9u gain useful
knowledge."
MATI
FONTAINE,
THIRD-YEAR
STUDENT
FROM WYOMING,
INTERESTED
IN
MEDICINE
I
(."1 was used to the teacher standing in front of the class
tell ing us how to do this and howto do that, assigning chapter by
chapter and telling us when to get it done. Well, i.t isn't that way
here. It took me a while to get used to it but I'm glad I did because
I found more things stick in my mind."
FEDILIS
A.
MARTIN,
1996
»
GRADUATE OF THE QUINAULT RESERVATION- BASED/CO/+1UNITY- DETERMINED PROGRAM
•
--------~---------=------------------------------------------------~
r------{-IThe only way to
thoroughly understand
abstract theories is
to apply them to realworld situations.
•
AJ
~----~."On
the Tacoma campus, we practice reality-based education, which mean$
we take student interests, supplement them with academic vocabulary, constr
theories and models, and then share what we've learned to help our communities.
A student who just discovered their child had sickle cell anemia, for example,
might use their research class to explore the causes, use their social sciences
class to learn about the social implications and use their applied community
studies course to design workshops for other people in the same situation."
JOYE
HARDIMAN,
FACULTY MEMBER AND TACOMA CAMPUS DIRECTOR
('[)
o
,........
I
~
.,
,........
0..
VI
r-"
r+
s::::
o
r+
r-' .
o
~
Vl
r--------{I."Lastyear I took the program
Solving the Problems of Sexism. When I'm
doing my internship, counseling people
one-on-one, I'm sitting there with someone
who has been through what we've studied i
class. I'm not just talking about i I'm
actually doing something to promote
(I'lge."
CANDACE ROGERS,
FOURTH-YEAR STUDENt FROM OREGON,
INTERESTED IN COUNSELING
r--.....;."(onversatlons don't stay in the cl.assroom, they extend
into my home and into the public sphere. V,u don't have this
separation of academics and life. You have these concepts you're
learning and then the faculty ask you, 'How are you going to
incorporate that
LINDSY SOLOMON,
llHRD- YEAR STUDENT FROM
MARYLAND, INTERESTED
PRooTING (REA TIVE
SELF- EXPRESSION
IN
Answers To Some Frequently Asked Questions
~What
degrees does Evergreen offer?
-----I.The
Bachelor of Arts, Bachelor of Science, Master in Teaching, Master of Public Administration and Master
of Environmental Studies degrees.
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 studies programs are excellent for pursuing what you want to do or for discovering new, unexpected
directions and interests.
'------------{I.
L;
0:wr~
d~OI know
which program to take each quarter?
Where do I go for help in planning?
Advisors in the Academic Planning and Experiential Learning (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 section entitled Matching
Evergreen's Programs to Your Field of Interest, beginning on page 40, is a great place to start. The Academic Fair is another
great source of information (see pages 35, 106) .
• Are all 1997-98 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 yearensuring 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 1997-98 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?
'-------------1. Most daytime academic programs are planned for full-time enrollment, but other options do exist for parttime attendance, including half-time, interdisciplinary, team-taught programs offered evenings and weekends. They are
publicized in a campus quarterly called the Evergreen Times.
~What
do I do if I 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 you 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?
'-----------(.lCheck
with the APEL office in the Student Advising Center, first floor, Library Building. More detailed
program descriptions, including weekly schedules, are available there, as well as information about program and faculty
changes.
Week In the Li.fe of
r~s
is just an example of how an Evergreen student
time during the week. The schedule of your program,
•
Monday
Tuesday
an Evergreen Student
enrolled in a coordinated studies program might spend
group contract or internship
may differ.
Wednesday
Thursday
Friday
Lecture
10:30 a.m.-12:30 p.m
Skillsworkshop or lab
9:30 a.m.-12:30 p.m.
Library research
8 a.m.-noon
Lecture
10:30 a.m.-12:30 p.m.
Seminar
10:30 a.m.-12:30 p.m.
Individualconferences
or study
Seminar
Governancetime
1-5 p.m.
Fieldtrip
2-4 p.m.
1 :30-6 p.m.
Study,
write papers
Governancetime
3-5 p.m.
Vl
C
o
......
Lectures
Seminars
All students in a program gather to hear presentations by
faculty members and other speakers.
Much of your scheduled classroom time will be spent in these
small discussion groups with 22 to 25 students and a member
of your faculty team.
Skills workshop or lab
Students often gain hands-on experience working in science or
computer labs or in art or performance studios.
Individual conferences
Students work in close consultation with faculty, often
meeting with them one-on-one.
+oJ
~
.n
......
L
+oJ
C
o
Field trips
u
Because students typically take one full-time program, faculty
members can easily schedule trips off campus - and often do.
Vl
Q)
+oJ
o
Governance time
"0
All members of the campus community are encouraged to
participate in policy deliberations and decision-making. Time
is set aside so that program activities don't conflict with the
meetings of committees, boards and task forces.
~
o
L
1..:1
~
+oJ
......
Vl
L
Q)
>
......
o
en
c
......
Seeking Diversity,
Sustaining Community
~
Graduates Making
Important Contributions
Q)
Q)
V)
<,
Q)
4-
......
---l
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.
While we are working to
create diversity, we are also
working to build a strong
sense of community. In
academic programs as well
as in workshops, lectures,
group activities and 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
complete. 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
safeguarding the Evergreen
community for learners who
seek to explore, to grow, to
interact and to find meaningful
connections in today's world.
The Evergreen environment attracts self-starters
and encourages them to
work hard to achieve their
goals. Our graduates 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
and business people, as well
as in their interests and
activities outside of the
workplace.
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. A
recent 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.
Q)
..c
+oJ
c
......
~
Q)
Q)
:s::
«
~
..
'
Student Support Services and Activities
Evergreen's learning environment is profoundly engaging and challenging. Ideally, the education you receive here 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 a job.
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. For further information, see Campus Services and Resources, beginning on page 112.
Academic Planning and Experiential Learning (APEL)
Kitty Parker, Director
LIB 1401, ext. 6312
APEL offers information on academic programs and individual and group advising sessions when you need
advice, as well as information on 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.
VI
r+
c
Q..
([)
:J
r+
VI
c
-0
-0
o
.,
Access Services for Students with Disabilities
Linda Pickering, Director
ira 1407D, ext. 6348; TDD: 866-6834
Evergreen welcomes students with disabilities and is committed to providing a comprehensive and coordinated
support system. Please contact the Access Services office as early as possible so we can meet and discuss your
needs.
r+
VI
.,
([)
<
......
(')
([)
VI
o
:J
Q..
l>
(')
r+
......
<
......
r+
......
([)
VI
Recreation, Wellness and Athletics
Pete Steilberg, Director
Campus Recreation Center (CRC 210), ext. 6770
Evergreen has many facilities and programs to serve your recreational interests and fitness needs, including one
of the finest recreation and fitness centers in the area; a covered outdoor sports pavilion; four tennis courts;
five playing fields; movement rooms, weight rooms and aerobic workout rooms; an I l-Iane pool with separate
diving tank; indoor (pending completion) and outdoor rock climbing practice walls; a three-court gymnasium;
a wide array of leisure and fitness education courses offered every quarter; a new challenge course; an outdoor
program featuring sailing, mountaineering, skiing, rafting and kayaking; recreation programs based on student
interests such as running, rugby, and ultimate frisbee clubs; the opportunity to participate in varsity swimming,
soccer, tennis and basketball; and a Wellness Program that provides a more studied approach to fitness and
nutrition.
Career Development Center
Wendy Freeman, Director
LIB 1407, ext. 6193
The Career Development Center supports students and alumni in their career and life-work planning process.
The Center provides a variety of services, including workshops, individual counseling, ongoing groups, career
exploration and planning and guidance on resume writing and interviewing techniques. Resources in the Center
include: assessment inventories, computerized
career-information
systems, graduate school information,
entrance exam practice testing and a 4,000-volume library on topics such as career exploration, graduate
schools, career planning and employer information. An extensive job board, updated daily, lists available state,
national and international positions.
Health and Counseling Center
David Schoen, Director
SEM 2110, ext. 6200; Counseling, SEM 2109, ext. 6800
The Health Center is here to meet the primary health needs of currently enrolled, full-time Evergreen students
who have paid a mandatory fee of $35 (subject to change). Students with health concerns will be evaluated and
treated appropriately.
If necessary, referrals will be made. Clinicians diagnose and treat common medical
problems and manage stable chronic illness. The practitioners write prescriptions or dispense from the small,
on-site pharmacy.
The Counseling Center provides professional psychological counseling and peer counseling for mental
health issues, as well as workshops and therapy groups. The college's alcohol and drug education program and
support services for students in recovery are also located in the Center. Referrals are made to community
therapists and other offices when appropriate.
First Peoples' Advising
Services
Ricardo Leyva-Puebla, Director
LIB 1415, ext. 6467
As a student of color, you bring important life experience to Evergreen's learning environment. You may also
face unique challenges. The First Peoples' Advising Services staff works to make you feel welcome and to
provide a warm, hospitable environment. Located in the Student Advising Center, First Peoples' Advising offers
academic and personal counseling to support you in achieving your academic goals, support from peer
counselors, workshops and support groups, a library/lounge/meeting room, advocacy, referrals and community gatherings, events and meetings.
Housing
Mike Segawa, Director
Housing Office (Building A, Room 301), ext. 6132
Campus Housing offers a variety of accommodations, including single and double studios, two-person (oneroom) apartments, four- and six-bedroom apartments, and two-bedroom, four-person duplexes. In addition,
recreational activities and educational workshops are offered by Housing throughout the year. Staff members
are available 24 hours a day to serve residents. The Housing Office is available to answer questions and make
referrals during regular business hours.
KEY Student
Services
Bob Cillo, Director
LIB 1407, ext. 6464
KEY (Keep Enhancing Yourself) Student Services is a federally funded support program. You are eligible for
KEY if: 1) neither parent has a four-year college degree; 2) you have a physical disability or documented
learning disability; or 3) you meet federal guidelines for low-income status. The KEY staff will work with you
to provide needs assessment; personal and academic advising; financial aid advocacy; financial management
assistance; free tutoring; academic and study-skills development; cultural enrichment; career guidance;
referral; and institutional advocacy.
III
Q)
......
4-'
......
.>
....•
4-'
U
Learning Resource Center, Writing
Center
Tom Maddox, Director
us 3407, ext. 6625
Students who need help with writing other than that given by their faculty can generally find it in one of
two places. First-year programs provide peer writing tutors and additional assistance in the form of lectures
and workshops given by a writing coordinator, and the LRC is available to any student-enrolled
in a program
or not - who wants help with writing, reading or mathematics, at a basic or advanced level.
<t
-0
t:
o
III
Q)
U
......
>
L
Q)
Vl
~
&Iii
Student Activities
4-'
Tom Mercado, Director
CAB 320, ext. 6220
At Evergreen, learning doesn't end once you leave the classroom. Students are involved in a wide range
of co-curricular activities and services that bring the campus to life. Through this involvement, they gain
experience, knowledge and invaluable practical skills such as event planning, budget management, computer
graphics, coalition building, volunteer management and community organizing. The extent of your involvement is up to you. You can coordinate the activities of a student organization, such as Asian Students in Alliance,
Peace Center, Cooper Point Journal, Community Gardens or the Bike Shop, and acquire leadership skills while
being paid for your efforts. Or you can attend one of our many sponsored events and just enjoy yourself. Come
visit us on the third floor of the CAB and see how you can get involved. Our staff of four professionals can
provide orientation and training, guide you in developing and implementing services and activities, and help
interpret relevant policies, procedures and laws.
o
Q..
L
Student and Academic Support Services (SASS)
Shannon Ellis, Dean
LIB 1414, ext. 6034
Advice on Evergreen policies and procedures is available in the Office of the Dean for Student and Academic
Support Services. The office also offers mediation services, coordinates new student programs and provides
referrals to campus and community resources.
Student Affairs
Office
Art Costantino, Vice President
Lffi 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, 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.
Q..
~
Vl
4-'
t:
Q)
-0
~
4-'
Vl
Evergreen's Social Contract
When you make the decision to come
to Evergreen, you are also making the
decision to become closely associated
with its values. A central focus of those
values is freedom - freedom to
explore ideas and to discuss those ideas
in both speech and print; freedom from
reprisal for voicing concerns and
beliefs, no matter how unpopular. It's
this freedom that is so necessary in a
vibrant, dynamic learning community.
As 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 Soci.al Contract - A Guide for Civility
(I)
V)
o
.....
()
o
,.....
()
o
~
.,
r+
o
()
rr
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 inust 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
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.
and Individual
Freedom
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.
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., Chapter 49.74 RCW; RCW 28B.6.100;
Chapter 251-23 WAC).
'The college's anti-discrimination policy is now approved only by the
Governor's Affirmative Action Policy Committee (GAAPCOM).
Student Conduct Code/Grievance
and Appeals
Complementing Evergreen's Social Contract is the Student Conduct Code - Grievance and
Appeals Process. This document defines specific examples of Social Contract violations and
delineates appropriate corrective action. The code also defines the role of the grievance
officer and proscribes the processes for informal conflict resolution, grievances and appeals
procedures.
Copies of the Student Conduct Code are available at the Office of the Vice President for
Student Affairs Office, LIB 3236.
Copies of Evergreen's policy on sexual harassment are available from the Equal Opportunity
Office, LIB 3103.
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
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.
4J
U
o
L
4J
C
o
u
•.......
o
.•....
u
o
V)
Q)
...s:::::
I-
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.
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.
8-·
Admi.ssi.on
Evergreen is committed to fostering
individual and collective growth in a
democratic society. To that end, we
welcome students of diverse cultures,
races, ages, previous educational and
work experiences, geographical origin
and socioeconomic backgrounds.
The college seeks qualified students
who possess 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.
l>
Q..
~.
Appli.cati.on Deadli.nes
~ •
Fall 1997: Applications will be accepted
from September 3, 1996 through March
3, 1997. All application materials must
be received in the Admissions Office by
5 p.m. on March 3, 1997.
C;.
:J
Winter 1998: Applications will be
accepted from April 1, 1997 through
October 1, 1997. All application
materials must be received in the
Admissions Office by 5 p.m. on
October 1, 1997.
Spring 1998: Applications will be
accepted from June 2, 1997 through
December 1, 1997. All application
materials must be received in the
Admissions Office by 5 p.m. on
December 1, 1997.
Cri.teri.a
for Fi.rst-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:
High school grade-point average (GPA);
Test scores in the Scholastic Aptitude Test
(SAT) or American College Testing (ACT);
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 American/
Pacific Islander, Hispanic, Vietnam-era
veterans, adults 25 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 collegepreparatory program in high school:
English
4 years
Social studies
3 years
Foreign language
2 years
Mathematics
3 years
Science (at least one lab science)
2 years
Fine, visual and performing arts
1 year
Or college-prep elective
from one of the above areas
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 public speaking, drama as
literature, 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).
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.
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-English-speaking countries
who entered the United States educational system at the eighth grade or
later.
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 and calculus.
Arithmetic, prealgebra 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.
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
component. 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.
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 these 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 choose
electives that offer significant preparation for a challenging college curriculum. Honors and advanced-placement
(AP) 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.
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 conditionally
accepted on this basis must submit a
transcript showing the completed high
school record and date of graduation.
Failure to submit a final transcript that
shows satisfactory completion of
admission requirements will result in
disenrollment.
Nontraditional high schools must
provide transcripts that indicate course
content and level of achievement.
"Home-schooled"
applicants: Applicants who have completed their
secondary schooling through "homeschooling" are evaluated on an individual basis. It is necessary, however,
that a recognized state agency, such as
the Superintendent of Public Instruction,
verify that the applicant has met the
academic core requirements. This
verification should list subjects and titles
of course work, the amount of credit
earned and the level of achievement
through written evaluations or traditional grades. If verification is not
possible, the applicant will be required
to submit official GED test scores.
Home-schooled applicants are also
required to submit official SAT or ACT
test results.
High school students who have earned
college credit or who are currently
participating in Washington's Running
Start program: These students are
considered under the first-year criteria
for admission purposes, regardless of
the number of credits earned. However,
Running Start participants who have
earned an Associate of Arts degree prior
to the application deadline, as reflected
on their official transcripts, will be
considered for admission under the
transfer students' criteria.
Cri.teri.a
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 or universities by the application
deadline, will be considered for admission on the following basis:
GPA (minimum 2.0 cumulative);
_Good standing at the last institution
attended; and
_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 a diverse
student body, special recognition will be
given to applicants who are African
American, Native American Indian/
Native Alaskan, Asian American/Pacific
Islander, Hispanic, Vietnam-era veterans,
adults 25 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; (b) have an Associate
of Arts degree from a Washington
community college; or (c) have an
Associate of Technical Arts degree from
a Washington community college with
which Evergreen has negotiated an
Upside Down Program (see page 28).
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, page 27) need not submit high
school transcripts. Transfer students
must submit official transcripts from
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,
precollege 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 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 that 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 Cri.teri.a
General Education Development Tests
Applications will be considered from
persons 18 years of age or older who
have not graduated from an accredited
high school but who have completed
GED 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).
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.
First-Year Students 25 or Older
Applicants 25 years of age or older
who have fewer than 40 quarter credits
of transferable work are not necessarily
subject to the stated freshman criteria
and may be evaluated through alternative
criteria. Please contact the Admissions
Office for more information.
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 $16,000 (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 for international students
must be received in the Admissions
Office by April 15.
c
o
.,-'
III
.III
,-'
E
-0
«
To Apply for Admission
A substantial amount of time is needed
to process and evaluate each application. We strongly recommend you send
your application and all other required
materials as far in advance of the
deadline as possible. To be considered
for admission as a matriculated student
you must submit all of the following
items by the stated deadline.
All applicants must submit:
r--
__
•
l>
0-
3
•......
VI
VI
•......
o
~
) The Washington Uniform Undergraduate
Application;
$35 nonrefundable application fee
(check or money order only).
First-year students entering directly
from high school must also supply an
official high school transcript and
official precollege test scores from the
SAT or ACT. To meet our fall quarter
deadline, you must take the SAT on or
before the January 25, 1997 testing
session or the ACT on or before the
February 8, 1997 testing session .
First-year students who have taken the
GED must submit an official set of GED
test scores along with official precollege
test scores from the SAT or ACT.
RACHELLE
··--e
ADMISSIONS
COMMUNITY
DANIELS
COLLEGE
DAVID
SHARPE
COUNSELOR,
Students not coming directly from high
school who have accumulated fewer
than 40 transferable quarter credits (see
Transfer of Credit, page 27) must also
submit an official high school transcript
showing date of graduation, official test
scores from the SAT or ACT and
official transcripts from each college or
vocational institute attended prior to
high school graduation and after high
school, regardless of credit earned or
nature of the program. Transcripts must
reflect all course work completed prior
to the application deadline. If transcripts are not available, verification
must be sent directly from the institution, or the overseeing state agency if
the institution no longer exists.
Note: If you are not sure whether the
credits you have earned will be accepted
as transfer credits, we encourage you to
submit all the materials listed above.
First-year students 25 or older need not
submit precollege test scores from the
SAT, ACT or WPC, but should contact
the Admissions Office for more
information.
Transfer students who have accumulated 40 or more transferable quarter
credits (see Transfer of Credit section)
by the application deadline must supply
official transcripts, reflecting all course
work completed prior to the application
deadline, from each college or vocational institute attended regardless of
credit earned or nature of the program.
If you are uncertain about whether the
credits you have earned will be accepted
as transfer credit, we strongly encourage
you to submit all the required materials
to apply as a first-year student. By
taking this precaution, you can avoid
unnecessary delays, and reduce the
chance of not completing your file on
time.
COORDINATOR
RELATIONS
OF
WAGNER
ADMISSIONS
COUNSELOR
Other credit, such as that earned
through the College-Level Examination
Program (CLEP), Proficiency Examination Program (PEP), AP or international
baccalaureate (IE) work, must be
documented through official results
from the testing company received by
the admissions deadline if it comprises
any of the initial 40 credits or the
associate's 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 precollege 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.
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.
First-year applicants and transfer
applicants will be considered for
admission fall, winter and spring
quarters.
CHRISTINE
SENIOR
LICHT
ADMISSIONS
COUNSELOR
If admitted to the college, high school
seniors will need to provide an official,
final high school transcipt showing that
they have graduated, prior to the start
of the quarter. High school seniors
cannot complete their high school
course work as matriculating students at
the college.
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
The college reserves the right to
accept applications after the stated
deadlines if space remains available.
You are strongly encouraged to submit a
timely application. Please contact the
Admissions Office for further information before sending an application after
the deadlines.
Notification and Deposit
Target dates for notification of
admission are April 1, 1997 for fall
quarter 1997; November 3, 1997 for
winter quarter 1998 and January 5,
1998 for spring quarter 1998. Upon
notice of eligibility you will be asked to
send a nonrefundable tuition deposit of
$50 by a stated deadline to assure your
place 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.
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
factors. 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
accepting 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 two-year 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 if 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 the
Admissions Office for details and to
obtain the Transfer Guide. Evergreen
abides by the policies outlined in
Washington's Policy on Intercollege
Transfer and Articulation.
An evaluation of your official
transcript is made after you have been
admitted and paid the $50 nonrefundable advance tuition deposit.
DIANE KAHAUMIA
CLARISSE
COORDINATOR
ADMISSIONS
FIRST
PEOPLES'
RECRUITMENT
FIRST
Community College Transfer
If you are a transfer student who has
completed the appropriate academic
associate's 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.
ILEANA
LEONG
COUNSELOR
PEOPLES'
Other Sources of Transfer Credit
Evergreen accepts credits earned
through CLEP, AP, PEP and 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 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 to receive
credit.
CLEP general and subject examinations may also generate credit. CLEP
credit is also accepted as part of an
associate's 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 IB 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
and 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.
RECRUITMENT
DORN
ADMISSIONS
OF HIGH
COUNSELOR,
SCHOOL
COORDINATOR
RELATIONS
s::::
o
.r-'
Vl
Vl
.r-'
E
-0
«
l>
0...
3
~.
U1
U1
~.
o
::J
•
Upside Down Program
If you hold a vocational or technical
associate's degree from an accredited
two-year community college, you may
be eligible for the Upside Down
Program.
Working with a faculty committee,
you earn 90 credits at Evergreen in
interdisciplinary study designed to
assure a level of general education
comparable to other bachelor's degree
recipients. Upon successful completion
of 90 Evergreen credits, 90 transfer
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 course work,
which usually produces fewer than 90
transfer credits.
Minimum eligibility criteria include a
cumulative GPA of at least 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 precollege test
scores from the SAT, ACT or WPC (if
WPC was taken prior to 6/1/89).
Students 25 or older should contact the
Admissions Office for information
concerning the necessary criteria.
Students applying for admission winter
or spring quarter prior to the completion of a vocational or technical degree
must have 40 transferable quarter
credits by the application deadline.
Generally, associate's 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.
Attention Housing and
Scholarship Applicants
Special Students
and Auditors
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 firstcome, first-served application process.
You may complete the housing application process even before notification of
admission to establish a priority award
date.
Scholarship information is available
from the dean of Enrollment Services
after November 1, 1996. Application
deadline for these scholarships is
February 3, 1997.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission.
Students wishing to enroll on a parttime basis prior to seeking admission to
the college may register as "special
students" for a maximum of eight
credits per quarter. The educational
outreach coordinator for Part-Time
Studies assists special students with
academic advising and registration
information. Please refer to page 36 for
further information about the Part-Time
Studies program.
Auditing a program or course may be
allowed with written permission from
faculty. Auditors receive neither credit
nor narrative evaluations that could be
applied toward a degree if they later
apply for admission. The Registration
and Records Office can assist students
wishing to audit.
Retention of Records
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.
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 the college's PartTime Studies program, please review the
preceding section titled Special Students
and Auditors.
~------j.
For more information about admission,
call (360) 866-6000, ext. 6170
E-mail: admissions@elwha.evergreen.edu
i
f-e
WANDA CURTIS
EDUCATIONAL OUTREACH COORDINATOR
FOR PART-TIME
STUDIES
-Fi.nanci.al Ai.d
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 1997-98 Free
Federal Application for Federal Student
Aid (FAFSA) to the processor by
February 15, 1997 to receive full
consideration for all available campusbased financial aid. For more information, please consult the flier called
Application for Student Financial Aid,
which outlines the application process,
priority filing dates and other details.
We encourage financial aid applicants
to obtain a FAFSA from the high school
or community college they currently
attend. If you are not currently enrolled,
please write us to request that a FAFSA
be sent to you as soon as they become
available.
Evergreen's goal is to provide
financial guidance to all students and
financial aid to those who could not
otherwise attend Evergreen. The
awarding of grants, loans or employment, or a combination of these, is
based on financial need and can only
supplement the contribution of the
student and the student's family. Priority
is given to full-time students seeking a
first bachelor's or master's degree.
L------------~.For
GEORGEnE
CHUN
DIRECTOR OF FINANCIAL
Financial aid is awarded quarterly by
the Financial Aid Office to coincide
with tuition and fee payments. In
general, all charges are deducted from
the quarterly award, with the balance
paid to the student during the first week
of instruction. Exceptions are subsidized
and unsubsidized federal Stafford 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.
Emergency Loan Program
Emergency loan funds are contributed
by businesses, service and professional
organizations,
by 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. Apply
at the Financial Aid Office.
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, 866-6000, ext. 6310.
Scholarship information is available
from the dean of Enrollment Services
after November 1, 1996. Application
deadline for these scholarships is
February 3, 1997. Scholarship information will also be available on Evergreen's
Web site at http://www.evergreen.edu.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission.
GRAB HORN
FINANCIAL
AID
<:(
r-'
o
.•.....
c
o
c
.•.....
L.L..
CHUCK
COUNSELOR
-0
.•.....
u
more i.nformationabout financi.alai.d,
call (360) 866-6000, ext. 6205
E-mai.l:admi.ssi.ons@elwha.evergreen.edu
LAURA
AID
Scholarshi.ps
WILSON
FINANCIAL
AID
COUNSELOR
Fees
-t
c
,......
rt,......
o
:::l
o
:::l
0..
"T1
(!)
(!)
ResidencyStatusfor 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
purposes other than education. 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 your 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 four
to six 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.
Billingand PaymentProcedures
The Student Accounts Office 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
by mail if you are "preregistered."
Payments in full must be in the
Cashier's Office by 3:45 p.m. on the
deadline indicated for each quarter.
Cash, check, money order, Visa and
Mastercard are all acceptable forms of
payment.
In accordance with Section 438 of
Public Law 93-380 (Family Education
Rights and Privacy Act of 1974), billing
information will only be discussed with
or mailed to the student. Payment of all
fees is ultimately the responsibility of
the student. If the student is dependent
on someone else for financial support
while attending Evergreen, it is his or
her responsibility to make sure that the
other party is aware of what payments
are due and that the payments are made
on time. 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 week of class must pay a $15
late registration fee. Students allowed to
register or re-enroll after the second
week of the quarter must pay a $50
late-registration fee.
Estimated Expenses
These estimates are for a single undergraduate student who lives on or off campus and attends full time during
the 1996·97 nine-month academic year.
Ul
Tuition and Fees
Resident
$2,346
Non-resident
$8,295
Books and supplies
708
708
Housing and meals
4,470
4,470
Personal needs
1,440
1,440
In-state travel
Total
948
948
$9,912
$15,861
Note: Full-time undergraduate tuition figures include quarterly mandatory health fee.
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
100 percent to Friday of the first
week 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 of Housing charges must be
made to the Housing Office.
For those students whose tuition is paid by financial aid, any refund will be made to the
financial aid program, not to the student.
Appeals of tuition and fee charges must be made to the Office of Registration and Records.
Appeals of any financial policy or other charges must be made to the Controller's Office.
11996-97 Tuition and Fees
Rates subject to change without
L---------1.
notice
Quarter credit hours
Washington
Full-time undergraduate
10-16
$813 per quarter
$2,875 per quarter
Part-time undergraduate
9 or fewer
$8130 per credit;
2 credits minimum
$287.50 per credit;
2 credits minimum
Full-time graduate
16 MIT;
10 MPA,
$1,298 per quarter
$3,942 per quarter
$129.80 per credit;
2 credits minimum
$394.20 per credit;
2 credits minimum
Enrollment
status
resident tuition*
Nonresident
tuition*
MES t
Part-time graduate
9 or fewer
For other fees, see the Miscellaneous Fees chart below.
., Tuition and fees may vary summer quarter, which is not part of the regular academic year.
t For purposes of financial aid, graduate students are considered full time and eligible for financial aid if enrolled for eight or more credits.
L------------------r--l.
Miscellaneous
III
Q)
Q)
Fees
Mandatory health fee (quarterly)§
u....
$ 35
$4
WashPIRG (quarterly, waivable)'
"'0
C
o
Housing deposit/administrative fee
Rental contract
Unit lease
Transcript
Extra copies ordered
at same
C
o
.•....•
+'
.•....•
::s
$60
$100
$10
$5
time
ID-card replacement
I-
$5
$15
Returned check
Application fee (nonrefundable)
$35
$50
$15
Admission deposit (nonrefundable)
Late-registration fee
Reinstatement/late-registration
$50
$25
$5-$150
$5-$100
fee
Graduation fee
Specialized facility use fee (varies)*
Leisure Education (varies)
~-----.Parking
Automobiles
Motorcycles
$1
$25
$1
$12.50
$65
$75
$35
$37
Daily
Quarterly
Academic year
Full year
§ Students
dependents.
Accounts.
may also purchase
Information
All payments
health insurance
for themselves
about the plans is available
and questions
plans may be directed to the insurance
regarding
and
from Student
specifics of the
agent at 943-4500.
t The Washington Public Interest Research Group (WashPIRG), is
a consumer and environmental
organization
directed by students.
If you do not wish to support
$4 fee.
". Tuition is intended
WashPIRG,
you may waive the
to cover the cost of instruction,
except
for supplies, books and consumables. For a few programs
may be a fee for using a specialized facility.
there
-Registration and Academic Regulations
Registration
;:;0
ro
lO
•......
VI
..•
e+
o
r+
•......
o
::::s
o
::::s
0...
l>
()
o
0...
ro
:3
•......
()
;:;0
ro
lO
c
~
o
rt•......
o
::::s
VI
New and Continuing Student
Enrollment Process
If you are a continuing student,
registration information will be mailed
to you each quarter. If you are registering for fall quarter of next year, you
should select your academic program(s)
in mid-May. If you are a new student,
you will be asked to participate in an
orientation and an academic advising
session before you register. The college
will inform you about these activities
after you have been offered admission.
Entrance into a program is based on
your registration priority. Some
programs 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 credit hours you'll take per quarter
during that period. There will be no
need to re-enroll each quarter during
this designated period if you continue in
the same program or contract. Changes
in the dates or amount of credit need to
be made as far in advance as possible to
assure proper assessment of tuition and
fees.
Special registration periods are held
for those desiring to enroll as nondegree-seeking special students or
auditors. These special registration
periods usually coincide with the
opening dates of each quarter, which are
announced in both on- and off-campus
publications.
Address Changes
Throughout the year, important
information will be mailed to you from
a variety of campus offices, 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 on page 30.)
To Drop or Change a Program
If you want to reduce credit, or drop
or change a program, you must do so by
the 30th calendar day of the quarter.
Use a Change of Registration form from
the Office of Registration and Records,
and also check to see if faculty signatures are required for the particular
programs involved. It is essential to
complete these in advance. (See Refunds/Appeals on page 30.)
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.)
Leave of Absence
If you have been regularly admitted
and registered and have attended at
least one quarter, but need to "step
out" for a while, 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).
Veteran Students
The Evergreen State College's
programs of study are approved by the
Washington State Higher Education
Coordinating Board's State Approving
Agency (HECB/SAA) for enrollment of
persons eligible to receive educational
benefits under Title 38 and Title 10
USe.
Enrollment Status
Full-time
Part-Time
Undergraduate students
12-16 credits
11 credits or fewer
Graduate students
10-12 credits
9 credits or fewer
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.
_For more information about academic regulations,
call (360) 866-6000, ext. 6180
-e
Academi.c Credi.t
General Policies
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.
Partial Credit Options
Some programs will make provisions
for partial credit, others will not. That
determination rests with the faculty of
each particular program or contract.
Faculty members will announce their
policy at the outset of the quarter.
Exceptions are made only with their
approval.
Credit Limit
Students may register for a maximum
of 16 credits during any given quarter.
Students concurrently pursuing course
work at another college may register for
a combined maximum of 16 credits.
Credits earned beyond this limit will not
be accepted.
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 your
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 you. For more about this
unique way of grading, see page 4.
Amending Faculty Evaluations
of Students
Any student who feels a faculty
evaluation is incomplete, inaccurate or
otherwise in error may seek to have the
evaluation amended. Within 30 days of
the date the student receives the final
evaluation, the student must talk with,
or write to, the faculty member who
signed the evaluation. If satisfactory
resolution is not reached, then, in the
case of a team-taught program, the
student is expected to talk with or write
to the program's faculty team. If the
evaluation still has not been amended to
the student's satisfaction, the student
has 30 calendar days to request a
hearing from an academic dean. Copies
of the form to request a hearing from a
dean, as well as copies of the policy for
amending student records, are available
at the Academic Deans' Office, LIB
2211. Changes cannot be made to an
evaluation once it has been sent out as
part of a transcript.
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 Keepi.ng
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
30 calendar 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 payment of the $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 self-evaluations, particularly
those not in the transcript. You should
also include examples of your best work
and any other pertinent information.
The portfolio is your academic
biography, to be shared with faculty
during your learning experience and
with graduate schools and prospective
employers in future interviews.
III
C
o
....•
+J
a
•....•
::J
Ol
Q)
c:::
u
....•
E
Q)
-c:s
a
u
<:(
-c:s
c
a
c
.....o
+J
a
L
+J
.....III
Ol
Q)
c:::
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.
;;;0
(D
(0
•....•.
VI
..•o
rl"
r+
•....•.
o
:::;
o
:::;
0...
l>
n
o
0...
(D
3
•....•.
n
;;;0
(D
(0
s::
•......
o
r+
•....•.
o
:::;
VI
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 of 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 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 threefourths 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 less
than three-fourths of the credit for
which she or he is registered, will be
required to take a leave of absence,
normally for one full year. A waiver of
required leave can be granted only by
the academic dean responsible for
academic standing upon the student's
presentation of evidence of extenuating
circumstances. A student returning from
required leave will re-enter on academic
warning and be expected to make
satisfactory progress toward a
bachelor's degree. Failure to earn at
least three-fourths credit at the first
evaluation period will result in dismissal
from Evergreen.
Graduation Requirements
The minimum requirement for
awarding either the Bachelor of Arts or
the Bachelor of Science 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.
ARNALDO RODRIGUEZ
JUDY
DEAN OF ENROLLMENT SERVICES
REGISTRAR
HUNTLEY
If you have a bachelor's degree from a
regionally accredited institution
(including Evergreen) and wish to earn a
second bachelor's 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 awards of B.A. and B.S.
degrees require at least 225 quarter
hours, including 90 at Evergreen, and
application at least one year in advance.
To graduate, you must submit an
application form to the Office of
Registration and Records and pay a $25
fee. Contact Registration and Records
at least one quarter in advance of your
anticipated graduation date. For specific
information regarding graduation
requirements for MPA, MES and MIT
programs, please refer to the appropriate graduate catalog.
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's 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,
carefully consider the Core programs and All Level programs described on pages 43-51.
Almost any Core program can lead into any area of specialization. Especially well-prepared
students may also want to consider other programs that do not list specific prerequisites.
If you are a transfer student,
look up the subjects that interest you in the section entitled Matching Evergreen's Programs
to Your Field of Interest, beginning on page 40. 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 Planning Group may be the right choice.
Look at the academic pathways
described in the Planning Groups 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.
>,
-0
:::s
+J
Vl
4-
o
E
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.
o
L
0')
o
L
a...
L
:::s
Browse over a number of possibilities
before you settle on one. Try to choose at least three alternates before you take the next step.
o
>0')
s::::
......
+J
U
Q)
Discuss
your choices and goals.
with your faculty, or with the staff in the Academic Planning and Experiential Learning (APEL)
office. APEL keeps program descriptions that may 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.
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 lasts one, two or three quarters.
Pay your tuition
by the deadline,
and that's it! You're ready to attend your first program meeting.
.-'
Q)
Vl
Features of the Curriculum
~~::I.Internships
V'l
"0
(!)
n
•...•.
o
•.....•
"
(!)
o
r+
t:
.,
(!)
Vl
o
--n
--i
::J
(!)
n
t:
.,.,
•...•.
n
t:
•.....•
t:
3
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 two percent. Interns work in
businesses, schools, government
agencies, or nonprofit organizations in
Washington state, around the nation
and even in other countries.
Opportunities to conduct internships
are built into many academic programs.
They also are available for juniorlseniorlevel students through individualized
internship learning contracts.
Transfer students are eligible to
conduct internships after they have been
enrolled at Evergreen for at least one
quarter.
Each quarter of an internship is
planned, conducted and evaluated based
on the student's acad~mi~ objectives for
that quarter. Internships include a strong
component of academic activities such
as related reading, a daily journal,
weekly conferences with faculty and
written reports.
Academic Planning and Experiential
Learning (APEL) is the central source of
current information about internship
programs, policies and procedures,
available internship positions and
internship sponsors. APEL 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 one quarter ahead of
time. For more information, call or
write: APEL, The Evergreen State
College, Olympia, WA 98505.
Prior Learning
From Experience (PLE)
PLE is a structured program for adult
students who want to document their
precollege 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.
When completed, the document is
submitted to a PLE Credit Evaluation
Committee for assessment of credit.
Interested students are encouraged to
contact the PLE office after they have
been admitted to the college.
PLE coordinator: Kate Crowe, ext.
6415.
4~ Longhouse Education
and Cultural Center
Evergreen's new Longhouse Education and Cultural Center, opened fall
quarter of 1995, is a center for
multicultural study and a valuable
resource to programs throughout the
curriculum. The Longhouse - the only
building of its kind on a public college
campus in the United States - provides
classroom space, supports Native
American Studies (see page 96), and
attracts conferences and events that
educate, entertain and enrich the college
and surrounding communities. The
building design is based on historic
longhouse structures and the traditions
of Northwest Native American communities.
The Evans Chair
Funded by a state grant and donations from many generous people, the
Daniel J. Evans Chair in Liberal Arts
was established to support Core
programs. Each year a distinguished
scholar is selected to work with Core
programs.
Part-Time Studies
Fall 1993 marked the beginning of a
new experiment for Evergreen: programs offered evenings and weekends
for part-time students. Team-taught,
interdisciplinary work featuring
seminars and narrative evaluations have
been the trademark of an Evergreen
education. Our new Part-Time Studies
program brings these characteristics to
evenings and weekends in a half-time,
eight-credit format. Unlike our other
part-time courses, these evening and
weekend half-time programs are
designed as coherent programs 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 with an opportunity to
experience Evergreen's best innovation
in a format sensitive to the demands of
adult life.
The faculty develop programs that
maintain a thematic line for the entire
year. However, since today's world often
requires us to make changes in life
schedules, faculty have also designed
each quarter to stand alone - allowing
students to enter winter or spring
quarter if space is available.
Part-time courses (for 2-8 credits) are
offered each quarter. Half of these
courses are offered to fill specific needs
of the full-time curriculum, the other
half are designed specifically for
students attending in the evening. 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.
Up-to-date descriptions of part-time
offerings are published quarterly in the
Evergreen Times, which can be obtained
by calling Registration and Records,
ext. 6180.
Please call Wanda Curtis, educational
outreach coordinator for Part-Time
Studies, ext. 6164, for additional
information.
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 Planning Groups and
in the Core curriculum. In some
programs, opportunities are available
for part-time language study.
Juniors or seniors interested in
complementing their broad Evergreen
education with some depth in international studies, particularly global area
studies, may be eligible to spend a year
at the University of Washington's
Jackson School of International Studies.
Evergreen students have several
options for studying abroad. The
Culture, Text and Language Planning
Group, in particular, usually offers one
or more programs each year in which
students and faculty travel abroad
spring quarter, most typically to Spain,
Latin America, France or Russia. Most
years, the Environmental Studies
Planning Group offers the Tropical
Rainforests program, taught entirely in
Costa Rica's Monteverde cloud forest.
Other programs with an emphasis on
sustainability, community development,
agriculture, natural history and conservation provide opportunities for
projects and internships in the Third
World.
Students who wish to spend a year in
Japan can apply to become one of four
exchange students chosen each year to
study at either Miyazaki University or
Kobe University of Commerce. These
opportunities usually come with
substantial financial assistance.
Evergreen and Washington state's
other public institutions collaborate in a
unique interdisciplinary program in
Ecuador, which allows students to study
and experience firsthand not only the
language but the environmental, social,
political and economic impacts of
development in Latin America through
classroom and internship study.
Students may also study abroad
through individual learning contracts,
group contracts or programs offered by
other U.S. universities. For information
regarding these options, read the
relevant Catalog sections and contact
Chris Ciancetta, coordinator of
international programs and services in
the Student Advising Center.
Programs in the 1997-98 curriculum with a strong international focus include:
Celluloid Women and Men: Representations of Gender in Japanese and American Cinema
Dialogue and Silence: Storytelling in the World
44
45
-
Discovering Greece: Exploring Aegean Civilizations
54
91
International Political Economy
-
Kafka/Prague
57
Phoenix Rising: East Central Europe Today
48
Perspectives on Ireland
48
E
Popular and Alternative Communication
in Latin America
Rainforest Research
60
71
::J
•......
::J
U
••.....
L
L
::J
u
Sacred Monsters: Insiders and Outsiders in French-Speaking Cultures
61
Self-Determination:
62
Puerto Rico, Ecuador and Chile
Q)
..s:::
+'
4-
The Silk Road
80
Studies in Ethnomusicology
80
Tropical Rainforests
73
World War II
51
0
III
Q)
L
::J
+'
a
Q)
u..
•......
a
.•.....
u
Q)
0..
V1
Condensed Curriculum 1997-98
These two pages feature the titles of programs planned in the spring of 1996 for the 1997-98 academic year. The Condensed
Curriculum allows you to scan all of the college's academic offerings while determining your pathway through the curriculum. All
of Evergreen's programs are organized within Planning Groups, which are topical groupings of academic offerings planned by a
group of faculty with similar interests. Within each Planning Group, you will find All Level programs, intermediate programs
with a prerequisite of one year of college and no other specific requirements, and advanced programs geared toward junior- and
senior-level students and offering upper-division credits. As you plan your educational pathway, you may decide to work for a
number of quarters within one Planning Group, or you may move from area to area to broaden your education. Either pattern is
appropriate, depending on your academic goals.
F - fall quarter;
Key
.SPECIAL
n
0
W - winter quarter;
5 - spring quarter;
Su-summerquarter
FEATURES OF THE CURRICULUM (page 36)
Internships
p.36
Prior Learning From Experience
p.36
Longhouse Education and Cultural Center
p.36
Evans Chair
p.36
Part· Time Studies
p.36
International Studies and Opportunities to Study Abroad
5...PROGRAMS
~
p.37
n
.,
.,
•....•.
c:
n
c:
.....-'
c:
3
Core
p.44
p.53
Representations of Genders in Japanese and American Cinema
FOR FIRST-YEAR STUDENTS (page 43)
America 2000: Family, Education, Work at the Turn of the Century
TEXT, LANGUAGE (page 52)
All Level
Celluloid Women and Men:
(1)
Vl
(1)
0...
.CULTURE,
W
Classics in Context
p.44
W
Modeling Nature:
p.47
W
Simulating Physical, Biological and Environmental Systems
Dialogue and Silence: Storytelling in the World
p.54
W
Discovering Greece: Exploring Aegean Civilizations
p.54
W
In Search of Socrates
p.57
Millennium: On the Brink of the New Age?
p.58
W
Music and Theater in Cultural Context
p.58
W
Out of the Cave: Philosophy of Education
p.59
W
Perspectives on Ireland
p.59
W
Romanticism, Modernism and After
p.61
W
Stars, Sky and Culture
p.62
Tragedy: The Greeks
p.64
World War II
p.65
Phoenix Rising: East Central Europe Today
p.48
W
Political Ecology
p.49
W
Sense of Place
p.50
W
The American Family in Crisis: Myth and/or Reality?
p.64
Telling Stories: Old and New Images
p.51
W
Ecological Agriculture
p.55
All Level
Celluloid Women and Men:
p.44
Representations of Genders in Japanese and American Cinema
Elizabeth and William
p.55
English Renaissance Literature
p.56
p.56
p.56
W
On Interpretation: Foundation Work in the Humanities and
p.58
W
p.60
W
p.61
W
Dialogue and Silence: Storytelling in the World
p.45
In Search of Socrates
p.46
Millennium: On the Brink of the New Age?
p.46
W
Popular and Alternative Communication
Sacred Monsters:
Interpretive Social Sciences
Music and Theater in Cultural Context
p.47
W
Out of the Cave: Philosophy of Education
p.48
W
Perspectives on Ireland
p.48
W
Rights and Wrongs
p.49
W
Romanticism, Modernism and After
p.50
W
p.50
Tragedy: The Greeks
p.51
World War II
p.51
W
Images: Physical Speculations on Unknown Conditions
p.45
Stars, Sky and Culture
W
Gambling: America's New Addiction
Concepts of Computing
W
W
Intermediate
W
in Latin America
Insiders and Outsiders in French·Speaking Cultures
Social Psychology
p.62
Turning Eastward Explorations in EastNIest Psychology
p.64
W
Advanced
American Studies: Transcendental Visions
p.53
Bilingual Education and Teaching
p.53
Kafka/Prague
p.57
Philosophy of Knowledge and Belief
p.60
Philosophy of Science
p.60
Self·Determination:
Puerto Rico, Ecuador and Chile
W
W
p.62
W
p.63
W
Text and Culture in America 1945-1985
p.63
W
User Friendly: Unmasking the Communications Revolution
p.65
W
Student Originated Studies: Japanese Studies
.ENVIRONMENTAL
STUDIES (page 66)
.SClENTIFIC
INQUIRY (page 81)
All Level
All Level
Climate and Climate Change
p.67
S
Concepts of Computing
p.82
Introduction to Environmental Studies
p.68
F
Millennium: On the Brink of the New Age?
p.69
F
W
S
Introduction to Natural Science
p.84
F
W
W
S
Ecological Agriculture
p.67
F
Data to Information
p.82
F
W
W
S
Energies Celestial and Terrestrial
'p.82
F
W
The Geology and Ecology of Land/Ocean Margins
p.72
F
Evidence
Maps, Analysis and Geographical Information Systems
p.69
F
Mathematical Systems
p.83
F
W
p.84
F
W
Pacific Salmon: Biology and Conservation
p.7l
F
Matter and Motion
p.84
Springtime in Science
p.86
F
W
Intermediate
Intermediate
of Salmonid Fishes in the Pacific Northwest
Advanced
Advanced
Environmental Analysis: AquatiC and Atmospheric Systems
p.67
Hydrology
p.68
Mammalogy
p 68
Marine Life: Marine Organisms and Their Environments
p.69
The Practice of Sustainable Agriculture
p.73
Natural Resource Policy: The Shaping of Nations
p.70
Natural Resources: Science and Policy in the Pacific Northwest
p.70
Natural Resources: Triballssues and Reservation Issues
p.70
Ornithology
F
W
S
Environmental Analysis: Aquatic and Atmospheric Systems
p.83
F
W
Organic Chemistry
p.85
F
W
Philosophy of Science
p.85
Science of Mind
p.85
F
W
The Structure of Life:
p.86
F
W
Student Originated Software
p.86
F
W
S
S
Undergraduate Research in Scientific Inquiry
p.87
F
W
S
p.7l
S
Vital Stuff: The Chemistry and Biology of Food
p.87
F
W
S
Rainforest Research: Ecology, Latin American Studies
p.7l
S
Self-Determination: Puerto Rico, Ecuador and Chile
p.72
F
Temperate Rainforests
p.72
F
p.73
F
S
F
W
S
Sp, Su, F
F
Functional Interrelationships from Molecule to Ecosystem
W
W
•
E
Su
~
u
.......
L
L
~
SOCIAL SCIENCE(page 88)
u
All Level
S
~
,.......
"U
Q)
Tribal: Reservation Based/Community
•
Determined
Tropical Rainforests: Ecology, Geology, Latin American Studies
p.73
W
S
W
EXPRESSIVEARTS (page 74)
p.90
F
W
Images Physical Speculations on Unknown Conditions
p.90
F
W
Introduction to Social Communication
p.91
F
Micro and Macroeconomics
p.92
Principles:
Interarts
p.75
F
W
Arts
Mediaworks: Experiments with Light and Sound
Popular and Alternative Communication
in Latin America
p.76
F
p.78
W
W
S
Performing Arts
Political Economy of Inequality
p.92
F
W
Rights and Wrongs
p.93
F
W
Black Feminist Thought
p.89
International Political Economy:
p.91
F
W
p.89
F
W
Understanding the Shape of the 21st Century
Music and Theater in Cultural Context
p.77
One-Act Play Festival
p.77
F
W
S
W
S
Perspectiveson Ireland
p.77
F
W
Shadowlands: In-Betweens, Myths and Performance
p.79
F
W
S
Student Originated Studies: Performing Arts
p.79
F
W
S
TheSilk Road: A Brief Introduction to Chinese Culture
p.80
F
Studiesin Ethnomusicology: The Celtic World
p.80
Advanced
Designing and Managing Organizations in the 21st Century
Psychological Counseling: A Multicultural
Self and Community
.TACOMA
S
Visual Arts
p.75
W
S
Foundations of Visual Arts
p.75
F
W
S
Images:Physical Speculations on Unknown Conditions
p.76
F
W
S
Romanticism, Modernism and After
p.78
F
W
S
Seeingthe Light
p.79
F
Student Originated Studies Visual Arts
p.80
W
S
p.93
F
W
p.94
F
W
p.94
F
W
p.95
F
W
F
W
PROGRAM (page 95)
Power Studies: Systems, Institutions and Processes
•
Discovering Greece Exploring Aegean Civilizations
Focus
Science of Mind
NATIVE AMERICAN STUDIES (page 96)
Images Physical Speculations on Unknown Conditions
p.96
Natural Resource Policy The Shaping of Nations
p.97
Natural Resources: Science and Policy in the Pacific Northwest
p.97
Natural Resources: Tribal Issues and Reservation Issues
p.97
Tribal: Reservation Based/Community
p.98
Determined
Tribal Natural Resource Policy
.GRADUATE
p.98
PROGRAMS (page 99)
Master in Teaching
p.99
Master of Environmental Studies
p.l00
Master of Public Administration
p.l00
W
F
S
Q)
"U
C
0
Intermediate
S
Vl
C
u
The Neoclassical Versus the Political Economy Paradigm
Art Media Praxis
Moving Image Group/Media
Evidence
W
Matching Evergreen's Programs
to Your Field of Interest
If you are accustomed to thinking about your future study interests in terms of majors, rather than the interdisciplinary program titles and the Planning Groups used at Evergreen, this guide can help you match your educational
interests with our offerings.
e
AFRICAN-AMERICAN
4D
STUDIES
89
Power Studies: System, Institutions and Processes
(Tacoma Campus)
95
67
Ecological Agriculture
55,67
The Practice of Sustainable Agriculture
73
AMERICAN STUDIES
The American Family in Crisis: Myth and/or Reality?
64
American Studies: Transcendental Visions
53
3:
Gambling: America's New Addiction
56
rt-
Text and Culture in America 1945 -1985
63
::y
•....•.
~
lO
World War II
51,65
Black Feminist Thought
H
~
Q.
ro
><
89
47
and Interpretive Social Sciences
58
Political Economy of Inequality
92
50,62
Studies in Ethnomusicology: The Celtic World
80
ARCHEOLOGY
Discovering Greece: Exploring Aegean Civilizations
Fishes in the Pacific Northwest
54,75
Psychological Counseling: A Multicultural Focus
71
Turning Eastward: Explorations in Easl/West Psychology
Temperate Rainforests
72
Tropical Rainforests
73
Vital Stuff: The Chemistry and Biology of Food
87
86
Marine Life: Marine Organisms and Their Environments
69
Temperate Rainforests
72
Evidence
89
in the Pacific Northwest
84
Phoenix Rising: East Central Europe Today
in Latin America
48,59,77
in French-Speaking Cultures
67,83
Seeing the Light
79
Matter and Motion
84
Sense of Place
50
Organic Chemistry
85
Springtime in Science
86
75
54,75
Discovering Greece: Exploring Aegean Civilizations
Foundations of Visual Arts
75
. On Interpretation: Foundation Work in the Humanities
Romanticism, Modernism and After
50,61,78
Seeing the Light
87
In Search of Socrates
46,57
Tragedy: The Greeks
51,64
Introduction to Social Communication
in Latin America
Tribal: Reservation Based/Community Determined
62
Student Originated Studies: Japanese Studies
63
Studies in Ethnomusicology: The Celtic World
80
Student Originated Studies: Performing Arts
79
Telling Stories: Old and New Images
51
DESIGN
Foundations of Visual Arts
91
75
DEVELOPMENTAL GENETICS
The Structure of Life: Functional Interrelationships
60, 78
from Molecule to Ecosystem
94
86
DRAWING
73, 98
Student Originated Studies
80
a
~
,:-c-CO_M-;-:M_U_NI---cTY=-:cSc-TU=D~IES~~--cc-_-=-=44, 53
Natural Resource Policy: The Shaping of Nations
70, 97
The Silk Road: A Brief Introduction to Chinese Culture
80
Natural Resources: Tribal Issues and Reservation Issues 70, 97
ECOLOGY
Student Originated Studies: Japanese Studies
63
Temperate Rainforests
Marine Life: Marine Organisms and Their Environments
Telling Stories: Old and New Images
51
Tribal: Reservation Based/Community Determined
Turning Eastward: Explorations in Easl/West Psychology
64
COMPARATIVE MYTHOLOGY
Shadowlands: In-Betweens, Myths and Performance
ASTRONOMY
Energies: Celestial and Terrestrial
63
51,65
DANCE
User Friendly: Unmasking the Communications Revolution 65
Celluloid Women and Men: Representations of Genders
79
0)
CLASSICS
Self and Community
75
ASIAN STUDIES
in Japanese and American Cinema
87
Vital Stuff: The Chemistry and Biology of Food
61
Social Psychology
World War II
Popular and Alternative Communication
79
ART/MEDIA THEORY
Art Media PraxIs
Undergraduate Research in Scientific Inquiry
60,78
Shadowlands: In-Betweens, Myths and Performance
Text and Culture in America 1945-1985
COMMUNICATION
58
and Interpretive Social Sciences
48
Sacred Monsters: Outsiders and Insiders
80
84
Art Media Praxis
70,97
48,59,77
Popular and Alternative Communication
CELTIC STUDIES
Introduction to Natural Science
ART HISTORY
57
47, 58, 77
Natural Resources: Science and Policy
76
80
55, 67
Matter and Motion
Atmospheric and Aquatic Systems
50,62
Ecological Agriculture
Music and Theater in Cultural Context
Environmental Analysis:
Stars, Sky and Culture
44, 53
44
Perspectives on Ireland
CHEMISTRY
Student Originated Studies: Visual Arts
in Japanese and American Cinema
Classics in Context
84
75
with Light and Sound
89
Mathematical Systems
75
56,76,90
53
Black Feminist Thought
Kafka/Prague
CALCULUS
Foundations of Visual Arts
on Unknown Conditions
Bilingual Education and Teaching
Celluloid Women and Men: Representations of Genders
<t
Art Media Praxis
83,90
CULTURAL STUDIES
Designing and Managing Organizations
Perspectives on Ireland
93
64
CRITICAL REASONING
BOTANY
Studies in Ethnomusicology: The Celtic World
Images: Physical Speculations
71
71
ART
MediaworkslExperiments
Fishes in the Pacific Northwest
COUNSELING
Rainforest Research
Springtime in Science
in the 21st Century
On Interpretation: Foundation Work in the Humanities
Stars, Sky and Culture
:.-·--e
Pacific Salmon: Biology and Conservation of Salmonid
and Environmental Systems
BUSINESS
ANTHROPOLOGY
86
CONSERVATION BIOLOGY
84
Pacific Salmon: Biology and Conservation of Salmonid
Climate and Climate Change
(')
Introduction to Natural Science
Modeling Nature: Simulating Physical, Biological
AGRICULTURE
Q
Student Originated Software
BIOLOGY
Black Feminist Thought
82
72
73, 98
Modeling Nature: Simulating Physical, Biological
79
Natural Resource Policy: The Shaping of Nations
and Environmental Systems
COMPUTER SCIENCE
Concepts of Computing
Data to Information
45,82
82
Ornithology
Political Ecology
69
47
70
71
49
Temperate Rainforests
72
Natural Resource Policy: The Shaping of Nations
Tropical Rainforests
73
Natural Resources: Science and Policy
64
Natural Resources: Tribal Issues and Reservation Issues 70, 97
LATIN AMERICAN STUDIES
GEOLOGY
Classics in Context
The American Family in Crisis: Myth and/or Reality?
Designing and Managing Organizations
in the 21 st Century
67
56
Energies: Celestial and Terrestrial
82
in Latin America
Hydrology
68
Self-Determination:
Versus the Political Economy Paradigm
92
46,58,69
Rights and Wrongs
62,72
69
Modeling Nature: Simulating Physical,
Biological and Environmental Systems
47
Tropical Rainforests
EDUCATION
Bilingual Education and Teaching
53
Images: Physical Speculations
73
56,76,90
In Search of Socrates
84
Millennium: On the Brink of the New Age?
46,58,69
Out of the Cave: Philosophy of Education
89
4D
48,59
82
ENVIRONMENTAL SCIENCE
Climate and Climate Change
67
Ecological Agriculture
56
Kafka/Prague
57
HISTORY
On Interpretation:
Phoenix Rising: East Central Europe Today
Political Economy of Inequality
54,75
Romanticism, Modernism and After
55
Sacred Monsters: Outsiders and Insiders
83,90
Mathematical Systems
84
Micro and Macroeconomics Principles: The Neoclassical
49
Versus the Political Economy Paradigm
73
Millennium: On the Brink of the New Age?
Rainforest Research
71
On Interpretation: Foundation Work in the Humanities
92
46,58,69
70
Natural Resources: Science and Policy
In the Pacific Northwest
70,97
Senseof Place
50
58
In Search of Socrates
46,57
Millennium: On the Brink of the New Age?
46,58,69
Focus
93
fJFEMINIST THEORY
BlackFeminist Thought
FILM
Art Media Praxis
75
Celluloid Women and Men: Representations of Genders
in Japaneseand American Cinema
44,53
FOLKLORE
Studiesin Ethnomusicology: The Celtic World
92
Climateand Climate Change
Maps,Analysis and Principles of Geographical
Information Systems
MediaworksJExperiments with Light and Sound
95
49,93
50,61,78
61
51,65
60,85
HYDROLOGY
68
76
t)
69
Introduction to Natural Science
84
Data to Information
82
84
Mathematical Systems
Biological and Environmental Systems
47
86
MEDIA
JOURNALISM
Art Media Praxis
Revolution 65
75
MediaworksJExperiments
On Interpretation:
with Light and Sound
Introduction to Social Communication
53
Sacred Monsters: Outsiders and Insiders
58
91
Popular and Alternative Communication
in Latin America
Student Originated Software
48,59,77
76
Foundation Work in the Humanities
and Interpretive Social Sciences
Bilingual Education and Teaching
in French-Speaking Cultures
67,83
MATHEMATICS
Springtime in Science
LANGUAGE STUDIES
69
MARINE SCIENCE
Modeling Nature: Simulating Physical,
Hydrology
Perspectives on Ireland
73,98
Environmental Analysis:
Marine Life: Marine Organisms and Their Environments
4)
67
89
Determined
Atmospheric and Aquatic Systems
Sacred Monsters: Outsiders and Insiders
Philosophy of Science
in the 21st Century
Tribal: Reservation Based/Community
Power Studies: System, Institutions and Processes
80
GEOGRAPHY
68
Political Economy of Inequality
User Friendly: Unmasking the Communications
(8
Mammalogy
MANAGEMENT
HISTORY OF SCIENCE
89
4J
Designing and Managing Organizations
World War II
62,72
51,65
48
in French-Speaking Cultures
0
::E
51,64
49
Romanticism, Modernism and After
u
-I-'
50
Tragedy: The Greeks
World War II
Phoenix Rising: East Central Europe Today
Rights and Wrongs
c
--c
.-'
61
Puerto Rico, Ecuador and Chile
Political Ecology
(Tacoma Campus)
ETHICS
H
MAMMALOGY
and Interpretive Social Sciences
Natural Resource Policy: The Shaping of Nations
92
50,61,78
Sense of Place
91
Political Ecology
ENVIRONMENTAL STUDIES
48
in French-Speaking Cultures
Self-Determination:
(J)
0)
48,59,77
44
56
Evidence
The Practice of Sustainable Agriculture
Psychological Counseling: A Multicultural
Perspectives on Ireland
X
-0
c
58
53
International Political Economy:
47
Foundation Work in the Humanities
44
Understanding the Shape of the 21 st Century
and Environmental Systems
55
and Interpretive Social Sciences
Elizabeth and William
Natural Resources: Tribal Issues and Reservation Issues 70, 97
44
87
68
46,58,69
53
Vital Stuff: The Chemistry and Biology of Food
Discovering Greece: Exploring Aegean Civilizations
Classics in Context
Modeling Nature: Simulating Physical, Biological
89
English Renaissance Literature
English Renaissance Literature
Millennium: On the Brink of the New Age 7
Black Feminist Thought
87
68
69
44
Undergraduate Research in Scientific Inquiry
American Studies: Transcendental Visions
Geographical Information Systems
at the Turn of the Century
American Studies: Transcendental Visions
54,75
67,83
72
Maps, Analysis and Principles of
53
Discovering Greece: Exploring Aegean Civilizations
Elizabeth and William
America 2000: Family, Education, Work
Hydrology
Introduction to Environmental Studies
LINGUISTICS
Bilingual Education and Teaching
86
The Structure of Life: Functional Interrelationships
at the Turn of the Century
Atmospheric and Aquatic Systems
The Geology and Ecology of Land/Ocean Margins
60
45,54
55,67
Environmental Analysis:
Philosophy of Knowledge and Belief
Dialogue and Silence: Storytelling in the World
from Molecule to Ecosystem
Energies: Celestial and Terrestrial
60,78
62,72
Puerto Rico, Ecuador and Chile
Classics in Context
HEALTH
ENERGY TECHNOLOGY
44
Popular and Alternative Communication
America 2000: Family. Education, Work
in the 21 st Century
46,57
Mathematical Systems
63
LITERATURE
GOVERNMENT
Designing and Managing Organizations
on Unknown Conditions
80
62,72
LIBRARY RESEARCH
Information Systems
49,93
Puerto Rico, Ecuador and Chile
Maps, Analysis and Principles of Geographical
Puerto Rico, Ecuador and Chile
Student Originated Studies: Japanese Studies
Climate and Climate Change
Principles: The Neoclassical
Millennium: On the Brink of the New Age?
70,97
89
Gambling: America's New Addiction
Micro and Macroeconomics
The Silk Road: A Brief Introduction to Chinese Culture
Self-Determination:
in the Pacific Northwest
ECONOMICS
Self-Determination:
70
60,78
86
61
G)-I'!
World War II
51,65
(Tacoma Campus)
95
MOLECULAR BIOLOGY
94
The Structure of Life: Functional Interrelationships
America 2000: Family, Education, Work
Social Psychology
from Molecule to Ecosystem
86
87
79
Studies in Ethnomusicology: The Celtic World
80
51
Telling Stories: Old and New Images
4D
NATIVE AMERICAN STUDIES
56,76,90
72
Temperate Rainforests
Tribal: Reservation Based/Community Determined
73,98
NATURAL HISTORY
H
~
Q..
(t)
><
Introduction to Environmental Studies
68
Sense of Place
50
NEUROBIOLOGY
Science of Mind
85,94
0)
OCEANOGRAPHY
67
Ornithology
71
PERFORMANCE THEORY
Political Ecology
49
Political Economy of Inequality
92
95
62,72
POLITICAL PHILOSOPHY
55
51,65
91
PSYCHOLOGY
94
Psychological Counseling: A Multicultural Focus
~~clM~
Turning Eastward: Explorations in EastiWest Psychology
58
Music and Theater in Cultural Context
85, 94
Social Psychology
62
Turning Eastward: Explorations in EastiWest Psychology
64
PUBLIC ADMINISTRATION
in the 21st Century
Gambling: America's New Addiction
89
56
RELIGION
Phoenix Rising: East Central Europe Today
48
58
Turning Eastward: Explorations in EastiWest Psychology
64
64
PHILOSOPHY OF SCIENCE
EVidence
4D
57
~~
"
83,90
and Interpretive Social Sciences
77
Shadowlands: In-Betweens, Myths and Performance
79
The Silk Road: A Brief Introduction to Chinese Culture
80
Student Originated Studies: Performing Arts
Tragedy: The Greeks
SCIENCE
Introduction to Natural Science
84
Stars, Sky and Culture
Student Originated Software
50,62
86
VIDEO
MediaworkslExperiments with Light and Sound
76
Phoenix Rising: East Central Europe Today
48
Telling Stones: Old and New Images
51
f1)
WOMEN'S
STUDIES
The American Family in Crisis: Myth and/or Reality?
64
Black Feminist Thought
89
in Japanese and American Cinema
79
Classics in Context
Philosophy of Knowledge and Belief
60, 85
Energies: Celestial and Terrestrial
82
Gambling: America's New Addiction
Matter and Motion
84
On Interpretation: Foundation Work in the Humanities
Undergraduate Research in Scientific Inquiry
87
Vital Stuff: The Chemistry and Biology of Food
87
Introduction to Social Communication
Perspectives on Ireland
58
91
48,59,77
(Tacoma Campus)
Student Originated Studies: Japanese Studies
World War II
77
60
95
63
51,65
@
ZOOLOGY
Marine Life: Marine Organisms and Their Environments
PLAYWRITING
One-Act Play Festival
56
94
45, 54
Power Studies: System, Institutions and Processes
44
44
Dialogue and Silence: Storytelling in the World
America 2000: Family, Education, Work
at the Turn of the Century
44, 53
WRITING
Self and Community
Student Originated Studies: Visual Arts
and Interpretive Social Sciences
79
51,64
o
79
PHYSIOLOGY
58
One-Act Play Festival
Philosophy of Science
PHYSICS
56
47,58,77
On Interpretation: Foundation Work in the Humanities
SOCIAL SCIENCE
Seeing the Light
55
Celluloid Women and Men: Representations of Genders
SCULPTURE
PHOTOGRAPHY
THEATER
93
70
60, 85
50, 61, 78
o
English Renaissance Literature
Natural Resources: Tribal Issuesand Reservation Issues
Philosophy of Science
Romanticism, Modernism and After
94
Elizabeth and William
70
60
49
85,94
79
Philosophy of Knowledge and Belief
69
Political Ecology
Self and Community
Student Originated Studies: Performing Arts
48, 59
83,90
Maps, Analysis and Principles of Geographical
International Political Economy:
70
Out of the Cave: Philosophy of Education
45,82
Evidence
49,93
Natural Resources: SCienceand Policy
in the Pacific Northwest
KafkalPrague
STATISTICS
Concepts of Computing
Rights and Wrongs
Natural Resource Policy: The Shaping of Nations
On Interpretation: Foundation Work in the Humanities
and Interpretive Social Sciences
User Friendly: Unmasking the Communications Revolution 65
Science of Mind
77
53
46,57
46,58,69
62
POLITICAL SCIENCE
79
In Search of Socrates
Millennium: On the Brink of the New Age?
Social Psychology
45, 54
Information Systems
Elizabeth and William
World War II
Shadowlands: In-Betweens, Myths and Performance
American Studies: Transcendental Visions
:·,···-e
92
Self-Determination: Puerto Rico, Ecuador and Chile
64
Dialogue and Silence: Storytelling in the World
One-Act Play Festival
PHILOSOPHY
I
SOCIOLOGY
Designing and Managing Organizations
4)
73, 98
The American Family in Crisis: Myth and/or Reality?
46,58,69
Science of Mind
67,83
Tribal: Reservation Based/Community Determined
68
Micro and Macroeconomics Principles: The Neoclassical
and Interpretive Social Sciences
Climate and Climate Change
50, 62
91
On Interpretation: Foundation Work in the Humanities
ORNITOHLOGY
I
Introduction to Environmental Studies
Versus the Political Economy Paradigm
Millennium: On the Brink of the New Age?
62
Stars, Sky and Culture
User Friendly: Unmasking the Communications Revolution 65
Self and Community
Atmospheric and Aquatic Systems
"
55,67
Understanding the Shape of the 21st Century
Environmental Analysis:
I
Ecological Agriculture
Power Studies: System, Institutions and Processes
(Tacoma Campus)
Images: Physical Speculations
~
44
Understanding the Shape of the 21st Century
47,58,77
Student Originated Studies: Performing Arts
on Unknown Conditions
at the Turn of the Century
International Political Economy:
MUSIC
Music and Theater in Cultural Context
:::J
•....•.
61
60, 78
Self and Community
86
Undergraduate Research in Scientific Inquiry
1.0
in French-Speaking Cultures
in Latin America
Power Studies: System, Institutions and Processes
POLITICAL ECONOMY
from Molecule to Ecosystem
()
Popular and Alternative Communication
56
Sacred Monsters: Outsiders and Insiders
The Structure of Life: Functional Interrelationships
3:
o
r+
POETRY
English Renaissance Literature
MICROBIOLOGY
69
Programs for First-Year Students
DEAN OF FIRST
MASAO SUGIYAMA
YEAR STUDIES:
First-year students typically choose between two types of programs - Core and All
Level. Core programs are designed to give first-year students a solid foundation of
knowledge and skills in preparation for more advanced studies. They may also be
appropriate for sophomore-level transfer students who feel they need more preparation before taking sophomore-level or upper-division programs. All Level programs
are designed to serve freshmen alongside students at the sophomore, junior and
senior levels - 25 percent of the seats are set aside for first-year students. Some
sophomore-level programs may accept a limited number of first-year students who
are particularly well-prepared for college-level work.
Core programs will introduce you to the central mode of study at Evergreen coordinated studies - in which faculty members from different academic disciplines
use their knowledge to help you explore a central theme or problem. This interdisciplinary approach means you will study an issue or a topic as a whole, rather than 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
condition, for example, or the relation of biological facts to individual psychology.
Core programs emphasize the development of college-level skills necessary for you
to do more advanced college work. For most students this means learning how to
write at college level in various modes, read carefully, analyze arguments, skillfully
reason quantitatively or mathematically, work cooperatively in small project or
discussion groups and use the many resources in the Library and elsewhere on
campus. Core programs also provide an opportunity to connect your studies with
your own intellectual and personal concerns. You will learn the skills you will need
to design your education, both at Evergreen and after. Core programs take the time
necessary to develop college-level academic skills, and Evergreen's small studentfaculty ratio in Core programs - 23:1 - ensures close interaction between you,
your faculty, and other students.
Each of the Core programs listed in this section is an integrated study program
combining several activities: seminars, individual conferences with faculty members,
lectures, field trips and laboratories - depending on the content and goals of the
program. In a Core program you learn about several traditional academic disciplines
in relation to the program's central theme or topic, while learning at the same time
about your own goals, about defining and dealing with problems, and about the
college's people and facilities.
Like Core programs, All Level programs are broadly interdisciplinary coordinated
studies. They also combine seminars, individual conferences with faculty members,
lectures, field trips and laboratories - depending on the content and goals of the
program. Like all Evergreen programs, they assume college-level skills.
Pages 44-51 contain a listing of Core and All Level programs to make the
selection process easier for first-year students.
Vl
E
o
s;
O)
o
s;
o....
t-
o
Q)
>I
+J
Vl
s;
......
L.J....
Ameri.ca 2000:
Fami.ly, Educati.on, Work
at the Turn of the Century
•...•.
"
.,
Vl
r+
I
-<
(I)
o
.,
.,
\0
.,
-0
o
o
3
Vl
Fall, Winter/Coordinated Study
Faculty: Stephanie Coontz, Dan Leahy, Rudy
Martin
Enrollment: 69
Prerequisites: Freshman standing
Faculty Signature: No
Special Expenses: $50 for retreat
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This core program examines trends in family
life, the role of youth in society, the nature
and function of America's educational
institutions, the future of jobs and the
organization of work.
We start by reviewing the main concerns
and debates over these subjects in contemporary America, then backtrack to trace the
social forces and political struggles that
shaped these institutions and brought us to
our current situation. Our historical review
includes attention to variation and interactions of race, ethnicity, class and gender. We
then discuss what today's generation of youth
is facing as you move through these
institutions and how you might change them.
Critical reading, writing and rewriting will
be central components of this program and
all students will participate in writing
workshops as well as lectures and seminars.
Credit awarded in history, sociology, political
science, the humanities and expository
writing,
Total: 32 credits
Program is preparatory for careers and future
study in law, public policy, teaching and
social service.
Celluloi.d Women and Men:
Representations
of Genders i.n Japanese
and Ameri.can Ci.nema
Spring/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Two quarters of Core program
or equivalent
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Celluloid Women and Men: Representations
of genders in Japanese and American Cinema
is a group contract designed for the students
interested in not only crosscultural exploration of gender issues but also cultivating
visual literacy .
It is often said that American and Japanese
cultures represent the mirror images of
human values. For instance, while American
culture emphasizes the importance of
individuals over groups, Japanese culture
dictates group cohesion; while Japanese
women are valued most as wives and
mothers, American housewives feel deprived
of personal dignity in their communities.
Certainly, the reality is not as simple as these
stereotypes indicate; nevertheless, this
dichotomized comparative cultural frame
presents an interesting context in which we
can explore many human issues, particularly
gender issues. Thus, in this program we
explore the gender images presented in
American and Japanese cinema.
At the beginning of the quarter the
students will be introduced to the rudiments
of film technology and basic concepts of film
theory through texts and lectures. With these
analytical tools at hand, then, students will
examine gender images produced in American
and Japanese films through seminars and
critical writings.
Credit awarded in gender studies, Japanese
culture, American culture, film technology,
film criticism, Japanese cinema and American
cinema.
Total: 16 credits
Program is preparatory for careers and future
studies in gender studies, cultural studies, film
studies and humanities.
Classi.cs i.n Context
Fall, Winter/Coordinated Study
Faculty: Nancy Allen, Argentina Daley,
Nancy Taylor
Enrollment: 69
Prerequisites: Freshman standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Today people live in a world in which there is
no one accepted canon - no one list of
books it's necessary to read to be considered
an educated person. Lists of necessary books
are different according to the class, gender,
ethnicity and life goals of the people reading
them, and many people read downloaded
"hard copy" instead of books. To different
people, or to the same person at different
times, this situation may seem loaded with
freedom and promise or fraught with images
of chaos and dissolution. In the face of it,
what are we to do? How do we become
educated people?
This program takes the position that all
writings - whether drawn from a canon
once thought to be universal or heard as
brave voices from the margins - teach us
more the more we learn about their surrounding contexts: authors' lives, social history,
trends in other arts and information
technology. Perhaps it's not the books
themselves that sustain us, still less the
conferred status of having read them, but the
fact that they give us access to a wide range
of imagined worlds and constructed realities,
that they teach us to imagine and construct
our own. As part of this learning community,
you should expect to read a number of
classics of world literature and a number of
exciting contemporary works, in close
juxtaposition with material that will help you
see them in context. Examples would be
reading Cervantes' Don Quixote along with
an article analyzing the Inquisition's impact
on contemporary life, reading Shakespeare's
Macbeth along with Garry Wills' recent book
Witches and Jesuits, and reading Sandra
Cisneros' Woman Hollering Creek while
studying the meaning of the Virgin of
Guadalupe for Chicana women. There will
also be a great deal of writing, in response to
the readings, in analysis and critique of the
readings and in beginning to construct your
own imaginative world.
Credit awarded in literature, literary theory,
history, cultural studies and writing.
Total: 32 credits
Program is preparatory for careers and future
study in humanities, social science, teaching,
intercultural communication and law.
-CD
Concepts of Computing
Spring/Group Contract
Faculty: David W. Paulsen, TBA
Enrollment: 37
Prerequisites: Third-quarter freshman only;
high school alegbra
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This spring quarter offering will examine the
fundamentals of computing and several
computing applications. Students will study
concepts of computer science along with ideas
behind application software that make
computers effective tools. Students will
experience both the UNIX and Windows
environments and study will include
introductory programming concepts. There
will be hands-on lab work as well as
examination of the models, methods and
abstract concepts behind software and
hardware. Topics may include simple
graphics and modeling, the World Wide Web,
statistical analysis, algorithms and data
structures, computer organization, as well as
some aspects of discrete mathematics and
logic.
The program is aimed at students who
have an interest in computing but limited
background in the area. It will be useful for
students who want a solid foundation for use
of computers in a variety of disciplines especiallyin the sciences - as well as those
who want to decide whether they are
interested in further study in computer
science,such as the entry-level program Data
to Information.
Credit awarded in computer science and
statistics.
Total: 16 credits
Program is preparatory for careers and future
studyin the sciences, computer sciences and
other computer-intensive areas of study.
Dialogue and Silence:
Storytelling in the World
Fall, Winter, Spring/Coordinated Study
Faculty: Bill Arney, Craig Carlson
Enrollment: 48
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: Consult faculty
Internship Possibilities: Yes
Additional Course Allowed: With faculty
permission
"It is only the story
that can continue beyond
the war and the warrior .
It is only the story .
that saves our progeny
from blundering like blind beggars
into the spikes of the cactus fence.
The story is our escort;
without it, weave blind.
Does the blind man own his escort?
No, neither do we the story;
rather it is the story
that owns us."
-
CHINUA
ACHEBE
From listening to the stories of others, we
learn to tell our own. Stories about travel,
work, sex, sports, money, marriage/divorce,
death and family - about the stuff that
happens all the time that we read about in the
newspapers - can reveal the structures and
strains of life and the way social facts press
on the body. The writer's details have to be
right; ideas grow from facts. A writer who
makes mistakes, who does not describe a
realistic and believable world, will lose the
most knowing readers.
A story unfolds in all kinds of directions.
That is part of growing up as a writer - to
deal with ever greater complexities. Creativity
and innovation grow in decisions made at
every level of the process - how to research,
how to tell the story, what voice to use, when
to digress and what to leave out.
The vitality of narrative nonfiction writing
- the sort of writing students will do in this
program - comes from combining personal
engagement with political theory, sociology
and anthropology, memoir writing, fiction,
history, travel writing and standard reporting.
Personal reaction is as powerful and true a
storyteller as the best ethnographic research.
The journey itself resonates in the writer's
life. Without some resonance, the research
would be useless and the writing would be
flat.
The point is to write as well as Walt
Whitman and to find ways to do that in
nonfiction prose, essays, letters, and reports.
"It's OK to try to write something beautiful
and to think of yourself as something more
than a carpenter with a box of tools. Instead
of making a table, you're making a beautiful
table. That's part of the growing into a
medium and listening," as Mark Singer says.
The narrative technique can be an empty
form if it lacks a solid intellectual content.
Voice and story are only tools. The ways in
which writers handle research strategy,
structure, form, voice, characterizations and
symbolic representations reflect their
creativity and honesty. Nonfiction writers
whose personal experience illuminates social
issues - Adrian Nicole LeBlanc on disenfranchised urban kids, John McPhee on
Atchafalaya, Mumia Abu Jamal on prison place themselves as participants or witnesses,
rather than as distanced onlookers. Their
approach is to cross borders, to fuse ideas
from many sources, to revivify our compartmentalized, virtual and wired experience and
to make us believe their story.
Tell me a story. Tell me a story. How do
we learn our notions of what a story is? What
makes a story a unified whole, something
complete and satisfying in itself? What
relationship do stories have to the world and
vice versa? Tell me a story. That is what it
still comes down to - storytelling and the
real world. Public and private, biography and
history meet on the page.
In this program, students will examine the
role of the storyteller/writer as social witness
through workshops, seminars, readings,
performances, travel, research, writing and
student originated projects.
Vl
E
o
s;
O)
o
s;
o,
t-
o
Q)
>I
4-'
Vl
s;
.,.....
l..L.
Credit awarded in writing, literature,
sociology, politics, community studies, social
work and media communications.
Total: 48 credits
Program is preparatory for careers and future
study in writing, literary journalism, media
communications, law and mediation, politics,
community work, teaching, social work!
helping professions.
8-,"':
I
.1
In Search of Socrates
'"T1
•....•.
.,
VI
r+
I
-<
o
.,
(!)
.,
-0
o
.,
(0
o
3
VI
Spring/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
No figure in the Western tradition has been
more powerful or more enigmatic as a symbol
of the teacher the philosopher or the cnnc
than Socrates~ The adjective "Socratic" has
come to describe a method of teaching, a style
of conversation, a mode of inquiry and a kind
of irony. Yet everything we know about
Socrates derives from what others have
written and thought about him. He left us no
written words of his own; yet he left an
imperishable mark on our thinking. More
than 2,000 years after his death~ we ~tlll
puzzle over the meaning of hISMe, his
mission and his ideas. The British scholar
W.K.C. Guthrie has concluded that "in spite
of the application of the most scientific
methods, in the end we must all have to some
extent our own Socrates, who will not be
precisely like anyone else's." Guthrie adds,
"The fact is that no one was left indifferent
by this altogether unusual character: ever~one
who has written about him was also reacting
to him in one way or another."
The purpose of this program will be to
encounter and react to "this altogether
unusual character," Socrates - through the
writings of the philosopher who created his
reputation, Plato, but also through the works
of contemporaries (Aristophanes and
Xenophon) as well as writers who never
knew him (e.g., Nietzsche, LF. Stone).
The work of the program will consist of
reading, writing and seminar discussion, and
will culminate in a final paper on Socrates.
Credit awarded in philosophy and classics.
Total: 16
Program is preparatory for careers and. ~ture
study in education, philosophy and wnnng,
Millennium: On the Brink of
the New Age?
Fall, Winter, Spring/Coordi?ated St?dy
Faculty: Kirk Thompson, Rita Pougiales,
Matt Smith
Enrollment: 72
Prerequisites: None
Faculty Signature: No
.
Special Expenses: Up to $100 for overflight
field trips and retreats
Part-Time Options: No
Internship Possibilities: Community Service,
Spring quarter
..
.
Additional Course Allowed: With permission
of faculty
Travel Component: Overnight field trips and
retreats
What will be the shape of the world in
decades to come? Poised on the brink of a
new millennium, we are in a world where the
old forms do not hold. For the past 300
years, the nation-state has been the primary
focus for the organization of political,
economic and social loyalties. In the past 20
years the domination of the nation has been
challenged from above and below. On the
one hand the re-emergence of ethnic,
religious,'tribal patterns of social organization and loyalty, coupled With the breakup of
the hegemony of the Soviet Union, has reenergized forces below the nation-state. On
the other hand, the emergence of global
forces of the market, communications and the
environment supersede and minimize the role
of the state. These developments will
transform the world we live in, for better or
for worse, in ways we cannot completely
control.
This program intends to explore these.
developments by investigating the following
questions: How is the world changing? How
are people organized into SOCialstructures
and institutions? What forces have brought
about the particular configuration of today's
world? Finally, what tendencies are operatmg
to reinforce or reconfigure these patterns?
Each of us will be challenged as individuals
and as citizens by these developments. Each
of us will have to decide how we position
ourselves in relation to change. In a world
where we can assume neither a benign
utopian future nor unmitigated chaos, each of
us must ask what ethical and spiritual issues
are involved in living appropriately, morally
and deliberately. We will consult three ethical
theorists, Vaclav Havel, Gary Snyder and
Martha Nussbaum, as we explore how to be
what Snyder calls a "profound citizen," a
citizen not of a particular nation-state but of
a human community and ecosystem.
We will study social change in many
dimensions: global changes in economy,
environment and communications; patterns
of breakup in the Balkans and the former .
Soviet Union; changes in American urban life;
and the emergence of regionalism, localism
and ethnicity in the United States.
We will explore demanding texts, share
written work and engage in workshops,
lectures and seminars. In spring quarter we
will engage in community service to explore
the ideas of citizenship and engagement.
Credit awarded in modern history, anthropology, sociology, social theo~y, political science,
economics, geography, ethics.
Total: 48 credits
Preparatory for work and graduate study in
environmental studies, politics, law,
education, history, social work and life.
Modeling Nature: Simulating
Physical, Biological and
Environmental Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Robert Cole, Jude Van Buren, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
SpecialExpenses: Up to $300 for overnight
field trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight field trips
How can we describe complex biological,
ecological and physical systems? How can we
be sure those descriptions are accurate or even
useful?This program will attempt to answer
these questions. Participants in this program
will seek to understand the behavior of
complex systems by building simulation
modelsthat attempt to describe the behaviors
such systems exhibit. We will draw examples
from the environmental realm, focusing on
physical, biological and ecological systems,
their interpretation and the application of
those interpretations in public policy making.
Wewill adopt a whole-systems viewpoint
with which to study global interactions of
terrestrial, maritime and atmospheric
dynamics,while stressing the realities and
limitsof modeling natural systems. We will
explore various processes, including global
warming, the growth and decline of populationsof different species on the planet,
agricultural practices embedded in the Green
Revolution, renewable energy systems,
environmental health, biogeochemical cycles,
kinetics,contaminant transport, solute
diffusion,risk assessment and others. These
modelswill adopt differing perspectives,
rangingfrom the global vista to intimate
examination of the intricacies of the
organismallevel.
In this program we will develop mathematical, computer and applied science skills
for evaluating biological, physical and
environmental systems. The program will
emphasize critical thinking and communication, both oral and written. Students can
expect to collect and use data on current and
historical forest and fishery usage, agricultural practices, pollution and waste disposal
flows and public health issues. By developing
dynamic models of human impacts on
ecosystems and environmental impacts on
human health, we will investigate a spectrum
of policy options that might point toward
sustainable futures. The goal of this program
will be to evaluate the accuracy, effectiveness
and political ramifications of the models we
investigate. Activities will include field trips,
field work, seminar discussions, science
laboratories, computer labs, group projects
and interactive workshops. Students will
work collaboratively in small groups
throughout the program and will be expected
to develop substantive group-process skills.
Credit awarded in biology, earth science,
environmental studies, mathematics,
computer modeling, environmental health
and epidemiology, statistics, public policy,
laboratory science, field studies and writing.
Total: 48 credits
Program is preparatory for careers and future
study in environmental studies, biological or
physical sciences, environmental health and
public policy, medicine, or mathematical and
computer modeling of environmental systems.
Music and Theater
in Cultural Context
Fall, Winter, Spring/Coordinated Study
Faculty: Sandie Nisbet, York Wong, Terry
Setter
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: $30 for event tickets, audio
tape
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Local events
This is a year-long program designed to
introduce students to the fundamentals of
music, theater and cultural history, as well as
to the practical applications of current
techniques employed within these disciplines.
It will examine the development of ideas and
practices within these arts to understand
relationships between them and to understand how each is affected by various societal
contexts. The program offers introductory
skill building in music and theater arts and
will work toward a final production in the
spring quarter.
Credit awarded in music history, theater
history, cultural history, aesthetics, research
techniques and expository writing.
Total: 48 credits
Program is preparatory for careers and future
studies in music, theater and cultural studies.
VI
E
o
L
Ol
o
L
o,
L
cs
OJ
>I
+J
VI
L
.•.....
u...
Out of the Cave:
Philosophy of Education
..
..
..
..
"'T1
•....•.
VI
r+
I
-<
(1)
o
\J
o
lO
o
3
VI
Winter/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In his famous parable of the Cave, Plato
implied that the aim of education is to lead
people out of a "cave." What is this cave? Is
it possible to escape It? Is It possible to lead
others out of it? This program will provide an
intensive study of the educational philosophies of Socrates (Early Dialogues of Plato),
Plato (The Republic), Rousseau (Emtle) and
John Dewey (Democracy and Education)the four most important educational thinkers
in the Western tradition.
The work of the program will consist of
reading, writing and seminar ~iscussion and
will include a comprehensive, mtegrative,
week-long, take-home exam.
Credit awarded in philosophy of education.
Total: 16 credits
Program is preparatory for careers and. ~ture
study in education, philosophy and wntmg.
Perspectives on Ireland
Fall Winter/Coordinated Study
Fac~lty: Sean Williams, Charlie Teske,
Patrick Hill
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trips to Seattle,
Portland
Ireland has been the home of unique forms of
religious expression, a rich musical life,
several hundred years of colonialism and
some of the greatest literary minds of the past
200 years. This two-quarter program will
study Ireland through its expressive.culture
and historical events, from pre-Christian and
early Christian periods to the present. Poems,
songs, stories, films, dances, plays and aspects
of the Irish language all reveal Important
clues about many different kinds of Insh
interactions. Accordingly, program themes
center around the relationships between
nature-based spirituality and Christianity,
orality and literacy, men and women, . .
language and cultural identity and the Insh m
relation to others, whether the "others" are
the fairies, the English, Americans,.Europeans
or their own ancestors. Our interdisciplinary
work should allow for a variety of approaches, from the sociopolitical to the .
artistic. We will work to create a supportive
environment in which participants can
reclaim some of the essential dimensions of
being human.
.
.
The faculty envision a program in which
students grow comfortable with performing
publicly, learn the basics of the Irish
language, develop their skills in research and
critical analysis to explore important
theoretical issues verbally and in writing, and
participate fully in all activities..Each quarter
will include both a comprehensive wntmg
project and a collaborative performance. .
Faculty will assist students m learning poetry
and songs and participating in plays and
preparing for intensive discussions of our
work during our twice-weekly semmars.
Potential texts for the program include
Joyce's Dubliners, Condren's The Serpent and
the Goddess, The Tain, and poems by W. B.
Yeats Seamus Heaney and others. Each of
the three faculty will continue teaching .
related programs in spring quarter, focusing
on Celtic music, the works of James Joyce
and the possibility of further study in Ireland.
Credit awarded in Celtic studies, literature,
ethnomusicology, history and Irish language.
Total: 32 credits
Program is preparatory for careers and future
study in Celtic studies, literature and
ethnomusicology .
Phoenix Rising:
East Central Europe Today
Fall, Winter/Coordinated Study
Faculty: Patricia A. Krafcik, Art Mulka,
Stephanie Kozick
Enrollment: 69
Prerequisites: Freshmen only except for
upper-division students who have taken the
1996-97 Russia program
Faculty Signature: No
Special Expenses: No
.
.
Part-Time Options: A 4-credlt module in
Beginning Polish
Internship Possibilities: No
.
Additional Course Allowed: Yes, Pohsh
language or other mod
This program focuses on East Central
Europe's vast and varied literature and
cultures and how they reflect the tumultuous
historical and political experience, with .
emphasis on the Czech Republic, Slovakia,
Poland and Hungary.
During fall term we explore the roots of
East Central Europe's cultures and countnes,
especially as they emerged in the 19th and
early 20th centuries, bolstered by E~hghtenment philosophy, the growth of nationalism
and the crumbling of the great European
empires. We will consider the role of the
major religious traditions of this region and
the great classical and nation-conscious
music of Chopin, Dvorak, Liszr and Bartok
as well as the enormous immigrant movement from East Central Europe.
Winter term's work concentrates on East
Central Europe from World War I to the
present. We examine how changing borders
and regimes, totalitarian rule and ItSdemise
and the emergent democracies in the .wake of
the Revolution of 1989 are reflected m the
literature, film and music of these countries.
We will explore the role and status of women
and the experience of minorities, including
the Gypsies.
.
Readings include works by Andnc, Hasek,
Ciger-Hronsky, Timrava, Havel, Kundera,
Mickiewicz, Esterhazy and others: Students
receiving upper-division credits Willdo
additional and advanced work under the
guidance of one of the faculty.
Credit awarded in literature, culture, history,
political history, women's studies, expository
writing. Upper-division credits will be
awarded to upper-division students who
complete some additional and more
advanced work assignments.
Total: 24-32 credits
Program is preparatory for caree~s and f~ture
study in European history, te~chmg S~avlc
studies, Slavic languages and international
studies.
Political Ecology
Rights and Wrongs
Fall, Winter/Coordinated Study
Faculty: Tom Rainey, Pat Labine, John
Perkins, Ralph Murphy
Enrollment: 92
Prerequisites: Freshman standing
Faculty Signature: No
Special Expenses: $75 for overnight field trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trips
Individuals, cultural groups and nations are
all shaped by and dependent on ecological
processes for their survival, prosperity and
happiness. In turn, human impacts on the
environment have reshaped the earth and
affect virtually all species. Political Ecology
aims to understand interactions between
humans and the rest of the environment.
During fall quarter, the program will focus
on the creation of the United States as a
player in political ecological events of North
America, from pre-colonial times to about
1920. We will be especially interested in how
the new American nation was shaped by and
shaped the natural resources of North
America. We will also examine how control
of natural resources related to the development of structures for the exercise of political
power. Students will begin a group research
project on how a specific group of people
interact with a specific natural resource.
During winter quarter, the program will
focus on the United States' role in world
affairs, from about 1920 to the present.
America's global development of natural
resources has been a powerful agent changing
the contemporary world. A conservation
philosophy that emerged during the early
1900s slowly changed to an environmental
philosophy by the late 1900s. Accompanying
this change was a debate about the exercise of
power, both within the U.S. and between the
United States and the rest of the world.
During the second quarter, students will
complete group research projects and
celebrate with a public presentation of their
findings.
Program activities will be of three sorts: a
seriesof theme lectures each quarter;
discipline-basedskill-development sessions
(e.g.,based on history, political science,
economics,biology, ecology, toxicology and
statistics);attend action-based skill-developmentsessions (e.g., based on library and field
research,speaking, community action, and
groupcollaboration).
Fall, Winter/Coordinated Study
Faculty: Jose Gomez, Russ Lidman, Pris
Bowerman
Enrollment: 72
Prerequisites: Sophomore or freshman
standing; intermediate algebra and collegelevel writing skills
Faculty Signature: No
Special Expenses: $70 for retreat
Part-Time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight retreat
Many Americans regard the political and civil
liberties .guaranteed in the U.S. Constitution
and its Amendments as the foundation of
American democracy. Yet these rights are
highly contested today. Freedom of speech is
confronted by those who advocate censoring
rock music lyrics and TV broadcasts. Schools
hassle over "creationism" in the classroom
and waffle between secularizing religious
holidays or celebrating the holidays of all
world religions. Search and seizure laws and
guarantees against self-incrimination are
under fire.
Furthermore, Americans may be denied the
ability to exercise their rights because of our
political institutions, economic practices and
our interpretation and implementation of
governmental policies. Campaign finance
laws can enable many or just the rich to run
for office. Election districting can prevent or
assure election of candidates of certain ethnic
backgrounds. The right of free speech may
mean little to the citizen facing the concentration of ownership of the media or to the artist
facing the concentration of wealth. And what
does freedom of religion mean if social
policies contradict one's beliefs and family
practices or if religious education is available
only to the well-to-do?
Many constitutional contests have arisen
from tensions inherent in a document that
protects both individuals and collective
entities and that provides for majority rule
while shielding the minority from the tyranny
of the majority. These contests continue to
define the boundaries between liberty and the
legitimate authority of government.
Creditawarded in history, political science
and economics, biology, statistics, research
project.
Total: 32 credits
Programis preparatory for careers and future
studyin environmental policy, biology,
ecology,political economy and history.
This program will examine the evolution of
rights in the U.S. We will study the emergence
of thinking about rights in Europe, the
writing of the U. S. Constitution and the
Amendments to that Constitution which
establish rights, and the controversies over
rights from the Founding Period to the
present. We will study some of today's
contests over specific rights and some U.S.
policies, like welfare, and their effects on the
exercise of rights. Through a study of microand macroeconomic principles students will
learn the principles and analyze how market
ideologies address, promote and deny rights.
We will study research and statistical
methods central to evaluating and implementing policies with regard to their influence on
people's rights and central to studying topics
generally in the social sciences.
Credit awarded in economics, history, public
policy, political thought, statistics.
Total: 32 credits
Program is preparatory for careers and future
study in social sciences, public service, law,
and business.
III
E
o
s;
O')
o
s;
o,
t-
o
(J)
>I
+J
III
s;
.,.....
u....
Romanh ci. sm ,
Modernism and After
Fall, Winter, Spring/Coordinated
Study
Faculty: Hiro Kawasaki, Charles Pailthorp,
Egon Verheyen
Enrollment: 65
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: With approval
•...•.
"'T1
.,
Vl
rl"
I
-<
(!)
.,
o
.,
\J
o
t.O
.,
o
3
Vl
Romanticism, Modernism and After offers a
study of rapid cultural change through art,
music and literature at the turn of three
centuries: 1800, 1900 and 2000.
The theoretical focus will be how the arts
(both artistic creativity and audience response)
reflect cultural change and how the experiences of creator and audience advance or
retard cultural change. To study cultural
change through the arts, particularly in the
19th and 20th centuries, is to study changes
in the life of feeling of those living through
that change. It is a premise of this curriculum
that feeling is as much a construct in our
experience as thinking. As Clifford Geertz put
it, "Not only ideas, but emotions too, are
cultural artifacts." This curriculum, therefore,
will study changes in the life of feeling in
relation to broader cultural change.
Our initial study of Romanticism, at the
turn of the 19th century, will be mainly
European-focused,
with some attention paid
to the United States. The turn of the 20th
century marked the emergence of Modernism,
which we will study using materials that are
still largely European and North American.
As we address our own time and the turn of
the 21st century, we will raise the question of
whether such regionalism still makes sense.
Perhaps we have entered an era of world
culture. We will examine whether we have
entered a period of Postmodernism.
Innovative, or avant garde, art will
necessarily take center stage in this study, and
we will seek examples freely, including
literature, music, 2-D and 3-D visual arts
film, media ... drawing on whatever serves
our inquiry. High art, counter-cultural art
and popular art will be relevant to our study.
This program emphasizes the skills
involved in critical and perceptive reading,
listening and seeing. Writing will be
emphasized throughout the year. Above all,
this curriculum aims at the intelligent
interpretation of cultural change through an
examination of the arts.
Credit awarded in history, art history,
philosophy, aesthetics (both music and fine
arts), literature, writing and cultural studies.
Total: 48 credits
Program is preparatory
study in the humanities
for careers and future
and arts.
Sense of Place
Stars, Sky and Culture
Fall, Winter, Spring/Coordinated
Study
Faculty: Frederika Bowcutt, Marilyn Frasca,
TBA
Enrollment: 69
Prerequisites: Freshman standing
Faculty Signature: No
Special Expenses: $100 per quarter for
overnight field trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trips
Spring/Group Contract
Faculty: Llyn DeDanaan
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: $50-$75 for overnight field
trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight field trip
Nature writers like Annie Dillard and Barry
Lopez argue that to counter the modern
American penchant for mobility and rootlessness, it is important to investigate, understand
and work with responsibility for the place in
which one lives. You will be living in
Thurston County, in South Puget Sound, in
the Pacific Northwest for the next four years.
Developing a meaningful sense of place is
important for grounding one's life and one's
learning. This program will investigate and
practice ways modern humans are developing
a sense of place by coming to terms with
nature - nature writing, field natural history,
ecology and landscape drawing and painting.
Common to these practices is the work of
observing and describing one's observations
with great care. We will spend time outdoors
learning to see, learning to use identification
books to name what we are seeing, learning
natural history field techniques and fundamental ecological principles to understand the
interactions among flora and fauna we are
naming, learning careful natural history
journal techniques to describe what we are
seeing in writing and learning drawing and
painting techniques to describe what we are
seeing in visual, aesthetic terms.
We will simultaneously read works by and
about great American nature writers, natural
historians, ecologists and artists, learning
with them and from them the significance of
having a sense of place and the importance of
living one's responsibility toward place. We
will also read a great deal about environmental issues in the Pacific Northwest.
Our intention is to develop skills so you
will be able to undertake significant research
in our area of the Pacific Northwest by the
start of spring quarter. Accordingly, you
should expect our program to be rigorous,
disciplined, time-consuming (at least 30 hours
each week outside of classroom time
studying) and challenging, as well as fun.
Credit ~warded in natural history, literature,
art, environmental studies, writing.
Total: 48 Credits
Program is preparatory for careers and future
study in any of the liberal arts, especially
natural history, environmental studies,
literature and writing, and the visual arts.
Though the Hubble Telescope vastly increases
the information we have about the universe
amateurs with binoculars still find new
'
comets. Indeed, human beings have studied
the sky for thousands of years. Ancient
buildings, pecked symbols and other artifacts
bear witness to this interest in knowing the
sky and assigning meaning to the movement
of heavenly bodies. We will study the
astronomical and cultural significance of
historical sites such as those in the Southwestern United States and Meso America and the
history and significance of navigational and
surveying devices such as the chronometer
and sextant. Participants will be expected to
develop display projects that demonstrate a
deep understanding of one culture's
relationship to and symbolic representation of
the sky.
Credit awarded in anthropology
archeology.
and
Total: 16 credits
Program is preparatory for careers and future
study in anthropology and archeology.
Tell i.ng Stori.es:
Old and New Images
Fall, Winter/Coordinated Study
Faculty: Meg Hunt, Setsuko Tsutsumi, TBA
Enrollment: 69
Prerequisites: Freshman standing
Faculty Signature: No
SpecialExpenses: $25-$35 per quarter for
performance tickets, audio and video supplies
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Travel Component: Possible in-state or
Portland
In this program we will look at traditional
and modern ways of telling stories and
conveying images through fiction from
several cultures, through traditional forms
such as Kabuki and the classical arts of India
and through new media such as contemporary dance, music, film, video and electronic
imaging. We will examine the cultural
contexts in which the works are created and
viewed.
Students will spend fall quarter concentrating more on theory, aesthetics and techniques
(the latter in short-term skills workshops); in
the winter quarter they will create collaborative short works using music, movement,
dance, video, installations and other media.
Throughout both quarters we will examine
and discuss works of art and literature. In the
skill-building workshops of the program, the
emphasis will be on using the various media
as tools rather than on becoming a technical
professional.
The program will be 12 or 16 quarter
credit hours; students will have the option of
a workshop in the program or a course
outside it. Courses in an art form, a language
or further expository writing are appropriate
for those choosing that option.
Fall quarter: expository writing, performancetheory, videolfilm theory (the nature
of the moving image), aesthetics (Japanese,
Euro-American, other), short-term skills
workshops (choreography, musical improvisation, video and electronic imaging.
Winter quarter: expository writing,
creativeprojects and cultural studies.
Creditawarded in performance theory,
movingimage theory, Japanese studies,
dance,music, film/video and expository
writing.
Total: 24 or 32 credits
Programis preparatory for careers and future
studyin media arts, performing arts and
culturalstudies.
Tragedy: The Greeks
World War II
Fall/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Few writers, artists, or performers, if any,
have rivaled the Greek tragedians in their
ability to stir human emotion. What was
distinctive and new about Greek tragedy?
Why have these plays survived for so long?
Why do they still move us? In this program
we will undertake together an intensive study
of almost all of the extant Greek tragedies of
Aeschylus, Sophocles and Euripides. We will
also read Homer, Aristotle's Poetics and some
secondary sources. We will read a large
number of tragedies and see what we make of
them, play by play, and as a new and
developing way of representing human
experience through the medium of theater.
The work of the program will consist of
reading, writing and seminar discussion, and
will culminate in a final paper on Greek
tragedy.
Fall, Winter, Spring/Coordinated Studies
Faculty: Tom Foote, Dave Hitchens, Gil
Salcedo
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty
approval (e.g., languages)
Americans faced a challenge in World War II
that seemed clear and direct - the nation
believed it was fighting the archetypal battle
between good and evil. Immediate post-war
revelations about the Holocaust reinforced
this belief and the essence of the conflict has
generally come down in contemporary times
as the last "good" war. Uncertainties and
insecurities spawned by the Cold War and
threats of thermonuclear annihilation made
many Americans yearn for the seeming
simplicity of the war and its apparently
logical dichotomy between right and wrong.
Consequently, World War II took on a
legendary status that mayor may not
correlate with the realities of what caused the
conflict; what happened during the conflagration; what the results were and what they
mean.
World War II had a deep impact on race,
class and gender in American society.
Nineteen million American women worked in
industry and volunteered for military service;
Blacks, Hispanics and Native Americans
helped swell the ranks of the armed services
beyond 10 million able bodies and demands
on scientific and industrial production
generated new products and processes that
profoundly affected people after the war. The
war had an equally profound influence on
art, literature, cinema, music, news production and dissemination, drama, entertainment, propaganda, education and poetry.
The World War II program will examine
the origins, impact, and affects of the conflict.
Students will work in small groups to prepare
quarterly symposium presentations on aspects
of our collective study and findings. We will
use media sources and documentaries to
supplement lectures, readings and symposia.
Students can expect to be challenged, to
conduct individual research projects and to
actively participate in their learning.
Credit awarded in classics and literature.
Total: 16 credits
Program is preparatory for careers and future
study in literature and theater.
Credit awarded in the relevant areas of
American studies, cultural studies, history,
literature, popular culture, political philosophy and writing.
Total: 48 credits
Program is preparatory for careers and future
study in American Studies, literature, history,
political science, popular culture, international studies, ethnic studies, social anthropology, teaching, law and philosophy.
Vl
E
o
s;
O)
o
s;
o...
t-
o
<J)
>I
4J
Vl
s;
.•...•
u;
Culture, Text and Language
PLANNING
•
n
c
,........
r+
c
.,
(1)
-t
(1)
><
r+
o
:::s
Q.
I
o
:::s
(Q
c
o
(Q
(1)
GROUP
RITA
POUGIALES
BILL
ARNEY
AFFILIATED
COORDINATORS:
FACULTY:
Nancy Allen
William Ray Arney
Marianne Bailey
Craig B. Carlson
Caryn Cline
Thad B. Curtz
Argentina Daley
Virginia Darney
Llyn DeDanaan
Betty R. Estes
Susan R. Fiksdal
Don Finkel
Thomas H. Foote
Thomas Grissom
Rainer G. Hasenstab
Patrick J. Hill
Virginia Hill
David Hitchens
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Mark A. Levensky
David Marr
S. R. Martin, Jr.
Harumi Moruzzi
Arthur Mulka
Alice A. Nelson
Charles T. Nisbet
Charles N. Pailthorp
Sarah Pedersen
Rita Pougiales
David L. Powell
Thomas B. Rainey
Sara Rideout
Evelia Romano de Thuesen
David Rutledge
Gilbert G. Salcedo
Therese Saliba
Samuel A. Schrager
Leon R. "Pete" Sinclair
Nancy Taylor
Charles B. Teske
Kirk Thompson
Setsuko Tsutsumi
Sarah Williams
York Wong
Charles McCann, the founding president of the college, spoke about teaching and learning at
Evergreen in the following way:
"This college has collected scholars who, insofar as they inquire
in their fields of interest, will by their presence here together
form a living link between our present society and the past,
a source of power with which to help us all meet the future.
Students will work as colleagues with faculty and others,
and together these people will TRY
(that word is emphasized because it involves all
of the college's people in continual change)
to create a place whose graduates can as adults be undogmatic citizens
and uncomplacently confident individuals in a changing world."
The faculty members in the Culture, Text and Language area share these views and offer
programs in which faculty and students alike engage in scholarly inquiry into our social world.
Programs in this area focus on questions related to knowledge and interpretations of the social
world. Those questions are explored with content and strategies from the humanities, integrating perspectives from the social sciences, practices in the arts and the natural and physical
sciences,
The faculty members in Culture, Text and Language invite students to join them in the
programs they offer and together create a "living link" between our present society and the
urgent questions before us and the past. This area is distinguished in that its members'
backgrounds and interests span the full breadth of the liberal arts, including humanities,
sciences, arts and social sciences. As such it offers intermediate and advanced interdisciplinary
programs relevant to all students at the college.
Culture, Text and Language offers programs in language and culture, area studies, cultural
studies, philosophy and psychology. In the language and culture offerings students have an
opportunity for intensive, challenging, interdisciplinary study. The study of language at
Evergreen is integrated fully with the study of culture. Because we believe that learning
languages is the key to understanding other cultures (and vice versa), we teach them together.
That is, we teach language through the study of history, literature, philosophy and art; and
culture through the study of language.
Spanish and/or Latin American cultural studies are offered each year. Programs of Japanese
and Russian studies occur on an alternating two-year cycle, as do programs centered on Frenchspeaking cultures of Europe, Africa and the Caribbean. Latin or Greek is also offered every two
years in the program The Classical World. Programs in Irish studies, German studies and
sociolinguistics are offered periodically.
The area also offers programs in cultural studies with emphases in anthropology, sociology
and psychology. The focus of these programs includes ethnography, popular culture, media
studies and cultural theory. In these programs current issues, events and practices offer foci for
exploring relevant historical and philosophical traditions.
The area regularly offers programs that inquire critically into European history and philosophical traditions. Programs are organized around rigorous study of key texts such as Plato's
Republic or Hannah Arendt's The Human Condition. Program emphases include philosophy,
history, political theory and literature.
Note: For students interested in part-time language studies, modules are offered, mostly in the
evening, in French, Japanese, Spanish and Russian at the first- and second-year levels. In
addition, summer programs are available for intensive language study. Evergreen also participates in several study-abroad programs that encourage language fluency. Please see the
International Studies and Opportunities to Study Abroad section on page 37.
American Studies:
Transcendental Visions
Bilingual Education
and Teaching
Spring/Group Contract
Faculty: David Marr
Enrollment: 25
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
American Studies: Transcendental Visions is a
group contract in American literature,
history, thought and culture in the 19th
century. Our aim is to explore the possibilities for creativity in literature and philosophy
during the Age of Emerson (1830-1890). We
will read works by Ralph Waldo Emerson,
Margaret Fuller, Nathaniel Hawthorne and
Mark Twain, among others. We will also
gain an overview of American social history.
Topics in literature, history and philosophy
include: writing as a vocation, origins of the
new nation and of modern America,
transcendentalism and pragmatism. A student
will be expected to write short papers in
preparation for seminars and to complete a
term paper on a well-defined topic.
Fall, Winter/Group Contract
Faculty: Evelia Romano deThuesen
Enrollment: 25
Prerequisites: Junior or senior standing.
Previous course work in linguistics. Previous
or concurrent study of a foreign or second
language.
Faculty Signature: Yes
Special Expenses: $100 for overnight field
trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight field trips.
During fall quarter we will explore several
theoretical issues related to, and preparatory
for, the study of bilingual education and
teaching. In order they are: first and second
language acquisition; the relationships of
language, culture and society; and a historical
introduction to bilingual education and the
politics of bilingualism. A three-hour
workshop each week will be devoted to the
study of second-language teaching, with
particular consideration of different theories
and methodologies.
During winter quarter, we will study the
historical, political and social connotations of
bilingualism in the United States and
language policy as it relates to the concept of
the nation-state. Students will be introduced
to bilingual education in elementary and high
schools, program design and assessment. We
will visit bilingual classrooms throughout the
state and conduct ethnographic observations
during field trips. We will continue with the
weekly workshops on teaching methodologies, emphasizing connections between theory
and practice. Some students will have the
opportunity to go out into the community
(elementary schools, high schools, etc.) to
acquire practical experience and apply some
of the theories discussed in class.
This program is aimed at upper-level
students and will require full-time dedication.
Requirements include two short response
papers and a comprehensive midterm exam
each quarter, plus a two-quarter research
project culminating in an oral presentation.
Note: During spring quarter, students from
the program who are interested in furthering
their practical knowledge and experience may
develop internships.
Credit awarded in American literature, t
American history" and American philosophy",
Total: 16 credits
Program is preparatory for careers and future
study in law, teaching, and graduate study in
literature and history.
Celluloid Women and Men:
Representations of
Genders in Japanese and
American Cinema
Spring/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Two quarters of Core program
or equivalent
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Celluloid Women and Men: Representations
of genders in Japanese and American Cinema
is a group contract designed for the students
interested in not only crosscultural exploration of gender issues but also cultivating
visual literacy .
It is often said that American and Japanese
cultures represent the mirror images of
human values. For instance, while American
culture emphasizes the importance of
individuals over groups, Japanese culture
dictates group cohesion; while Japanese
women are valued most as wives and
mothers, American housewives feel deprived
of personal dignity in their communities.
Certainly, the reality is not as simple as these
stereotypes indicate; nevertheless, this
dichotomized comparative cultural frame
presents an interesting context in which we
can explore many human issues, particularly
gender issues. Thus, in this program we
explore the gender images presented in
American and Japanese cinema.
At the beginning of the quarter the
students will be introduced to the rudiments
of film technology and basic concepts of film
theory through texts and lectures. With these
analytical tools at hand, then, students will
examine gender images produced in American
and Japanese films through seminars and
critical writings.
Credit awarded in gender studies, Japanese
culture, American culture, film technology,
film criticism, Japanese cinema and American
cmema.
Total: 16 credits
Program is preparatory for careers and future
studies in gender studies, cultural studies, film
studies and humanities.
Credit awarded in bilingual education
theory", history and policy, linguistics,
multicultural education t, ESL teaching
methodology and practice, second or foreign
language", teaching methodology and
practice.
Total: 24 credits
Program is preparatory for careers and future
study in education, master in teaching,
linguistics, ESL and second or foreign
language teaching.
t indicates
upper division
credit
Q)
O'l
o
::l
O'l
s::
o
---l
"'0
s::
o
+'
><
Q)
I-
Q)
s;
::l
+'
•.....•
::l
U
Dialogue and Silence:
Storytelling in the World
Fall, Winter, Spring/Coordinated Study
Faculty: Bill Arney, Craig Carlson
Enrollment: 48
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: Consult faculty
Internship Possibilities: Yes
Additional Course Allowed: With faculty
permission
n
s::
..-'
M-
.,
s::
ro
"It is only the story
that can continue beyond
the war and the warrior .
It is only the story .
that saves our progeny
from blundering like blind beggars
into the spikes of the cactus fence.
The story is our escort;
without it, weave blind.
Does the blind man own his escort?
No, neither do we the story;
rather it is the story
that owns us."
-
CHINUA
ACHE BE
-I
ro
><
M-
o
~
0..
I
o
~
lO
s::
o
ro
lO
From listening to the stories of others, we
learn to tell our own. Stories about travel,
work, sex, sports, money, marriage/divorce,
death and family - about the stuff that
happens all the time that we read about in the
newspapers - can reveal the structures and
strains of life and the way social facts press
on the body. The writer's details have to be
right; ideas grow from facts. A writer who
makes mistakes, who does not describe a
realistic and believable world, will lose the
most knowing readers.
A story unfolds in all kinds of directions.
That is part of growing up as a writer - to
deal with ever greater complexities. Creativity
and innovation grow in decisions made at
every level of the process - how to research,
how to tell the story, what voice to use, when
to digress and what to leave out.
The vitality of narrative nonfiction writing
- the sort of writing students will do in this
program - comes from combining personal
engagement with political theory, sociology
and anthropology, memoir writing, fiction,
history, travel writing and standard reporting.
Personal reaction is as powerful and true a
storyteller as the best ethnographic research.
The journey itself resonates in the writer's
life. Without some resonance, the research
would be useless and the writing would be
flat.
The point is to write as well as Walt
Whitman and to find ways to do that in
nonfiction prose, essays, letters, and reports.
"It's OK to try to write something beautiful
and to think of yourself as something more
than a carpenter with a box of tools. Instead
of making a table, you're making a beautiful
table. That's part of the growing into a
medium and listening," as Mark Singer says.
The narrative technique can be an empty
form if it lacks a solid intellectual content.
Voice and story are only tools. The ways in
which writers handle research strategy,
structure, form, voice, characterizations and
symbolic representations reflect their
creativity and honesty. Nonfiction writers
whose personal experience illuminates social
issues - Adrian Nicole LeBlanc on disenfranchised urban kids, John McPhee on
Atchafalaya, Mumia Abu Jamal on prison place themselves as participants or witnesses,
rather than as distanced onlookers. Their
approach is to cross borders, to fuse ideas
from many sources, to revivify our compartmentalized, virtual and wired experience and
to make us believe their story.
Tell me a story. Tell me a story. How do
we learn our notions of what a story is? What
makes a story a unified whole, something
complete and satisfying in itself? What
relationship do stories have to the world and
vice versa? Tell me a story. That is what it
still comes down to - storytelling and the
real world. Public and private, biography and
history meet on the page.
In this program, students will examine the
role of the storyteller/writer as social witness
through workshops, seminars, readings,
performances, travel, research, writing and
student-originated projects.
Credit awarded in writing, literature,
sociology, politics, community studies, social
work and media communications.
Total: 48 credits
Program is preparatory for careers and future
study in writing, literary journalism, media
communications, law and mediation, politics,
community work, teaching, social work!
helping professions.
Discovering Greece:
Exploring Aegean
Civilizations
Winter, Spring/Group Contract
Faculty: Bob Haft, Gordon Beck
Enrollment: 50
Prerequisites: Sophomore standing; faculty
interview and signature.
Faculty Signature: Yes, interview week before
Academic Fair (December) to assess writing
skill, reading skill, degree of interest.
Special Expenses: $3,200 for spring quarter
travel to Greece
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Spring quarter travel to
Greece
This is a program of exploration and
discovery. We search for origins of Western
society in the reputed site of its birth: the
eastern Mediterranean. We will explore both
ancient and modern texts; we will also read
texts of bone, ash, stone, ivory and paint .
Additionally, we will study the scientific
developments in recent geological and
archaeological discoveries. In the course of our
search we will work toward cooperative
explorations and personal discoveries. This
work will involve research, interpretation of
evidence, speculative reasoning and carefully
drawn conclusions.
Our search will use the academic tools of
history, archaeology, art history, literature,
mythology, folklore, religion and cosmology.
Our readings will include ancient historians,
poets, philosophers, playwrights, scientists as
well as modern interpreters.
Some major texts we will use: Bernal's
Black Athena: Afroasiatic Roots of Classical
Civilization and Greece: Aryan or Mediterranean? Archaeological and Documentary
Evidence, Biers' Archeology of Greece,
Graves' Greek Myths, Knox's Norton Book of
Classical Literature, Richter's Handbook of
Greek Art, Pollitt's Art and Experience in
Classical Greece, Philip Slater's Glory of Hera
and Woodford's Introduction to Greek Art.
Our goal is to develop an understanding of
this ancient world and its specific influence on
our lives today. Our winter quarter investigations will involve a great deal of library
research, careful interpretation of evidence,
intensive research writing and speculative
reasoning.
.
Springquarter trip to Greece: In the spring
quarterour study and research will switch to
therealityof the earth, sea and skies of
Greece.Our speculations will be tested on the
actualremainsof the ancient world; our
discoveries
willoccur at Delphi, Athens,
Corinth,Epidaurusand many lesser known
sitesincludingthe islands. Our researches will
bebasedon the realities of what still remains
inGreeceas well as on the fragments of the
lostGreekartifacts and civilizations.
Wewillexplore the sites of history, myth,
eventsand archaeological discoveries (both
pastandpresent).Our itinerary is still in the
developmental
stage but will include some
sitesinother parts of Europe.
Specialspring quarter expenses: The costs
fortraveland living in Europe are estimated
tobe$3,200.Detailed estimates will be
availablein December 1997.
Creditswillbe awarded in classical history,
literature,archaeology, art history, mythologyandancientcivilizations.
Total:32 credits
Programis preparatory for further study in
humanities,art history, art and social
sciences.
Ecological Agriculture
Elizabeth and William
Fall, Winter, Spring/Coordinated Study
Faculty: Michael Beug, Sarah Williams, Pat
Moore
Enrollment: 55
Prerequisites: Sophomore standing, college
chemistry plus economics and/or political
science recommended
Faculty Signature: No
Special Expenses: No
Part-Time Options: With faculty permission
Internship Possibilities: Spring quarter
Additional Course Allowed: By arrangement
with faculty
The Ecological Agriculture program provides
a broad, interdisciplinary study of agriculture
from a critical perspective of social, cultural
and ecological sustainability. In fall seminar
we will examine the history and present
predicaments of American agriculture. During
winter quarter we will consider alternatives
and possible futures. In spring quarter we will
focus on the role of agriculture and
biocolonialism in Third World and global
development. In addition to seminar work,
we will undertake substantial study in the
natural and social sciences (soil science,
agricultural ecology, community studies,
anthropology, cultural studies). We will
emphasize critical reading and expository
writing including journaling and microtheses, and develop Internet and visual
Iiteracies using film screenings and analyses,
Web searches and discussion lists.
Students will also have the opportunity for
practical experience in food production at the
college's Organic Farm. Students wanting
more extensive training in agricultural
production may take the program The
Practice of Sustainable Agriculture spring
quarter as part of their work in Ecological
Agriculture. Other student projects and
internships will also be options spring
quarter.
Spring/Coordinated Study
Faculty: Tom Rainey, Nancy Taylor
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: $200 for possible field trip
to Ashland Shakespearean Festival
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trip to Ashland,
Oregon
Elizabeth I, Queen of England, gave her name
to the most creative period of English cultural
history - the era of William Shakespeare.
This program will explore the history,
literature and culture of this period. We will
study the literature as works of art, as moral
statements and as historic documents and set
them into historic context. We will study
political, economic and social history using
primary as well as secondary documents.
Readings will include works by Shakespeare,
Jonson, Marlowe, Bodin, Sydney, Machiavelli
and More, as well as primary and secondary
historical materials. There will be equal
attention given to history and literature.
Activities will include critical reading,
research and writing, intelligent conversation,
performing of reader's theater and viewing of
Elizabethan drama (film or live performances).
Credit awarded in agricultural ecology, soil
science, anthropology, cultural studies,
political economy of American agriculture,
community studies, gender studies, agricultnre and development in Third World and
global perspective, film studies, expository
writing, research methods, farm practicum.
Total: 48 credits
Program is preparatory for careers and future
studies in environmental studies, anthropology, cultural studies and agriculture.
Credit awarded in Elizabethan literature and
drama and English history 1485-1625.
Total: 16 credits
Program is preparatory for careers and future
study in teaching, law, graduate studies in
history and literature, any profession that
requires intelligent, cultural conversation.
Q)
0)
o
~
0)
c
o
....J
"'0
C
o
4-'
><
Q)
r-
Q)
L
~
4-'
r-'
~
U
n
c
,.........
r+
c
.,
(\)
-i
(\)
><
r+
o
~
0...
r
o
~
lO
C
o
lO
(\)
English Renaissance
Literature
Gambling:
America's New Addiction
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Discuss with faculty
Additional Course Allowed: Discuss with
faculty
Spring/Group Contract
Faculty: Chuck Nisbet and Jerry Lassen
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program studies gambling in America.
Historically, Americans have been of two
minds about gamblers and gambling. They
condemned the participants as sinful,
wasteful and pathological and at the same
time emulated and idealized winners as risktakers, courageous and even macho. But in
the past quarter century legalized gambling
expanded into state after state and became
more respectable than ever, even becoming
family fun.
Through lectures, videos, texts, book
seminars and independent research projects
we will review the long history of the gambler
and gambling and pay particular attention to
how the explosion of legalized gambling in
the '90s altered contemporary society. We
will investigate how social, political and
economic forces turned the tide in favor of
legalized gambling. We will study the
.
statistical basis of gambling decision-making.
We will explore the private costs and benefits
of gambling and gamblers, the rise of tribal
casinos and the hidden social costs of
gambling. Finally, in a module, The Fiscal
Crisis of the State, we study the changing
pattern of spending and taxation policies in
the past quarter century to understand the
states' eagerness to authorize gambling and
their growing dependency on gambling
revenues.
Seminar readings include: Gambling, by
Current Controversies Series; People of
Chance: Gambling in American Society from
Jamestown to Las Vegas, by John Findlay;
Selling Hope: State Lotteries in America, by
Charles Clofelter and Philip Cook; The Luck
Business: The Devastating Consequences and
Broken Promises of America's Gambling
Explosion, by Robert Goodman; The
Psychology of Gambling, by Michael Walker;
The Gaming Industry: Introduction and
Perspectives, by the International Gaming
Institute; Raymond and Vincent Eade (eds.);
The Fiscal Crisis of the State; by James
O'Connor.
We will read the major writers of the English
Renaissance period: plays by Marlowe,
Shakespeare, Jonson, Webster; poetry by the
above and Spenser, Sidney, Donne, MIlton,
Herrick, Herbert; prose by Sidney, Bacon,
Burton, Walton; and as background, a history
of the period.
Students will participate in morning and
afternoon seminars on Mondays and
Thursdays. Each student will be responsible
for a weekly 10- to IS-minute presentation on
some aspect of the reading for the day, and
each, during the quarter, will concentrate in
depth on a major figure. Some aspect of that
concentrated study will be addressed in a 20page paper at quarter's end.
Credit awarded in 16th-17th century drama,
poetry and history.
Total: 16 credits
This program is preparatory for any career
and future study in the humanities.
Credit awarded in sociology, political
economy, social science research and
American studies.
Total: 16 credits
The program is preparatory fO.rcareers an~
future study in law, public policy, economics
and sociology.
Images: Physical
Speculations
on Unknown Conditions
Fall, Winter, Spring/Coordinated Study
Faculty: Gail Tremblay, Yvonne Peterson,
TBA
Enrollment: 75
Prerequisites: Sophomore standing
Faculty Signature: No
.
Special Expenses: Up to $50 for mater~al~
Part-Time Options: With faculty permission
Internship Possibilities:With faculty permission
Additional Course Allowed: Yes
Images are among the most subtly nuanced
forms human beings create to descnbe their
experience and sense of things. This program
will combine focused study of Native
American culture, including an analysis of the
effects images and representations of that
culture have on indigenous people and the
general American consciousness, with project
work. In designing projects, students are
expected to create images and visions of use
to them to address realities that need addressing to benefit their communities. To design
these projects, students are asked to reflect
on: What do I need to do? How do I propose
to do it? What do I plan to learn? What
difference will my work make? All students
will answer the four questions and propose an
individual or group project by Monday of the
third week of each quarter.
Students will share common activities:
reading, viewing and discussing texts, films
and slides that represent images of indigenous
culture. This material will combine studies in
indigenous history, policy, literature, art
history and education, as well as dISCUSSIOn
of
human beingslrelationships in the natural
world. These studies are expected to raise
issues for students and provide context as
they formulate projects.
Individuals and groups will discuss projects
withfaculty and colleagues so people can
shareexpertise and help one another
maximizetheir learning. The program will
allowpeople from a variety of communities
tolearn about the culture and issues important
to indigenous people and to create intercultural understanding.
The program is designed for students
wishingto prepare for careers in Native
Americanpolicy, education and art, as well as
peopleinterested in Native American law, in
culturalstudies and in literature. People
wishingto do project work to gain endorsementsfor their teaching credentials in
English,art or social studies or those planning
careersin elementary education, particularly
thoseinterested in teaching in diverse
classroomsand on reservations, are encouragedto enroll.
Creditawarded in Native American policy,
NativeAmerican art history, Native
Americanstudies; credits tailored to student's
projects.
Total: 36-48 credits
Program is preparatory for careers and future
study in Native American studies, art,
education, tribal policy, cultural studies and
AmericanIndian law.
In Search of Socrates
Kafka/Prague
Spring/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
No figure in the Western tradition has been
more powerful or more enigmatic as a symbol
of the teacher, the philosopher or the critic
than Socrates. The adjective "Socratic" has
come to describe a method of teaching, a style
of conversation, a mode of inquiry and a kind
of irony. Yet everything we know about
Socrates derives from what others have
written and thought about him. He left us no
written words of his own; yet he left an
imperishable mark on our thinking. More
than 2,000 years after his death, we still
puzzle over the meaning of his life, his
mission and his ideas. The British scholar
W.K.C. Guthrie has concluded that "in spite
of the application of the most scientific
methods, in the end we must all have to some
extent our own Socrates, who will not be
precisely like anyone else's." Guthrie adds,
"The fact is that no one was left indifferent
by this altogether unusual character: everyone
who has written about him was also reacting
to him in one way or another."
The purpose of this program will be to
encounter and react to "this altogether
unusual character," Socrates-through the
writings of the philosopher who created his
reputation, Plato, but also through the works
of contemporaries (Aristophanes and
Xenophon) as well as writers who never
knew him (e.g., Nietzsche, I.F. Stone).
The work of the program will consist of
reading, writing and seminar discussion, and
will culminate in a final paper on Socrates.
Spring/Group Contract
Faculty: Mark Levensky, Marianne Bailey
Enrollment: 50
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
permission
In this upper-division group contract we will
work toward an understanding of the
writings of Franz Kafka, including his novel
trilogy and his shorter narratives. To this end,
we will draw primarily on literary criticism
and philosophy, and secondarily on cultural
history, architecture, psychology and the arts.
Our work will include the following: intrinsic
analysis of the texts (individually and as a
body) as a unique interconnected language
system; consideration of Franz Kafka, his
family and life; and exploration of Kafka's
particular time and place. The Prague of
Kafka's lifetime (1883-1924) was a crossroads of east and west and a center of the
Austro-Hungarian Empire, a nexus of arising
intellectual and artistic modernism, a
labyrinth of medieval architecture and
occultism.
What was Kafka's involvement in such
currents of his epoque as depth psychology
and aestheticism, realism and expressionism?
What was the influence of his work on artists
and writers after his death? Weekly supplementary readings will help us respond to
these questions.
Students in this program will participate
weekly in: 1) lectures by program faculty and
guests, 2) faculty-directed and smaller,
student-directed book seminars, and 3) small
group, student presentations on the life,
times, language and/or influences of Kafka.
Also, students will 4) complete writing
assignments.
Credit awarded in philosophy and classics.
Total: 16
Program is preparatory for careers and future
study in education, philosophy and writing.
OJ
0)
a
~
0)
c:::
a
--I
-0
c:::
a
-I-'
><
OJ
I-
OJ
L
~
-I-'
•.....•
~
u
Credit awarded in philosophy, literature,
humanities and social sciences.
Total: 16 credits
This program is preparatory for further study
in philosophy, literature and German studies.
e-"'"
n
c
,........
r+
c
-s
(t)
-i
(t)
><
r+
o
~
0...
r-
o
~
to
C
o
to
(t)
Millennium: On the Brink
of the New Age?
Music and Theater
in Cultural Context
Fall, Winter, Spring/Coordinated Study
Faculty: Kirk Thompson, Rita Pougiales,
Matt Smith
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $100 for overnight
field trips and retreats
Part-Time Options: No
Internship Possibilities: Community service,
spring quarter
Additional Course Allowed: With permission
Travel Component: Overnight trips, retreats
We live on the brink of a new millennium, in
a world where the old forms do not hold.
What will be the shape of the world to come?
For 300 years, the nation-state has been the
focus of political, economic and social
loyalties. But in the past 20 years, the
primacy of the nation has been challenged.
The re-emergence of ethnic, religious, tribal
patterns of social organization and loyalty,
coupled with the breakup of the Soviet
Union, has re-energized forces below the
nation-state. From above, the global forces of
the market, communications and the
environment supersede and minimize the role
of the state.
This program intends to explore these
developments by investigating: How is the
world changing? How are people organized
into social structures and institutions? What
forces have brought about the configuration
of today's world? Finally, what tendencies
reinforce or reconfigure these patterns?
Each of us will be challenged by these
developments. In a world where we can
assume neither a benign utopian future nor
unmitigated chaos, we must ask what ethical
and spiritual issues are involved in living
appropriately, morally and deliberately. We
will consult three ethical theorists, Vaclav
Havel, Gary Snyder and Martha Nussbaum,
as we explore how to be what Snyder calls a
"profound citizen," a citizen not of a
particular nation-state but of a human
community and ecosystem.
We will study social change in many
dimensions: global changes in economy,
environment and communications; patterns
of breakup in the Balkans and the former
Soviet Union; changes in U.S. urban life; and
the emergence of regionalism, localism and
ethnicity in the United States. In spring
quarter we will engage in community service
to explore ideas of citizenship and engagement.
Fall, Winter, Spring/Coordinated Study
Faculty: Sandie Nisbet, York Wong, Terry
Setter
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: $30 for event tickets, audio
tape
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Local events
This is a year-long program designed to
introduce students to the fundamentals of
music, theater and cultural history, as well as
to the practical applications of current
techniques employed within these disciplines.
It will examine the development of ideas and
practices within these arts to understand
relationships between them, and to understand how each is affected by various societal
contexts. The program offers introductory
skill building in music and theater arts and
will work toward a final production in the
spring quarter.
Credit awarded in modern history, anthropology, sociology, social theory, political science,
economics, geography, ethics.
Total: 48 credits
Preparatory for work and graduate study in
environmental studies, politics, law,
education, history, social work and life.
Credit awarded in music history, theater
history, cultural history, aesthetics, research
techniques and expository writing.
Total: 48 credits
Program is preparatory for careers and future
study in music, theatre and cultural studies.
On Interpretation:
Foundation Work in the
Humanities and Interpretive
Social Sciences
Fall, Winter, Spring/Coordinated Study
Faculty: Thad Curtz, Betty Ruth Estes
Enrollment: 2S/Fallj SOIWinterj SO/Spring
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: 12 credit option, 4 credit
course
Internship Possibilities: No
Additional Course Allowed: Yes
Travel Component: Fall quarter field trip to
Seattle or Portland Art Museum
What does it mean to understand a poem, or
a picture, or what happened a hundred years
ago, or why somebody keeps acting in a
stupid way? Is it just a matter of your
opinion, or somebody else's guess? Do some
people really see and know a lot more than
other people about such things? These three
one-quarter programs involve ongoing
practice in trying to understand questions like
these better, as well as careful exploration of
different theories about what (if anything)
can be known about what someone else's
actions mean.
All three programs are intended to prepare
students for sophisticated advanced interdisciplinary work in both the humanities and the
interpretive social sciences (fields like
anthropology, history and some sorts of
psychology). Such disciplines all attempt to
understand individual human acts - slips of
the tongue and religious rituals, sonnets and
political choices, cartoons and painted church
ceilings. They therefore all involve the same
fundamental intellectual process - interpreting situations that have multiple sources of
meaning, including the intentions of the
actor, what some audience makes of those
actions and several other contexts as well.
We'll pay close attention to the methods and
tools of various disciplines, to ideas about the
functions and values of art and to analyzing
and critiquing philosophical arguments about
what's involved in claiming to understand
somebody else's actions. The programs are
designed to function as a coherent sequence,
but students are welcome to take one or more
of them. In each, students can choose to
undertake a significant independent project or
a separate course for four of their credits.
FALL- Poetry and Pictures (On Interpretation I): This program involves interpretation
in two senses. First, lots of practice in talking
and writing about the details of two kinds of
works - short poems and pictures. Second,
interpretation as performance, in the sense
that somebody playing a piece of music from
a score interprets it. (In our case, we will fool
around with various exercises about
exploring images and about reading texts out
loud, all together and individually.) We will
also work through some philosophical pieces,
mostly short, about why art matters (or
doesn't) and what it might mean to understand a work of art. Part of the program
(probably centering on work in art history)
will be open to other students as a course and
will probably meet in the late afternoon or
everung.
WINTER - Narrative Knowledge (On
Interpretation 11):This program focuses on
narration of all sorts - from fairy tales to
history books. We'll concentrate on who's
tellingthe story, how they tell it, who they
seemto tell it for and what happens to both
audience and narrator between the beginning
and the end. Material will include historical
writing, short fiction, ethnographies, myths,
newspaper articles and dreams. Particular
attention will be paid to historiography and
psychological modes of interpretation,
including varieties of psychoanalytic,
archetypal and feminist interpretation. Part of
the program (probably centering on work in
psychological and feminist theory) will be
open to other students as a course and will
probably meet in the late afternoon or
evenmg,
SPRING- Public Acts (On Interpretation
ill): We have two ways of referring to plays
in our language - as theater, which
originally meant a place for people to see
something, and as drama, which originally
meant a particular kind of action or struggle.
In this quarter we will work on interpreting a
range of actions in public, before assembled
groups - political speeches, architecture,
plays of all sorts, religious rituals, how people
behave in groups, television, film and all sorts
of mass media. We'll pay special attention to
interpretation that focuses on the historical
and social contexts of actions, including
Marxist analysis, the new historicism and
various kinds of media criticism. Part of the
program (probably centering on work in film
history) will be open to other students as a
course and will probably meet in the late
afternoon or evening.
Credit awarded in: (fall) literature, art
history, philosophy; (winter) literature,
psychology, history, anthropology; (spring)
literature, media and social science.
Total: 36-48 credits
Program is preparatory for further study in
humanities, social sciences, and careers
involving interpretation, like law and
counseling.
Out of the Cave:
Philosophy of Education
Winter/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In his famous parable of the Cave, Plato
implied that the aim of education is to lead
people out of a "cave." What is this cave? Is
it possible to escape it? Is it possible to lead
others out of it? This program will provide an
intensive study of the educational philosophies of Socrates (Early Dialogues of Plato),
Plato (The Republic), Rousseau (Emile) and
John Dewey (Democracy and Education)the four most important educational thinkers
in the Western tradition.
The work of the All Level program will
consist of reading, writing and seminar
discussion, and will include a comprehensive,
integrative, week-long, take-home exam.
Credit awarded in philosophy of education.
Total: 16 credits
Program is preparatory for careers and future
study in education, philosophy and writing.
Perspectives on Ireland
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Charlie Teske,
Patrick Hill
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trips to Seattle,
Portland
Ireland has been the home of unique forms of
religious expression, a rich musical life,
several hundred years of colonialism and
some of the greatest literary minds of the past
200 years. This two-quarter program will
study Ireland through its expressive culture
and historical events, from pre-Christian and
early Christian periods to the present. Poems,
songs, stories, films, dances, plays and aspects
of the Irish language all reveal important
clues about many different kinds of Irish
interactions. Accordingly, program themes
center around the relationships between
nature-based spirituality and Christianity,
orality and literacy, men and women,
language and cultural identity and the Irish in
relation to others, whether the "others" are
the fairies, the English, Americans, Europeans
or their own ancestors. Our interdisciplinary
work should allow for a variety of approaches, from the sociopolitical to the
artistic. We will work to create a supportive
environment in which participants can
reclaim some of the essential dimensions of
being human.
The faculty envision a program in which
students grow comfortable with performing
publicly, learn the basics of the Irish
language, develop their skills in research and
critical analysis to explore important
theoretical issues verbally and in writing, and
participate fully in all activities. Each quarter
will include both a comprehensive writing
project and a collaborative performance.
Faculty will assist students in learning poetry
and songs and participating in plays and
preparing for intensive discussions of our
work during our twice-weekly seminars.
Potential texts for the program include
Joyce's Dubliners, Condren's The Serpent and
the Goddess, The ts« and poems by W. B.
Yeats, Seamus Heaney and others. Each of
the three faculty will continue teaching
related programs in spring quarter, focusing
, on Celtic music, the works of James Joyce
and the possibility of further study in Ireland.
Credit awarded in Celtic studies, literature,
ethnomusicology, history and Irish language.
Total: 32 credits
Program is preparatory for careers and future
study in Celtic studies, literature and
ethnomusicology.
Q)
Ol
a
~
Ol
s::::
a
....J
"'0
s::::
a
+J
><
Q)
I-
Q)
L
~
+J
~
~
u
e-'\
I
Philosophy of Knowledge
and Belief
n
s::::
•.....•
r+
s::::
-;
(1)
n;I
><
r+
o
~
0..
r-
o
~
lO
s::::
o
lO
(1)
Fall, Winter/Group Contract
Faculty: Mark Levensky
Enrollment: 25
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
approval
Philosophy of Knowledge and Belief is a twoquarter, advanced, undergraduate program
for students interested in classical Greek
philosophy, modern European philosophy
and contemporary American philosophy and
who want to study theory of knowledge.
During fall quarter, each student will write an
essay a week on a passage or theme in an
assigned reading and participate in a weekly
wntmg workshop, prepare for and participate
m three book seminars a week, including one
small, student-directed seminar and work
with a small group of other program students
to research, design, write and act out a
presentation on the life, times or influences of
the author of a book seminar reading.
During winter quarter, each student will
write an extended research essay on a
program reading, theme or topic of his or her
choice, prepare for and participate in a
writing workshop and book seminar each
week and meet with the program faculty
member for individual conferences concerning the student's work on his or her research
essay.
Topics for reading, writing, research and
discussion during fall and winter quarters will
include the general nature of human
knowledge and belief; truth and falsehood;
good and bad reasons for a belief; valid and
conclusive arguments; ignorance, opinion and
certainty; perception; innate ideas; knowledge
with and without foundations; intuitive
knowledge; memory; apriori and aposteriori
knowledge; universals; feminist theory of
knowledge; skepticism; contextual knowledge; and philosophy.
Readings for fall quarter: Plato,
Theaetetus; Descartes, Discourse on Method'
Russell, The Problems of Philosophy.
'
Readings for winter quarter: Susan Haack,
Evidence and Inquiry. Additional readings
will be assigned and suggested.
Credit awarded in theory of knowledge, essay
writing, research in humanities and social
science.
Total: 32 credits
Program is preparatory for careers and 'future
study in humanities, social sciences, and
philosophy of science.
t--e
Philosophy of Science
Spring/Group Contract
Faculty: Gonzalo Munevar
Enrollment: 25
Prerequisites: Junior/Senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will examine the nature,
significance and limits of science. It is suitable
for students interested in the sciences or the
humanities. The program will begin with a
critique of standard philosophy of science
(the notion of scientific method, induction,
falsification) and will move on to the
revolution spearheaded by Kuhn and
Feyerabend. An analysis of the problems
created by this revolution will lead to a
consideration of alternative approaches to the
understanding of science (e.g., evolutionary
epistemology). We will pay particular
attention to new attempts to solve the
problems of realism and of the rationality of
science. We will also examine interesting
philosophical aspects of physics, biology and
other sciences. Once we have a better grasp of
Issues concerning scientific knowledge, we
will begin to consider the relationship
between science and morality, society, art and
culture.
The material will be presented and
discussed in lectures, seminars, small group
discussions, editing groups, research groups
and research presentations, as well as in a
series of essays required from the students.
Credit awarded in philosophy of science",
history of science", writing"
Total: 16 credits
Program is preparatory for careers and future
study in philosophy, humanities and science.
Popular and Alternative
Communication in
Latin America
Winter, Spring/Coordinated Study
Faculty: Anne Fischel and Jorge Gilbert
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: Yes, interview at the
Academic Fair, on December 3,1997;'
transfer students may phone or send letter of
application prior to Academic Fair
Special Expenses: up to $2000 for travel
spring quarter
Part-Time Options: Spanish module
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field school in Chile
spring quarter
This program will look at contemporary
cultural, political and economic developments
in Latin America. In particular it will examine
the role of popular and alternative modes of
communication as forms of expression
created to challenge and resist authoritarian
governments and repressive social conditions
from the early 1960s to the present. The
program will pay particular attention to the
history, politics and culture of Chile during
the period of resistance to Pinochet's regime
and today. It will raise questions about the
model of economic and cultural development
currently being followed in a number of Latin
American nations, including Chile.
Our winter quarter studies will prepare
students for travel to Chile in the spring
quarter. Spring quarter studies are designed
to deepen understanding of the ways in which
Chile's model of development impacts
communities at different economic levels and
in different areas of the country, and to offer
students an opportunity to participate in
researching and producing a series of video
documentaries with those communities.
Students will be offered training in participatory research techniques and documentary
video production, as well as the history and
culture of Chile and Latin America.
Popular and Alternative Communication in
Latin America has three general objectives.
First it provides participants with an
interdisciplinary curriculum that will allow
the III to study, research and experience
firsthand a wide range of issues and concerns
affecting Chile and South America at the end
of the 20th century. Secondly, the program
provides practical opportunities for intensive
language study. Students will attend regular
classes geared to their skill level with the goal
of developing or deepening their knowledge
of Spanish. Third, the travel component of
the program immerses participants in the
cultural, socio-political and economic reality
of a country struggling to overcome its
condition of underdevelopment. Students will
have the opportunity to participate in
workshops, conferences and discussions with
political and community leaders and
grassroots organizations and to study the
social, artistic, folkloric and intellectual life of
the country.
In spring, Popular Alternative Communication in Latin America will focus on the
production of a series of video documentaries
on Chilean life. The subjects of the documentaries will include poverty, popular culture,
the status of women, artistic expression,
environmental concerns of the people and the
particular struggles and issues facing different
sectors of the population under Chile's
current neoliberal model of economic
development. The video productions will
involve research, observation and close
collaboration with communities and groups.
Credit awarded in film and television
documentary production, Latin American
studies, cultural studies, mass media, social
communication, sociology.
Total: 32 credits
Program is preparatory for careers and future
study in film/video, communication, Latin
American studies, journalism, social science
(sociology, anthropology, demography,
population).
Romanti cism,
Modernism and After
Fall, Winter, Spring/Coordinated Study
Faculty: Hiro Kawasaki, Charles Pailthorp,
Egon Verheyen
Enrollment: 65
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: With approval
Romanticism, Modernism and After offers a
study of rapid cultural change through art,
music and literature at the turn of three
centuries: 1800, 1900 and 2000.
The theoretical focus will be on how the
arts (both creativity and audience response)
reflect cultural change and how the experience of both creator and audience advance or
retard cultural change. Particularly in the
19th and 20th centuries, to study cultural
change through the arts is to study changes in
the life of feeling of those living through that
change. It is a premise of this curriculum that
feeling is as much a construct in our
experience as thinking. As Clifford Geertz has
put it, "Not only ideas, but emotions too, are
cultural artifacts." This curriculum, therefore,
will study changes in the life of feeling in
relation to broader cultural change.
Our initial study of Romanticism, at the
turn of the 19th century, will be mainly
European-focused, with some attention paid
to the United States. The turn of the 20th
century, and the emergence of Modernism,
will also be studied using largely European
and North American materials. As we address
our own time, however, and the turn of the
21st century, we will question whether such
regionalism still makes sense. Perhaps we
have entered an era of world culture. We will
examine with care whether we have entered a
period of Postmodernism.
Innovative, or avant garde, art will
necessarily take center stage in this study, and
we will seek examples freely, including
literature, music, 2D and 3D visual arts, film,
media ... drawing on whatever serves our
inquiry. High art, countercultural art and
popular art all will be relevant to our study.
This program emphasizes the skills
involved in critical and perceptive reading,
listening and seeing. Writing will be
emphasized throughout the year. Above all,
this curriculum aims at the intelligent
interpretation of cultural change through an
examination of the arts.
Credit awarded in history, art history,
philosophy, aesthetics (both music and fine
arts), literature, writing and cultural studies.
Total: 48 credits
Program is preparatory for careers and future
study in the humanities and arts.
Sacred Monsters:
Insiders and Outsiders in
French-Speaking Cultures
Fall, Winter, Spring/Coordinated Study
Faculty: Marianne Bailey, TBA
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: Optional travel to France
(approximately $3,400)
Part-Time Options: French language study
for 8 credits fall and winter quarters
Internship Possibilities: No
Additional Course Allowed: Yes
Travel Component: Optional trip to France
We plan an intensive study of the literature,
history, arts, religion, philosophy and
language of France and French-speaking
cultures of Africa and the Caribbean.
Inside/Outside will serve as our structuring
metaphor for examining, in context, selected
works from the medieval period through the
20th century. The dialogue between Insider
and Outsider is a motive force in culture;
each culture seems to hold its Outsiders in
mingled awe and horror. Between a medieval
city and the troubadours, madmen and saints
wandering the roads; between the doubter
Pascal and his Church; between decadent
artists and a positivist 19th century; between
France and her (former) colonies, exist
troubled dialogues.
We will study Montaigne, Villon and
Voltaire, who contest the reigning structures
of God and King, and negritude poets,
surrealist painters, romantics and feministphilosophers, who contest reason's primacy
and its language.
Medieval to Modernist: Fall quarter's work
will range from the 12th century writings of
Marie de France through the first flashes of
modernism in Rimbaud, Cezanne and Jarry.
Dada and Deconstruction: Winter quarter's
work will move from primitivism in visual
arts, Dadaist spectacles, through such theorists of dismantling as Derrida and Bataille.
This program integrates study of culture
and language. At least half of the instruction
will be in French. Language study will be
offered at beginning, intermediate and
advanced levels; seminars and their reading
lists and discussions will be in English.
During spring quarter, students may elect
to travel to France for study and family stays
in Brittany, Paris and Lyon. In spring, only
four-quarter-hour enrollment in French
language classes is possible on campus.
Q)
en
o
~
en
c
cs
-.I
"0
C
cs
+'
x
Q)
IQ)
L
~
+'
,........
~
u
Credit awarded in French language,
literature, cultural history and art history.
Total: 20-48 credits
Program is preparatory for careers and future
study in international business or agencies,
French and general literary and historical and
cultural studies.
~'"
~ indicates
upper division
credit
J
J
Self-Determination:
Puerto Rico, Ecuador
and Chile
n
s:::::
,.........
r+
.,
s:::::
(l)
-1
(l)
><
r+
o
::J
0...
I
o
::J
lQ
s:::::
o
lQ
(l)
Fall, Winter, Spring/Coordinated Study
Faculty: Alice Nelson, Tom Womeldorff
Enrollment: 50
Prerequisites: Junior/senior standing or
sophomore with significant studies in social
science or literature
Faculty Signature: No
Special Expenses: Up to $100 for overnight
field trip; approximately $3,500 for spring
quarter study abroad in Ecuador (optional)
Part-Time Options: No
Internship Possibilities: Spring quarter only
Additional Course Allowed: No
Travel Component: Optional spring quarter
work in Ecuador
The history of Latin America can be viewed as
a struggle for self-determination, from its
conquest to its present-day efforts to achieve
equal economic footing. Latin American
countries' local experiences, however, may
differ dramatically. Our study of Puerto Rico,
Ecuador and Chile will illuminate the region's
cultural diversity while highlighting connections between personal and national politics.
This program will focus on the historical
and contemporary realities of the countries
using frameworks from the humanities and
social sciences. Students will learn to interpret
literary texts in their social contexts and use
political economic models to understand Latin
American societies. Because culture and
language are inseparable, Spanish language
study will be an integral part of the program.
The first two weeks we will review the
three countries' history, geography, economy,
natural environment and literary and social
movements. This will provide a common
context for exploring self-determination as
manifested in relationships of class, gender
and ethnicity at the individual, national and
international levels. During the fall and
winter, we will study specific struggles for
self-determination that have emerged in these
countries, such as Chilean women's resistance
in the Pinochet period, Puerto Rico's quest to
reconcile U.S. citizenship with its autonomous
Caribbean identity and Ecuador's efforts to
preserve the natural environment in the face
of pressures from multinational businesses.
During spring quarter, students may study
on campus or in Ecuador. Both options will
emphasize Spanish language acquisition and
experiential learning about Latin American
cultures, whether in Ecuador or through parttime internships in local Latino communities.
Credit awarded in Latin American history and
literature, international economics, political
economy and Spanish language.
Total: 48 credits
···:-e
Program is preparatory for careers and future
study in literature, Latin American Studies,
international relations, and economics.
Social Psychology
Stars, Sky and Culture
Spring/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Core program or equivalent
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Additional Course Allowed: No
Social psychology is an interdisciplinary space
connecting psychology and sociology. This
group contract has two concerns: (1) We will
study the social construction of social
psychology through an historical tracing of
the significant assumptions, theories and
research that inform the evolution of social
psychology as an academic discipline; (2) We
will apply this theoretical foundation to the
practice of everyday life in the U.S.A. culture.
We will focus on social relationships by
examining simple conversation (talkinglistening), small group behavior and collective
social movements. The approach is interdisciplinary and multicultural.
Spring/Group Contract
Faculty: Llyn DeDanaan
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: $50·$75 for overnight field
trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight field trip
Though the Hubble Telescope vastly increases
the information we have about the universe,
amateurs with binoculars still find new
comets. Indeed, human beings have studied
the sky for thousands of years. Ancient
buildings, pecked symbols and other artifacts
bear witness to this interest in knowing the
sky and assigning meaning to the movement
of heavenly bodies. We will study the
astronomical and cultural significance of
historical sites such as those in the Southwestern United States and Meso America and the
history and significance of navigational and
surveying devices such as the chronometer
and sextant. Participants will be expected to
develop display projects that demonstrate a
deep understanding of one culture's
relationship to and symbolic representation of
the sky.
Credit awarded in social psychology, crosscultural psychology, sociology, social work
and human services and cultural studies.
Total: 16 credits
Program is preparatory for careers and future
study in social work and human services,
multicultural studies, social science, small
group behavior and social psychology.
Credit awarded in anthropology and
archeology.
Total: 16 credits
Program is preparatory for careers and future
study in anthropology and archeology.
Student Originated Studies:
Japanese Studies
Text and Culture
in America 1945-1985
Fall, Winter/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Junior/senior standing;
approved proposal detailing objectives,
methods, significance to career goal or field
of study, as well as a reading list; one year
Japanese language. Students who pass the
placement exam may enter the language
component of this program winter quarter.
Students may pick up exam at APEL after
January 1, 1997.
Faculty Signature: Yes
Special Expenses: No
Part-Time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Student Originated Studies: Japanese Studies
is a group contract for upper-level undergraduate students who want to do independent research/study projects in Japanese
studies while learning intermediate Japanese
language as a group contract. The optional
language component of the program will
constitute eight of the 16 credits awarded for
a quarter. All students in the program (unless
they choose not to take the language
component) will participate in language
classes four times a week. The independent
projects constitute the remaining eight credits
per quarter. Students may work individually
or with a small group of other students for
their independent projects. For example, one
student may choose to study classical
Japanese literature alone, while another
student may choose to study Japanese
business practice with a number of other
students.
Students, as individuals or as a group,
should submit a written proposal to the
faculty before being admitted to this
program. Faculty signature is required.
Fall, Winter, Spring/Group Contract
Faculty: David L. Powell
Enrollment: 24
Prerequisites: 2 years college; faculty
signature; submit expository essay to faculty
for consideration.
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Credit awarded in Japanese language and
other appropriate fields of Japanese studies.
Total: 16-32 credits
This program is preparatory for further study
in education, international affairs, Japanese
studies.
This 40-year period was a time of great
growth and change for us as a people, as we
became undisputed world leaders, embarked
on a period of unprecedented technological
and financial expansion, challenged our own
values and assumptions, explored many kinds
of freedom (including sexual), publicly
attacked and privately shored up our basic
racism, became divided as never before over a
war that nevertheless made us even richer and
more technologically dependent, had a
president resign under threat of impeachment,
made queens and kings of our entertainers
and sports stars, broadened our awareness of
what being an American must be on the basis
of minority status, gender or sexual orientation, moved in six short years from the largest
creditor nation in the world to the largest
debtor nation, enshrined greed and selfservice as personal and therefore national
goals, formed picket lines in front of abortion
clinics, made the term liberal a political
liability and swung the political pendulum so
far to the right that comparisons with the
1880s seem almost too obvious.
During all this time there was another
event going on that Americans did not vote
on at the ballot box, but did make choices
about, that powerfully affects us as Americans; this was a vast outpouring of creative
statements about what our world was really
like behind all those too public issues, about
what we feel and know as humans. This huge
creative output of publicly available texts is
our reason for studying this period, for a
culture is as surely shaped by the things it
chooses to tell itself and to read about itself
as it is shaped by public political acts.
It would, of course, be absurd to suggest
that we could (in one short academic year of
30 weeks) even make a gesture toward
coverage of this vast, incredibly rich body of
texts; what we will do is look with care and
intensity at some clusters of texts centered
around common themes, certain issues,
similar artistic forms, like shapes of expression, relative lifestyles or cultural backgrounds, comparative gender perceptions, etc.
What follows are some of the writers we will
consult clustered by very vague categories of
form.
Poetry: Elizabeth Bishop, Allen Ginsberg,
Robert Lowell, Marianne Moore and selected
contemporary poets.
Contemplative Writing (Philosophy): Annie
Dillard, Susan Langer, Barry Lopez, Robert
Pirsig, William Irwin Thompson, Alan Watts.
Fiction: Saul Bellow, Mary McCarthy,
Eudora Wealty, Norman Mailer, Richard
Wright, Thomas Pynchon, Oscar Hijuelos,
Ken Kesey, Cormac McCarthy, James Welch,
Toni Morrison, Tom Spanbauer, Larry
McMurtry, Tom Robbins, Louise Erdrich,
etc.
Drama: Arthur Miller, Truman Capote,
Loraine Hansbury, Sam Shepard, August
Wilson.
Please note: (1) the readings will be both
extensive and demanding; the participatory
class demands and the reading/research/study/
thoughtful reflection time required for this
program indicate that each student (as well as
the instructor) will need at least fifty (50!)
hours per week on program work to keep up,
though mileage will vary from person to
person; (2) these unexpurgated texts will
include expressions on the total scale of
language from the prudish to the explicit to
the charming to the ugly to the seductive to
the offensive. If you are more likely to be
offended than excited by others' views of
their world and their choices of expression don't enroll.
A program covenant will be discussed and
signed the first day of class. Activities include:
student only study seminars, full group
seminar, lecture, drama readings, class
presentations, research project (spring
quarter).
Regular writing assignments will end each
quarter with a take home exam/essay; in
spring there will be class presentations, final
research/project papers and evaluations to
write.
OJ
0)
o
:::;
0)
c
o
.....J
"'0
C
o
+J
><
OJ
rOJ
L
:::;
+J
.--'
:::;
U
Credit awarded in American literature,
minority literature, American cultural studies
and specific credits based on each student's
research project and paper.
Total: 48 credits
Program is preparatory for careers, graduate
school, life.
f)-_.',
The American Family
i.n Crisis:
Myth and/or Reality?
n
c
,........
rl"
C
-s
(!)
~
(!)
X
rl"
o
::J
0...
I'
o
::J
lO
C
o
lO
(!)
Fall/Group Contract
Faculty: Chuck Nisbet
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This group contract studies the family and the
environment within which it evolved in postwar America, The family changed more
rapidly since 1950 than during any equivalent
period since the founding of the colonies, The
country witnessed a dramatic increase in
divorce rate, participation rate of married
women in the labor force, rate of illegitimate
births to teenagers, number of foster children
and percentage of families headed by women,
plus a decline in children raised both by
father and mother. Since the early 1970s
there has been growing economic inequality
among families. The lower 50 percent of
working Americans on the income scale
experienced decline in the average real
income, In absolute terms and relative to
whites, real wages fell for African Americans,
Through lectures, films/videos, texts,
workshops and independent research, we will
seek to identify and examine causes and
consequences of these changes, We will
investigate social, political and economic
forces that have altered the function and
meaning of family, We will attempt to
determine whether the changes represent
family fragmentation and declining child
well-being or merely diversification, We will
pay attention to the shifting roles of gender,
the rise of the global economy, the shift from
a nation of factory workers to knowledge
workers, the development of a culture of
dependency and victimology, the rise of
conservatism, the growth in economic anxiety
and the widespread disaffection with national
welfare policies, Finally, we will look at
public policy initiatives that propose to
improve conditions for the American family
in the next century,
Seminar readings cover a range of
perspectives, including works by Stephanie
Coontz, Sara McLanahan and Gary Sandefur,
Susan Sheehan, Kriisti Luker, Robert
Samuelson, Richard Neely and Robert Frank
and Philip Cook.
Credit awarded in sociology, economics,
American studies and social science research
methods
Total: 16 credits
Program is preparatory for careers and future
study in law, public policy and social services.
"--8
r '-.
Tragedy: The Greeks
Fall/Group Contract
Faculty: Don Finkel
Enrollment: 24
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Few writers, artists, or performers, if any,
have rivaled the Greek tragedians in their
ability to stir human emotion.
What was distinctive and new about Greek
tragedy? Why have these plays survived for so
long? Why do they still move us? In this
program we will undertake together an
intensive study of almost all of the extant
Greek tragedies of Aeschylus, Sophocles and
Euripides. We will also read Homer,
Aristotle's Poetics and some secondary
sources. We will read a large number of
tragedies and see what we make of them, play
by play and as a new and developing way of
representing human experience through the
medium of theater.
The work of the program will consist of
reading, writing and seminar discussion, and
will culminate in a final paper on Greek
tragedy,
Credit awarded in classics and literature,
Total: 16 credits
Program is preparatory for careers and future
study in literature and theater.
Turning Eastward:
Explorations in
East/West Psychology
Fall, Winter/Group Contract
Faculty: Ryo Imamura
Enrollment: 25
.
Prerequisites: Sophomore standing
. Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Western psychology has so far failed to
provide a satisfactory understanding of the
full range of human experience, It has largely
overlooked the core of human understanding
- our everyday mind, our immediate awareness of being, with all of its felt complexity
and sensitive attunement to the vast network
of interconnectedness with the universe
around us, Instead it analyzes the mind as
though it were an object independent of the
analyzer, consisting of hypothetical structures
and mechanisms that cannot be directly
experienced, Western psychology's neglect of
the living mind has led to a tremendous
upsurge of interest in the ancient wisdom of
the East, particularly Buddhism, which does
not divorce the study of psychology from the
concern with wisdom and human liberation.
Eastern psychology shuns any impersonal
attempt to objectify human life from the
viewpoint of an external observer. Instead it
studies consciousness as a living reality that
shapes individual and collective perception
and action. The primary tool for exploring the
mind is meditation or mindfulness, an
experiential process in which one becomes an
attentive participant-observer in the unfolding
of moment-to-moment consciousness.
We will take a critical look at the basic
assumptions and tenets of the major currents
in Western psychology, the concept of mental
illnessand the distinctions drawn between
normal and abnormal thought and behavior.
We will then investigate the Eastern study of
mind that has developed within spiritual
traditions, particularly within the Buddhist
tradition. We will take special care to avoid
the common pitfall of most Western interpretations of Eastern thought - the attempt
to fit Eastern ideas and practices into
unexamined Western assumptions. Lastly, we
will address the encounter between Eastern
and Western psychology as possibly having
important ramifications for the human
sciencesin the future.
Credit awarded in personality theory,
abnormal psychology, Buddhism and Asian
psychology.
Total: 32 credits
Program is preparatory for careers and future
study in psychology, counseling, social work,
religious, cultural studies and Asian studies.
User Fri.endly:
Unmaski.ng the
Communi.cati.ons Revoluti.on
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Spring quarter
Additional Course Allowed: No
Many are celebrating the so-called communications revolution in which Americans have
been sometimes unwitting participants for the
past 40 years. In the midst of those celebrations of a global village, instant access and
500 channels of video enjoyment, it is
important to ask some fundamental
questions. For instance, what difference does
it make when many of the images we see, the
stories we enjoy and the sounds we hear come
not from the people around us but from
sources behind a screen or a stereo speaker,
from people and institutions divorced from
our day-to-day lives? What difference does it
make when those images, stories and sounds
are shaped not by natural communication
processes in a face-to-face community but by
the instruments of the communications
revolution: television, the computer,
synthesized sound? What difference does it
make when these sources make images,
stories and sounds not necessarily to express
the human condition but to make money or
to garner political power? This program will
address these questions as it examines the
worldwide communications revolution
underway since television became widespread
in the late fifties. The program will provide
skill training in basic reporting, as well as
making visual images to help students
appreciate how media technologies shape
communications. There will be workshops on
the Internet, as well as opportunities to
explore it. We will also examine organizations that provide mass communications to
understand the impact of economics and
politics on the production of mass communicated images, stories and sounds. In spring
quarter students will do internships in mass
communications to experience concretely the
processes and situations they have been
studying.
Credit awarded in mass communications + ,
journalism ~, media production ~ and public
policy".
Total: 48 credits
Program is preparatory for careers and future
studies in mass communications, sociology,
law and public policy.
World War II
Fall, Winter, Spring/Coordinated Studies
Faculty: Tom Foote, Dave Hitchens, Gil
Salcedo
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty
approval (e.g., languages)
The American people faced a challenge in
World War II that seemed clear and directthe nation believed it was fighting the
archetypal battle between good and evil.
Immediate post-war revelations about the
Holocaust reinforced this belief and the
essence of the conflict has generally come
down to contemporary times as the last
"good" war. The uncertainties and insecurities spawned by the Cold War and threats of
thermonuclear annihilation made many
Americans yearn for the seeming simplicity of
the war and its apparently logical dichotomy
between right and wrong. Consequently,
World War II took on a legendary status that
mayor may not correlate with the realities of
what really caused the conflict; what really
happened during the conflagration; what the
real results were and what they mean.
World War II had a deep impact on race,
class and gender in American society.
Nineteen million American women worked in
industry and volunteered for military service;
Blacks, Hispanics and Native Americans
helped swell the ranks of the armed services
beyond 10 million able bodies and demands
upon scientific and industrial production
generated new products and processes that
would have a profound affect on people after
the war. The war had an equally profound
influence on art, literature, cinema, music,
news production and dissemination, drama,
entertainment and the creation of propaganda, education and poetry.
The World War II program will examine
the origins, impact, and affects of the conflict.
Students will work in small groups to prepare
quarterly symposium presentations on aspects
of our collective study and findings. We will
make full use of media sources and documentaries to reinforce and supplement lectures,
readings and symposia. Students can expect
to be challenged, to be required to carry out
individual research projects and to actively
participate in their learning.
Credit awarded in the relevant areas of
American studies, cultural studies, history,
literature, popular culture, political philosophy and writing.
Total: 48 credits
Program is preparatory for careers and future
study in American Studies, literature, history,
political science, popular culture, international studies, ethnic studies, social anthropology, teaching, law and philosophy.
Q)
0)
o
~
0)
c
o
--I
"'0
C
o
4-'
X
Q)
I-
Q)
L
~
4-'
,........
~
u
e-..
',
J
m
::::;
<
•....•.
.,
o
::::;
3
([)
::::;
r+
o
,........
l/')
r+
c
0...
•....•.
([)
V'I
·_,·-·-G
Envi.ronmental
Studi.es
PLANNING GROUP COORDINATOR:
MICHAEL W. BEUG
Environmental Studies at Evergreen offers broadly interdisciplinary academic studies within and
across three distinctive thematic areas. In any year, each of the three thematic areas will explore
some of the specific topics listed in each category.
AFFILIATED
(I) Human Communities and the Environment-addresses environmental policy, ethics and
human relations with, and ways of thinking about, the natural world. Includes community
studies, ecological agriculture, political economy, geography, environmental economics,
environmental health, history and planning.
FACULTY:
Michael W. Beug
Frederika Bowcutt
Jovana J. Brown
Paul R. Butler
Richard A. Cellarius
Gerardo Chin-Leo
Robert Cole
Russell R. Fox
Martha Henderson
Steven G. Herman
Pat Labine
John T. Longino
David H. Milne
Carol Minugh
Ralph W. Murphy
N alini N adkarni
Lin Nelson
Dean Olson
Peter Pearman
John H. Perkins
Brian Price
Matthew E. Smith
Oscar H. Soule
Gabriel Tucker
Alfred M. Wiedemann
Thomas Womeldorff
(II) Natural History-focuses on observation, identification, and interpretation of flora and
fauna using scientific field methods as a primary approach to learning how the natural world
works. Includes ecology, ornithology, mamma logy, herpetology, entomology, botany and
mycology, with exploration of issues in biodiversity.
(ill) Environmental Sciences-deal primarily with the study of the underlying mechanisms and
structures of natural systems, both living and non-living. Environmental sciences often involve
significant laboratory and field work. Include chemistry, biology, geology, hydrology, oceanography, climatology, physiological ecology, evolutionary biology, forest ecology, biogeochemistry, marine biology and oceanography.
Each of these three thematic areas will be consistently available in the curriculum. Students
wishing to focus on a particular theme will find program offerings with substantial thematic
content available every year. These three themes, however, are not mutually exclusive, but
overlap significantly. Programs will be interdisciplinary between themes, as well as within a
particular theme. Students should also consider offerings in political economy, physical science
and mathematics, including but not limited to Political Economy and Social Change, Introduction to Natural Science, Matter and Motion and Molecule to Organism.
Students in Environmental Studies may elect either a Bachelor of Arts (BA) or a Bachelor of
Science (BS)degree (see page 34).
Please note that if you intend to pursue graduate studies in Environmental Studies or Science,
a minimum of one full year of undergraduate study in biology, chemistry, and statistics is
strongly recommended. These subjects may also be prerequisites to some of the upper-division
science programs in all three of the themes.
To aid you in making your program choices, the program descriptions in the following pages
list the significant content and credits in each of the three thematic areas within Environmental
Studies. Additionally, all Environmental Studies faculty, in their role as advisors, are wellequipped to help you determine appropriate routes through the curriculum. The faculty,
particularly the Environmental Studies Coordinator, will also be aware of changes and additions
to the catalog which occur because of the two-year lag between the creation of the catalog and
the actual offerings.
Climate and Climate Change
Ecological Agriculture
Spring/Group Contract
Faculty: William H. Brown Jr.
Enrollment: 24
Prerequisites: No
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
For more than a century, scientists have
contended that the rising level of carbon
dioxide is responsible for a steady increase in
global atmospheric temperature. Only in
recent times has this change been taken
seriously as a major environmental threat.
International conferences on issues that
impact changes in climate have revealed,
among other problems, a major conflict
between industrial nations, which are
responsible for most of the increase, and the
developing and low-lying island nations most
immediately threatened by changes in
climate. Through seminars, lectures and
workshops, students in this program will
study the nature of climate and climate
change, and the potential consequences of
human practices that affect this natural
process.
Fall, Winter, Spring/Coordinated Study
Faculty: Michael Beug, Sarah Williams, Pat .
Moore
Enrollment: 55
Prerequisites: Sophomore standing, college
chemistry plus economics andlor political
science recommended
Faculty Signature: No
Special Expenses: No
Part-Time Options: With faculty permission
Internship Possibilities: Spring quarter
Additional Course Allowed: By arrangement
with faculty
The Ecological Agriculture program provides
a broad, interdisciplinary study of agriculture
from a critical perspective of social, cultural
and ecological sustainability. In fall seminar
we will examine the history and present
predicaments of American agriculture. During
winter quarter we will consider alternatives
and possible futures. In spring quarter we will
focus on the role of agriculture and
biocolonialism in Third World and global
development. In addition to seminar work,
we will undertake substantial study in the
natural and social sciences (soil science,
agricultural ecology, community studies,
anthropology, cultural studies). We will
emphasize critical reading and expository
writing including journaling and microtheses, and develop Internet and visual
literacies using film screenings and analyses,
Web searches and .discussion lists.
Students will also have the opportunity for
practical experience in food production at the
college's Organic Farm. Students wanting
more extensive training in agricultural
production may take the program The
Practice of Sustainable Agriculture spring
quarter as part of their work in Ecological
Agriculture. Other student projects and
internships will also be spring quarter
options.
.
Credit awarded in meteorology and
climatology, climates of the Pacific Northwest, physical geography, climate change/
political and social implications.
Total: 16 credits
Program is preparatory for careers and future
study in environmental planning and
climatology.
Credit awarded in agricultural ecology, soil
science, anthropology, cultural studies,
political economy of American agriculture,
community studies, gender studies, agriculture and development in Third WorId and
global perspective, film studies, expository
writing, research methods, farm practicum.
Total: 48 credits
Program is preparatory for careers and future
studies in environmental studies, anthropology, cultural studies and agriculture.
Environmental Analysis:
Aquatic and Atmospheric
Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Fred Tabbutt, TBA
Enrollment: 50
Prerequisites: Junior standing, two quarters
college chemistry, two quarters biology
Faculty Signature: Yes
Special Expenses: $60 for overnight field trips
Part-Time Options: No
Internship Possibilities: Yes, during spring
quarter
Additional Courses Allowed: No
Travel Component: In-state overnight field
trips
During fall quarter this program will engage
students in the study of biogeochemical cycles
and the greenhouse effect, physical, chemical
and biological processes controlling nutrient
cycling in aquatic environments and isotope
chemistry as a tool in environmental analysis.
Additional work in physical and chemical
oceanography will be undertaken to
understand global environmental processes.
During winter and spring quarters,
emphasis will shift to atmospheric chemistry.
Thermodynamics, chemical kinetics and
quantum chemistry will be developed at the
intermediate level to explain the environmental chemistry of the troposphere (greenhouse
gases, photochemical smog) and the
stratosphere (ozone shield).
Methods of analytical chemistry and
instrumental analysis will be applied in an
advanced lab using techniques of gas
chromatography/mass spectrometry, UVvisible and infrared spectroscopy, atomic
absorption spectroscopy, scanning electron
microscopy and polarography. Students will
participate in research on real problems of
environmental significance.
Students will learn to use computers for
data acquisition, analysis of data (spreadsheets) and the simulation of environmental
systems.
During spring quarter, students will
undertake either a research project or an
internship.
VJ
Q)
.,.....
-0
::l
+J
V')
,........
o
s::
+J
Q)
E
s::
o
s;
.,.....
>
s::
L.U
Credit awarded in environmental chemistry,
instrumental analysis, oceanography and
biogeochemistry .
Total: 48 credits
Program is preparatory for careers and future
study in environmental science, oceanography, marine biology and chemistry.
_--"i'
Hydrology
m
~
<
•....•.
.,
o
~
Spring/Coordinated Study
Faculty: Paul Ray Butler, James M. Stroh
Enrollment: 25 undergraduate, 18 graduate
Prerequisites: Graduate standing or junior!
senior standing, good math skills (calculus
not required)
Faculty Signature: No
Special expenses: No
Part-Time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Travel Component: Several one-day field
trips
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 module. 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 another module covering
hillslope processes, soils and land use, and/or
an independent research component dealing
with a local water-related issue.
3
('1)
~
r+
o
r--'
VI
r+
s::::
0-
•....•.
('1)
VI
Credit awarded in surface-water hydrology",
groundwater hydrology", hillslope processes"
and research topics in hydrology",
Total: 4-16 credits
Program is preparatory for careers and future
study in hydrology, geology, environmental
science and natural resource management.
Introduction to
Environmental Studies
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Peta Henderson, Peter
Pearman, Jack Longino
Enrollment: 96
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $100 per quarter for
overnight field trips
Part-Time Options: Yes, with consent of
faculty
Internship Possibilities: Spring quarter
Additional Course Allowed: Yes, with
consent of faculty
Travel Component: In-state, overnight field
trips
The field of environmental studies involves
many disciplines and includes some of the
most important applied topics of modern
civilization. This program will offer
substantive work in biology, ecology, field
natural history, quantitative methods,
cultural anthropology, political economy,
environmental chemistry and environmental
literature, history and philosophy. The focus
will be on land and water resource issues of
the Pacific Northwest. Case studies may be
based in Puget Sound, Willapa Bay or the
Columbia River system. The program will
consist of lectures, seminars, workshops,
laboratory and field work. Seminars will offer
an opportunity to discuss scientific, social and
political literature including historical and
current regional issues in environmental
studies as well as seminal writings in
environmental studies. Building writing skills
will be a part of the seminar, lab and field
experience.
As the year progresses, students will be
increasingly involved in field-based local case
studies. Potential topics include forest
practices, water resources, wildlife resources,
environmental chemistry, human impacts and
political economic issues. In the spring
quarter each faculty member will offer a
group contract as an opportunity for more indepth study of issues that emerge during the
year. Selections will be based on faculty
strengths and student needs.
Credit awarded in biology, chemistry,
environmental studies and environmental
history and philosophy, primarily at the
lower-division level.
Total: 48 credits
Program is preparatory for careers and future
study in environmental studies, political
economy, natural sciences, planning and
economic development.
tindicates upper division credit
Mammalogy
Fall/Croup Contract
Faculty: Steven G. Herman
Enrollment: 25
Prerequisites: Junior/senior standing;
Introduction to Biology; general understanding of natural history and interest in field
work
Faculty Signature: Yes
Special Expenses: $150 for overnight field
trip and related expenses
Part-Time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Possibly
Mammalogy is an advanced program
designed to familiarize students with the class
Mammalia, emphasizing Washington
mammals through lectures as well as lab and
field work. Students will be required to
prepare ten scientific study skins and research
one species of mammal in both the library
and the field. Our major (three-day) field trip
takes us to the east side of the Cascades early
in the quarter. Most other field work will be
local, emphasizing live trapping. Students will
maintain field records using a rigorous
technique pioneered by Joseph Grinnell.
Required materials will include a curatorial
kit, standard field guides, Mammalogy by T.
Vaughn and shorter texts as needed.
Credit awarded in mammalogy and another
course or area of emphasis on mammals.
Total: 16 credits
Students who do well in Mammalogy will
have an excellent background in the natural
history and physiology of mammals and a
thorough working knowledge of the natural
history of Washington mammals, including
selected marine species. These studies are
applicable to career preparation in natural
resource work and will be especially helpful
for graduate studies in vertebrate zoology.
Maps, Analysis, Geographic
Information Systems
Fall/Croup Contract
Faculty: James Stroh
Enrollment: 50
Prerequisites: College algebra, statistics
Faculty Signature: No
Special Expenses: $40 for overnight field trip,
approximately $100 for maps
Part-Time options: No
Internship possibilities: No
Additional course allowed: Yes
Travel Component: In-state field trip
The class will focus on two subjects: the use
and understanding of spatial data, particularly map information; and the fundamentals
of geographical information systems (GIS).
GISprovides the ability to combine spatial
(map) information with databases and
modeling. This powerful tool has exceptionally broad analysis capabilities but requires
understanding of spatial data first. To
facilitate understanding of maps, the class
will use Cartography, Thematic Map Design
4th by B. D. Dent. This text covers thematic
map interpretation and design, especially the
latter. For the GIS component, the class will
use Geographic Information Systems, an
Introduction, J. Star and J. Estes for the
fundamentals of spatial data manipulation
and display. For actual GIS analysis we will
use IDRISI for Windows software based on
the !DRISI for Windows Student Manual by
J. R Eastman. In addition, the class will work
on an introductory GIS analysis project. This
class will require many hours of work outside·
of the formal class schedule, especially
computer time.
Credit awarded in GIS and related topics.
Credit in upper-division science may be
awarded.
Total: 8 credits
Program is preparatory for additional work
in GIS and related fields.
Marine Life:
Marine Organisms
and Their Environments
Winter, Spring/Group Contract
Faculty: Dave Milne, TBA
Enrollment: 50
Prerequisites: Junior/senior standing; at least
two quarters of college chemistry and two of
biology with labs; an ability to work easily
with numbers and equations; experience
using a personal computer
Faculty Signature: No
Special Expenses: $40 per quarter for
overnight field trips
Part-Time Options: With permission of
instructors.
Internship Possibilities: No.
Additional Course Allowed: No.
Travel Component: Field trips
Marine Life focuses on marine organisms, the
sea as a habitat, relationships between the
organisms and the physical/chemical
properties of their environments, and their
adaptations to those environments. Students
will study marine organisms, biological,
chemical and physical features of marine
environments elements of oceanography, field
sampling techniques with associated statistics
and laboratory techniques. Concepts will be
applied via faculty-designed experiments and
student-designed research projects.
During winter quarter, the class will study
physical features of marine water, nutrients,
biological productivity and planktonic
organisms. Students will begin design of
spring research projects and will read
background literature for their projects. The
faculty will facilitate identification of research
projects, which may range from studies of
trace metals in local organisms and sediments
to investigations of vertical migrations by
local estuarine animals. During spring
quarter, the class will focus on the identification of organisms, aspects of the ecology of
selected species, and their physiological
adaptations to diverse marine environments.
Individual work will also be conducted on
projects designed during the winter. Data
analysis will be facilitated through the use of
Excel spreadsheets.
During both quarters, seminars will
analyze appropriate primary literature on
class topics. Each student will analyze several
papers for presentation to the others.
Credit may be awarded in ecological
physiology, biological oceanography,
organismal biology, biostatistics and marine
ecology. Although circumstances may change,
we anticipate that all credit will be designated
"upper-division science."
Total: 32 credits
Program is preparatory for careers and future
study in marine sciences, certain other
environmental sciences and policy formulation relevant to aquatic systems.
Millennium: On the Brink
of the New Age?
Fall, Winter, Spring/Coordinated Study
Faculty: Kirk Thompson, Rita Pougiales,
Matt Smith
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: Up to $100 for overnight
field trips and retreats
Part-Time Options: No
Internship Possibilities: Community service,
spring quarter
Additional Course Allowed: With permission
Travel Component: Overnight trips, retreats
We live on the brink of a new millennium, in
a world where the old forms do not hold.
What will be the shape of the world to come?
For 300 years, the nation-state has been the
focus of political, economic and social
loyalties. But in the past 20 years, the primacy
of the nation has been challenged. The reemergence of ethnic, religious, tribal patterns
of social organization and loyalty, coupled
with the breakup of the Soviet Union, has reenergized forces below the nation-state. From
above, the global forces of the market, communications and the environment supersede
and minimize the role of the state.
This program intends to explore these
developments by investigating: How is the
world changing? How are people organized
into social structures and institutions? What
forces have brought about the configuration
of today's world? Finally, what tendencies
reinforce or reconfigure these patterns?
Each of us will be challenged by these
developments. In a world where we can
assume neither a benign utopian future nor
unmitigated chaos, we must ask what ethical
and spiritual issues are involved in living
appropriately, morally and deliberately. We
will consult three ethical theorists, Vaclav
Havel, Gary Snyder and Martha Nussbaum,
as we explore how to be what Snyder calls a
"profound citizen," a citizen not of a
particular nation-state but of a human
community and ecosystem.
We will study social change in many
dimensions: global changes in economy,
environment and communications; patterns of
breakup in the Balkans and the former Soviet
Union; changes in U.S. urban life; and the
emergence of regionalism, localism and ethnicity in the United States. In spring quarter
we will engage in community service to
explore ideas of citizenship and engagement.
Credit awarded in modern history, anthropology, sociology, social theory, political science,
economics, geography, ethics.
Total: 48 credits
Preparatory for work and graduate study in
environmental studies, politics, law,
education, history, social work and life.
VI
Q)
.•....
"'0
:::l
+-'
Vl
,......
o
+-'
s::::
Q)
E
s::::
o
s;
.•....
>
s::::
L.U
Natural Resource Policy:
The Shaping of Nations
Fall/Group Contract
Faculty: TBA
Enrollment: 50
Prerequisites: Junior/Senior Standing,
Introduction to Environmental Studies or
Political Economy or Equivalent
Faculty Signature: No
Special Expenses: $100 for overnight field
trips
Part-Time Options: No
Internship Possibilities: No
Additional Courses: No
m
:l
<
•.....•.
.,
o
:l
3
(I)
:l
r+
o
•.....•
Natural Resource Policy is an upper-division
group contract that examines the history of
natural resource issues in the United States to
provide a context for understanding current
attitudes toward natural resources and Native
American communities and to understand
current policy and decision making.
Fall quarter will begin by looking at how
the displacement of Native Americans and the
exploitation of natural resources shaped the
nation and many of our cultural attitudes. We
will explore the origins of the conservation
and preservation movements, then go on to
explore the history of how logging, fishing,
mining, western water policy and hydropower
shaped the communities and people of the
Pacific Northwest.
V'l
r+
s::::::
0..
•.....•.
(I)
Vl
Credit awarded in natural resource policy",
environmental history", environmental
studies".
Total: 16 credits
Program is preparatory for careers and future
studies in environmental, social and natural
sciences.
Natural Resources:
Science and Policy in the
Pacific Northwest
Natural Resources:
Tribal Issues and
Reservation Issues
Winter/Coordinated
Study
Faculty: Gerardo Chin-Leo, TBA
Enrollment: 50
Prerequisites: Junior/senior standing,
Introduction to Environmental Studies or
Political Economy or equivalent
Faculty Signature: No
Special Expenses: $100 for overnight field
trips
Part-Time Options: With faculty signature
Internship Possibilities: No
Additional Courses: With faculty signature
Spring/Group Contract
Faculty: Carol Minugh, TBA
Enrollment: 50
Prerequisites: Junior/senior standing,
Introduction to Environmental Studies or
Political Economy or equivalent (Natural
Resources: Science and Policy or faculty
signature)
Faculty Signature: No
Special Expenses: $200 for overnight field
trips
Part-Time Options: With faculty signature
Internship Possibilities: Yes
Additional Course Allowed: With faculty
signature
Travel Component: In-state field trips
Natural Resources: Science and Policy in the
Pacific Northwest is an upper-division
coordinated studies program that examines
current natural resource issues in the Pacific
Northwest with the intent of understanding
current public policy and the science behind
natural resource issues. We will examine
forest policy, Western water law, salmon and
hydropower concerns and tribal natural
resource policy issues. All of these will be
studied in the framework of federal and state
laws and policies, treaties and ecological
science. Winter quarter each student will
work in teams to select a case study and
examine it from either the perspective of a
natural scientist or a policy analyst.
Class time will be a combination of
lectures, seminars, workshops and laboratory.
We will go into the field to learn about
resource, issues first-hand from researchers,
fishers, loggers, policy makers and tribal
people.
Credit awarded in natural resource policy
ecology", environmental studies",
f,
Total: 16 credits
Program is preparatory for careers and future
studies in environmental, natural and social
scrences,
Natural Resources: Tribal Issues is an upperdivision coordinated studies program that
examines current natural resource issues in
the Pacific Northwest with the intent of
understanding current public policy and the
role of Native American communities. We
will examine how Western forest policy,
Western water law, salmon and hydropower
concerns are affected by the tribes treaty
rights on- and off-reservation and also study
natural resource issues on reservations. All of
these will be studied in the framework of
federal and state laws and policies and treaty
rights. Each student will select a case study
and examine it from either the perspective of
tribal, federal or state governments. Students
will be encouraged to work in small groups
and intern on a local reservation to assist in a
tribal natural resource policy issue or on a
restoration project.
Class time will be a combination of
lectures, seminars and workshops. Approximately half of the student credit will be
generated from in-class activities and half
from hands-on field work with local tribal
people.
Credit awarded in natural resource policy or
restoration ecology and environmental
studies.
Total: 16 credits
Program is preparatory for careers and future
studies in environmental, natural and social
scrences,
f
indicates upper division credit
Ornithology
Spring/Group Contract
Faculty: Steven G. Herman
Enrollment: 25
Prerequisites: Basic understanding of natural
history, basic understanding of bird
identification and record-keeping techniques
Faculty Signature: Yes
Special Expenses: $500 for field expenses
(room and board), $170 for transportation
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Ornithology is an advanced program
designed to provide students with a comprehensive background in avian biology with an
emphasis on field studies. Required materials
include standard field guides, texts (Ornithology, The Naturalist's Field Journal, Bird
Study), field journal materials and highquality binoculars.
Credit awarded in avian ecology, ornithology,
avian behavior and avian anatomy and
physiology.
Total: 16 credits
Students completing this program as part of a
larger scheme of study will be in a position to
seek careers or future study in resource
management, vertebrate zoology or environmental interpretation. Those who finish the
program will be competent to study birds
successfully at the sub-professional level, and
uniquely well-qualified for graduate work in
zoology with emphasis on ornithology.
Pacific Salmon:
Biology and Conservation
of Salmonid Fishes in the
Pacific Northwest
Fall/Croup Contract
Faculty: Pete Taylor
Enrollment: 25
Prerequisites: Sophomore standing, eight
credits of college-level general biology are
required.
Faculty Signature: No
Special Expenses: $30 for one overnight field
trip
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: In-state field trip
This program is about the biology, uses and
conservation of the Pacific salmons and their
relatives (trouts and chars) in the Pacific
Northwest. Because much of the current
concern about the decline of these fishes is
identified with problems of freshwater
habitats, a primary focus will be the
freshwater ecology of salmonid fishes,
including the interaction of land, streams and
aquatic life in watersheds. Also featured are
ecologically relevant aspects of their anatomy,
physiology, evolution, biogeography and
relationships with human cultures. Program
activities include assigned reading, lectures by
faculty and invited speakers, seminars, labs,
field trips and individual research projects.
Credit awarded in salmonid biology and
conservation.
Total: 16 credits
Program is preparatory for careers and future
study in natural sciences and related
environmental fields.
Rainforest Research:
Ecology, Latin American
Studies
Spring/Group Contract
Faculty: Peter Pearman
Enrollment: 25
Prerequisites: Temperate or Tropical
Rainforests or equivalent.
Faculty Signature: Yes, students will be
interviewed in February. We will be assessing
mastery of general biology and basic
quantitative skills. Transfer students can
arrange telephone interviews.
Special Expenses: Students should be
prepared to finance their own travel and
project needs.
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Likely
This program is a logical successor to the
temperate and tropical rainforests programs.
Students will carry out an independent
scientific research project in temperate or
tropical rainforest biology. Proposals for
projects will have been developed during the
earlier rainforests programs or through direct
consultation with faculty. Projects will
involve extensive field work in Latin America
or temperate rainforest sites in Washington.
Vl
.Q)
•...
"0
:::s
4-'
V')
r--'
a
4-'
c
Q)
E
c
Credit awarded in tropical field biology".
Total: 12-16 credits
Program preparatory for careers and future
study in environmental studies, ecology,
conservation biology, Latin American
studies.
"indicares upper division credit
o
L
.•...
>
c
UJ
Self-Determination:
Pue~to Rico, Ecuador
and Chile
rn
:::J
<
,......
.,
o
:::J
3
(l)
:::J
no
•......
VI
r+
s::
0..
,......
(l)
Vl
Fall, Winter, Spring/Coordinated Study
Faculty: Alice Nelson, Tom Womeldorff
Enrollment: 50
Prerequisites: J unior/ senior standing or
sophomore with significant studies in social
science or literature
Faculty Signature: No
Special Expenses: Up to $100 for overnight
field trip; approximately $3,500 for spring
quarter study abroad in Ecuador (optional)
Part-Time Options: No
Internship Possibilities: Spring quarter only
Additional Course Allowed: No
Travel Component: Optional spring quarter
work in Ecuador
The history of Latin America can be viewed
as a struggle for self-determination, from its
conquest to its present-day efforts to achieve
equal economic footing. Latin American
countries' local experiences, however, may
differ dramatically. Our study of Puerto Rico,
Ecuador and Chile will illuminate the region's
cultural diversity while highlighting connections between personal and national politics.
This program will focus on the historical
and contemporary realities of the countries
using frameworks from the humanities and
social sciences. Students will learn to interpret
literary texts in their social contexts and use
political economic models to understand
Latin American societies. Because culture and
language are inseparable, Spanish language
study will be an integral part of the program.
The first two weeks will review the three
countries' history, geography, economy,
natural environment and literary and social
movements. This will provide a common
context for exploring self-determination as
manifested in relationships of class, gender
and ethnicity at the individual, national and
international levels. During the fall and
winter, we will study specific struggles for
self-determination that have emerged in these
countries, such as Chilean women's resistance
in the Pinochet period, Puerto Rico's quest to
reconcile U.S. citizenship with its autonomous
Caribbean identity and Ecuador's efforts to
preserve the natural environment in the face
of pressures from multinational businesses.
During spring quarter, students may study
on campus or in Ecuador. Both options will
emphasize Spanish language acquisition and
experiential learning about Latin American
cultures, whether in Ecuador or through parttime internships in local Latino communities.
Credit awarded in Latin American history
and literature, international economics,
political economy and Spanish language.
Total: 48 credits
Program is preparatory for careers and future
study in literature, Latin American Studies,
international relations, and economics.
t indicates upper division credit
Temperate Rainforests
Fall/Coordinated Study
Faculty: Nalini M. Nadkarni, Lee Lyttle
Enrollment: 50
Prerequisites: Junior standing
Faculty Signature: Yes, submit one-page letter
outlining: (a) relevant courses/programs, (b)
work/internship experience, (c) reason for
taking the program and (d) one or two
references - preferably TESC faculty - to
either faculty convenor two weeks before the
spring academic fair (May 14, 1997)
Special Expenses: Approximately $100 for
overnight field trip
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: In-state field trip
Temperate rainforests are a poorly understood and highly valued ecosystem in the
Pacific Northwest and other parts of the
world. They support a complex and
interconnected web of life that encompasses a
tremendous diversity of biota, including
humans. In Temperate Rainforests, we will
learn about ways of understanding these
ecosystems using a variety of contemporary
information-gathering tools and approaches.
Our primary focus will be on understanding
the ecology of temperate rainforests, with a
concentration on the rainforests of the
Olympic Peninsula. We will also gather and
interpret information concerning the social
and cultural aspects of temperate rainforests,
particularly the use of forest products and
public policies behind decisions that affect
temperate rainforest management and
sustainability. We will also examine how
temperate rainforests have been understood
through art, particularly of the native cultures
of the forest. Students will be responsible for
undertaking an independent study project
that will contribute to a variety of databases
and information nodes about temperate
rainforests that will continue beyond the life
of this program and which may lead to
publications or other synthetic projects. The
program will go on an extended field trip to
the Olympics to study biological, social and
cultural aspects of temperate rainforests.
Credit awarded in forest ecology", public
policy", library research arts".
Total: 16 credits
Program preparatory for careers and future
study in forest ecology and environmental
studies.
The Geology and Ecology
of Land/Ocean Margins
Fall/Coordinated Study
Faculty: Gerardo Chin-Leo, Paul Butler
Enrollment: 50
Prerequisites: Sophomore standing; collegelevel biology and physical geology
Faculty Signature: No
Special Expenses: $30 for 2-3 day camping
trip
Part-Time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
Travel Component: Field trips and a 2-3 day
camping trip
Land/ocean margins are dynamic environments characterized by unique biota and
elevated biological productivity. This
program will examine the physical forces
(tides, waves, earthquakes) acting on coasts
and how these forces determine their material
composition and morphology. Both highenergy and low-energy systems will be
examined. We will also study how coastal
organisms have adapted to the stresses
associated with wave action, periodic
exposure to air and changing salinity. The
ecology of areas affected by tides will be
examined (sub-tidal, inter-tidal, supra-tidal)
including rocky and soft bottom substrates.
In addition, the impact of human activities on
the coastal environment will be studied. The
material will be covered though lectures, lab/
field work, seminar and student presentations. There will be field trips to the outer
coast and to Puget Sound to illustrate the
concepts and to perform field work.
Credit awarded in coastal geomorphology"
and coastal ecology",
Total: 16 credits
Program is preparatory for careers and future
study in geology, oceanography, marine
biology, environmental science.
The Practice of
Sustainable Agriculture
Tribal: Reservation-Based/
Community-Determined
Spring, Summer, Fall/Course
Faculty: Pat Moore
Enrollment: 18
Prerequisites: Junior/senior standing, one
letter of recommendation
Faculty Signature: Yes
Special Expenses: Up to $30/quarter for
overnight field trips and clippers
Part-Time Options: This is an 8-credit
program in spring and fall and a 12-16 credit
program in summer
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will provide upper-division
students with direct experience in the practice
of sustainable agriculture. There will be
weekly lectures and occasional field trips, but
the major emphasis of this program will be
practical skill development in intensive food
production at the Organic Farm. Students can
expect instruction in soils, plant propagation,
greenhouse management, composting, green
manuring, the 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.
Continuing students wishing to apply for
this program must schedule interviews to .
assess motivation, maturity, communication
skills and background in environmental
studies between February 10 and 21, 1997.
Prior to January 31, transfer students must
mail a description of college courses taken
and related work experience, plus letters of
recommendation. Pat Moore, faculty, will
then conduct a phone interview; be sure to
send him a phone number at which you can
be reached.
Fall, Winter, Spring! Coordinated Study
Faculty: Carol J. Minugh, Lin Nelson,
Enrollment: 50
Prerequisites: Consult coordinator
Faculty Signature: Yes
Special Expenses: No
Part Time options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This community-determined program seeks
students who work/live on a reservation and
are tribal members or Indian.
The program emphasizes community
building within Native American communities where the classes are held. The curriculum is a direct result of students and tribal
officials determining what an educated
member of an Indian nation who wants to
contribute to the community needs to know.
The interdisciplinary approach provides an
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. Students and
tribal representatives work to identify
educational goals and curriculum topics for
the program. A primary goal of this process is
the development of students' ability to be
effective inside and outside the native
community. After suggestions are received,
the faculty develop an interdisciplinary
curriculum and 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
often the topics of discussion.
For program information, contact: Dr.
Carol J. Minugh, Program Director, The
Evergreen State College, Olympia, WA,
98505 or 360-866-6000, ext. 6025
Credit awarded in soil management, weed
and pest control, low-input sustainable
agriculture methods and plant propagation.
Total: 28-32 credits
Program is preparatory for careers and future
studies in agriculture.
Tropical Rainforests:
Ecology, Geology,
Latin American Studies
Winter/Coordinated Study
Faculty: John T. Longino, Paul Butler
Enrollment: 50
Prerequisites: Junior/senior standing;
Introduction to Environmental Studies or
equivalent; Introduction to Physical Geology;
Spanish is highly recommended.
Faculty Signature: Yes, students will be
interviewed at or before the Dec. 3, 1997
academic fair. We will be assessing mastery of
general biology and basic quantitative skills.
Transfer students can arrange telephone
interviews.
Special Expenses: Approximately $900 if
participating in field trip (does not include
airfare).
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Yes, there will be an
optional three-week field trip to Costa Rica at
the end of the quarter.
The tropics are the cradle of the world's
biodiversity. This program will focus on
Costa Rica, emphasizing biological richness,
geology and soils and conservation. Subject
matter will include: 1) tropical biodiversity
from the perspective of ecological and
evolutionary sciences; 2) the geology and
hydrology of Central America; and 3) issues
in tropical land use and biodiversity
conservation. This program is a successor to
Temperate Rainforests, although Temperate
Rainforests is not a prerequisite. Faculty will
lead an approximately three-week-long field
trip to Costa Rica at the end of the quarter.
Students who cannot go on the field trip will
have the option of carrying out independent
research on campus.
III
Q)
.•....•
-0
::s
4J
Vl
•....•
a
c
4J
Q)
E
c
o
L
.•....•
>
C
L.U
Credit awarded in tropical biology",
geology".
Total: 16 credits
Program is preparatory for careers and future
study in environmental studies, geology,
ecology, conservation biology, Latin
American studies.
Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 36-48 credits
Program is preparatory for careers in human
services, tribal government/management,
education and community development.
&-
-r,
tindicates upper division credit
Expressive Arts
PLANNING GROUP COORDINATOR:
SALLY CLONINGER
AFFILIATED
FACULTY
AND AREA OF GRADUATE ADVISING:
m
><
,
"0
(1)
VI
VI
,......
<
(1)
,
l>
r+
VI
Susan Aurand-Visual Art
Andrew Buchman-Music
Sally Cloninger-FilmNideo
Doranne Crable-Performance Studies,
Literature
Joe Feddersen-Visual Art
Marilyn Frasca-Visual Art
Anne Fischel-FilmNideo
Jorge Gilbert-Latin American Studies
and Media
Ariel Goldberger-Scenic Design
Bob Haft-Visual Art, Photography
Philip Harding-Design
Lucia Harrison-Visual Art
Meg Hunt-Dance
Rose J ang- Theater
Bud Johansen-Dance
Hiro Kawasaki-Art History
Jean Mandeberg- Visual Arts/Sculpture
Laurie Meeker-FilmNideo
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
Advanced Work in Film/Video: 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. To do an independent contract,
students must be at the junior or senior level
and must demonstrate 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
The Expressive Arts Planning Group is primarily concerned with helping students gain skills and
experience in the arts and very deliberately focuses on the interplay of theory and practice. In
many programs students have the opportunity to work in more than one art form simultaneously, and with collaborative and crossdisciplinary approaches to learning. Program themes
are drawn from current aesthetic and ideological interests of 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 but a hands-on
approach is taken in every program that has Expressive Arts faculty as members of the teaching
team. Expressive Arts offerings usually include work in the performing arts (theatre, music and
dance), media arts, visual arts and creative writing. In all of these contexts, we are working to
create a learning environment that supports a strong multicultural perspective.
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 as well as professionally. However,
the faculty feel it is vital for students primarily interested in the arts to have a broad range of
other academic experiences and often require academic work outside of the area for admission
to certain arts programs. In essence, 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 Planning Groups at Evergreen. While studying in the
Expressive Arts, students are also encouraged to work in more than one of the arts areas and to
consider undertaking multimedia, collaborative projects with other students.
Offerings in the Expressive Arts include annual entry-level programs in media arts
(Mediaworks), performing arts (Music and Theatre in Cultural Context) and visual arts
(Foundations of Visual Arts) that are designed to provide an introduction to and theoretical
foundation for work in one or more arts disciplines. Because of high student demand, often
enrollment in some of these programs requires the completion of a written application or a
portfolio review. Crossdivisional programs that examine several media and are theme-based are
also typical. In addition, the area also offers some junior/senior level programs in which students
refine particular skills or create new work in a specialized setting.
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 of prior experience in the Expressive Arts. 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 before submitting proposals. Faculty are also
available to support Student Originated Studies contracts for advanced, upper-division students.
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.
The Senior Thesis project in the Expressive Arts is a competitive program involving the
production of senior-level work in one or more media; participating students are advised by a
thesis committee comprised of three faculty or staff. Each spring students may submit proposals;
these are reviewed by the Expressive Arts faculty and successful projects are supported by a
small stipend.
and video program, such as Mediaworks.
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.
Portfolio for Visual Arts: The following items
should be included in the portfolio students
submit when seeking entrance into an
advanced program in the visual arts:
(1) At least six examples from a body of work
that examines a particular theme or topic.
The theme may be explored using a single
medium or through the use of several
different two-dimensional and three-
dimensional media. Slides, photographs and
actual pieces may be included;
(2) Students who have worked in a variety of
media should include examples from each,
demonstrating the range of diverse skills
developed; (3) Several examples of written
work should be contained in the portfolio.
Assigned papers, creative writing and/or selfevaluations would serve this purpose. These
materials should be contained in a portfolio
that is portable and easily carried from one
place to another. They should be arranged in
a coherent sequence based on one of the
following factors: chronology, medium,
theme or the sequences of programs in which
the work was completed. Students should
contact the relevant faculty or the Academic
Planning and Experiential Learning Office for
information concerning the times and places
for submission of portfolios.
Art Media Praxis
Fall,Winter/Coordinated Study
Faculty:Joe Feddersen, Laurie Meeker
Enrollment: 45
Prerequisites:Juniorlsenior standing. Students
who have completed Foundations of Visual
Arts, Foundations of Performing Arts,
Mediaworks or the equivalent program will
be selected on the basis of a portfolio review
at the Academic Fair, portfolio must include
both visual and written work (include at least
one example of theoretical writing).
FacultySignature: Yes
SpecialExpenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This is an intermediate/advanced interdisciplinary arts program examining current issues in
contemporary art, from the crisis in
modernism to the expansion of postmodernism and beyond into the post-NEA
era. The program will engage both theory and
practice (PRAXIS) in the pursuit of a forum
for crossdisciplinary collaboration. Students
willbe expected to be proficient in one
medium (i.e., painting, film, printmaking,
video,animation, photography, drawing,
digitalmedia, sculpture ...) and will develop at
leastone interdisciplinary collaborative
project in addition to the opportunity for
pursuing individual work. Fall quarter will
includeperiods of intensive study in
contemporary art/media theory with readings,
filmscreenings and guest artists. Students will
produce a short collaborative work and then
developa larger proposal and research paper
to support project work during the remaining
15 weeks of the program (this may be
individual work although collaboration is
encouraged). Students will be expected to
keepa journal documenting the development
of creative work. This is an excellent
opportunity for an intensive period of
theoretical study that will inform the creation
of a body of work or a substantial media
production.
Students will be selected on the basis of a
portfolio review at the Academic Fair.
Portfolio should include both visual and
written work. Include at least one example of
theoretical writing. Students unable to attend
the spring Academic Fair must send slides or
videotape by May 1.
Creditawarded in art history/theory", film
historyItheory, studio arts and media
production.
Total: 32 credits
Program is preparatory for careers and future
studyin fine arts, media production and arts
administration.
Discovering Greece:
Exploring Aegean
Civilizations
Winter, Spring/Group Contract
Faculty: Bob Haft, Gordon Beck
Enrollment: 50
Prerequisites: Sophomore standing; faculty
interview and signature.
Faculty Signature: Yes, interview week before
Academic Fair December 3 to assess writing
skill, reading skill, degree of interest.
Special Expenses: $3,200 for travel to Greece
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Spring quarter travel to
Greece
This is a program of exploration and
discovery. We will search for origins of
Western society in the reputed site of its birth:
the eastern Mediterranean. We will explore
both ancient and modern texts - and texts
of bone, ash, stone, ivory and paint. We will
also study recent scientific developments in
geological and archaeological discoveries.
Throughout our search, we will work toward
cooperative explorations and personal
discoveries. This work will involve research,
interpretation of evidence, speculative
reasoning and carefully drawn conclusions.
Our search will use the academic tools of
history, archaeology, art history, literature,
mythology, folklore, religion and cosmology.
Our readings will include ancient historians,
poets, philosophers, playwrights, scientists as
well as modern interpreters.
Our goal is to develop an understanding of
this ancient world and its influence on our
lives today. Our winter quarter investigations
will involve considerable library research,
careful interpretation of evidence, intensive
research writing and speculative reasoning.
In spring quarter our study and research
will switch to the reality of the earth, sea and
skies of Greece, where we will test our
speculations on the remains of the ancient
world. Discoveries will occur at Delphi,
Athens, Corinth, Epidaurus and many lesserknown sites, including the islands. Our
researches will be based on the realities of
what remains in Greece as well as on fragments of lost Greek artifacts and civilizations.
We will explore the sites of history, myth,
events and archaeological discoveries (both
past and present). Our itinerary is still in the
'developmental stage but will include some
sites in other parts of Europe.
The estimated costs for travel and living in
Europe spring quarter are expected to be
$3,200. Detailed estimates will be available in
December 1997.
Credits awarded in classical history,
literature, archaeology, art history, mythology and ancient civilizations.
Total: 32 credits
Program is preparatory for further study in
humanities, art history, art, social sciences.
Foundations of Visual Arts
Fall, Winter, Spring/Coordinated Study
Faculty: Lucia Harrison, Paul Sparks, Susan
Aurand
Enrollment: 50
Prerequisites: Sophomore standing; portfolio
containing examples of visual expression and
a writing sample due at the May 14, 1997
Academic Fair; transfer students contact
faculty.
Faculty Signature: Yes
Special Expenses: $200 for art supplies
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
During fall quarter, this program will
introduce students to a wide range of drawing
methods and materials. It is an opportunity
for beginning art students to acquire new
skills and form a grounding for future work
in the arts. They will develop a visual art
vocabulary, refine visual analytic capacity,
acquire basic mechanical skills and gain an
historical perspective.
Everyone will complete weekly studio
projects designed to help students learn how
to make creative and personal images in
response to difficult visual problems. Each
week, students will work in the studio a
minimum of four hours per day, and
participate in weekly life drawing classes,
critiquing sessions and seeing seminars.
Elements of aesthetics, basic design, topics in
art history, and working from personal
themes will form directions for fall quarter.
Winter and spring quarters, students will
alternate two sequences. The first will be an
introduction to painting and monoprinting,
while the second will emphasize sculpture.
The first five weeks of each term will be
designated for skill-building exercises. This
will consist of assignments that deal with
content, design or familiarization with
equipment. The second half of each quarter
will be more student-directed. Students will
explore' their ideas by creating an extensive
body of work and participating in critique
sessions, skill-building workshops, lectures,
and seminars.
This is a full-time program. Students
should expect to work a minimum of 40
hours per week in the studio.
Students wishing to enter FOVA each
quarter should bring a portfolio of their work
to Lucia Harrison and Paul Sparks at the
Academic Fair.
Vl
4-'
L
«
Q)
>
.•.....
Vl
Vl
Q)
L
0..
X
L.U
Credit awarded in drawing, painting,
printmaking, sculpture, design, art history
and an individual project.
Total: 48 credits
Program is preparatory for careers and future
study in arts, art education and humanities.
e-'!
f
indicates upper division credit
Images: Physi.cal
Speculations
on Unknown Condi.ti.ons
m
X
"0
.,
(1)
V1
V1
•....•.
<
(1)
.,
l>
r+
V1
_·,:-,-8
Fall, Winter, Spring/Coordinated Study
Faculty: Gail Tremblay, Yvonne Peterson,
TBA
Enrollment: 75
Prerequisites: Sophomore standing
Faculty Signature: No
,
Special Expenses: Up to $50 for mater~al~
Part-Time Options: With faculty permlss~o~
Internship Possibilities: With faculty permission
Additional Course Allowed: Yes
Images are among the most subtly nuanced
forms human beings create to desenbe their
experience and sense of things, This program
will combine focused study of Native
American culture, including an analysis of the
effects images and representations of that
culture have on indigenous people and the
general American consciousness, with project
work. In designing projects, students are
expected to create images and visions of use to
them to address realities that need addressing
to benefit their communities, To design these
projects, students are asked to reflect on:
What do I need to do? How do I propose to
do it? What do I plan to learn? What
difference will my work make? All students
will answer the four questions and propose an
individual or group project by Monday of the
third week of each quarter.
Students will share common activities:
reading, viewing and discussing texts, films
and slides that represent images of indigenous
culture. This material will combine studies in
indigenous history, policy, literature, art
history and education, as well as dISCUSSIOn
of
human beings/relationships in the natural
world, These studies are .expected to raise
issues for students and provide context as they
formulate projects.
,
Individuals and groups will discuss projects
with faculty and colleagues so people can
share expertise and help one another
,
maximize their learning. The program WIll
allow people from a variety of communities to
learn about the culture and issues important to
indigenous people and to create intercultural
understanding.
The program is designed for students
wishing to prepare for careers m Native
American policy, education and art, as well as
people interested in Native American law, m
cultural studies and in literature. People
wishing to do project work to gain endorse,ments for their teaching credentials in English,
art or social studies or those planning careers
in elementary education, particularly those
interested in teaching in diverse classrooms
and on reservations, are encouraged to enroll.
Credit awarded in Native American policy,
Native American art history, Native American
studies; credits tailored to student's projects.
Total: 36-48 credits
Program is preparato'!' for car~ers and future
study in Native Amencan studies, art:
education, tribal policy, cultural studies and
American 'Indian law.
Medi.aworks: Experi.ments
wi.th Li.ght and Sound
Fall, Winter, Spring/Group Contract
Faculty: Sally Cloninger, TBA
Enrollment: 48
Prerequisites: Core program; written
application available i~ April ~t ~PEL and
interview; preference given to juniors and
seniors
Faculty Signature: Yes
Special Expenses: $250 materials each quarter
Part-Time Options: No
Internship possibilities: Spring quarter only
Additional Course Allowed: None for fall or
winter; negotiable spring quarter
Mediaworks is the entry-level moving image
program, It is 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 the development of a critical ,
perspective for imagemaking and the politics
of representation.
,
In the 1997-98 version of Mediaworks we
will focus our theoretical work on the
historical, aesthetic and ideological approaches and issues that have influenced the
work of experimental imagemakers. We WIll
pay specific attention to videolfilm/sound
artists who deliberately rrux styles, mcorporate 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. Texts
may include: Edward S. Small, Direct Theory:
Experimental Film/Video as MaJor Genre;
Patricia Mellencamp, Indiscretions: AvantGarde Film, Video and Feminism; Doug Hall
and SallyJo Fifer, Illuminating Video; and
Michel Chion, Audio- Vision-Sound on _
Screen. Media artists may include: Germaine
Dulac, Sergei Eisenstein, Maya Deren,
Pratibha Parmar, Chick Strand, Man Ray,
Bruce Conner, Peter Kubelka, Oskar
Fishinger, Isaac Julien, John Cage, Nam June
Paik, Bill Viola, Ernie Kovaks and so forth.
During fall quarter, students will be ,
introduced to a wide variety of production
skills (including 16mm techniques, basic ,
animation, studio and field video production,
pre-production design processes, sound
recording and editing). Students WIllbe
expected to complete a number of design
problems in all media and to demonstrate a
readiness to proceed to more advanced work
in winter. They will also complete critical
writing on media as well as participate in
theoretical discussions and cntique groups,
During winter, students will continue
building skills in new technological arenas,
specifically in video synthesis, digital Imagery,
music technology and motion graphics, They
also 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.
During spring quarter, students will have
the opportunity to produce independent
projects in film or video or to pursue
internships in the media field.
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 cnnque .
Credit awarded in film/video/sound
production, animation, me~ia history an~
theory, visual research and independent film/
video projects.
Total: 48 credits
Program is preparatory for careers and fut~re
study in media art, visual art and commumcations.
Music and Theatre
in Cultural Context
Fall, Winter, Spring/Coordinated Study
Faculty: Sandie Nisbet, York Wong, Terry
Setter
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: $30 for event tickets, audio
tape
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Local events
This is a year-long program designed to
introd uce students to the fundamentals of
music, theatre and cultural history, as well as
to the practical applications of current
techniques employed within these disciplines.
lt will examine the development of ideas and
practices within these arts to understand
relationships between them, and to understand how each is affected by various societal
contexts. The program offers introductory
skill building in music and theater arts and
will work toward a final production in the
spring quarter.
Credit awarded in music history, theatre
history, cultural history, aesthetics, research
techniques and expository writing.
Total: 48 credits
Program is preparatory for careers and future
study in music, theatre and cultural studies.
One-Act Play Festival
Perspectives on Ireland
Winter, Spring/Group Contract
Faculty: Rose Jang
Enrollment: 25
Prerequisites: Core program or equivalent
Faculty Signature: No
Special Expenses: $50 for theater performance off campus
Part-Time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes
This group contract will concentrate on
building skills and theoretical knowledge in
acting, directing and playwriting for the OneAct Play Festival in the spring. While all
students will study the theories and techniques of all three aspects, they will choose
only one of them as major concentration for
the festival. Students will read many one-act
plays with special attention given to theme,
character development and dramatic
structure. There will be regular workshops on
acting, directing and playwriting through
sequential exercises on monologue, dialogue
interaction and scene work.
Winter quarter will concentrate on skill
development and theoretical study, and
spring quarter will focus on rehearsal,
production work and final critiquelreview.
All the performances for the One-Act Festival
will be generated from within the program.
Students interested in stage design or
technical work are encouraged to take a
design module to build skills in that area. The
festival will be the culmination of two
quarters of concentrated and collaborative
studies and will be open to the public.
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Charlie Teske,
Patrick Hill
Enrollment: 72
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Field trips to Seattle,
Portland
Ireland has been the home of unique forms of
religious expression, a rich musical life,
several hundred years of colonialism and
some of the greatest literary minds of the past
200 years. This two-quarter program will
study Ireland through its expressive culture
and historical events, from pre-Christian and
early Christian periods to the present. Poems,
songs, stories, films, dances, plays and
aspects of the Irish language all reveal
important clues about many different kinds
of Irish interactions. Accordingly, program
themes center around the relationships
between nature-based spirituality and
Christianity, orality and literacy, men and
women, language and cultural identity and
the Irish in relation to others, whether the
"others" are the fairies, the English,
Americans, Europeans or their own
ancestors. Our interdisciplinary work should
allow for a variety of approaches, from the
sociopolitical to the artistic. We will work to
create a supportive environment in which
participants can reclaim some of the essential
dimensions of being human.
The faculty envision a program in which
students grow comfortable with performing
publicly, learn the basics of the Irish
language, develop their skills in research and
critical analysis to explore important
theoretical issues verbally and in writing, and
participate fully in all activities. Each quarter
will include both a comprehensive writing
project and a collaborative performance.
Faculty will assist students in learning poetry
and songs and participating in plays and
preparing for intensive discussions of our
work during our twice-weekly seminars.
Potential texts for the program include
Joyce's Dubliners, Condren's The Serpent
and the Goddess, The Tdin and poems by W.
B. Yeats, Seamus Heaney and others. Each of
the three faculty will continue teaching
related programs in spring quarter, focusing
on Celtic music, the works of James Joyce
and the possibility of further study in Ireland.
Credit awarded in theater acting, directing,
playwriting, technical theater, theater theory.
Total: 24 credits
This program is preparatory for further study
in theater arts, more specifically, acting,
directing, playwriting, performance theory
and technical theater.
Credit awarded in Celtic studies, literature,
ethnomusicology, history and Irish language.
Total: 32 credits
Program is preparatory for careers and future
study in Celtic studies, literature and
ethnomusicology.
III
+J
s;
«
Q)
>
.•....•
III
III
Q)
s;
0..
X
LU
.-""
Popular and Alternative
Communication in
Latin America
m
X
"0
.,
([)
VI
VI
•....•.
<
([)
.,
l>
r+
VI
Winter, Spring/Coordinated Study
Faculty: Anne Fischel and Jorge Gilbert
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: Yes, interview at the
Academic Fair, Dec. 3, 1997; transfer students
may phone or send letter of application prior
to Academic Fair
Special Expenses: up to $2000 for travel
spring quarter
Part-Time Options: Spanish module
Internship Possibilities: No
Additional Course.Allowed: No
Travel Component: Field school in Chile
spring quarter
This program will look at contemporary
cultural, political and economic developments
in Latin America. In particular it will examine
the role of popular and alternative modes of
communication as forms of expression created
to challenge and resist authoritarian
governments and repressive social conditions
from the early 1960s to the present. The
program will pay particular attention to the
history, politics and culture of Chile during
the period of resistance to Pinochet's regime
and today. It will raise questions about the
model of economic and cultural development
currently being followed in a number of Latin
American nations, including Chile.
Our winter quarter studies will prepare
students for travel to Chile in the spring
quarter. Spring quarter studies are designed to
deepen understanding of the ways in which
Chile's model of development impacts
communities at different economic levels and
in different areas of the country, and to offer
students an opportunity to participate in
researching and producing a series of video
documentaries with those communities.
Students will be offered training in participatory research techniques and documentary
video production, as well as the history and
culture of Chile and Latin America.
Popular and Alternative Communication in
Latin America has three general objectives.
First it provides participants with an
interdisciplinary curriculum that will allow
them to study, research and experience
firsthand a wide range of issues and concerns
affecting Chile and South America at the end
of the 20th century. Secondly, the program
provides practical opportunities for intensive
language study. Students will attend regular
classes geared to their skill level with the goal
of developing or deepening their knowledge
of Spanish. Third, the travel component of
the program immerses participants in the
cultural, socio-political and economic reality
of a country struggling to overcome its
condition of underdevelopment. Students will
have the opportunity to participate in
workshops, conferences and discussions with
political and community leaders and
grassroots organizations and to study the
social, artistic, folkloric and intellectual life of
the country.
In spring 1998 Popular Alternative
Communication in Latin America will focus
on the production of a series of video
documentaries on Chilean life. The subjects
of the documentaries will include poverty,
popular culture, the status of women, artistic
expression, environmental concerns of the
people and the particular struggles and issues
facing different sectors of the population
under Chile's current neoliberal model of
economic development. The video productions will involve research, observation and
close collaboration with communities and
groups.
Credit awarded in film and television
documentary production, Latin American
studies, cultural studies, mass media, social
communication, sociology.
Total: 32 credits
Program is preparatory for careers and future
study in film/video, communication, Latin
American studies, journalism, social science
(sociology, anthropology, demography,
population).
Romanti cism,
Modernism and After
Fall, Winter, Spring/Coordinated Study
Faculty: Hiro Kawasaki, Charles Pailthorp,
Egon Verheyen
Enrollment: 65
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: With approval
Romanticism, Modernism and After offers a
study of rapid cultural change through art,
music and literature at the turn of three
centuries: 1800, 1900 and 2000.
The theoretical focus will be how the arts
(both creativity and audience response) reflect
cultural change and how the experience of
both creator and audience advance or retard
cultural change. Particularly in the 19th and
20th centuries, to study cultural change
through the arts is to study changes in the life
of feeling of those living through that change.
It is a premise of this curriculum that feeling
is as much a construct in our experience as
thinking. As Clifford Geertz has put it, "Not
only ideas, but emotions too, are cultural
artifacts." This curriculum, therefore, will
study changes in the life of feeling in relation
to broader cultural change.
Our initial study of Romanticism, at the
turn of the 19th century, will be mainly
European-focused, with some attention paid
to the United States. The turn of the 20th
century, and the emergence of Modernism,
will also be studied using largely European
and North American materials. As we address
our own time, however, and the turn of the
21st century, we will question whether such
regionalism still makes sense. Perhaps we
have entered an era of world culture. We will
examine with care whether we have entered a
period of Postmodernism.
Innovative, or avant garde, art will
necessarily take center stage in this study, and
we will seek examples freely, including
literature, music, 20 and3D visual arts film
media ... drawing on whatever serves our '
inquiry. High art, countercultural art and
popular art all will be relevant to our study.
This program emphasizes the skills
involved in critical and perceptive reading,
listening and seeing. Writing will be
emphasized throughout the year. Above all,
this curriculum aims at the intelligent
interpretation of cultural change through an
examination of the arts.
Credit awarded in history, art history,
philosophy, aesthetics (both music and fine
arts), literature, writing and cultural studies.
Total: 48 credits
Program is preparatory for careers and future
study in the humanities and arts.
Seeing the Light
Fall/Group Contract
Faculty: Bob Haft
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: Yes, students must present
academic and photographic portfolio and
schedule interview the week before Spring
Academic Fair (May 14, 1997), or the week
before fall classes start.
Special Expenses: $150-$200 for photo
materials
Part-Time options: No
Internship possibilities: No
Additional Course Allowed: No
Travel Component: In-state field trips
This is a one-quarter group contract designed
for intermediate and advanced-level
photography students. Students will work
with medium and large format as well as
35mm cameras. Students will study the work
of historical and contemporary photographers, view and analyze films and read texts
dealing with the history and critical analysis
of the medium. In addition to classroom
work, field trips will be taken to galleries and
museums to view exhibits and/or collections
of photographs of particular interest. There
will be a series of assigned projects designed
to further technical and aesthetic skills. As a
final project, students will work in teams to
produce a theme-centered document
combining images and text. All of the projects
will be formally presented and critiqued.
Credit will likely be awarded in intermediate
photography, history of photography,
aesthetics, art theory and criticism and
individual research projects.
Total: 16 credits
Program is preparatory for careers or future
studies in art history, photography and the
humanities.
Shadowlands:
In-Betweens, Myths
and Performance
Fall, Winter, Spring/Coordinated Study
Faculty: Doranne Crable, Ariel Goldberger
Enrollment: 50
Prerequisites: Junior-senior standing; one full
coordinated studies program (or equivalent
one year in arts/humanities for transfers)
Faculty Signature: No
Special Expenses: $100-$125 for art
materials, makeup, costume supplies
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Fall module
Travel Component: In-state (fws); international (112 winter quarter plus break)
Our work will be guided by the questions
posed by the art/work we create.
Fall quarter will be devoted to research,
theory and writing. Themes may include:
• Karl [ung's archetype of the shadow, in
the individual and collective unconscious.
• Mytho-poetic aspects of light and
shadows in performance.
• The imagery of "shadows" in religious
and psychological thought.
• Geography of liminal spaces (the spaces
where art happens are the in-betweens
spaces.
• The power of authentic movement in
exploring the shadow and understanding
the powerlessness of stereotypes.
• The theatre of visions and the theatre of
ritual in performance.
• Light and darkness as themes in
movement and sound.
Winter quarter we will continue exploring
fall-quarter themes, emphasizing concrete
projects and putting ideas into practice.
During the second half, students and faculty
will explore individual journeys into the
world (real and imaginary) of light and
shadow. Individuals may arrange travel that
is program-related and grows out of extensive
research and planning. We will use this
period to fully develop individual and/or
group material for spring production work.
Spring quarter work will focus on
mounting a faculty-directed production in the
ninth week. This will be a collaboration
based on fall research, winter exploration and
design, and spring hands-on work.
Specifics regarding texts, guests, films/
videos, schedules, covenants and trips will be
mailed to registered students in August 1997.
Credit awarded in comparative literature,
performance therapy and technique, theater,
design, research and expository writing, myth
and cultural studies.
Total: 44 credits
Program is preparatory for careers and future
study in theater, performance theory and
technique, comparative literature, teaching
and grad school, the expressive arts.
Student Originated
Studies: Performing Arts
Fall, Winter, Spring/Group Contract
Faculty: Bud Johansen
Enrollment: 25
Prerequisites: Foundations of Performing
Arts program or equivalent experience of
college-level work in music, theatre or dance
Faculty Signature: Yes, performance
experience will be assessed at an interview
with faculty no later than the first week of
the quarter.
Special Expenses: Costs for production above
program support dependent on role in
project, such as costumes, makeup, prop
materials.
Part-Time Options: Yes, 4-8 credits for
performances (There is a Part-Time option to
include performers who are only in the
productions; they will receive 4-8 credits for
work done in rehearsals and performances.)
Internship Possibilities: No
Additional Course Allowed: Yes
This group contract will help students
accomplish their goals in the performing arts
by providing an all-program seminar and
critique of participating students' works.
Each student will arrange an in-house
contract with the sponsor that focuses on
some form of performance, i.e., musical
theater production, music ensemble, theater
production, etc.
The faculty will direct the seminar and
critique sessions with strong input by the
students; will aid and assist in the productions as needed; will have close contact
regarding the creative process; and will
critique the projects.
Students will need the skills to work
collaboratively on projects, which they will
develop and produce. All students will share
their works in progress each week for
reactions and helpful critiques by the group.
Credit awarded in performing arts, according
to each student's project. (Credit will reflect
the type of work done by each student and
may vary depending on their role in the
production.)
Total: 48 credits
Program is preparatory for careers and future
study in performing arts and arts management.
Vl
4-'
s;
<:(
Q)
>
.,...
Vl
Vl
Q)
s;
0..
><
UJ
..
m
><
-0
ro
Vl
Vl
•...•.
<
ro
..
»
r+
Vl
Student Originated Studies:
Visual Arts
Studies in Ethnomusicology:
The Celtic World
Winter, Spring/Group Contract
Faculty: Susan Aurand
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: Yes
Special Expenses: $50 for materials; amount
varies with scope of the project
Part-Time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, one 4-credit
course only
Student Originated Studies is a place in the
curriculum where groups of students may
make their own program of study. It differs in
this important way from the Individual
Learning Contracts: it is not an aggregation
of individual contracts. The process of
forming a group of advanced students and
"organically" developing an academic
program is challenging and time-consuming.
It is excellent preparation for the kind of
support groups artists form after leaving the
structure of academic life.
Groups of students will develop, design
and submit plans for spring quarter. Faculty
will base selection on the following criteria:
The group must involve no more than six
students and no fewer than four.
The submitted proposal must include: (1) a
program description and a goals statement;
(2) ten weekly schedules with activities, i.e.,
reading lists, seminar/discussions, critique,
visitors, studio time, field trips, ete., including
meeting times and places; (3) a rough draft of
a covenant, describing the agreed-on
responsibilities and obligations and signed by
all students; (4) a description of, and schedule
for, the mid-quarter and end-of-quarter peer
evaluation process; and (5) adherence to the
deadlines of the three-step planning process.
Submit your proposal to Susan Aurand
(mailstop: COM 301) by December 1.
Spring/Group Contract
Faculty: Sean Williams
Enrollment: 25
Prerequisites: Core program or equivalent;
previous work in music, folklore or anthropology.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Ethnomusicology is the study of music in its
cultural context. The three broad areas of
musical sound, musical concepts and musical
behavior will be a part of our work as we
explore the Celtic musical regions: Ireland,
Scotland, the Shetland Isles, Bretagne,
Galicia, the Isle of Man, Wales, Cornwall,
Celtic America, Celtic Australia, and Cape
Breton. Our theoretical perspectives on music
in relation to politics, economy, colonialism,
dance, spirituality, language and gender will
help to guide us as we go beyond the basic
sounds of the music. Program activities will
include hands-on workshops with visiting
artists, weekly lessons in "scan-nos" (oldstyle) Gaelic singing, in-house performances,
critical listening, lectures, seminars, films and
intensive research. Students will be asked to
create a major research paper for the end of
the quarter, blending a theoretical approach
with a performance genre in a specific area
(for example, the impact of colonialism on
Cape Breton fiddling). Expect to be selfdirected, to share your ideas and research and
to perform publicly.
Credit awarded in the area of student work.
Total: 12-16 credits
Program is preparatory for careers and future
study in arts and humanities.
tindicates upper division credit
Credit awarded in ethnomusicology", Celtic
studies and expository writing.
Total: 16 credits
Program is preparatory for careers and future
study in ethnomusicology, Celtic studies,
anthropology and folklore.
The Silk Road:
A Brief Introduction to
Chinese Culture
Fall/Group Contract
Faculty: Rose Jang
Enrollment: 25
Prerequisites: Core program or equivalent
Faculty Signature: No
Special Expenses: $30 for Chinese music
concert and theatrical event
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Travel Component: Field trip to Seattle area
This group contract will introduce students to
the basic components of Chinese culture.
Students will study, through selective
sampling, Chinese history, Chinese philosophy, Chinese literature and Chinese performing arts. While the general class centers
around a group of major texts, each student
is encouraged to pursue one concentrated
area of interest within the wide spectrum of
Chinese cultural study. Beginning Chinese
will be taught.
Credit awarded in Chinese history, Chinese
philosophy, Chinese literature, Chinese
language and Chinese theater.
Total: 12 or 16 credits
Program is preparatory for careers and future
study in Asian studies, cultural studies and
performing arts.
Scientific Inquiry
PLANNING GROUP COORDINATOR:
FREDERICK
AFFILIATED
D.
TABBUTT
FACULTY:
Clyde Barlow
Dharshi Bopegedera
John Aikin Cushing
Judy Bayard Cushing
George E. Dimitroff
Burton S. Guttman
Linda B. Kahan
Jeffrey J. Kelly
Robert H. Knapp Jr.
Elizabeth M. Kutter
Albert C. Leisenring
John Marvin
Donald V. Middendorf
Gonzalo Munevar
James Neitzel
Janet Ott
David Paulsen
James Stroh
Masao Sugiyama
Frederick D. Tabbutt
Jude Van Buren
E.J. Zita
Science and technology play an important role in modern America. It is essential that citizens
be scientifically informed in order to make responsible decisions, and that scientists be broadly
trained in the liberal arts to contribute responsibly to social issues. The Scientific Inquiry group
. aims to teach students to think like scientists; that is, to collect and evaluate data, to employ
theory, to do quantitative modeling and to use appropriate instruments and technology. This
approach is embodied in the study of different scientific domains including the physical sciences,
mathematics, computing and laboratory biology. These subjects are studies in several ways: for
their own sake, for their applications, in terms of the philosophical issues they raise and for their
place in society.
The programs offered by faculty from this area will be useful to those interested in careers or
future work in science, those interested in applying science in selected technical areas as well as
those interested in understanding more about science by doing science as part of their more
general liberal arts education. Students from this area go on to graduate study in a variety of
scientific or related areas, enroll in medical school and work in careers requiring scientific,
mathematical or computing background. High-quality introductory and advanced study provide
them with a foundation (in theory and practice) that can enable them to be part of the conversation in these fields, as informed listeners able to effectively communicate the process and results
of scientific inquiry in speech and writing.
>,
L
.•....•
~
0t:
H
U
.•....•
4.•....•
+-'
t:
OJ
.•....•
U
Vl
Concepts of Computing
VI
(")
,.....
(I)
:::l
r+
,.....
-to,
,.....
(")
H
:::l
.n
C
,.....
.,
'<
Spring/Group Contract
Faculty: David W. Paulsen, TBA
Enrollment: 37
Prerequisites: High school algebra (for third
quarter freshmen)
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This spring quarter offering will examine the
.fundamentals of computing and several
computing applications. Students will study
concepts of computer science along with ideas
behind application software that make
computers effective tools. Students will
experience both the Unix and Windows
environments and study will include
introductory programming concepts. There
will be hands-on lab work as well as
examination of the models, methods and
abstract concepts behind software and
hardware. Topics may include simple
graphics and modeling, the World Wide Web,
statistical analysis, algorithms and data
structures, computer organization, as well as
some aspects of discrete mathematics and
logic.
The program is aimed at students who
have an interest in computing but limited
background in the area. It will be useful for
students who want a solid foundation for use
of computers in a variety of disciplines especially in the sciences - as well as those
who want to decide whether they are
interested in further study in computer
science, such as the entry-level program Data
to Information.
Credit awarded in computer science and
statistics.
Total: 16 credits
Program is preparatory for careers and future
study in the sciences, computer sciences and
other computer-intensive areas of study.
Data to Information
Fall, Winter, Spring/Coordinated Study
Faculty: Al Leisenring, TBA
Enrollment: 50
Prerequisites: Sophomore standing; high
school algebra
Faculty Signature: No
Special Expenses: No
Part-Time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: With faculty
permission
Are you interested in what goes on behind the
scenes of your PC, Mac, the Internet, your
word processor, the World Wide Web, your
school's information system or the computers
that simulate biological molecules and send
astronauts into space? Why do some
machines run faster than others? What does
an operating system do? How is it that Web
pages can be read around the world? How do
programs work?
Data to Information is an entry-level
program that is directed toward answering
these kinds of questions. It is a program for
students interested in doing substantive work
in computer science. We will do quite a bit of
. programming, and we will spend 25 percent
of our time studying the mathematics that
underlie computing and problem solving with
computers. Programming and problem
solving are the core of the program around
which we build an understanding of many
other aspects of computing and computer
science. You don't need to know how to
program before entering this program.
Data to Information includes a book
seminar each quarter in which we explore
issues surrounding computing, technology
and society in the present and the past. Fall
quarter topics: Introductory programming,
digital logic and computer design, topics in
discrete mathematics, and seminar. Winter
quarter topics include data structures and
algorithms, discrete mathematics and
computational structures, computer
architecture and seminar. Spring quarter
topics include more data structures and
algorithms, topics in mathematics, operating
systems and seminar.
Credit awarded in programming, digital logic,
computer architecture, operating systems,
data structures and algorithms and discrete
mathematics.
Total: 48 credits
Program is preparatory for careers and future
study in computer science, natural science,
engineering and mathematics.
Energies:
Celestial and Terrestrial
Fall, Winter, Spring/Coordinated Study
Faculty: E.J. Zita, Jim Stroh, John Marvin,
TBA
Enrollment: 50
Prerequisites: Math/writing pretest to
determine whether student is in group A or
group B. Pretest may be obtained from APEL
after January 1, 1997. We will select for
strong and diverse skills. Group A: Algebra
prerequisite; no science background required.
Group B: Calculus-based physics prerequisite,
e.g., Matter and Motion. Group B is eligible
to enroll in the entire program, including
quantitative astrophysics.
Faculty Signature: Yes
Special Expenses: Approximately $100 for
project expenses and overnight field trips
Part-Time Options: Yes, with permission of
faculty
Internship Opportunities: Possibly; consult
faculty
Additional Course Allowed: Only with
permission of faculty.
Travel Component: Overnight field trips
Energies: Celestial and Terrestrial is a threequarter-long study of forms, effects and
transformations of energy, on earth and in
the universe. Stars concentrate mass, warping
space and time, and they transform matter
and gravitational energy into nuclear energy,
radiating heat and light, creating new
elements and interacting with their environment. How do energy exchanges within and
between stars and their environments
determine stellar birth, dynamics and death
(for example, as white dwarfs or black
holes)? Solar energy is transformed to
chemical energy (by plants) and to mechanical energy (in the ocean/atmosphere system)
on Earth. Planets and moons change nuclear
energy to mechanical energy (volcanoes) and
are sculpted by weather and geologic
processes. How do energy transformations by
stars, planets and humans affect celestial and
terrestrial environments and futures? How
do/can/should humans harvest and transform
energy on earth?
We will also study conventional and
alternative energy production, storage and
use, by natural and by human-engineered
processes. Primary technical themes may
include astronomy, thermodynamics,
electronics and instrumentation fluid
dynamics, plasma physics, fusion and/or
computer modeling.
We will also discuss how energy uses and
needs depend on technologies, policies,
designs, communities, histories and values.
In sum, we will analyze forms and
transformations of energy qualitatively and
mathematically. Contexts will range from
stellar evolution and dynamics to Earth-based
energy policy and architecture and to earth
and planetary geology; students will help
choose focus areas.
This program is designed for both entrylevel students and for more advanced
students. All students should take the core of
Energies program: energies, astronomy,
workshop and seminar. Students also have
the option of enrolling in complementary
modules such as geology, chemistry and
mathematics. Group B students may take the
astrophysics module of Energies.
In the spring, all students will undertake a
major individual or group project in the
community or in the lab, applying knowledge
from fall and winter studies to a real-life
concern. Examples include astronomical
observation, computational modeling,
architectural design, energy policy, development of educational resources or perhaps
artistic creation. Students will also continue
analysis, readings, critical writing and
discussion of energy issues.
Credit awarded in physics, astronomy,
chemistry, geology, math, history/philosophy
of science, computing, applied calculus, and
community and policy aspects of energy and
environment. Students doing advanced work
may earn upper-division science credit.
Total: Up to 48 credits
Energies is preparatory for careers and future
study in physics, engineering, astronomy,
geology, chemistry, computer modeling,
energy policy, applied mathematics,
education and other liberal arts.
Environmental Analysis:
Aquatic and Atmospheric
Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Fred Tabbutt, TBA
Enrollment: 50
Prerequisites: Junior standing, two quarters
college chemistry, two quarters biology
Faculty Signature: Yes
Special Expenses: $60 for overnight field trips
Part-Time Options: No
Internship Possibilities: Yes, during spring
quarter
Additional Courses Allowed: No
Travel Component: In-state overnight field
trips
During fall quarter this program will engage
students in the study of biogeochemical cycles
and the greenhouse effect, physical, chemical
and biological processes controlling nutrient
cycling in aquatic environments and isotope
chemistry as a tool in environmental analysis.
Additional work in physical and chemical
oceanography will be undertaken to
understand global environmental processes.
During winter and spring quarters,
emphasis will shift to atmospheric chemistry.
Thermodynamics, chemical kinetics and
quantum chemistry will be developed at the
intermediate level to explain the environmental chemistry of the troposphere (greenhouse
gases, photochemical smog) and the
stratosphere (ozone shield).
Methods of analytical chemistry and
instrumental analysis will be applied in an
advanced lab using techniques of gas
chromatography/mass spectrometry, UVvisible and infrared spectroscopy, atomic
absorption spectroscopy, scanning electron
microscopy and polarography. Students will
participate in research on real problems of
environmental significance.
Students will learn to use computers for
data acquisition, analysis of data (spreadsheets) and the simulation of environmental
systems.
During spring quarter, students will
undertake either a research project or an
internship.
Evidence
Fall, Winter/Coordinated Study
Faculty: Gonzalo Munevar, Jerry Lassen
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will study what counts as
evidence in a variety of fields: science, law,
history, economics and contemporary issues.
Great emphasis will be placed on the
relationship between reasoning and evidence.
Accordingly, we will develop critical skills in
creating and analyzing arguments. We will
concentrate on critical reasoning, statistical
reasoning and scientific reasoning, both in the
natural and social sciences. We will also take
a close look at legal reasoning by examining
historical and contemporary cases. The
program will use lectures, workshops and
seminars to develop critical skills; students
are expected to demonstrate their competence
in writing, discussion and practical exercises.
>,
s;
.•....
~
Q"
C
Credit awarded in critical reasoning, legal
reasoning, statistical reasoning, history and
philosophy of science.
Total: 32 credits
Program is preparatory for careers and future
study in social science, science, humanities,
law and philosophy
H
U
......
4.•....
+-'
C
OJ
.•....
U
V'l
Credit awarded in environmental chemistry,
instrumental analysis, oceanography and
biogeochemistry.
Total: 48 credits
Program is preparatory for careers and future
study in environmental science, oceanography, marine biology and chemistry.
e-;
I
Introduchon
to Natural Science
VI
n
•.....
(!)
:::J
e+
•.....
•.....
"""h
n
H
:::J
..0
t:
•.....
.,
'<
Fall, Winter/Coordinated Study
Faculty: Clyde Barlow, Jeff Kelly, Burt
Guttman, George Dimitroff
Enrollment: 71
Prerequisites: Sophomore standing; high
school algebra
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will develop an integrated
understanding of chemistry, biology and
mathematics in a cultural context, with
emphasis on current environmental issues.
Most of the time will be devoted to systematic studies of these sciences, with an
emphasis on learning through workshops,
problem sessions and laboratories. Students
will be expected to work closely in small
groups, solving problems and discussing
concepts to acquire confidence in their
knowledge and real facility with scientific and
analytic principles. Students will be placed in
an appropriate math level, based on an
entrance assessment, and are expected to
make substantial progress in mathematics.
We recognize science as a powerful cultural
force in modern society. The world of the
21st century will be largely shaped by the
scientific and technological advances of the
past centuries, which hold out the possibility
of long, fulfilling lives for the world's people
alongside the possibility of worldwide
ecological disaster due to overpopulation,
pollution and habitat destruction. Which
possibility becomes reality will depend on
widespread education and understanding of
scientific issues, as well as complex social and
economic issues; yet the people who must
make the critical decisions are lamentably
ignorant of science and apathetic about the
issues. A major theme of the program will be
to address these problems of science in society
through a weekly seminar series. We will
emphasize analysis of the issues through
reading, discussion and writing.
We expect students to end the program
with a working knowledge of scientific and
mathematical concepts, with improved
abilities to reason critically and to solve
problems and with hands-on experience in
natural science.
Credit awarded in mathematics, chemistry,
biology and environmental studies.
Total: 32 credits
Program is preparatory for careers and future
study in education, health sciences, laboratory and field biology, environmental/earth/
marine science, and for students interested in
natural science as part of a liberal education.
Mathematical Systems
Matter and Motion
Fall, Winter, Spring/Group Contract
Faculty: Hazel Jo Reed
Enrollment: 25
Prerequisites: Sophomore standing; one year
of calculus
Faculty Signature: No
Special Expenses: No
Part-Time options: With permission of
instructor
Internship possibilities: With permission of
instructor
Additional courses allowed: With permission
of instructor
This contract is a year-long, intensive study of
several fundamental areas of pure mathematics, including a nucleus of advanced calculus,
geometry, topology, and abstract algebra.
The contract is designed for people
intending to pursue studies or teach in
mathematics and the sciences, and for those
who want to know more about mathematical
thinking. We will look at the historical
contexts of mathematical and scientific events
to help us understand how mathematical
ideas are discovered. We will develop skills
not only in handling mathematical syntax,
but also in the crucial area of reading and
writing rigorous proofs in axiomatic systems.
In addition, we will consider such
questions as: Are mathematical systems
discovered or created? Why does a particular
culture allow some systems to flourish while
ignoring others? What are some of the
ramifications of embracing one model instead
of another? Why are there so few ranking
women mathematicians?
Students may enroll in individual modules
or the entire constellation of activities. If you
have questions about the appropriateness of
your background for the various segments,
consult the instructor.
Fall, Winter, Spring/Coordinated Study
Faculty: Dharshi Bopegedera, Don
Middendorf
Enrollment: 50
Prerequisites: Three quarter hours of calculus;
high school chemistry and physics helpful but
not required
Faculty Signature: Yes
Special Expenses: $50 for student-owned lab
supplies; specified graphing calculator
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is designed for students with a
keen desire to develop a firm background in
chemistry, physics and mathematics as
preparation for advanced work in the
physical and biological sciences. The Matter
and Motion program replaces traditional
science laboratories with exploration sessions
emphasizing modern computer-based systems
for acquiring and analyzing laboratory data.
The program is intended for students with
strong high school backgrounds in sciences
and mathematics (including algebra and
trigonometry).
The Matter and Motion program combines
material from first-year physics, chemistry
and calculus with solid laboratory work and
a seminar on science and culture for an
exciting exploration of the nature of scientific
inquiry. The mathematics covered provides a
foundation for the study of chemistry and
physics includirig bonding, equilibrium, .
thermodynamics, kinetics, electromagnetism
and quantum mechanics. This program is
often praised by former students and
educators from other colleges for its thorough
and innovative approach. The program is a
lot of fun, but it is quite demanding in terms
of time and requires a full-time commitment
from the students. The payoff is a solid
foundation for further work in any branch of
science.
Textbooks cost $300 and they all need to
be purchased by the second day of class.
Credit awarded in advanced calculus, abstract
algebra, geometry, topology, history of
mathematics and individual projects.
Total: 48 credits
Program is preparatory for careers and future
studies in mathematics, physics, Masters in
Teaching program, history of mathematics.
Credit awarded in chemistry with laboratory,
physics with laboratory, calculus and seminar
on science and culture.
Total: 48 credits
Program is preparatory for careers and future
study in chemistry, physics, biological
sciences, mathematics, engineering, medical
and health fields.
Organic Chemistry
Philosophy of Science
Science of Mind
Fall, Winter/Course
Faculty: James Neitzel, TBA
Enrollment: 100
Prerequisites: One year of college chemistry
Faculty Signature: No
Special Expenses: $25 safety glasses, safety
manual, other personal supplies
Part-Time Options: 4 quarter hours (no lab)
Internship Possibilities: No
Additional Course Allowed: Yes
Emphasis is placed on understanding the
nature of organic reactions and on those
portions of organic most applicable to
biological systems. The chemistry of alkanes,
alkenes, alkynes, organic halides, alcohol,
ethers, aldehydes, ketones, conjugated
systems, carboxylic acids and amines will be
studied. Fundamental mechanisms of radicals
and nucleophiles/electrophiles will be
emphasized. In addition, the chemistry of the
major classes of biological macromolecules proteins, lipids, sugars and nucleic acids will be presented.
The laboratory portion uses a microscale
approach to introduce common laboratory
procedures in organic chemistry. Techniques
of crystallization, filtration, distillation, thin
layer chromatography, gas chromatography,
extraction, refluxing and melting point
determinations are covered. Students are
required to maintain a notebook detailing
their pre-lab preparation, their work in lab
and analysis and conclusion of their results.
Stress is placed on relating the method and
results to concepts covered in the text and
lectures.
The course is taught with lectures,
laboratory and a unique workshop approach
developed at Evergreen that improves student
understanding and participation.
Spring/Group Contract
Faculty: Gonzalo Munevar
Enrollment: 25
Prerequisites: Junior/Senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will examine the nature,
significance and limits of science. It is suitable
for students interested in the sciences or the
humanities. The program will begin with a
critique of standard philosophy of science
(the notion of scientific method, induction,
falsification) and will move on to the
revolution spearheaded by Kuhn and
Feyerabend. An analysis of the problems
created by this revolution will lead to a
consideration of alternative approaches to the
understanding of science (e.g., evolutionary
epistemology). We will pay particular
attention to new attempts to solve the
problems of realism and of the rationality of
science. We will also examine interesting
philosophical aspects of physics, biology and
other sciences. Once we have a better grasp of
issues concerning scientific knowledge, we
will begin to consider the relationship
between science and morality, society, art and
culture.
The material will be presented and
discussed in lectures, seminars, small group
discussions, editing groups, research groups
and research presentations, as well as in a
series of essays required from the students.
Fall, Winter, Spring/Coordinated Study
Faculty: David W. Paulsen, Linda Kahan,
Carrie Margolin
Enrollment: 75
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: Up to $15 for research
project materials
Part-Time Options: With faculty permission
Internship Possibilities: By special arrangement, spring quarter
Additional Courses Allowed: With permission
of faculty
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is the structure of the mind?
What is the relationship of mind and brain?
Does the brain work like a computer: if so,
what kind of computer? How do culture and
biology affect the development of the mind?
To what extent is the mind rational?
A "cognitive revolution" has transformed
the study of these questions. The Science of
Mind will explore the nature of this
revolution. It will consider theories from past
and contemporary cognitive psychology and
neurobiology, issues in philosophy of science
and mind, as well as computer models of
mental activity. Emphasis will be placed on
theories about the nature of memory and
reasoning, as well as current developments in
the study of neural nets. The program will
cover basic cellular neurobiology, application
of neural network models, theory and
practice of experimental cognitive psychology, research design in psychology, descriptive and inferential statistics with psychological research applications, use of the computer
for data analysis and computer simulation of
mental activity.
Fall and winter quarters: considerable
work in statistics and research design, as well
as a survey of research in cognitive psychology, neurobiology and related philosophical
fields.
Spring quarter: an extensive research
project in experimental cognitive psychology,
neurobiology, computer modeling or library
research and reading in these areas or the
philosophy of mind.
Credit awarded in organic chemistry,
biochemistry".
Total: 8-12 credits
Program is preparatory for careers and future
study in chemistry, biology, health, environmental studies.
Credit awarded in philosophy of science t,
history of science", writing".
Total: 16 credits
Program is preparatory for careers and future
study in philosophy, humanities and science.
Credit awarded in cognitive science",
cognitive psychology", research methods in
psychology", neurobiology with laboratory",
descriptive statistics, inferential statistics ",
data analysis using the Statistical Package for
the Social Sciences" and a research project".
Total: 48 credits (45 upper-division science
credit)
Program is preparatory for careers and future
study in psychology, medicine, biology,
computer science and philosophy.
t indicates
upper division
credit
>.
.....s;
:::J
a-
t:
1-1
U
.....
4-
.....
-i-J
t:
.....
Q)
U
Vl
V'l
•.....
("")
(D
::J
rt-
•.....
--t-,
•.....
("")
H
::J
..0
s::
•.....
.,
'<
Springtime in Science
Student Originated Software
Spring/Coordinated Study
Faculty: Burton S. Guttman
Enrollment: 37
Prerequisites: Algebra, college-level science
Faculty Signature: No
Special Expenses: No
Part-Time Options: With faculty permission
Internship Possibilities: Probably not
Additional Course Allowed: Possibly
In the spring, the imagination becomes
refreshed as the world turns warm and green
again. Students who have spent the fall and
winter quarters in other programs suddenly
find a desire to investigate new worlds, and
faculty members begin to think of cool ideas
they would like to explore for a while.
Springtime in Science is, at this time, an
unstructured offering. It promises only to find
a congenial theme on which faculty members
and students can collaborate in a spirit of
high adventure. We will search for such a
theme through conversations during the
preceding fall and winter quarters. The
program will probably have a prerequisite of
some basic science and mathematics, but the
primary prerequisite will be enthusiasm and
dedication. Whatever theme we settle on,
students can expect to work hard and to reap
significant rewards for their work.
Fall, Winter, Spring/Coordinated Study
Faculty: Judy Bayard Cushing
Enrollment: 25
Prerequisites: Data to Information or equivalent, or experience in both computing and
an application area such as science or media.
Complete questionnaire, available from
faculty and APEL after January 1, 1997.
Faculty Signature: Yes
Special Expenses: Diskettes for project work
and two field trips (about $30 each).
Part-Time Options: 8-credit option, for parttime students only with permission of faculty.
Internship Possibilities: Program projects only
Additional Course Allowed: No
Even with the best efforts of computer users,
critical problems with software development
remain: most software is late, over-budget,
socially irresponsible, unable to perform
according to user needs or some combination
of these. The problem is not just a matter of
technology, but of organization, psychology,
group dynamics and culture. In addition,
considerable knowledge and understanding of
the relevant domain is required to design and
implement a successful system.
Student Originated Software is intended to
prepare students to face these problems.
It will help students with advanced programming skills (or some programming skills and
domain expertise) identify and carry out a
viable software project. Student groups will
identify a project, prepare market research
and feasibility studies, identify a "real world"
client (or class of clients) and write software
specifications. Under the guidance of faculty
and working with users, students will conduct
systems analysis and design, implementation
and product testing and validation, write user
manuals and system maintenance plans and
(where appropriate) conduct or plan system
installation and user training. Students will
evaluate their software project according to
technical, legal and social criteria.
Domains of past projects include: sciences,
music, visual arts, education, computer
security, databases. The program seminar will
address ergonomics and human-machine
interaction and the psychology of computer
programming; the role of technical expertise
and the Internet in society; the organizational,
social and cultural milieu of the workplace.
Credit awarded in science and mathematics,
to be determined by the members of the
program.
Total: 8, 12, 16 credits
Program is preparatory for careers and future
study in environmental studies, mathematics,
science.
Credit will be distributed among computer
science and software engineering: objectoriented analysis", design", programming"
and databases t, computer graphics or user
interface design t, distributed computing
systems t, software tools t and special topics.
Total: 24-48 credits
Program is preparatory for careers and future
study in computer science and software
engineering or the project application area.
t indicates upper division credit
The Structure of Life:
Functional Interrelationships from Molecule
to Ecosystem
Fall, Winter, Spring/Coordinated Study
Faculty: Betty Kutter
Enrollment: 30
Prerequisites: One year college chemistry;
algebra; understanding of biological concepts
from cell structure to properties of organisms.
Students must take Organic Chemistry concurrently unless transcript and faculty interview demonstrate comparable background.
Faculty Signature: No
Special Expenses: $30 retreat
Part-Time Options: No
Internship Possibilities: No
Additional Courses Allowed: Organic
Chemistry, 8 credits
The Structure of Life develops a view of biological systems that integrates the molecular
basis of biology wii:hmore complex structurefunction relationships, delving at an upperdivision level into key topics in traditional
biology and premedical curricula. In integration with Organic Chemistry, fall quarter
will focus on the molecular basis of life;
membrane properties; microbial systems from
both health and environmental perspectives;
genetic principles and basic mechanisms of
DNA replication, transcription, translation
and regulation; viruses and the immune
system. In the winter, along with the study of
protein structure-function relationships, we
will emphasize eukaryotic cell molecular
machinery, structure and regulation, cancer
and the principles and key model systems of
developmental biology. Spring details will be
planned later, taking into consideration
student and faculty backgrounds and interests
and other offerings available. Throughout,
the molecular bases of heredity, cell-cell and
intracellular communication, homeostasis,
regulatory mechanisms and disease will be
explored. Students will make connections
between molecular and organismic levels of
biological function. The experimental basis of
our rapidly growing knowledge will be
emphasized, as will using scientific literature.
Seminars will examine science as a human
enterprise in historical and social context, as
well as social and ethical issues raised by new
technologies and the ecological and social
aspects of emerging infectious diseases.
Laboratories will playa major role in the
program and will explore microbiology,
enzymology, nucleic acid chemistry and
molecular genetics, as well as special projects.
Credit awarded in microbiology", genetics",
cell biology", developmentmental biology".
Total: 24-48 credits
Program is preparatory for careers in lab
biology, environmental studies, education,
biochemistry and the health sciences.
Undergraduate Research ln
Scientific Inquiry
Fall, Winter, Spring, Summer/Group Contract
Faculty: Betty Kutter (coordinator), Jim
Neitzel, Burt Guttman, Judith Cushing
Enrollment: 15
Prerequisites: Negotiated individually with
facility; laboratory experience such as
Molecule to Organism.
Faculty Signature: Yes
Special Expenses: No
Part-Time Options: Yes, generally 4-16
credits
Internship Possibilities: No
Additional Courses Allowed: Yes
Many faculty in this planning group are
engaged in research projects that offer
collaborative research opportunities for
advanced students. These provide an
important mode of advanced work in the
sciences, taking advantage of faculty
expertise, Evergreen's flexible structure and
excellent equipment purchased through
grants from the National Science Foundation
and the Murdock Foundation. In general,
students begin by working in apprenticeship
mode with more senior personnel and
gradually take on more independent projects
within the context of the specific program.
These projects generally run 12 months a
year; a signature is required from the faculty
with whom students will be working.
Current projects include: Betty Kutter
(molecular biology), Jim Neitzel (biochemistry), Burton Guttman (genetics), Judith
Cushing (computer sciences): Bacteriophage
T4 has been a key model organism in
molecular genetics for more than 50 years. Its
infection of E. coli leads to rapid cessation of
host DNA, RNA and protein synthesis. We
are working to clone and over-express the
many host-lethal genes that are responsible,
purify and characterize their protein
products, determine their specific functions,
look at ways in which they can be used to
better understand bacterial metabolism and
examine the infection process under a variety
of environmental conditions. We are also the
center for genomic analysis and database
development for these phages.
Judith Bayard Cushing studies how
scientists use distributed computing and data
to conduct research. She would like to work
with students who have background in
computer science or molecular biology, forest
ecology, chemistry or physics and a strong
motivation to explore new computing
paradigms, such as object-oriented systems
and multi-platform computing.
Jeff Kelly and Clyde Barlow work with
biophysical applications of spectroscopy to
study physiological processes at the organ
level, with direct applications to health
problems. Students with backgrounds in
biology, chemistry, physics, mathematics or
computer science can obtain practical
experience in applying their backgrounds to
biomedical research problems in an interdisciplinary laboratory environment.
Dharshi Bopegedera is interested in
studying vibration-rotation spectra of
unstable molecules. Students with a solid
background in chemistry can get experience
in synthesizing unstable gaseous molecules
and recording their infra-red spectra with her
newly acquired FTIR spectrophotometer.
Janet Ott studies alternative healing
methods, especially the mechanisms involved
in acupuncture and acupressure, by measuring changes in such physiological processes as
EEG, ECG, EMG and respiration during
treatments. Students with strong backgrounds
in biology, chemistry, physics or statistics can
obtain laboratory experience applying their
expertise to this growing field. Students with
an interest in alternative medicine may also
find this laboratory experience of use to their
training.
Credit awarded in lab biology", chemistry",
health sciences t, teaching, environmental
sciences".
Total: 4-16 credits/quarter
Program is preparatory for careers and future
study in lab chemistry and biology, health
and teaching.
Vital Stuff: The Chemistry
and Biology of Food
Fall, Winter, Spring/Coordinated Study
Faculty: James Neitzel, Janet Ott
Enrollment: 60
Prerequisites: One year of college chemistry; solid
understanding of algebra, including log and
exponential functions. Some prior exposure to
biology will be helpful but is not required.
Students will also be required to register for
Organic Chemistry unless transcript evidence and
faculty interview demonstrate comparable
background in organic chemistry
Faculty Signature: No
Special Expenses: $100 for overnight field trips
and retreat
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: Organic Chemistry
(fall, winter)
Vital Stuff will be an intermediate to advanced investigation of the interactions between organisms
and their food stuffs, featuring the biology and
chemistry of the processes involved in food preparation, preservation, analysis, digestion and metabolism. This will include the use of models drawn
from organic and biochemistry,physiology and
molecular biology,neurobiology and nutrition. We
will include reading, movies, guest lectures and field
trips to examine the ways humans have used to feed
themselves in various times and places, including
literature inspired by food and the role of food in
history.Will also examine current concerns on food
value, safety and the modification of foods by
technology.
Students will be concurrently registered in
Organic Chemistry I and II in the fall and winter
quarters to develop a strong understanding of the
structure, function, and reactions of biological
molecules and natural products. Students will also be
given a strong foundation in cell biology and
relevant aspects of anatomy and physiology.Microbiology will also be introduced, as microbes are used
as significant agents for food processing as well as
common contaminants. The neurobiology of sensory
perception will be included to examine how humans
see, smell, and taste food and how chemical components of food interact with sensory processes. We
will also examine human genetics and molecular
biology to explore how genetic information
influences what people can and cannot eat.
Many choices about what people eat are based on
historical, religious and economic considerations,
imposed on environmental resources. Seminar
readings and films will focus on how these interactions have resulted in distinct solutions to human
diets in a variety of cultures and time periods.
The work in this program will consist of lectures,
laboratories, skill-building workshops and individual
and small-group research projects. There will be field
trips to food production and processing locations.
Credit awarded in cell biology and physiology",
bioorganic" and biochemistry", nutrition t,
neurobiology", microbiology", history and
literature.
Total: 20-48 credits
Program is preparatory for careers in biology,
chemistry, health sciences.
t indicates upper division credit
>.
s;
.r-'
~
cr
t:
H
U
.r-'
4-
. r-'
+J
t:
OJ
.r-'
U
VI
8-
r:
Sci.ence
PLANNING GROUP COORDINATOR: CAROLYN DOBBS
AFFILIATED
VI
o
n
•.....
o
r-'
VI
n
•.....
(1)
~
n
(1)
FACULTY:
Justino Balderrama
Don Bantz
Peter G. Bohmer
Priscilla V. Bowerman
Bill Bruner
Stephanie Coontz
Elizabeth Diffendal
Carolyn E. Dobbs
John Robert Filmer
George Freeman, Jr.
Angela Gilliam
Jose Gomez
Jeanne E. Hahn
Peta M. Henderson
Taylor E. Hubbard
Ryo Imamura
Janice Kido
Lowell Kuehn
Gerald Lassen
Daniel B. Leahy
Russell M. Lidman
Lee Lyttle
Carrie Margolin
Earle W. McNeil
Lawrence J. Mosqueda
Frank Motley
Raul Nakasone (Suarez)
Alan Nasser
Yvonne Peterson
Zahid Shariff
Michael Vavrus
Sherry L. Walton
Gregory Weeks
L---------------<-ISoci.al
·-w
.-,-.,<-,
,.
"Social Theory, Social Change and Public Policy" integrates anthropology, economics, history,
law, public policy, labor studies, management, political science, philosophy, sociology, health
sciences and psychology as a set of tools for understanding society and the individual's role in
society.
, The area has a diverse range of faculty who look at ways societies are organized and
governed and the ramifications for class, race and gender in global, national and local contexts.
Through our various academic offerings, we explore the evolution of historical and contemporary problems: how they are understood, how and why certain decisions are made and what
difference various solutions make for the quality of societal and individual existence. We also
examine strategies for social change in historical, present and alternative future time frames.
Depending on which programs are undertaken in this area, students can learn management
skills, including values and ethics and the public interest; social, psychological, and biological
forces which affect human health and behavior; and policy formulation and implementation.
Since all major social problems are deeply grounded in cultural, philosophical, social
economic and political theories, history and practice, the understanding and integration of these
areas will prepare students for solving contemporary problems and anticipating new and
changing realities.
This area also works collaboratively with the faculty assigned to the Master in Teaching and
Master of Public Administration graduate programs to develop the curriculum in the social
SCiences,
Theory,SocialChange
andPublicPoli.cy
Black Feminist Thought
Spring/Group Contract
Faculty: Angela Gilliam
Enrollment: 25
Prerequisites: Junior/senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: In-state field trip
What is "Black feminist thought" and how
does it differ from the "Black Atlantic"
germane to African American femini~m? Can
men be "Black feminists?" What is the
relationship between subject position and the
articulation of oppositional theory within
United States culture? These questions and
others will be posed in this group contract as
the uses to which the historical images of
African American women have been put in
the United States are investigated. As African
American women have sought to challenge
their relationship to the nation-state they have
also tried to redefine social theory, feminist
theory, as well as reshape the dominant
literary narratives. This attempt to "tell the
story" from within has not been without
conflict; the constructed images of African
American women as dangerous "queens"
transcends socioeconomic class and have
simultaneously affected the exercise of
citizenship by public personae and influenced
public policy.
This group contract will also look at the
variety of ways in which primarily American
Blackwomen have theoretically confronted
the dilemmas of representation as they
engaged the following themes: the heritage of
slavery and the social construction of
womanhood; the confrontation by early Black
feminists to the limitations of the suffragette
movement; transformation of America within
the path to "equal access"; debates about
class and race within the paradigms of
femininity; the public crises of gender
relations, sexuality and the eroticizing of
inequality; challenges to the talismanic
discourse about family and its basis for the
assault on affirmative action, welfare and
workers' rights.
Students will be expected to lead a seminar
discussion of at least one reading, read the
equivalent of nine books, prepare and share
an "intellectual journal" and write a seniorlevel research paper.
Texts and articles will be reinforced by
weekly videos and/or films. At least one field
trip to Seattle will take place as appropriate.
Authors will likely include the following: C.
Boyce-Davies, H.V. Carby, A.J. Cooper, B.
Guy-Sheftall; P. Hill-Collins; A. Davis, F.V.
Harrison, B. Hooks; A. Lorde, T. Morrison,
L. Mullings, H. Spillers, M. Wallace, and
D.G. White.
Credit awarded in literature', cultural
anthropology', African American studies',
cultural studies' and feminist theory'.
Total: 16 credits
Program is preparatory for careers and future
study in literature, cultural anthropology,
African American studies, cultural studies and
feminist theory.
Designing and Managing
Organizations in the
21st Century
Fall, Winter, Spring/ Coordinated Study
Faculty: Duke Kuehn, John Filmer, TBA
Enrollment: 75
Prerequisites: Junior standing,
.
.
microeconomics
Faculty Signature: No
Special Expenses: None
Part-Time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
Complex social life is conducted in organizations, be they families, associations, agencies
or corporations. This program recognizes that
all organizations, public or private, large or
small, require creative designs and enlightened management if they are to fulfill their
missions. The goal of Designing and
Managing Organizations (DMO) is to
understand and apply the social theories that
explain organizational and social change and
to be able to build and sustain organizations
capable of meeting the challenges and
responsibilities of a democracy.
The program is organized around an
annual theme (e.g., integrating high technology, meeting customer-citizen needs,
democratic decision-making) that is pursued
through three related, but distinct tracks;
business, government and associations (nonprofits). In studying the theme as it unfolds in
each of these contexts, students learn to
recognize the special structural and cultural
requirements for managing different types of
organizations.
Students work through a series of courses
and workshops designed to increase analytic
and communication skills, develop the
capacities to lead and to collaborate,
recognize and respond to the common
challenges encountered in trying to manage
resources. Since management requires both
accurate strategic and tactical decisionmaking, special emphasis will be given to
quantitative and qualitative forms of research
and data analysis. Students will have the
opportunity to improve their skills in working
with the modern computer tools of information management, data analysis and
presentation.
'indicates upper division credit
Q)
U
C
Q)
......
U
Vl
,......
o
.....•
u
o
Vl
The program is designed to accommodate
both full-time and part-time students in an
interactive, collaborative, classroom
environment.
Case studies and quarter-long team
projects will be employed throughout the
program and students will have the opportunity to test their skills against realistic
challenges. There will be a significant amount
of homework and students will often be
asked to collaborate on these assignments.
DMO's year culminates in the presentation of
a series of group projects addressed to a
symposium audience of interested managers,
scholars and executives.
VI
o
(")
.....•.
o
,........
VI
(")
.....•.
('1)
:::l
(")
('1)
Credit awarded in the sociology of complex
organizations, organizational psychology,
social change, public policy, the cultural and
political environments of international
organizations, strategic planning, issues
management, quantitative and qualitative
analysis, organizational diagnostics,
personnel management, budgeting, finance
and operational cost analysis (for both the
public and private sectors), international
business and international trade theory,
domestic and international marketing and
macroeconomics.
Total: 8-16 credits
Program is preparatory for careers and future
study in business, public and private sector
management, including the management of
non-profit and government organizations.
Evidence
Fall, Winter/Coordinated Study
Faculty: Gonzalo Munevar, Jerry Lassen
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will study what counts as
evidence in a variety of fields: science, law,
history, economics and contemporary issues.
Great emphasis will be placed on the
relationship between reasoning and evidence.
Accordingly, we will develop critical skills in
creating and analyzing arguments. We will
concentrate on critical reasoning, statistical
reasoning and scientific reasoning, both in the
natural and social sciences. We will also take
a close look at legal reasoning by examining
historical and contemporary cases. The
program will use lectures, workshops and
seminars to develop critical skills; students
are expected to demonstrate their competence
in writing, discussion and practical exercises.
Credit awarded in critical reasoning, legal
reasoning, statistical reasoning, history and
philosophy of science.
Total: 32 credits
Program is preparatory for careers and future
study in social science, science, humanities,
law and philosophy
Images: Physical
Speculations
on Unknown Conditions
Fall, Winter, Spring/Coordinated Study
Faculty: Gail Tremblay, Yvonne Peterson,
TBA
Enrollment: 75
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: Up to $50 for materials
Part-Time Options: With faculty permission
Internship Possibilities:With faculty permission
Additional Course Allowed: Yes
Images are among the most subtly nuanced
forms human beings create to describe their
experience and sense of things. This program
will combine focused study of Native
American culture, including an analysis of the
effects images and representations of that
culture have on indigenous people and the
general American consciousness, with project
work. In designing projects, students are
expected to create images and visions of use
to them to address realities that need
addressing to benefit their communities. To
design these projects, students are asked to
reflect on: What do I need to do? How do I
propose to do it? What do I plan to learn?
What difference will my work make? All
students will answer the four questions and
propose an individual or group project by
Monda y of the third week of each quarter.
Students will share common activities:
reading, viewing and discussing texts, films
and slides that represent images of indigenous
culture. This material will combine studies in
indigenous history, policy, literature, art
history and education, as well as discussion of
human beings/relationships in the natural
world. These studies are expected to raise
issues for students and provide context as they
formulate projects.
Individuals and groups will discuss projects
with faculty and colleagues so people can
share expertise and help one another
maximize their learning. The program will
allow people from a variety of communities to
learn about the culture and issues important to
indigenous people and to create intercultural
understanding.
The program is designed for students
wishing to prepare for careers in Native
American policy, education and art, as well as
people interested in Native American law, in
cultural studies and in literature. People
wishing to do project work to gain endorsements for their teaching credentials in
English, art or social studies or those planning
careers in elementary education, particularly
those interested in teaching in diverse
classrooms and on reservations, are encouraged to enroll.
Credit awarded in Native American policy,
Native American art history, Native
American studies; credits tailored to student's
projects.
Total: 36-48 credits
Program is preparatory for careers and future
study in Native American studies, art,
education, tribal policy, cultural studies and
American Indian law.
International Political
Economy: Understanding the
Shape of the 21st Century
Fall, Winter/Group Contract
Faculty: Jeanne Hahn
Enrollment: 25'
Prerequisites: Junior standing, previous study
in political economy, political science, 20th
century U.S. history
Faculty Signature: No
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The world economy is undergoing acute and
unprecedented flux and transformation. Is the
move to globalization inevitable? What is the
future of the nation-state in the face of the
hypermobility of capital, technology, market
forces, a "world culture," the re-emergence of
nationalism and the increasing disparity and
similarity between "first" and "third"
worlds? Is the public sphere disappearing in
the face of privatization and neo-Iiberal
policy? These are big questions, and the
answers are relevant for every person on
earth.
We will begin with an historical approach
to the evolution of the international political
economy to understand the historical process
by which over the past 500 years Europeans
(and later Euro-Americansl created capitalism
and the nation-state as well as the rules of the
international system and the process by which
the rest of the world generally became poor
and powerless.
We will then assess the rapidly changing,
often volatile, international political
economy. We will explore the relationship
between transnational corporations and
multilateral institutions (World Bank and
International Monetary Fund); investigate the
neo-liberal agenda as expressed through
public policies in the First World, structural
adjustment programs in the Third World and
"shock therapy" in Eastern Europe; explore
changing structures of power through an
examination of state-market and regional
trading-bloc relationships (NAFTA, EU,
ASEAN); and look directly at resistance
strategies and the nature of global social
change. Students will write frequently, engage
in a research project and analyze The New
York Times daily
Introduction to Social
Communication
Fall/Croup Contract
Faculty: Jorge Gilbert
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: None
Part-Time Options: No
Internship Possibilities: Within the program
Additional Course Allowed: With permission
This one-quarter program is for students
interested in the most relevant aspects of
social communication in society. We will
examine the structure and process of mass
communication, emphasizing television, radio
and the press, and explore the role of mass
communication in socialization, public
opinion formulation and social change.
We will concentrate on a sociological study
of society, with emphasis on examining the
role of social communication in the contexts
of culture, social organizations, social classes
and ideologies. We will also study the nature
of social communication, its meaning and the
scientific study of the message behind
information, Finally, we will study the role of
national advertising in contemporary society.
This program will pursue various
approaches to these subjects. Lectures,
workshops, video and film documentaries
have been organized thematically. Selections
will provide a broad introduction to, and
interpretation of, mass communication.
Another important purpose of this
program is to provide students with an
understanding of research methods in social
communication, including documentary
research. We will examine various approaches to research and related theoretical
assumptions. Students will be required to
work in small research groups and apply the
techniques they learn to topics of their own
interest. Research groups should submit
written proposals of their projects by the
third week of the quarter.
Credit awarded in world systems theory,
international political economy", political
economy", political science', international
macroeconomic theory and world history.
Total: 32 credits
Program is preparatory for careers and future
study in graduate work, law school,
government, politics and education.
'indicates upper division credit
Q)
U
s::::
.•...
Q)
U
Vl
r-'
a
.•...
u
o
Vl
A group of students will be trained and
certified in television production to produce a
weekly bilingual show, Panorama Latino
Americana, aired through TCTV (Channel 3)
in Olympia, Lacey and Tumwater.
This program will also offer interested
students a chance to prepare for travel to
Chile during spring quarter 1998. Participation in research and production of several
documentaries about relevant topics studied
in this program may be preparatory for
winter, spring program Popular and
Alternative Communication in Latin America.
Credit awarded in social sciences, social
communication, research methods.
Total: 16 credits
Program is preparatory for careers and future
study in social sciences, communication and
media studies.
Vl
o
n
•......
o
•......•
Vl
n
•......
([)
:::::s
n
([)
Micro and Macroeconomics
Principles: The
Neoclassical Versus the
Political Economy Paradigm
Spring/Group Contract
Faculty: Peter Bohmer
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will study in some depth and
critically the assumptions, logic, conclusions,
public policy and social implications of
mainstream or neoclassical economics. We
will analyze principles of microeconomics:
key concepts such as scarcity, efficiency and
opportunity cost; and how labor and goods
markets function, the determination of prices
and output, and wages and profits; the
determination of poverty, nationally and
globally; and the role of competition and
monopoly. There will be an equal emphasis
on the principles of macroeconomics - the
determination of economic growth and
output, inflation and unemployment - and
the role of money, government spending and
taxes. This program will compare and
contrast neoclassical economics to what is
usually called political economy, with respect
to methodology, concepts and their analyses
of key economic issues. Both the neoclassical
and political economy paradigms will be
studied in the context of the globalization of
the U.S. economy and the growing economic
integration globally.
No background in economics is assumed,
knowledge of basic high school algebra is
highly recommended.
Credit awarded in principles of
microeconomics, principles of macroeconomics and political economy.
Total: 16 credits
Program is preparatory for careers and future
study in economics, political economy, social
science and teaching.
Political Economy
of Inequality
Fall, Winter/Coordinated Study
Faculty: Peter Bohmer, Therese Saliba,
Angela Gilliam
Enrollment: 75
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
There is growing inequality of income and
wealth, between rich and poor, within the
United States and between the richer and
poorer countries of the world. We will draw
on political economy, history, literature and
anthropology to address this growing
disparity, nationally and globally. What are
the causes, consequences and solutions to this
growing division between the haves and have
nots? This will be the focus of this program
as will be analysis of the persistence of racial
and gender inequalities.
This two-quarter program will examine
differing meanings of inequality and equality
in the past and present and in different
societies. We will study the differential access
to rewards and punishment, and social
movements challenging these disparities in the
United States, the Middle East and Latin
America. There will be several case studies.
The limitations of struggles for equal
access and representation by oppressed
groups within the United States will be
assessed, as will strategies that aim to
fundamentally transform the society.
Contemporary analysis of the social
construction of "race" and ethnicity and of
gender will be closely examined. The concept
of economic development and theories of
development will be studied. We will
investigate the impact of neo-liberalism and
structural adjustment policies on the
economies of countries subject to these
policies and resistance to them.
Various theories and ideologies such as
liberalism, feminism, mainstream economics,
Marxism and cultural studies will be assessed
with respect to their definitions of equality
and their interpretations of various forms of
inequality. Reading materials will include
fiction and non-fiction literature, and social
science readings from a wide variety of
perspectives and cultures. There will be
weekly films.
Credit awarded in political economy, history,
Third World studies, economics, sociology,
feminist theory and world literature.
Total: 32 credits
Program is preparatory for careers and future
study in political economy, history, social
science, teaching and organizing.
Psychological Counseling:
A Multicultural Focus
Fall, Winter, Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: Senior standing, background
knowledge in psychology, writing skills,
career or graduate school plans.
Faculty Signature: Yes, essay and portfolio
review at beginning of spring quarter 1997.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Two quarters
required
Additional Course Allowed: No
This senior-level program involves internships
in psychological counseling. Its purpose is to
allow students to test their commitment to
counseling ethnically diverse clientele.
Important goals include: studying basic counseling psychology and clinical psychology
concepts in preparation for graduate study;
obtaining experience to assist in making
career choices and to improve chances for an
entry-level job; and "graduating oneself" by
engaging in student-initiated study and
becoming a teacher as well as a student.
We will consider four basic topics from a
multicultural perspective: the counselor as a
person from the standpoint that selfawareness must precede use of any particular
techniques or skills; personality theory;
families and relationships; and abnormal
psychology. Students will participate in
reading and video seminars, lectures and
workshops, case-study sessions, group
dynamics workshops, and counseling practice
with peers. Videotaped peer counseling
sessions will be used regularly in the
classroom.
Spring quarter, students will be required to
do senior thesis-level written work, producing
a major research paper, and to give a lecture
to the class based on their research.
Internships will last six months and must
entail 16 hours per week minimum. They
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 an
internship is a prerequisite for continuing in
the program winter and spring quarters.
Credit awarded in personality theory,
crosscultural counseling, family systems,
abnormal psychology, gender issues, research
methodology, ethics, counseling practicum
and counseling internship.
Total: 48 credits
Program is preparatory for careers and future
study in counseling, school counseling,
clinical psychology, educational psychology,
social work, research psychology and
crosscultural studies.
Rights and Wrongs
Fall, Winter/Coordinated Study
Faculty: Jose Gomez, Russ Lidman, Pris
Bowerman
Enrollment: 72
Prerequisites: Sophomore standing; intermediate algebra and college-level writing skills
Faculty Signature: No
Special Expenses: $70 for retreat
Part-Time Options: With faculty permission
Internship Possibilities: No
Additional Course Allowed: No
Travel Component: Overnight retreat
Many Americans regard the political and
civil liberties guaranteed in the U.S.
Constitution and its amendments as the
foundation of U.S. democracy. Yet these
rights are challenged today. Freedom of
speech is confronted by those advocating
censorship of rock music lyrics and TV
broadcasts. Schools hassle over teaching
"creationism" in classrooms and waffle
between secularizing religious holidays and
celebrating the holidays of all religions.
Search and seizure laws and guarantees
against self-incrimination are under fire.
Furthermore, Americans may be denied
the ability to exercise their rights because of
our political institutions, economic practices
and/or our interpretation and implementation of governmental policies. Campaign
finance laws can enable many or just the rich
to run for office. Election districting can
prevent or assure election of candidates of
certain ethnic backgrounds. The right of free
speech may mean little to the citizen facing
the concentration of ownership of the media
or to the artist facing the concentration of
wealth. And what does freedom of religion
mean if social policies contradict one's beliefs
and family practices or if religious education
is available only to the well-to-do?
Many of the constitutional contests have
arisen from the tensions inherent in a
document that protects both individuals and
collective entities and provides for majority
rule while shielding the minority from the
tyranny of the majority. These contests
continue to define the boundaries between
liberty and the legitimate authority of
government.
CI)
u
c
CI)
.•....
u
V'l
,........
o
.•....
u
o
V'l
G-.'
This program will examine the evolution of
rights in the United States. We will study the
emergence of thinking about rights in Europe,
the writing of the United States Constitution
and the Amendments to that Constitution that
establish rights, and the controversies over
rights from the Founding Period to the
present. We will study some of today's
contests over specific rights and some U.S..
policies, like welfare, and their effects on the
exercise of rights. Through a study of micro
and macro economic principles students will
learn the principles and analyze how market
ideologies address, promote and deny rights.
We will study research and statistical methods
central to evaluating and implementing
policies with regard to their influence on
people's rights and central to studying topics
generally in the social sciences.
Vl
o
n
......
o
,......
Credit awarded in economics, history, public
policy, political thought, statistics.
Total: 32 credits
Program is preparatory for careers and future
study in social sciences, public service, law
and business .
Vl
n
•.....
(1)
~
n
(1)
Science of Mi.nd
Self and Communi.ty
Fall, Winter, Spring/Coordinated Study
Faculty: David W. Paulsen, Linda Kahan,
Carrie Margolin
Enrollment: 75
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: Up to $15 for research
project materials
Part-Time Options: With faculty permission
Internship Possibilities: By special arrangement, spring quarter
Additional courses Allowed: With permission
of faculty
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is the structure of the mind?
What is the relationship of mind and brain?
Does the brain work like a computer: if so,
what kind of computer? How do culture and
biology affect the development of the mind?
To what extent is the mind rational? A
"cognitive revolution" has transformed the
study of these questions. The Science of Mind
will explore the nature of this revolution. It
will consider theories from past and
contemporary cognitive psychology and
neurobiology, issues in philosophy of science
and mind, as well as computer models of
mental activity. Emphasis will be placed on
theories about the nature of memory and
reasoning, as well as current developments in
the study of neural nets. The program will
cover basic cellular neurobiology, application
of neural network models, theory and
practice of experimental cognitive psychology, research design in psychology, descriptive and inferential statistics with psychological research applications, use of the computer
for data analysis and computer simulation of
mental activity.
Fall and winter quarters: considerable
work in statistics and research design, as well
as a survey of research in cognitive psychology, neurobiology and related philosophical
fields.
Spring quarter: an extensive research
project in experimental cognitive psychology,
neurobiology, computer modeling or library
research and reading in these areas or the
philosophy of mind.
Fall, Winter, Spring/Coordinated Study
Faculty: TBA
Enrollment: 50
Prerequisites: Core program or equivalent;
preference given to sophomores and juniors
Faculty Signature: No
Special Expenses: Travel to internship, $30
for retreats
Part-Time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program is intended to prepare students
for further study in the area of human
services, psychology, the social sciences and
the field of education. It will provide a broad
background that will integrate both theory
and practice. This program is part of the
preparation of students for graduate-level
study although the program primarily targets
sophomore- and junior-level students. The
program will cover psychology and its
interface with other social sciences and
additional areas related to human growth and
development. It will include qualitative and
quantitative methods and the application of
theory into practice.
Credit awarded in cognitive sciencet ,
cognitive psychology", research methods in
psychology", neurobiology with laboratory",
descriptive statistics, inferential statistics f,
data analysis using the Statistical Package for
the Social Sciences' and a research project'.
Total: 48 credits (45 upper-division science
credit)
Program is preparatory for careers and future
study in psychology, medicine, biology,
computer science and philosophy.
'indicates upper division credit
Credit awarded in several areas of psychology
such as developmental, social, gender studies,
research methodology, family systems and
theory and group dynamics.
Total: 48 credits
Program is preparatory for careers and future
study in psychology, counseling, childhood
education, educational psychology and
teaching, social work and private and public
sector organizations.
-Tacoma Campus
DIRECTOR:
DR •
W. J.
HARDIMAN
The Tacoma Campus of The Evergreen State
College is committed to providing its students
with an interdisciplinary, reality-based,
community-responsive liberal arts education.
The campus operates from a frame of
reference that values family, community,
collaboration, inclusivity, hospitality and
academic excellence. Recognizing the
importance of personal and professional
growth, research and scholarship and
commitment to community and public
service, the Tacoma campus seeks to provide
a catalytic climate for intellectual, cultural
and social growth.
Features and Benefits
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Situated in an urban inner-city environment
Small class size
Faculty and student diversity
Flexible class schedule
Day and evening classes
Interdisciplinary studies with linked classes
A curriculum that integrates students' life
experiences and goals
An emphasis on diverse cultural perspectives and experiences
Opportunities to engage in dialogues across
and beyond differences
Personalized academic support and
evaluation processes
Upper-division studies leading to a Bachelor
of Arts degree
Twenty-year record of student success
A tradition of employer satisfaction with
graduates
High graduate school placement rate
Who Should Apply
Working adult learners from Western
Washington who have junior status (90 hours
of transferable college-level courses) and who
are interested in personal and professional
"advancement and/or preparation for graduate
school. Prerequisites for success include a
willingness to be open-minded, to challenge
and expand one's knowledge base and to
engage in difficult dialogues across and
beyond differences.
" For more information about the Tacoma
campus, call (206) 593-5915 or, through the
Olympia campus, (360) 866-6000, ext. 6004.
~
Power Studies:
Systems, Institutions
and Processes
Fall, Winter, Spring/Coordinated Study
Faculty: Joye Hardiman, Artee Young, Willie
Parson, Larry Mosqueda, Ratna Roy
Enrollment: 120
Prerequisites: Junior standing
Faculty Signature: Yes, background knowledge and degree of interest will be assessed in
an interview at the Tacoma Campus,
telephone for appointment
Special Expenses: $60 for the academic year
for subscription to a national newspaper;
bulk purchases of museum and theater
tickets.
Part-Time Options: No
Internship Possibilities: Yes, for seniors in the
last quarter
Additional Course Allowed: No
Travel Component: Field trips, in-state
"Power i.s the abi.li.ty
to defi.ne reali.ty
and have others accept
that defi.ni.ti.on as thei.r own."
-
WADE NOBLES
In this three-quarter-long coordinated studies
program geared toward working adults,
program participants will examine those
power dynamics and systems that have
historically defined and impacted their lives
and the lives of their ancestors. This
examination of selected past and present
power relations will serve as a catalyst for
determining the range of actions that could be
undertaken to ensure their children and
grandchildren maximum participation in the
definitions of their future lives.
Fall and winter, students will examine the
following questions: What is power? Who has
power? Who is denied power? How does one
get it, and once one gets it, how can it be used
in the community's best interests? Subject
."Enter
matter areas on which this examination will
be based include, but are not limited to, the
following: history, political science, law,
literature, public policy, cultural studies and
quantitative and scientific methods. Skills and
processes that will be emphasized throughout
the year include reading, writing, thinking,
research, linguistics, media decoding and
deconstruction and systemic analysis. Spring
quarter we will apply the learning from fall
and winter to the conceptualization,
collaborative planning and implementation of
an all-campus community-based project that
will put forth an image of what our communities would look like if there was a more
equitable and just distribution of resources.
All students are expected to attend and
participate in all aspects of the program,
including lectures, seminars, workshops and
field trips. All students are also expected to
write substantive research papers and to be
fully engaged in the spring quarter all-campus
applied research project.
Students who successfully complete this
program will be able to do multilevel analysis
of complex systems and institutions, and will
be able to do and apply prospective research
on issues from global, national and local
perspectives and conceptualize a plan of
action.
'
Vl
::;
c..
E
o
u
o
E
o
u
o
I-
Credit awarded in American history, political
science, law, literature and public policy,
research methodology, composition
applications, cultural studies, quantitative
and scientific methods.
Total: 48 credits
Program is preparatory for careers and future
studies in community and public service,
education, law and public administration, the
human and social services and ethnic, cultural
and gender studies.
to learn, depart to serve."
e-"
Studi.es
:z
o
r+
•......
<
(1)
~
(1)
:i
•......
(")
o
:::J
VI
r+
c
0...
•......
(1)
VI
L-_---'
Native American Studies at The Evergreen
State College offers a variety of pathways to
prepare students for meaningful and
important work in indigenous communities
and on indigenous issues. In Native American
Studies, students work to develop individual
identity, group loyalty, personal authority and
community responsibility. Having developed
these strengths and skills, they return to their
communities to make a positive impact on the
world around them.
Some of our programs, like the Reservation-Based, Community-Determined
program, focus on developing leadership in
indigenous communities. Other programs,
like Images: Physical Speculations on
Unknown Conditions and like Natural
Resource Policy: The Shaping of Nations,
focus on developing the skills and abilities of
people both inside and out of indigenous
communities who want to learn about and
work on native issues and policies. In such
programs, as in other Evergreen programs,
students develop skills to work in a variety of
fields and prepare themselves for graduate
school or professional opportunities.
In addition to these academic programs,
the college also has a Longhouse Education
and Cultural Center, which represents a
living, contemporary cultural link to the
Indigenous Nations of the Pacific Northwest.
The purpose and philosophy of the
Longhouse Center is based in service and
hospitality to students, the college, indigenous
communities, and the community at large.
The primary function of the facility is to
provide classroom space on campus, house
Native American Studies programs, serve as a
center for multicultural and crosscultural
interaction and host conferences, cultural
ceremonies, performances, exhibits and
community gatherings. One important
current Longhouse initiative is the Native
Arts Economic Development project, which
works with indigenous groups in Southwest
Washington to identify and support native
artists.
Images: Physical
Speculations
on Unknown Conditions
Fall, Winter, Spring/Coordinated Study
Faculty: Gail Tremblay, Yvonne Peterson,
TBA
Enrollment: 75
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: Up to $50 for materials
Part-Time Options: With faculty permission
Internship Possibilities:With faculty permission
Additional Course Allowed: Yes
Images are among the most subtly nuanced
forms human beings create to describe their
experience and sense of things. This program
will combine focused study of Native
American culture, including an analysis of the
effects images and representations of that
culture have on indigenous people and the
general American consciousness, with project
work. In designing projects, students are
expected to create images and visions of use
to them to address realities that need
addressing to benefit their communities. To
design these projects, students are asked to
reflect on: What do I need to do? How do I
propose to do it? What do I plan to learn?
What difference will my work make? All
students will answer the four questions and
propose an individual or group project by
Monday of the third week of each quarter.
Students will share common activities:
reading, viewing and discussing texts, films
and slides that represent images of indigenous
culture. This material will combine studies in
indigenous history, policy, literature, art
history and education, as well as discussion of
human beingslrelationships in the natural
world. These studies are expected to raise
issues for students and provide context as
they formulate projects.
Individuals and groups will discuss projects
with faculty and colleagues so people can
share expertise and help one another
maximize their learning. The program will
allow people from a variety of communities to
learn about the culture and issues important to
indigenous people and to create intercultural
understanding.
The program is designed for students
wishing to prepare for careers in Native
American policy, education and art, as well as
people interested in Native American law, in
cultural studies and in literature. People
wishing to do project work to gain endorsements for their teaching credentials in
English, art or social studies, or those planning
careers in elementary education, particularly
those interested in teaching in diverse
classrooms and on reservations, are encouraged to enroll.
Credit awarded in Native American policy,
Native American art history, Native
American studies; credits tailored to student's
projects.
Total: 36-48 credits
Program is preparatory for careers and future
study in Native American studies, art,
education, tribal policy, cultural studies and
American Indian law.
Natural Resource Policy:
The Shaping of Nations
Fall/Group Contract
Faculty: TBA
Enrollment: 50
Prerequisites: Junior/Senior standing,
Introduction to Environmental Studies or
Political Economy or equivalent
Faculty Signature: No
Special Expenses: $100 for overnight field
trips
Part-Time Options: No
Internship Possibilities: No
Additional Courses: No
Natural Resource Policy is an upper-division
group contract that examines the history of
natural resource issues in the United States to
provide a context for understanding current
attitudes toward natural resources and Native
American communities and to understand
current policy and decision making.
Fall quarter will begin by looking at how
the displacement of Native Americans and the
exploitation of natural resources shaped the
nation and many of our cultural attitudes. We
will explore the origins of the conservation
and preservation movements, then go on to
explore the history of how logging, fishing,
mining, western water policy and hydropower shaped the communities and people of
the Pacific Northwest.
Credit awarded in natural resource policy",
environmental history", environmental
studies".
Total: 16 credits
Program is preparatory for careers and future
studies in environmental, social and natural
sciences.
Natural Resources:
Science and Policy in the
Pacific Northwest
Natural Resources:
Tribal Issues and
Reservation Issues
Winter/Coordinated
Study
Faculty: Gerardo Chin-Leo, TBA
Enrollment: 50
Prerequisites: Junior/senior standing,
Introduction to Environmental Studies or
Political Economy or equivalent
Faculty Signature: No
Special Expenses: $100 for overnight field
trips
Part-Time Options: With faculty signature
Internship Possibilities: No
Additional Courses: With faculty signature
Spring/Group Contract
Faculty: Carol Minugh, TBA
Enrollment: 50
Prerequisites: Junior/senior standing,
Introduction to Environmental Studies or
Political Economy or equivalent (Natural
Resources: Science and Policy or faculty
signature)
Faculty Signature: No
Special Expenses: $200 for overnight field
trips
Part-Time Options: With faculty signature
Internship Possibilities: Yes
Additional Course Allowed: With faculty
signature
Travel Component: In-state field trips
This upper-division coordinated studies
program examines current resource issues in
the Pacific Northwest with the intent of
understanding public policy and the science
behind natural resource issues. We will
examine forest policy, Western water law,
salmon and hydropower concerns and tribal
natural resource policy issues in the framework of federal and state laws and policies,
treaties and ecological science. Winter
quarter, each student will work in a team to
select a case study and examine it from the
perspective of a natural scientist or a policy
analyst. Class time will be a combination of
lectures, seminars, workshops and laboratory.
We will go into the field to learn about
resource issues firsthand from researchers,
fishers, loggers, policy makers and tribal
people.
Credit awarded in natural resource policy,
ecology" and environmental studies ",
t
Total: 16 credits
Program is preparatory for careers and future
studies in environmental, natural and social
sciences.
I
Ii
f
Natural Resources: Tribal Issues is an upperdivision coordinated studies program that
examines natural resource issues in the Pacific
Northwest with the intent of understanding
public policy and the role of Native American
communities. We will examine how Western
forest policy, Western water law, salmon and
hydropower concerns are affected by the
tribes' treaty rights on and off reservation and
also study natural resource issues on reservations. All of these will be studied in the
framework of federal and state laws and
policies and treaty rights. Each student will
select a case study and examine it from either
the perspective of tribal, federal or state
governments. Students will be encouraged to
work in small groups and intern on a local
reservation to assist in a tribal natural resource
policy issue or on a restoration project.
Class time will be a combination of lectures,
seminars and workshops. Approximately half
of the student credit will be generated from inclass activities and half from hands-on field
work with local tribal people.
I/)
(I)
.•.....
"'0
:J
+'
Vl
s:::::
o
u
.•....•
L
(I)
~
(I)
>
.•....•
+'
o
:z:
Credit will be awarded in natural resource
policy or restoration ecology and environmental studies.
Total: 16 credits
This program is preparatory for careers and
future studies in environmental, natural and
social sciences.
et indicates
upper division
credit
:z:
o
M-
.....
<
(1)
~
.,
.....
(1)
(')
o
:::l
I./)
M-
e
0..
.....
(1)
Vl
Tribal: Reservation-Based/
Community-Determined
Tribal
Natural Resource Policy
Fall, Winter, Spring/Coordinated Study
Faculty: Carol J. Minugh, Lin Nelson
Enrollment: 50
Prerequisites: Consult coordinator
Faculty Signature: Yes
Special Expenses: No
Part-Time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This community-determined program on the
Quinault, Skokomish, Makah and Port
Gamble S'Kallam reservations seeks students
who work/live on a reservation and are tribal
members or Indian.
The program emphasizes community
building within Native American communities where the classes are held. The curriculum is a direct result of students and tribal
officials determining what an educated
member of an Indian nation who wants to
contribute to the community needs to know.
The interdisciplinary approach provides an
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. Students and
tribal representatives work to identify
educational goals and curriculum topics for
the program. A primary goal of this process is
the development of students' ability to be
effective inside and outside the native
community. After suggestions are received,
the faculty develop an interdisciplinary
curriculum and 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
often the topics of discussion.
For program information, contact: Dr.
Carol J. Minugh, Program Director, The
Evergreen State College, Olympia, WA,
98505 or 360-866-6000, ext. 6025
Spring/Module
4 quarter hours
Jovana Brown, ext. 6651
M, 6-10p, LAB I 1059
Prerequisites: Graduate standing or faculty
signature. Undergraduates must obtain
faculty signature. Graduate students have
preference.
Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 36-48 credits
Program is preparatory for careers in human
services, tribal government/management,
education and community development.
Indian tribes have an important role in offreservation environmental decision-making in
Washington state. This includes co-management of the salmon resource, decisions about
the impact of forest practices on fish habitat,
involvement in licensing and relicensing
hydropower projects and responsibility for air
and water quality on tribal lands. This course
will look at the history leading up to current
policies and examine current natural resource
issues.
Contracts and Internships
Students may negotiate Independent
Contracts and Internships by working with
Native faculty and faculty experienced in
Native American issues. In the past, students
have designed internships in classrooms,
tribal centers, art galleries, prisons, natural
resource programs and a variety of other
sites.
Other organizations on campus that
support Native American students include:
Native American Students' Alliance,
American Indian Science and Engineering
Society and First Peoples' Advising and Peer
Support.
The Evergreen State College is justifiably
proud of its Native American Studies
graduates.
~Graduate Study at Evergreen
Master in Teaching eMIT)
DIRECTOR: MICHAEL VAVRUS
ADMISSIONS OFFICER:
SUSAN HIRST
FIELD SERVICES OFFICER:
LYNDEL CLARK
Graduate Teacher Education
The MIT program at Evergreen is a fulltime, six-quarter, two-year professional
teacher preparation program leading to the
MIT degree and initial teacher certification in
Washington state.
The MIT program reflects the Evergreen
coordinated studies model; the curriculum is
organized around integrated themes. An
interdisciplinary team of faculty and a cohort
of approximately 60 full-time students join
together in a community of learners to pursue
inquiry of the curricular themes.
The MIT program is centered around the
exploration of how public education might
meet the needs of the diverse groups of people
who live in this democracy. We examine what
it means to base teacher education and public
education on a multicultural, democratic, developmental perspective and how performance-based assessment can promote these
values.
The program interrelates theory and
practice by including two full quarters of
student teaching and substantial field
experiences. During the first year of the
program, approximately one-fourth of
program time is spent in the field observing
and working with students and the remaining
time is devoted to on-campus seminars,
workshops, and lectures. During the second
year nearly 70 percent of MIT student time is
allocated to direct involvement in K-12
schools.
Year one of each MIT cycle begins according to the Evergreen schedule in late
September while year two begins in late
August in accordance with the public school
calendar.
Teaching Endorsements
Prerequisites for MIT Admission
An endorsement identifies the subject
matter and grade level an individual may
teach in Washington's schools. Before
beginning the MIT program, students should
have their endorsement course work
completed or nearly completed (within 12
quarter hours).
.4-12: Subject-area endorsement for
teaching within a departmentalized classroom
grades four through 12. MIT applicants must
have a major endorsement and are encouraged to add a minor endorsement as well.
• K-8: "Kindergarten through grade eight
endorsement shall be granted in the subject
area of elementary education which shall
include all subject areas taught in such
grades" (Washington Administrative Code).
MIT applicants must fulfill either (a) one
major subject-area endorsement (see "4-12"
above) or (b) two minor endorsements.
Some major and minor subject-area
endorsements are available through the
Evergreen undergraduate curriculum; others
can be reviewed by a qualified Evergreen
faculty member on the basis of a transcript
from another institution.
For complete information on endorsements, please consult the current Master in
Teaching Catalog.
1. A bachelor's degree from a college or
university accredited by its regional accrediting body.
2. A 3.0 GPA on the final 90 hours of an
undergraduate transcript or that equivalent
level of scholarship on narrative transcripts.
3. Graduate Record Examinations (GRE)
scores.
4. General education requirements:
Successful completion of the following
(successful is equivalent to C level- 2:.0 on
4.0 system - or above):
• 12 quarter hours in college-level writing .
• 8 quarter hours in college-level natural
science, including lab or field work.
• 8 quarter hours in college-level social
science.
5. Subject-area requirements:
Within 12 quarter hours of completion of
endorsement requirements (see MIT catalog).
-0
Key Admission Criteria
VI
In addition to the prerequisite admission
requirements, each applicant is qualitatively
reviewed according to the following key
admission criteria based a candidate's
transcript, resume, brief essays and letters of
recommendation:
• Quality of subject matter preparation
(liberal arts breadth, endorsement depth)
• General academic ability
• Experience working with children or
youth
• Experience with individuals from diverse
cultural (racial/ethnic) backgrounds
• Quality of writing
• Study or work indicating an interest in
children's intellectual and social development
• Commitment to a teaching career in a K12 setting
(])
..j.J
Application Review Process
The application deadline for early
admission is January 15, 1997, for the cycle
beginning fall 1997. After that date,
applications will be considered as they are
received and completed.
Admission to the MIT program is
competitive and the 60 available slots are
offered according to the most qualified
candidates as their respective applications are
reviewed.
For complete information on admissions
requirements and procedures, please consult
the current Master in Teaching Catalog.
The Evergreen Master in Teaching Catalog is
available from the Admissions Office, The
Evergreen State College, Olympia, WA 98505
(360) 866-6000, ext. 6170.
I
>,
:::l
..j.J
Program Location
The two-year MIT cycle for 1997-99 will
be based in Olympia. Student observations
and teaching in public schools will include
urban, rural and suburban placements.
Students must be prepared to travel to these
field sites.
The two-year MIT cycle for 1998-2000,
although based in Olympia, is tentatively
scheduled to have field placements at schools
with significant populations of Native
American learners. These field sites are all
outside of Olympia.
Master in Teaching
L."Master of Environmental Studies
Master of Public Administration
o
:::l
o
-0
L
~
,
C)
o
0...
C
o
r+
(l)
V'l
r+
c
0...
'<
Master of Environmental
Studies (MES)
Master of Public
Administration (MPA)
DIRECTOR:
DIRECTOR : CAROLYN DOBBS
RICHARD CELLARIUS
The graduate program in Environmental
Studies combines a deep understanding of
ecological and environmental issues with a
study of environmental policy development
and implementation. The program focuses on
the relationship between science and policy,
so students can expect a balanced curriculum
that considers and seeks creative solutions to
contemporary environmental issues. Since
1984, the program has prepared students for
employment in the public and private sectors
or continuing graduate study in related fields.
The MES Program is open to part-time and
full-time students. To accommodate working
students, course work is concentrated in the
evening and late afternoon. Part-time students
enroll for eight credits per quarter, while fulltime students enroll for 12. The 72-credit
completion requirement can be met by parttime students in nine quarters, while full-time
students can complete it in as few as six
quarters. Students are expected to have recent
course work in the social and natural sciences
and in statistics before entering the program.
The MES Program consists of three parts:
required core courses taken by all students;
elective course work; and a thesis. The core is
taught by an interdisciplinary team of faculty,
representing the natural and social sciences. It
is eight credits per quarter. The core sequence
runs consecutively for four quarters: Political,
Economic and Ecological Processes;
Population, Energy and Resources; Quantitative Analysis for Environmental Studies; and
Case Studies: Environmental Assessment,
Policy and Management.
Electives are in-depth four-credit courses
that focus on specific topics of environmental
analysis and problem solving. Part-time
students enroll in electives after completing
core courses. Full-time students enroll in both
core courses and electives. Typically, three or
four elective courses are offered each quarter.
All students are required to complete a
thesis. The MES Program offers an eightcredit and 16-credit thesis option. The eightcredit thesis is completed during winter and
spring quarter of each academic year.
Students selecting the eight-credit thesis
option complete the MES degree with 32
credits of core courses, 32 credits of elective
course work and eight credits of thesis. The
16-credit thesis option offers students the
opportunity for extended research, data
collection and analysis. Students selecting the
16-credit thesis complete the MES degree
with 32 credits of core, 24 credits of electives,
and 16 credits of thesis.
Questions concerning the MES Program
should be directed to Bonita Evans, Program
Coordinator, MES, LAB I, The Evergreen
State College, Olympia, WA, 98505, (360)
866-6000, ext. 6707.
The primary commitment of the graduate
program in Public Administration is to challenge and thoroughly prepare students to seek
democratic, equitable, practical solutions to .
problems facing public, private and non-profit
sectors and citizens in the Pacific Northwest.
The program welcomes students intending
to pursue a public-sector career as well as
those already working for government or
organizations involved in public issues. We
also encourage students with career interests
in the non-profit or private sectors to consider
the MP A Program. Most MP A students are
employed fulltime in the public, non-profit or
private sectors. To accommodate working
students, classes are offered in the evenings.
A student can complete the 60-credit
degree requirement in six to eight academic
quarters. Students lacking significant publicsector experience are expected to complete an
internship for at least one quarter. Students
are required to have recently completed
statistics and micro/macro economics. Both
are offered in Evergreen's summer school.
To satisfy the degree requirement, a student
must participate in a sequence of six core
programs and complete 12 hours of elective
courses. 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 issues of race and
gender in the workplace and in public policy.
The MPA core curriculum includes: 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; and the
Application Project.
The eight-credit applications project is
completed during spring quarter of the second
year. It is typically a group-authored research
effort with practical impact for current public
policy issues. Topic, form and content 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.
Elective courses allow a student to broaden
the study of the public sector beyond the
range of the core programs or to concentrate
on a specific public-sector issue.
Inquiries about the MPA program should
be addressed to Bonita Evans, Program
Coordinator, LAB I, The Evergreen State
College, Olympia, WA, 98505, (360) 8666000, ext. 6707.
MES/MPA Program Procedures
The Graduate Catalog
The MES/MPA Graduate Catalog contains a
full description of the curriculum, academic
policies, admissions procedures and
requirements for both programs, plus an
application form. Please consult the Graduate
Catalog before applying for admission.
Individuals interested in receiving a copy or
applying to either program should contact the
Admissions Office, The Evergreen State
College, Olympia, WA 98505, (360) 8666000, ext. 6170.
Admissions
The application deadline for early admission
is February 15, 1997. After that date,
applications will be considered as they are
completed.
Admission is competitive. Admission
decisions are based on a thorough review of
the following (see the MES/MPA Graduate
Catalog for complete details regarding these
procedures):
1. MES/MP A application for admission
2. Official academic transcripts certifying
receipt of a bachelor's degree
3. Brief essays by the applicant
4 GRE score
5. Letters of recommendation (MES only)
6 Statement of interest (MPA only)
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.
Financial Ai d
Limited financial aid is available in the form
of fellowships, assistantships, scholarships,
work -study assistance and guaranteed student
loans. The Free Application for Federal
Student Aid must be completed before any
financial aid decision can be made. Financial
Aid Forms should be mailed to the central
processor by February 15. Later applicants
who qualify for financial aid will compete for
remaining monies. 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 assistant to the directors
for the MES/MP A programs and the
Financial Aid Office at Evergreen.
Trustees, Administration and Faculty
Board of Trustees
September 1996
Bill Frank Jr.
Olympia
Lila S. Girvin
Spokane
Frederick T. Haley
Vice Chair, Tacoma
Dwight K. Imanaka
Chair, Seattle
Christina A. Meserve
Olympia
Carol Vipperman
Secretary, Seattle
Admi.ni.strati.on
Jane L. Jervis
President
Arthur A. Costantino
Vice President for Student Affairs
Barbara Leigh Smith
Provost and Academic Vice President
Ruta E. Fanning
Vice President for Finance
and Administration
John Aikin Cushing
Academic Dean
Virginia Darney
Academic Dean
Susan Fiksdal
Academic Dean
Robert Knapp
Academic Dean
Masao Sugiyama
Academic Dean
William E. Bruner
Dean of Library Services
Shannon Ellis
Dean of Student and Academic
Support Services
Arnaldo Rodriguez
Dean of Enrollment Services
This is a listing of Evergreen's faculty
as of summer 1996. A more extensive detailing of Evergreen faculty
members' areas of expertise can be
found in the Student Advising
Handbook, available at Academic
Planning and Experiential Learning.
Richard W. Alexander, Emeritus, 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.
William Ray Arney, Sociology, 1981; B.A., Sociology,
University of Colorado, 1971; M.A., Sociology, University of Colorado, 1972; Ph.D., University of Colorado,
1974.
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
ofTubingen, West Germany.
Justino 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., ManagementlMarketing, 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, Emeritus, Art History and Cinema, 1971;
A.B., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D., Theater, University of Illinois, 1964.
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.
Frederica Bowcutt, Ecology, 1996; B.A. Botany, University of California, Berkeley, 1981; M.S., Botany, University of California, Davis, 1989; Ph.D., Ecology, University of California, Davis, 1996.
Priscilla V. Bowerman, Economics, 1973; Director of
Graduate Program in Public Administration, 1986-89;
Academic Dean, 1990-1994; A.B., Economics, Vassar
College, 1966; M.A., Economics, Yale University, 1967;
M. Philosophy, Yale University, 1971.
Richard B. Brian, Emeritus, Mathematics, 1970; B.S.,
Physics, Grove City College, 1953; M.A., Mathematics,
University of Maryland, 1959; Ph.D., Mathematics Education, University of Maryland, 1966.
JovanaJ. 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, Emeritus, 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-present; 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.
CraigB. 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 and
Environmental Policy, 1972; Director of Graduate Program in Environmental Studies 1994-present; B.A., Physics, Reed College, 1958; Ph.D., Biological Sciences,
Rockefeller University, 1965.
Gerardo Chin-Leo, Marine Biology, 1991; B.A., Reed
College, 1982; M.S., Marine Studies (Oceanography),
University ofDelaware, Lewes, 1985; Ph.D., Oceanography, University of Delaware, Lewes, 1988.
Caryn Cline, Coordinator of Interdisciplinary Media
Resources, 1991; B.A., English, University of Missouri,
Columbia, 1976; M.A., English, University of Missouri,
Columbia, 1978.
Sally J. Cloninger, Film and 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.,EuropeanHistory, UniversityofWashington, 1970.
Doranne Crable, Expressive Arts, Performance Theory
and Practice, Comparative Mythology, Women's Studies
and 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.
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.
John Aikin Cushing, Computer Science, 1976; Director
of Computer Services, 1976-84; Academic Dean, 1993present; B.A., Physics, Reed College, 1967; Ph.D., Cognitive Psychology, Brown University, 1972.
>.
-I-'
,........
::s
u
o
u..
"'0
C
o
c
o
.•....•
-I-'
o
L
-I-'
Vl
.•....•
.C
.....•
"'0
E
«
Vl
Q)
Q)
-I-'
Vl
::s
L
I-
G-,.-
"
o
n
c
,......
r+
'<
Judith Bayard Cushing, Computer Science, 1982; B.A.,
Math and Philosophy, The College of William and Mary,
1968; M.A., Philosophy, Brown University, 1969; Ph.D.,
Computer Science, Oregon Graduate Institute, 1995.
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;
Academic Dean, 1994-present; A.A., Christian College,
1963; B.A., American Literature, Stanford University,
1965; M.A., Secondary English Education, Stanford
University, 1966; M.A., U.S. Studies, King's College
University of London, 1972; Ph.D., American Studies,
Emory University, 1982.
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 atLos 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, 1992-1994; Director of Graduate Program in Public Administration 1994present; B.A., History-Political Science, Memphis State
University, 1963; M.A., Political Science, University of
Kentucky, 1966; M., Urban Planning, University of
Washington, 1968; Ph.D., Urban Planning, University of
Washington, 1971.
Kenneth Dolbeare, Emeritus; Political Science, 1981;
Director of Graduate Program in Public Administration,
1984-85; B.A., English, Haverford College, 1951; L.L.B.,
Brooklyn Law School, 1958; Ph.D., Political Science,
Columbia University, 1965; 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, Emeritus; 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, UniversityofOklahoma, 1957; M.A., Mathematics, University ofPennsylvania, 1960.
Joe Feddersen, Printmaking, 1989; B.F.A., Printmaking,
University of Washington, 1983; M.F.A., University of
Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages, 1973;
Academic Dean, 1996-present; B.A., French, Western
Washington University, 1969; M.A., French,Middlebury
College, Vermont, 1972; M.A., Linguistics, University of
Michigan, 1983; Ph.D., Linguistics, University of Michigan, 1986.
John Robert Filmer, Management and International Business, 1972; B.S., Agriculture, Cornell University, 1956;
B.A.E., Agricultural Engineering, Cornell University,
1957; M.S., Hydraulic Engineering, Colorado State University, 1964; Ph.D., Fluid Mechanics, Colorado State
University,1966.
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 and 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, Jr., Clinical Psychology, 1991; B.A.,
Liberal Arts, Secondary Education, Adams State College,
1977; M.A., Clinical Psychology, Southern Illinois University, 1984; Ph.D., Clinical Psychology, Southern Illinois University, 1990.
Jorge Gilbert, Sociology, 1988; Licenciado en Sociologia,
Universidad de Chile; M.A., Sociology in education,
University ofToronto, 1975; Ph.D., Sociology in education, University of Toronto, 1980.
Ariel Goldberger, Theatrical Design, 1996; B.Arch.,
Temple University, 1987; M.F.A., Brandeis University,
1993.
Angela Gilliam, Anthropology, 1988; B.A., Latin American Studies, University of California at Los Angeles,
1958;Ph.D., The Union Graduate School, 1975; Fulbright
Scholar, 1994.
Jose Gomez, Social Sciences and Law, 1988; Assistant
Academic Dean 1988-90;AssociateAcademicDean 19901996; 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 and
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, 1990-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, 1990-93;
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.
Martha Henderson, Geography, 1995; B.S., Social Sciences, Western Oregon State College, 1974; M.S., Geography, Indiana State University, 1978; Ph.D., Geography, Louisiana State University, 1988.
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.
PatrickJ. 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., Journalisml
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., History/Business, 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
Program, 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, 197172.
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.
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, Communication, 1991; Director, Master in John T. Longino, Zoology, 1991; B.S., Zoology, Duke
University, 1978; Ph.D., Zoology, University of Texas,
Teaching Program, 1991-1995; B.Ed., Secondary Speech
Austin, 1984.
Education, University of Hawaii at Manoa, 1965; M.A.,
Lee Lyttle, Library Sciences, 1992; B.F.A., Architecture,
Speech/Communication, University of Hawaii at Manoa,
University of New Mexico, 1974; M. Urban Planning,
1970; Ph.D., Communication: Cross-Cultural Communication, The Union Institute, 1995.
University of Washington, 1985; M. Library Sciences,
University of Hawaii, 1991.
Ernestine Kimbro, Librarianship, 1987; B.A., Gonzaga
University, 1970; M.L.S., Universi ty ofW ashington, 1985. Jean Mandeberg, Fine Arts, 1978; B.A., Art History,
University of Michigan, 1972; M.F.A., MetalsmithingLovern Root King, Emerita, Social Sciences, 1977; AffirJewelry Making, Idaho State University, 1977.
mative Action Officer, 1984-85; B.A., English, Seattle
Pacific College, 1972; M.C., Communications, UniverCarrie Margolin, Psychology, 1988; B.A., Hofstra University, 1976; Ph.D., Dartmouth College, 1981.
sity of Washington, 1976; Ed.D., Policy, Governance
David Marr, American Studies and English, 1971; Acaand Administration, University of Washington, 1984.
demic Dean, 1984-87; B.A., English, University of Iowa,
Robert H. Knapp, Jr., Physics, 1972; Academic Dean,
1965; M.A., English (American Civilization), University
1996-present; Assistant Academic Dean, 1976-79; B.A:,
Physics, Harvard University, 1965; D.Phil., Theoretical
of Iowa, 1967; Ph.D., English (American Studies), Washington State University, 1978.
Physics, Oxford University, England, 1968.
S. R. Martin, Jr., English and American/African-AmeriStephanie Kozick, Education, 1991; B.S., Education,
Northern Illinois University, 1971; M.s., Curriculum!
can Studies, 1970; Academic Dean, 1973-76; A.B., English, University of California at Berkeley, 1957; M.A.,
Instruction, University of Oregon, 1980; Ph.D., Human
DevelopmentfFamily Studies, Oregon State University,
English, San Francisco State College, 1961; Ph.D., American Studies, Washington State University, 1974.
1986.
Patricia Krafcik, Russian Language and Literature, 1989;
John Marvin, Mathematics, 1988; B.A., Mathematics,
University of Montana, 1954; M.A. and A.B.D., MathB.A., Russian, Indiana University, Bloomington, 1971;
ematics, Johns Hopkins University, 1961.
M.A., Russian Literature, Columbia University, 1975;
Ph.D., Russian Literature, Columbia University, 1980.
Charles J. McCann, Emeritus, 1991; English, 196 8; President, 1968-77; B.A., Naval Science, Yale University,
Lowell Kuehn, Sociology and Public Administration,
1975; Acting Director, Washington State Institute for
1946; M.S., Merchandising, New York University, 1948;
Pubic Policy, 1984-85; Director of Graduate Program in M.A., English, Yale University, 1954; Ph.D., English,
Yale University, 1956;M.P.P.M., (Honorary), Yale School
Public Administration, 1983-84; B.A., Sociology, University of Redlands, 1967; M.A., Sociology, University
of Organization and Management, 1979.
Earle W. McNeil, Sociology, 1971; Academic Advisor,
of Washington, 1969; Ph.D., Sociology, University of
1983-86; B.S., Chemistry, Washington State University,
Washington, 1973.
1964; M.A., Sociology, Washington State University,
Elizabeth M. Kutter, Biophysics, 1972; B.S., Mathemat1965.
ics, University of Washington, 1962; Ph.D., Biophysics,
University of Rochester, New York, 1968.
Laurie Meeker, Film and Video, 1989; B.A., Film Production/Still Photography, Southern Illinois University, 1980;
Patricia Labine, Ecological Agriculture, 1981; B.A., ZoM.F.A., Film Production, University of British Columbia,
ology, Mount Holyoke College, 1961; Ph.D., Biology,
1985.
Stanford University, 1966.
Donald V. Middendorf, Physics and Biophysics, 1987;
Kaye V. Ladd, Emerita, Inorganic Chemistry, 1975;
B.A., Biology, University of Missouri, 1977; M.S., Applied
B.A., Chemistry, Reed College, 1963; M.A., Physical
Chemistry, Brandeis University, 1965; Ph.D., Inorganic
Physics, Cornell University, 1980; Ph.D., Plant PhysiolChemistry, Brandeis University, 1974.
ogy, 1984.
Eric H. Larson, Emeritus, Anthropology, 1971; B.A., DavidH. Milne, Biology, 1971; B.A., Physics, Dartmouth
College, 1961; Ph.D., Entomology, Purdue University,
San Jose State College, 1956; M.S., San Jose State Col1967.
lege, 1957; Ph.D., Anthropology, University of Oregon,
Maxine Mimms, Emerita, Social Services, 1972; Director,
1966.
Tacoma Program, 1973-90; B.S., Education, Virginia
Gerald Lassen, Public Administration, 1980; Academic
Union University, 1950; Ph.D., Pedagogical and CurricuAdvisor, 1990-present; B.A., Mathematics, University of
. Texas, 1960; M.A., Economics, University of Wisconsin, . lum Studies, The Union Graduate School, West, 1977.
Carol Minugh, Environmental Studies (Native American
1967.
Daniel B. Leahy, Public Administration, 1985; Director
Community-Based) 1988;A.A., General Education, Grays
Harbor Community College, 1973; B.A., Liberal Arts,
of Labor Center, 1987-1995; B.A., Economics, Seattle
The Evergreen State College, 1974; M.S., Education AdUniversity, 1965; M.P.A., New York University Graduministration, Washington State University, 1975; D.Ed.,
ate School, 1970.
Albert C. Leisenring, Mathematics, 1972; B.A., MathHigher Education Administration, Pennsylvania State University, 1981.
ematics, Yale University, 1960; Ph.D., Mathematics, The
Harumi Moruzzi, Intercultural Communication, 1990;
University of London, 1967.
B.A., English, Nanzan University, Nagoya, Japan, 1970;
Mark A. Levensky, Philosophy, 1972; B.A., Philosophy,
University of Iowa, 1959; A.M., Philosophy, University
Ph.D., English, Indiana University, 1987.
Lawrence J. Mosqueda, Political Science, 1989; B.S.,
of Michigan, 1961; Ph.D., Philosophy, University of
Political Science with minors in Sociology and Economics,
Michigan, 1966.
Iowa State University, 1971; M.A., Political Science,
RussellM. Lidman, Economics, 1974; Director of CraduUniversity of Washington, 1973; Ph.D., Political Science,
ate Program in Public Administration, 1981-83; Director, Washington State Institute for Public Policy, 1985University of Washington, 1979.
90; Academic Vice President and Provost, 1990-94; B.S., Frank Motley, Librarianship, 1978; Head of Library
Reference, 1972-79; B.S., Psychology, Portland State UniElectrical Engineering, Cornell University, 1966; M.P.A.,
versity, 1965; M.S., Librarianship, University of Oregon,
Princeton University, 1968; M.S., Economics, University
1968.
of Wisconsin at Madison, 1970; Ph.D., Economics,
University of Wisconsin at Madison, 1972; Fulbright
Scholar, 1994.
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.P.A.,
Public Administration, University of Southern California,1980.
Gonzalo Munevar, History and Philosophy 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, 198895; 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.
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.
Alan Nasser, Philosophy, 1975;A.B., Classical and Modern Languages, St. Peter's College, 1961; Ph.D., Philosophy, Indiana University, 1971.
James Neitzel, Chemistry, 1989; B.A., Chemistry, Biology, Macalester College, 1977; Ph.D., Chemistry, California Institute of Technology, 1987.
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.
Lin Nelson, Environmental Health, 1992; B.A., Sociology, Elmira College, 1970;M.A., Sociology, ThePennsylvania State University, 1975; Ph.D., Sociology, The Pennsylvania State University, 1981.
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; M.A., 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,
1988-1992; B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
Mark Papworth, Emeritus, Anthropology, 1972; B.A.,
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; B.A.,
Philosophy, University of Chicago, 1963; Ph.D., Philosophy and Humanities, Stanford University, 1971.
Peter Pearman, Zoology, 1996; B.A., Biology, University
of Colorado, Boulder, 1981; M.A., Zoology, Duke University, 1988; Ph.D., Zoology, Duke University, 1991. _
>,
4J
•......•
:::3
U
o
u,
~J~
.."
o
n
s::
•......•
r+
'<
Sarah Pedersen, English Literature and Library Science;
Dean of Library, 1986-92; 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 Evergreen
State College, 1978; M.A., Literature, University of 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
University of Argentina, Buenos Aires, 1983; Graduate
Research Student (Kenkyusei), Traditional Japanese Theater; Kabuki, Sophia University, Tokyo, 1986-87; Ph.D.,
Hispanic Language and Literatures, 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 State College, 1970; Graduate work in Modern
European History, San Jose State College; Research Fellowship, Center for Research and Advanced Study, San
Jose State College.
Therese Saliba, English, 1995; B.A., English, University of
California, Berkeley, 1983; M.F.A., Fiction Writing, University of Washington, 1989; Ph.D., English, University
of Washington, 1993; Fullbright Scholar, 1995.
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., ew York University, 1966.
Leon R. "Pete" Sinclair, Literature, 1971; B.A., University of Wyoming, 1964; Ph.D., Literature, University of
Washington, 1970.
Niels A. Skov, Emeritus, Management, 1972; B.S., Mechanical Engineering, Teknikum, Copenhagen, Denmark,
1947; M.S., Physical Oceanography, Oregon State University, 1965; 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, 1978-94; Director, Washington Center for Improving the Quality of Undergraduate Education, 198594; Provost and Academic Vice President, 1994-present;
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 orth Carolina, 1978.
Oscar H. Soule, Biology, 1971; Director of Graduate
Program in Environmental and Energy Studies, 1981-86;
Associate Academic Dean, 1972-73; Academic Advisor,
1983; B.A., Biology, Colorado College, 1962; M.S., Zoology, University of Arizona, 1964; Ph.D., Ecology-Biology, University of Arizona, 1969.
Paul]. Sparks, Art and Photography, 1972; B.A., Art, San
Francisco State College, 1968; M.A., Art-Photography,
San Francisco State College, 1971.
Gregory Stuewe-Portnoff, Emeritus, 1994; 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.
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.
Masao Sugiyama, Mathematics, 1988; Academic Dean,
1994-present; 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, 1958.
Nancy Taylor, History and Education, 1971; A.B., History, Stanford University, 1963; M.A., Education, Stanford
University, 1965.
Peter B. Taylor, Emeritus, Oceanography, 1971; B.S.,
Bio-chemistry, 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, 1971;
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 and 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,JapaneseLanguage and Culture, 1985;
B.A., Psychology; Teaching License in English and Guidance and Counseling, 1965; M.A., English, 1978; Ph.D.,
Comparative Literature, 1985.
Gabriel F. Tucker, Natural Resources, 1996; B.S.,Forest
Management, Oregon State University, 1976; M.S., Forest Resources, University of Washington, 1983; Ph.D.,
Natural Resources, Cornell University, 1990.
Jude Van Buren, Public Health, 1992; B.S., Environmental Health Sciences, University of Washington, 1984;
M.P.H., Environmental Health, The Johns Hopkins
School of Hygiene and Public Health, 1990; Ph.D.,
Public Health, The Johns Hopkins School of Hygiene
and Public Health, 1996.
Michael Vavrus, Instructional Development and Technology, 1995; Director, Graduate Program in Teaching,
1996-present; B.A., Political Science, Drake University,
1970; M.A., Comparative and International Education,
Michigan State University, 1975; Ph.D., Instructional
Development and Technology, Michigan State University, 1978.
Sherry L. 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.
Sidney D. White, Emeritus, Art, 1970; B.A., Art Education, University of New Mexico, 1951; M.S., Philosophy-Aesthetics, University of Wisconsin, 1952.
David W. Whitener, Emeritus, Native American Studies,
1978; B.Ed., English History, Western Washington University, 1962; M.Ed., Public School Administration,
Western Washington University, 1970.
AlfredM. 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.
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. Winden, Emeritus, 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, 1981; Ph.D., Economics, American University, 1991.
York Wong, Management/Computer Sciences, 1975;
Director of Computer Services, 1973-75; Assistant Academic Dean, 1979-81; B.S., Electrical Engineering, University of Arkansas, 1956; M.B.A., Columbia University,
1970.
Artee F. Young, Law and Literature, 1996; B.A., Speech
and Theatre, Southern University, 1967; M.A., Children's
Theatre, Eastern Michigan University, 1970; Ph.D.,
SpeechCommunication and Theatre, University ofMichigan, 1980; J.D., University of Puget Sound School of
Law, 1987.
E.J. Zita, Physics, 1995; B.A., cum laude, Physics and
Philosophy, Carleton College, 1983; Ph.D. Physics, University of Wisconsin-Madison, 1993.
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.
OliviaArchibald, English, Ph.D., University of Iowa,
1966; English, M.A., Marshall University, 1973; English,B.A.,Marshall University.
Peter Bacho, Law and Policy, LL.M., University of
Washington,1981;].D., University of Washington, 1974,
B.A.,SeattleUniversity, 1971.
GordonBloomquist, Geochemistry; Ph.D., University of
Stockholm, Sweden; Geology, M.S., University of
Stockholm; Geology and Education certificate, B.S.,
PortlandState University.
StephenBray, Print Journalism; B.A., American Studies,
YaleUniversity, 1975; M.A., History, University of
Californiaat Berkeley, 1979; C.Phil., History, University
of California at Berkeley, 1980; M.]., Journalism, Universityof California at Berkeley, 1982.
MargeryB. Brown, Animation, Film, Video and 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.
Jeff Cederholm, Salmon Biology and Ecology, Salmon
Habitat Degradation, Enhancement and Restoration;
B.s., University of Washington, College of Fisheries,
1968;M.S.,University of Washington, College of Fisheries,1972.
Carol Crawford, Music History, Piano and Harpsichord;B.A.,Piano, Florida State University, 1969; M.A.,
MusicHistory, University of Washington, 1978.
KateCrowe, Psychology and Writing; B.A., Psychology
and Writing, The Evergreen State College, 1980.
SteveDavis, Photography and Electronic Imaging; B.S.,
Communications,Photography, Film,University ofIdaho,
1979;M.F.A., Art, University of Idaho, 1983.
Hirsh Diamant, Theater and Performing Arts, Masks,
Puppets,Props, Classical Theater, Sculpture, Drawing,
Design,Painting and Color Theory, Pantomime, Education,K-8and Teacher Training; B.F.A., Bezalel Academy
ofFineArts and Design,Jerusalem, Israel, 1975; M.F.A.,
Pratt Institute, New York, 1978.
Daniel Dodds, Agricultural Economics, Natural ResourceEconomics, Economic Theory and Mathematical
Economics;Ph.D., Universiry of Wisconsin, 1980; Economics,Mathematics and Computer Science, B.A., southern illinois, University, 1975.
JosephDonnette, Master of Architecture, University of
Washington, 1991; Architecture, B.A., University of
Washington, 1982.
Anne M. Ellsworth, American Sign Language, Deaf
Culture Studies; M.L.T. (Medical Laboratory Tech),
Tacoma Community College, 1966; Drug and Alcohol
CounselingCertificate, Seattle University, 1975; B.A.,
Art and Social Sciences, The Evergreen State College,
1989.
Maria Eloheimo, Ethnobotany, Botanical Medicine,
Northwest Studies and Education; B.A., The Evergreen
StateCollege,1976 and 1990; M.A., Antioch University,
1978;preparing Ph.D., at University of Washington.
Hugo Flores, Spanish; B.S., The Evergreen State College,
1988; M.E.S. (pending) The Evergreen State College.
Don Foran, Literature, Writing, Ethics; Ph.D., English,
University of Southern California, 1973; Post-doctoral
M.A., TheologylPublic Policy, The Jesuit School of Theology, Berkeley, 1977.
Bill Hashim, Environmental Philosophy and 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, Human Sexuality and
History; B.S. Psychology and Education, Virginia Commonwealth University, 1973; M.Ed., Educational Administration and Supervision, Teaching Certificate in
History, Virginia Commonwealth University, 1981;
Ph.D., Education, The Union Graduate School, 1988.
Allegra Hinkle, Media and Music; B.A., Communications, Western Kentucky University, 1976.
Ron Hinson, Visual Art, Art History and Criticism,
Painting; B.F.A., Miami University, Ohio, 1956; M.F.A,
Miami University, Ohio, 1958.
Doug Hitch, Woodshop, Metalshop, Wood and Metal
Fabrication, Neon Lab, Glass Fusing and Slumping and
Metal Casting; A.A., Centralia Community College,
1970; B.A., Technical Theater, Western Washington
University, 1972; Pilchuck Glass School (glass blowing,
glass casting, neon, staff technician) 1987-91.
Mitsugu Honda, Japanese and 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 and 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.
James Kerstetter, Chemical Physics; Ph.D., M.Phil, M.S.,
Yale University, 1969; Chemistry, B.S., Drexel University,1964.
Karen Kirsch, Expressive Arts; Associate's Degree, Textile Design, Fashion Institute ofTechnology, 1972; B.A.,
The Evergreen State College, 1980; University of Washington, Laban Movement Analyst Certification, 1991.
Hugh Lentz, Photography, Digital Imaging; M.F.A., Artl
Photography, University of Arizona, 1987.
Jean MacGregor, Environmental Studies; B.S., University of Michigan, 1967; M.S., Natural Resources, University of Michigan, 1971.
Roger Mcintosh, Technical Theater, Lighting Design,
Multimedia Production; B.A., The Evergreen State College, 1980.
Brian McMorrow, Political Philosophy, Legislative Politics, Public Administration; B.A., 1980; M.A., 1982,
Ph.D., 1984, Political Science, University of California,
Santa Barbara.
Helena Meyer-Knapp, Social Change, Political Psychology, Decision Making, War and Political Geography;
B.A., History, Oxford University, 1969; M.A., Communications, University of Pennsylvania, 1971; Ph.D., Interdisciplinary Political Studies, The Union Institute,
1990.
Pat Moore, Sustainable High-Production Agriculture;
B.A., The Evergreen State College, 1981.
Mike Moran, Ceramics, Drawing and Painting; B.S.,
Painting, Political Science, Eastern Montana College,
1966; M.F.A., Ceramics, University of Puget Sound,
1982.
Nancy Parkes Turner, Writing, M.F.A., Goddard College, 1996; Creative Writing, Literature and Journalism,
B.A., The Evergreen State College, 1978.
Kathleen Peppard, Social Work and Counseling; M.S. W.,
University of Southern California, 1979; English, B.A.,
Cornell University, 1975.
Susan Preciso, American Literature, British Literature
and Writing; B.A., Literature, Portland State University,
1986; M.A. Literature, Portland State University, 1988.
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 and Music; B.A. The Evergreen State
College, 1980.
Sarah Ryan, Labor Studies; B.A., The Evergreen State
College, 1992; M.A., Labor and Industrial Relations,
Rutgers University, (expected) 1995.
Joli Sandoz, American Studies, Writing, Sociology and
Literature of Sport; B.A., English, Portland State University, 1974; M.A, Recreation Education, Brigham Young
University, 1975; M.A., Christian Studies, Episcopal
Divinity School, 1980.
Howard Schwartz, Political Science; Ph.D., Stanford
University, 1982; Political Science, B.A., Queens College,
City University of New York, 1965.
Char Simons, West European Studies; M.A., Indiana
University, 1983; Journalism and Sociology, B.A., Indiana University, 1982; Education certificate, Saint Martin's
College, 1992.
Bernd Stevens Richter, Literature; Ph.D., Universitaet
Potsdam, Germany, 1982; Cultural Studies, Dr. Phil.
Habil, Universitaet Potsdam, Bermany, 1990.
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 and
Sociolingustics; B.A., Social Sciences and Romance Languages, The Evergreen State College, 1979; M.A., Sociocultural Anthropology, University of Washington, 1984.
Ken Wilhelm, Media Arts; Renton Vocational Institute.
Bob Woods, Metalworking, Furniture Design and Metal
Casting; B.A., Art Education; B.F.A., Metal Design,
University of Washington, 1976; M.F.A., Metal Design,
University of Washington, 1978.
Barbara Zelano, Theater Marketing; B.A., Marketing
the Arts, Arts Administration, The Evergreen State College, 1988.
>.
4-'
,........
:J
U
cs
u..
OJ
E
.,.....
~I
4-'
s;
O
0...
Whether teaching calculus, poetry
or standard distribution, Evergreen
faculty are noted for being
supportive
teachers.
Night and day, the Computer Center buzzes with quiet intensity as
students pursue projects on more than 100 PC and Macintosh units. The
center provides a wide range of software and access to the World Wide Web,
as well as student consultants who help you navigate individual programs
and cyberspace. Classes often meet in the center's high-tech classrooms.
n
o
"0
3
s:::::
VI
r-
......
"'h
(I)
<,
C'I
,......
o
VI
VI
.,
o
'<
Evergreen students read a lot, including a different book discussed
each week in seminar. You'll read in the library, on'Red Square, in your
room.
Students "audition'; to be featured
in this Catalog by sharing their
opinions about Evergreen before a,
video camera. Their images and
opinions are captured for the
collages featured on pages 6-17.
Housing offers an array of rooms with a view, wooded walkways, a community center, recreational opportunities
and much more, all within a short walk of the central campus.
Speaking of Evergreen: A Glossary
A few words about Evergreen, a college built on the philosophy
that teachers should focus on the educational experience
of each individual student. Free of distractions created
by academic departments, grades and majors, Evergreen is a
college truly unlike any other. A few words, commonly used
on campus, help describe this educational experience. We
share them with you here, as you begin to explore all that
Evergreen has to offer.
Academi c Fai r A mass gathering of faculty, student services staff and students held in the Library
lobby at the beginning of each academic year and
near the end of fall, winter and spring quarters.
This provides a great opportunity to get infonootion about upcomingprograms, explore possible contracts and talk to people who are genuinely interested in helping you with planning. Checkwith APEl,
Admissions or Registration and Records for dotes
and times,
Academic Pathways The way to specialize in a
particular field of study at Evergreen is to plan an
academic or career "pathway." Talk with an APEl
Evergreen's colorful and festive outdoor graduati.on
ceremony is attended
by thousands of people - mostly friends and family of more than 1,000
graduates.
Students can walk a mile through
the woods from the Clock Tower to
the Evergreen beach on Puget Sound's
Eld In let, to study the envi ronment,
relax and collect rays.
>,
to
VI
VI
o
,......
\,.:;1
<,
Q)
4-
.....
--I
VI
:::l
Q..
E
itudent athletes enjoy NCAADivision III soccer,
tennis,
n's club rugby and intramural sports leagues.
basketball
and swimming,
as well as men's and
u can climb the walls at Evergreen - literally.
Recreati.on
opportunities
on campus include climbing walls,
Olympic-sized pool, courts, fields, dance and exercise classes, rental equipment for outdoor pursuits,
the
et Sound and more. Within easy driving distance are mountains, an ocean, windy rivers and major cities.
isor or a faculty memberteaching in your field
interest to find out how to plan your own ecoic potIwray.
l (AcademicPlanning and Experiential Learning)
key part of the student support services available
the Student Advising Center, Academic Planning
(iwJ Experiential Learning offers students up-totbte infonootion on internships, academic programs,
faculty and academic services. Advisors provide valucble advice for planning your education. You'll also
ve advising services - formal or informal,
·.vidual or group - on an ongoing basis fran
Ilty in your programs and areas of interest.
CABUnless you're calling a taxi, CAB refers to the
College Activities Building.
Chaos Around here, it's spelled KAOSand it's the
college's FMcoo'fll.mity radio station.
Contracts Evergreen offers three kinds of academic contracts: Group Contracts, Individual Learning Contracts and Internship Contracts. Talk to an
APELadvisor or faculty memberto learn more.
Coordinated
Study Programs An academic program with a faculty team of two to five and 40 to 100
students. Primarily full-time and one or more quarters in length, coordinated studies focus on inter-
disciplinary study and research on a particular theme
or topic.
Core Programs Designed for first-year students.
Think of Core programs as coordinated studies for
beginners because they emphasize studying in several
disciplines and improving college-level skills.
Courses Part-time courses supplement the main curriculum. They can be combined with programs, contracts and internships.
CPJ It's the Cooper Point Journal, Evergreen's student newspaper.
o
U
You'll frequently
reports.
discuss
your readings
and your ideas,
as well as write
lots
of essays,
abstracts
and
n
o
3
-0
co:
VI
,.
.....
""'h
(1)
"~
,.....
o
VI
VI
,
o
'<
A diversity
of authors' works are
at the heart
of Evergreen's
curriculum, and the Bookstore
is
at the center
of campus - a
fascinating place to explore ideas,
buy supplies and, of course, locate
Geoduck gear.
A variety of teaching methods are used at Evergreen, including labs and
lectures,
but collaboration
and conversation
are key aspects of the
curriculum.
Student
artwork
creates a visual undercurrent
on campus, from the
expansive studios of the Arts Annex to temporary public art that appears
in unusual places to ever-changing gallery shows in the Library and the
CAB.
Don't worry fun, too.
Credits Full-time students at Evergreen earn 12 to
16 credits, or quarter hours, per quarter; the lOO)(iIIUII allowed is 16. The OIOOUnt
of credit earned in a
program 1S clearly specified at the end of the evaluation of the student's academic performance.
DTF DTFsare Disappearing Task Forces. Evergreen's
planners wanted to avoid permanent coornittees, so
they created DTFsto study problems, make recommendations and then disappear. Several DTFsare active
each academic year and students are encouraged to
participate. Contact the Office of the Vice President for Student Affairs.
mathematics, science and writing for your work in a
single coordinated studies program.
Evaluation Evergreen's grading system consists of
a narrative evaluation of a student's academic work
at the end of each quarter. Faculty memberswrite
evaluations of each student's work and progress, and
each student writes a self-evaluation. These become
official documents, making up your permanent transcript. Students also write evaluations of faculty
members, which becomea part of the faculty member's
official portfolio.
Evaluation
Conference A quarterly conference
in which a faculty memberand student discuss their
EARSEvergreen's AutomatedRegistration System lets
currently admitted, continuing students register for
classes over the phone. Appointment information will
be mailed to you each quarter.
Equi valencies The approximate course titles and
credit hours listed at the end of the program descriptions. These will be listed as final "course
equivalencies" at the end of a faculty evaluation of
your academic work. This is the way Evergreen translates interdisciplinary studies into course titles
similar to those at other institutions. Students may
earn equivalencies in four to six disciplines. For
example, you might be awarded credit in history,
learning
is often
'1.\
Intellectual
inquiry is not limited by classroom wQlls. Evergreen is noted for fostering
where classroom lessons and discussions spill into all aspects of students' lives.
a learning
community
>,
t-
,n
J
o
Vl
Vl
o
.....•
~
<,
Q)
.....
-'
4-
Vl
~
0..
E
The day after graduation, more than 25,000 people from the surrounding
region join the celebration
at Supe r Satu rday, Washington's largest
one-day festi va1 featuring live musi c, food, arts and crafts and much
more.
Created
weekly
by dedicated
students, including manyvolunteers,
the Cooper Point Journal is more
than a student newspaper. It's a
forum for campus concerns and student
expression.
The Longhouse Education
and Cultural
Center promotes multicultural
learning and events with a focus on
Nati ve American traditions.
Designed to reflect the architecture
of historic structures of the Pad fic Coastal
tribes, the Longhouse connects Evergreen with tribal communities and provides a very special classroom space.
evaluations of the student's work. Conferences occur during Evaluation Week, the 11th and final week
of each quarter.
Faculty Sponsor A student's prilOOry instructor
during any given quarter in a group cantract, individual contract or internship.
Field Trips Trips off campus are regularly integrated into the schedule of progran activities just like lectures, seminars, etc.
First Peoples At Evergreen, the term First Peoples
refers to people of color - often referred to in the
United States as minorities. The nomeis in recogni-
tion of the unique indigenous heritages of all people
of color. See First Peoples' Advising Services in
the Student Support Services section on page 21. See
also the First Peoples' Recruitment staff in the
Admission section on page 27.
Geoduck The campus mascot - a legacy from
Evergreen's early humorists, Pronounced"gooey-duck,"
the geoduck is an oversized clan native to this area
and noted for digging deep and fast.
Governance An ongoing process at Evergreen, demonstrating our canmitment to working together to
IOOkedecisions. Students participate in governonce
along with staff and faculty mermers, usually through
a OTFestablished to study a problem and seek solutions. Participatory deIOOcracyis hard v.ork and timeconsuming, but you have a voice in v.tlat happens at
Evergreen if you choose to exercise this unusual and
valuable franchise.
Greener Shart for Evergreener.
Interdisciplinary
Study that covers IOOrethan
one acodemic discipline. Many Evergreen programs
involve study in three or more disciplines, and all
require some cross-disciplinary v.ork. Thus, you may
find yourself learning about both science and art in
cs
u
No two programs are the same on KAOS-FM Olympia Communi ty Radio, where
students, faculty, staff and community members line up for a chance to
create their own two-hour weekly show. The result: a smorgasbord of shows
so engagingly diverse in style and content that students soon devote at
least one preset button on their radios to 89.3 FM.
Evergreen's 13-acre Organic Farm
is a 1 i v i nq laboratory
for
sustainable agriculture, a scenic
location for seminars and a source
of fresh vegetables, herbs and
flowers sold on campus.
n
o
3
"'0
C
Vl
r-
•.....
-t\
('[)
<,
C)
.--'
o
Vl
Vl
.,
o
~
Students regularly arrange to meet
outside of class to collaborate
on group projects.
Evergreeners traditionally care deeply about many issues. Activism, forums
and community service are supported by an array of student groups. When an
issue strikes a chord, students make their voices heard.
Evergreen's campus comes alive with cultural
year.
the same program, or about social science and hUlOOn
develOJXll€nt, or conbining studies of history with
exploration of literature.
Indi vidual learning Contract Anindividual study
plan agreed to by a student and a faculty sponsor.
May include readings, writing, pointing, photography, field studies and research - whatever suits
your academic needs and interests. Requires welldefined goals, self-discipline,
lots of rotivction
and the ability to work with niniml supervision. For
advanced students and available only in limited numbers. APELhas inforlOOtion on how to proceed and
which faculty members might be appropriate sponsors.
events
throughout the
Internships
Supervised experience in a work situation for which a student receives academic credit.
Internships require advance planning through APEL.
Seniors are generally given priority, as are students in academic programs that require internships.
Part- Time Program These half-time evening and
weekend programs are designed as a way for working
adults or others who cannot attend regular programs
to earn credit toward a Bachelor of Arts degree.
Part- Times Studies Evening and weekend offerings that include part-time programs and some twoto eight-credit classes on specific subjects.
Few colleges have a Gamelan, an
Indonesian orchestra. This one
provides a wonderful opportunity for
students of music and cultural
studies, and Gamelan concerts are a
much-anticipated happening.
Planning Group An interdisciplinary
grouping of
Evergreen faculty, all of whomare interested in a
specific set of disciplines or issues. Faculty within
each Planning Group meet regularly to plan curricullJ1l
and often teach together. Evergreen's five Planning
Groups are listed in the Condensed Curriculum, pages
38 and 39.
Potluck A tradition at Evergreen where a faculty
memberand his or her students bring food for lunch or
dinner, often at a seminar member's home. These occasions are perfect for mixing academic and social life.
Music of many flavors is performed'at several venues on campus, and the
Olympia music scene is legendary for its rich rock and folk performance
tradition.
Students gather in the College
Activi ties Building
to eat,
relax, study, discuss projects or
take in an occasional lecture,
performance or forum.
>.
L
cs
Vl
Vl
o
...-'
1.::;1
<,
Cl)
4-
.,.....
.....J
Vl
::l
0..
E
Hanging out: Students say people they meet are interested
in what they're doing and where they're going.
Photography is only the beginning
in the Graphics Imaging Lab (the
"GIL") where camera and video images
are captured, blended and "morphed"
into artistic works.
'
Minds meet with an eye to the future at the Academic Fair. During this
unique quarterly event, students get first-hand, in-depth insight into
next quarter's programs from faculty and seek advice from academic advisors.
Prior learning From Experience Also knownas
PlL Practical knowledge of a subject that is the
equivalent of academic learning in that field, and
for ~l1ich Evergreen may QVlQrdacademic credit. Contact APEl for further inforrootion.
Programs To distinguish Evergreen's offerings frOOI
traditional courses or classes at other institutions, we use the term "programs" to indicate an
academicoffering that is multidisciplinary and full
time. Students enroll in one progrOOIat a time, often
for a full year of study.
Retreat t-tlny academic programs go on retreats 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 1996.
Self-Evaluation
Your evaluation of your ownacademic 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 forrool academic records.
Seminars One of the central experiences of an
Evergreen education, seminars usually meet weekly
to discuss the readings assigned in a particular
program. The discussion group consists of a faculty
mer and 22 to 25 students. Participants are expected to prepare for the seminar by reading and
analyzing the material to be discussed.
Social Contract Evergreen's planning faculty wanted
the college to function as a cOOImuni
ty, so they
wrote their ideas about social ethics and working
together into the Social Contract. See page 22.
The Student Advising Handbook Published by
APEl, this handbook is an invaluable source of inforrootion and a tool for planning your career at
Evergreen and beyond. Available frOOIAPEl.
cs
U
Servi.ces and Resources
Access for Students
With Disabilities
n
o
3
"'0
s::
VI
l/)
(1)
-s
<
•....•.
n
(1)
VI
o
:::J
0..
;;0
(1)
VI
o
s::
-s
n
(1)
VI
Evergreen welcomes students with
disabilities. The Access Services for Students
with Disabilities Office is committed to
providing equal access to the benefits, rights
and privileges the college offers students
through its services, programs and activities.
To help Access Services identify services
appropriate to your needs, please contact us
as soon as possible upon admission to the
college. Written documentation of a disability
must be received by Access Services prior to
provision of services.
In addition to the services provided by this
office, you will find valuable help from the
on-campus student organization, The
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, LIB 1407D
Ext. 6368, TDD: 866-6834
Union for Students With Disabilities,
CAB 320, ext. 6092
Equal Opportunity
The Evergreen State College expressly
prohibits discrimination against any person
on the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabled or Vietnam-era veteran.
Responsibility for protecting 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 equal opportunity policy are
available in the Equal Opportunity Office,
LIB 3103. Persons who wish information on
equal opportunity may contact Paul Gallegos,
special assistant to the president for equal
opportunity, ext. 6368. Persons who believe
they have been discriminated against at
Evergreen are urged to contact Lee Lambert,
special assistant to the president for civil
rights, ext. 6386 or TDD: 866-6834.
Campus Bookstore
The Evergreen Bookstore, located in the
CAB, is the place to find all program books
and materials. The Bookstore also features
general reading and reference books; video,
computer and software sales; film processing;
ticket sales; novelty items 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.
Campus Parking
Computing Services
Motor vehicles must display valid parking
permits. Permit prices are as follows:
In Academic Computing the emphasis is on
students and technology. Students are
encouraged to use computers throughout the
curriculum - from writing evaluations to
working with graphic images to solving
complex statistical, scientific or computer
science problems. The use of computer
facilities, the Internet and the World Wide
Web 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 LIB 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.
The college's Computer Center resources
include microcomputer laboratories, clusters
of microcomputers, workstations and
minicomputers. These offer a diversity of
computer languages (such as C++, Prolog,
LISP and BASIC), as well as application
software (such as Word, Excel, graphics
packages and SPSS).These facilities also
provide access to worldwide information
resources through the Internet, including the
World Wide Web.
Evergreen's computing laboratories include
IBM-compatible and Macintosh computers
networked to central servers and Internet
resources. Laboratories include video and
audio projection equipment. Labs are
networked to share printers, peripherals and
application resources and provide 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). Microcomputers designed for
science applications are available in the
Computer Applications Lab (CAL), located in
Laboratory Building II. The Graphic Imaging
Lab provides facilities for graphics and
imaging projects.
Evergreen has been able to maintain stateof-the-art computing resources through grant
assistance from the National Science
Foundation, AT&T, Apple, Digital Equipment Corp., Microsoft and other organizations.
Automobiles
Motorcycles
Daily
$1
$1
Quarterly
$25
$12.50
Academic Year
$65
$35
Full Year
$75
$37
Daily permits can be purchased at the
information booth on the front entrance road
to campus. Longer-term passes can be
purchased at the Parking Office, SEM 2150.
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 vehicles are
parked on campus.
Convenient parking is available for persons
with disabilities. A Washington state disabled
parking permit must be displayed when a
vehicle is parked in a disabled parking space.
Persons with temporary disabilities may
obtain a permit through the Parking Office.
Additionally, an Evergreen daily pass or
parking permit must be purchased and
displayed.
For more information on campus parking,
call ext. 6352.
Campus Public Safety
The campus Public Safety staff is responsible for providing services that enhance the
safety and welfare of Evergreen community
members and maintain the security of campus
buildings and property, both public and
private. The Public Safety Office will also
assist students, staff and faculty with personal
property identification and will register
bicycles at no charge. Although the college
assumes no responsibility for lost property,
the chance for recovery of lost or stolen items
is improved if the owner can be easily
identified.
The Public Safety Office is open 24 hours a
day, seven days a week and is staffed by statecommissioned police officers trained in law
enforcement and problem-resolution skills.
While charged with enforcing laws and
regulations, the staff works to resolve issues
using the college's Social Contract whenever
possible. The Public Safety Office is located in
SEM 2150. Reach the office by telephone at
ext. 6140 or 866-6832.
Faciliti.es
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. However, rooms in the residence halls
and modular units are considered private
homes and drinking is legally permissible for
students 21 years of age or older. For students
choosing to live in a substance-free environment, Housing provides alcohol/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.
Reservations for space and/or facilities are
made through Space Management, 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, faculty or staff, and then
for alumni-sponsored events. Last priority
goes to events sponsored by individuals and
organizations outside the college.
All private and student vendors must
schedule tables through the Student Activities
Office. Student vendors are provided tables
for a $2 fee. For private vendors and alumni,
the fee is $20. Nonstudent 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 onto
campus property will be checked in and
retained by Campus Public Safety. A special
written explanation must accompany the
retention request and be 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 or both.
Pets
Pets are not allowed on campus unless
under physical control by owners. At no time
are pets allowed in buildings. Stray animals
will be turned over to Thurston County
Animal Control.
Bicycles
Bicyclesshould be locked in parking blocks
at various locations around campus. They
should not be placed in or alongside buildings
and should not be locked to railings. Bicycle
registration licenses that aid in recovery of
lost or stolen bicycles are available at Campus
Public Safety for a small fee.
Smoking
No smoking is allowed inside main campus
buildings or near building entrances.
In campus housing, smoking is prohibited
in public areas, including lobbies, laundry
rooms, TV rooms, elevators and public
hallways. Smoking is allowed within
apartments with roommates' permission.
Members of the campus community are
expected to respect smoking restrictions and
accept shared responsibility for enforcement.
Food Services
Located in the CAB, the dining services are
designed to meet your food-service needs. The
Deli, Greenery and espresso carts offer a wide
variety of food choices for your pleasure and
convenience. You may purchase items in any
of the food-service locations with either a
Geobuck card or cash.
A Geobuck card is a declining-balance
credit card that allows freedom of choice
without carrying cash. A Geobuck card can
be purchased at the Food Services Office,
CAB 107.
Library
The Daniel J. 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 4,200 items of media loan equipment
(including cameras, projectors, tape recorders
and video/audio equipment) more than
240,000 books, 30,000 reference volumes,
four well-equipped recording studios, a
complete video production system, films,
recordings, maps, documents, editing benches
and 2,000 periodical subscriptions.
In addition to resources on hand,
Evergreen's Library offers you access to books
and periodicals through computerized
databases. 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.
Mall Services
Mail service for campus residents is
provided Monday through Saturday. Students
moving into campus housing may send their
belongings in advance to Receiving and Mail.
Labels should be addressed as follows:
Name
The Evergreen State College
Building letter and room number
Building street address
Olympia, WA 98505
A self-service postal unit is located on the
first floor of the College Activities Building
for outgoing mail needs. Direct questions to
Receiving and Mail, LIB 1321, ext. 6326.
Public Service at Evergreen
Evergreen operates four public-service
organizations funded by the Washington
Legislature to carry out functions related to
the educational and service missions of the
college.
The Evergreen Center for Educational
Improvement focuses on providing educational opportunities and outreach to K-12
programs and schools. Through innovative
partnerships, joint planning, information
exchanges, workshops and conferences, the
Evergreen Center collaborates with the K-12
community throughout the state. The center's
principal foci are curriculum development
through integration and classroom assessment
of learning.
The Evergreen State College Labor Education
and Research Center, established in 1987,
offers credit and non-credit classes in labor
education, labor economics, political
economy and labor organizing to undergraduate students, union members and
residents of Washington state. The center
designs and implements union-initiated and
center-sponsored programs throughout the
year. The center also provides internships for
students interested in working in the labor
movement and sponsors a part-time labor
studies class on Saturdays. The Labor Center
is located in LIB 2102, ext. 6525.
The Washington Center for Improving the
Quality of Undergraduate Education was
established in 1985 and includes 46
participating institutions - all of the state's
public four-year institutions and community
colleges, 10 independent colleges and one
tribal college. The Washington Center focuses
on higher-education reform and helps
institutions share and more effectively utilize
existing resources by supporting the
development of interdisciplinary "learning
community" programs and other curriculumreform projects; facilitating faculty exchanges; holding workshops and conferences;
and providing technical assistance on effective
approaches to teaching and learning.
The Washington State Institute for Public
Policy, established in 1983, undertakes
research studies, sponsors conferences,
publishes newsletters and otherwise promotes
the flow of applied research on key publicpolicy issues to the Washington State
Legislature and state agencies.
Vl
0)
U
s;
~
o
Vl
0)
c:r:::
-0
t:
o
Vl
0)
U
.•.....
>
s;
O)
Vl
Vl
0...
~
E
cs
U
0-.-
n
o
3
"'0
C
VI
Vl
([)
-;
<
•....•.
("'l
([)
VI
o
~
0..
;;0
([)
VI
o
C
-;
("'l
([)
VI
Student Organizations
Student Governance
Child Care Center
In addition to providing financial support
to the CRC, Child Care Center, Cooper Point
Journal, KAOS-FM and the Student Activities
Administration, Service and Activities fees
fund a broad range of student organizations.
These student groups enhance the college
community with the many social, cultural,
recreational, spiritual and educational
services and activities sponsored throughout
the academic year. Student groups active on
campus include:
There has never been a permanent student
governance structure at The Evergreen State
College. Nevertheless, students have played
an important role in the ongoing governance
of the college. Through participation in
Disappearing Task Forces and standing
committees students ensure that their voices
and thoughts are included in decisions made
by the college.
Students interested in being informed of
and involved with such efforts may contact
the Office of the Vice President for Student
Affairs, LIB 3236, ext. 6296.
The Child Care Center is certified by the
Washington State Department of Social and
Health Services. Breakfast, lunch and a snack
are served daily and funded by the USDA
Child Care Food Program.
The center is open Monday through
Friday, 7:30 a.m. to 5:30 p.m. and enrolls
children of students and staff (18 months to
six years). Student rates depend on family size
and income level; please contact the center for
more information at ext. 6060.
American Indian Science and Engineering Society
Amnesty International
Anime
Asian Students in Alliance
Bike Shop
Camarilla
Community Action Group at Evergreen
Community Gardens
East Timor Action Network
EFlEvergreen Student Coalition
Environmental Resource Center
Evergreen Animal Rights Network
Evergreen Hemp Activists
Evergreen Political Information Center
Evergreen Queer Alliance
Evergreen Students for Christ
Evergreen Zen Center
Gaming Guild
International Student Association
Irish American Student Organization
Jewish Cultural Center
Latin American Student Association
LinuxlUnix User's Group
Maritime Alliance
MEChA (Chicano student movement)
Men's Center
Middle East Resource Center
MES Graduate Student Association
Mindscreen (film group)
MIT Graduate Student Association
MPA Graduate Student Association
Native Student Alliance
Organic Farm Power Project
Pacific Islander Association
Peace and Conflict Resolution Center
Peer Health Education Group
Rape Response Coalition
S&A Fee Allocation Review Board
S&A Productions
Slightly West (literary magazine)
Society for Creative Anachronism
Student Evaluation of Faculty Library Project
Students at Evergreen for Ecological Design
Students on Drug Awareness
Prevention of Pain (SODAPOP)
Student-Produced Art Zone (SPAZ)
Spring Arts Festival
Student Workers Organization
Umoja (African American student organization)
Union of Students with Disabilities
Women of Color Coalition
Women's Center
The Student Activities Office, Cooper Point
Journal, KAOS-FM (Olympia Public Radio)
and student organizations are located on the
third floor of the CAB.
Center for
Mediation Services
Evergreen's Center for Mediation Services
offers a safe, constructive way for persons in
conflict to negotiate their differences.
Trained volunteers help students, faculty
and staff in conflict examine individual needs,
identify common interests and begin to craft
an agreement that is mutually beneficial.
In addition, center staff offer conciliation
and referral. Over the telephone or face-toface, the mediation process is free of charge,
voluntary and confidential. Training
opportunities are available.
For more information, call the center at
ext. 6656.
~Campus Profi.le
STUDENTS
3,625
Ph.D. or terminal degree
FACULTY
158
81%
Undergraduate
3,410
Female
41%
Graduate
215
6%
Male
59%
Female
2,067
57%
Male
1,558
3,409
Olympia campus
94%
Undergraduate
95%
5%
Graduate
Female
56%
44%
43%
Male
Total
25%
Full-time
88%
Students of color
Olympia campus
22%
Part-time
12%
Students living on campus
920
189
Faculty of color
14%
18-24 age group
62%
Tacoma campus
Instructional student/faculty ratio
22:1
25-29 age group
15%
Undergraduate
68%
STAFF
423
30-39 age group
11%
Graduate'
32%
40+ age group
12%
Female
77%
Students of color
17%
Male
23%
Tacoma campus
80%
Asian/Pacific Islander
5%
Students of color
Black!African American
4%
Tribal program
Mexican/Latino/Hispanic
4%
Female
70%
Native American/Indian
4%
Male
30%
Native American
89%
Students with disabilities
10%
58%
27
Entering class
1,468
Applicants, degree seeking
3,664
Admitted
2,974
Enrolled
1,356
Nondegree-seeking enrollment
112
Washington residents
988
Residents of other states
460
Residents of other countries
Q)
,.....
.~
4o
L
c,
Vl
~
0..
81%
E
a
u
20
Financial aid recipients
Students receiving aid
1,830
Average award
GRADUATES
$6,260
(1994 graduate placement after one year)
Employed
68%
Graduate school
18%
Travel, homemaking, etc.
7%
Seeking Employment
7%
'The Tacoma Campus will not host a graduate program in 1997·98.
II
•
GPA AND SAT SCORES (distribution
FIRST-YEAR STUDENTS
for students admitted and enrolled for 1995-96)
GPA
Admitted
Enrolled
SAT Verbal
Admitted
Enrolled
SAT Math
Admitted
Enrolled
TRANSFER STUDENTS
Admitted
Enrolled
GPA
2.00-2.49
2.50-2.99
3.00-3.49
3.50-4.00
5%
6%
25%
29%
38%
35%
30%
24%
200-349
350-499
500-649
650-800
2%
3%
34%
29%
46%
39%
8%
6%
200-349
350-499
500-649
650-800
2%
2%
29%
28%
46%
37%
13%
10%
2.00-2.49
2.50-2.99
3.00-3.49
3.50-4.00
17%
17%
31%
32%
35%
34%
17%
17%
NoGPA
2%
6%
No SAT
10%
23%
No SAT
10%
23%
0
Summer
First Session
Second Session
Orientation
Sept 22-26
Academic Fair
Sept 22
Dee. 3
March 11
May 13
May 13
Quarter Begins
Sept. 29
Jan. 5
March 30
June 22
July 27
Evaluations
Dee. 15-20
March 16-21
June 8-12
July 27-31
Aug. 31-Sept 4
Quarter Ends
Dee. 20
March 21
June 12
July 31
Sept 4
Vacations
Thanksgiving
Nov. 23-30
Martin Luther King Day
Jan. 19
Memorial Day
May 25
Independence Day
July 4
Winter Break
Dee. 21-Jan. 4
Presidents' Day
Feb. 16
Commencement
June 12
Spring Break
March 22-29
Super Saturday
June 13
»
(")
o
0-
ro
3
.......
(")
("')
o
,........
ro
:::J
0o
-;
<,
("')
o
:::J
r+
o
(")
r+
.......
:::J
(0
Contacting Evergreen
Inquiries about admission should be
directed to:
Office of Admissions
The Evergreen State College
Olympia, Washington, 98505
or (360) 866-6000, ext. 6170
E-mail: admissions@e1wha.evergreen.edu
Direct other correspondence to the
appropriate office.
m
<
ro
-;
(0
-;
ro
ro
:::J
Dial (360) 866-6000, then dial or ask for the
extension or name listed.
Academic Planning and Experiential Learning
(APEL)
ext 6312
Academic deans
ext 6870
Admissions
ext 6170
Alumni Relations
ext 6551
College Advancement
ext 6300
How to Get Here
College Relations
ext 6128
Controller/Business Office
ext 6450
Financial Aid
ext 6205
Housing
ext 6132
President's Office
ext 6100
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).
Recreation Center
ext 6530
Registration and Records
ext 6180
Student Accounts
ext 6447
Student Advising Center
ext 6312
Tacoma campus
ext 6004
Vice Presidents:
Accreditation The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
Disclaimer Academic calendars are subject to change without notice. The Evergreen State College reserves the right to revise or change
rules, charges, fees, schedules, courses, programs, degree requirements and any other regulations affecting students whenever considered necessary or desirable. The college reserves the right to cancel any offering because of insufficient 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.
Campus Location
The Evergreen State College is an hour's drive
from the Seattle-Tacoma airport. Olympia is
also served by the Greyhound and Trailways
bus companies and Amtrak. Evergreen and
the state capital are just a short, scenic drive
from most Western Washington cities and
major points of interest.
Academic Affairs
ext 6400
Finance and Administration
ext 6500
Student Affairs
ext 6296
The Evergreen State College Catalog Production Team
Editing: Craig McLaughlin, Virginia Darney, Mike Wark
Copyediting and Production Assistance: Pat Barre, Mike Coyne
Design: Mary Geraci, Judy Nunez-Pifiedo
Cover and Interior Photography: Steve Davis, Debra Gerth, TESC
Photo Services
This Catalog could not have heen produced without the ideas and
contributions of dozens of staff and faculty memhers across earnpus. In particular, the production team would like to thank Debbie
Waldorf and Judy Saxton, who worked tirelessly to assemble and
edit the 1997·98 curriculum, and Kitty Parker and Arnaldo
Rodriguez, who provided valuable feedback throughout the pro·
duction cycle.
Evergreen on the Web
You can also find The Evergreen
State College in cyberspace. On the
World Wide Web, direct your browser to
http://www.evergreen.edu.
This Catalog is published by The Evergreen State College Office of
College Advancement © 1996 by The Evergreen State College
This Catalog is printed on recycled paper.
The information contained in this Catalog is available in other
media with 24 hours' notice. TDD: (3601866·6834
Index
Picking an academic program? Two indexes elsewhere in this catalog are specifically
designed to help you identify academic programs that meet your interests and needs.
The Condensed Curriculum, on page 38, lists programs by the Planning Groups that offer
them and the type of students they are geared toward. Matching Evergreen's Programs to
Your Field of Interest, on page 40, lists programs according to traditional academic
subjects areas.
e
A Week in the Life
of an Evergreen Student, 19
Academic Calendar, 116
Academic Credit, 33
Academic Fair, 35, 106
Academic Honesty, 33
Academic Pathways, 4,35, 106
Academic Regulations, 32
Academic Standing Policy, 34
Access, 20, 112
Accreditation, 116
Active learning, 3, 5, 14
Address Changes, 32
Administration, 101
Admission, 24
Application Deadlines, 24
Criteria for First-Year Students, 24
Criteria for Transfer Students, 25
Eligibility for Admissions, 27
Housing and Scholarship Applicants, 28
Late Applications, 27
Notification and Deposit, 27
Other Criteria, 25
Retention of Records, 28
Special Students and Auditors, 28
Summer Quarter, 28
To Apply for Admission, 26
Transfer of Credit, 27
AFRICAN-AMERICAN STUDIES, 40
AGRICULTURE, 40
America 2000: Family, Education,
Work at the Turn of the Century, 44
The American Family in Crisis:
Myth and/or Reality?, 64
American Indian Science
and Engineering Society, 114
AMERICAN STUDIES, 40
American Studies: Transcendental Visions, 53
Amnesty International, 114
Anime, 114
ANTHROPOLOGY, 40
APEL, 4,18,20,107
Application Deadlines, 24
Applying for Admission, 26
ARCHEOLOGY, 40
ART, 40
ART HISTORY, 40
Art Media Praxis, 75
ART/MEDIA THEORY, 40
Asian Students in Alliance, 114
ASIAN STUDIES, 40
ASTRONOMY, 40
Athletics, 20, 107
Auditors, 28, 32
4D
Bike Shop, 114
Bilingual Education and Teaching,
BIOLOGY, 40
Black Feminist Thought, 89
Board of Trustees, 101
Bookstore, 112
BOTANY, 40
BUSINESS, 40
(t
53
CAB, 107
CALCULUS, 40
Camarilla, 114
Campus Life, 106
Campus Location, 116
Campus Map, 120
Campus Profile, 115
Campus Public Safety, 112
Campus Regulations, 113
Campus Services and Resources, 112
Career Development, 20
Celluloid Women and Men:
Representations of Gender, in Japanese
and American Cinema 44, 53
CELTIC STUDIES, 40
Center for Mediation Services, 114
Chaos (KAOS FM), 107,110,114
CHEMISTRY, 40
Child Care Center, 114
CLASSICS, 40
Classics in Context, 44
Climate and Climate Change, 67
Collaborative Learning, 2, 5
COMMUNICATION, 40
Community Action Group at Evergreen, 114
Community College Transfer, 27
Community Gardens, 114
COMMUNITY STUDIES, 40
COMPARATIVE MYTHOLOGY, 40
COMPUTER SCIENCE, 40
Computing Services, 112
Concepts of Computing, 45, 82
Condensed Curriculum, 38
Connected Learning, 5, 12
CONSERVATION BIOLOGY, 40
Contacting Evergreen, 116
Contracts, 18, 107
Contracts and Internships, 98
Cooper Point Journal, 107,114
Coordinated Study Programs, 107
Core Programs, 43, 107
COUNSELING, 20,40
Courses, 107
CPJ (Cooper Point Journal), 107,114
Credit Limit, 33
Credits, 108
CRITICAL REASONING, 40
CULTURAL STUDIES, 40
Culture, Text and Language, 52
0)
DANCE, 40
Data to Information, 82
DESIGN, 40
Designing and Managing Organizations
in the 21st Century, 89
DEVELOPMENTAL GENETICS, 40
Dialogue and Silence:
Storytelling in the World, 45,54
Disclaimer, 116
Discovering Greece:
Exploring Aegean Civilizations, 54, 75
DRAWING, 40
Drop or Change a Program, 32
DTF, 108
4)
EARS, 108
East Timor Action Network, 114
Ecological Agriculture, 55, 67
ECOLOGY, 40
ECONOMICS, 41
EDUCATION, 41
EFlEvergreen Student Coalition, 114
Eligibility for Admission, 27
Elizabeth and William, 55
Energies: Celestial and Terrestrial, 82
ENERGY TECHNOLOGY, 41
English Renaissance Literature, 56
Enrollment Status, 32
Environmental Analysis: Aquatic and
Atmospheric Systems, 67, 83
Environmental Resource Center, 114
ENVIRONMENTAL SCIENCE, 41
><
CJ.)
""0
C
H
.-'
o
L
CJ.)
C
CJ.)
~
ENVIRONMENTAL STUDIES, 41
Environmental Studies, 66
Equal Opportunity, 112
Equivalencies, 108
Estimated Expenses, 30
ETHICS, 41
Evaluation, 4,33, 108
Evaluation Conference, 108
Evans Chair, 36
Evening Program, 36, 110
Evergreen Animal Rights Network, 114
The Evergreen Center
for Educational Improvement, 113
Evergreen Hemp Activists, 114
Evergreen Political Information Center, 114
Evergreen Queer Alliance, 114
Evergreen Students for Christ, 114
Evergreen Times, 36
Evergreen Zen Center, 114
Evergreen's Social Contract, 22, 111
Evidence, 83, 90
Expressive Arts, 74
()
H
0...
~
(1)
X
Gambling: America's New Addiction,
Gaming Guild, 114
Geoduck, 109
GEOGRAPHY, 41
GEOLOGY, 41
The Geology and Ecology
of Land/Ocean Margins, 72
Glossary, 106
Governance, 19,114,109
GOVERNMENT, 41
GPA and SAT scores, 115
Graduate Study at Evergreen, 99
Graduates Making Important
Contributions, 19
Graduation Requirements, 34
Greener, 109
CD
-----.,8
HEALTH, 20, 41
HISTORY, 41
HISTORY OF SCIENCE, 41
"Home-Schooled" Applicants, 25
o
Images: Physical Speculations on
Unknown Conditions, 56, 76, 90, 96
In Search of Socrates, 46, 57
Individual Learning Contract, 110
Interdisciplinary, 3,109
International Political Economy:
Understanding the shape of
the 21st Century, 91, 110
International Student Association, 114
International Students, 25
International Studies and
Opportunities to Study Abroad, 37
Internet, 112
Internships, 36, 110
Introduction to Environmental Studies, 68
Introduction to Natural Science, 84
Introduction to Social Communication, 91
Irish American Student Association, 114
t)
Jewish Cultural Center,
Facilities, 113
Faculty, 101
Faculty Sponsor, 109
FAQ's, 18
FEMINIST THEORY, 41
Field Trips, 109
FILM, 41
Financial Aid, 29
Emergency Loan Program, 29
Scholarships, 29
First Peoples, 20, 109
First-Year Students 25 or Older, 25
Focus On Teaching, 7
FOLKLORE, 41
Food Services, 113
Foundations of Visual Arts, 75
(0
Housing, 20,28, 106
How to Get Here, 116
HYDROLOGY, 41
Hydrology, 68
JOURNALISM,
114
41
43
Kafka/Prague, 57
KEY Student Services, 20
KAOS-FM, 107,110,114
4)
56
Labor Education and Research Center, 113
LANGUAGE STUDIES, 41
Latin American Student Organization, 114
LATIN AMERICAN STUDIES, 41
Learning Resource Center, 20
Leave of Absence, 32
Library, 113
LIBRARYRESEARCH, 41
LINGUISTICS, 41
LinuxlUnix User's Group, 114
LITERARYTHEORY, 41
LITERATURE, 41
Longhouse Education and
Cultural Center, 36
fJ
Mail Services,
113
MAMMALOGY, 41
Mammalogy, 68
MANAGEMENT, 41
Maps, Analysis, Geographic
Information Systems, 69
Marine Life: Marine Organisms
and Their Environments, 69
MARINE SCIENCE, 41
Maritime Alliance, 114
Master in Teaching (MIT), 99
Master of Environmental Studies (MES), 100
Master of Public Administration (MPA), 100
Matching Evergreen's Programs
to Your Field of Interest, 40
Mathematical Systems, 84
MATHEMATICS, 41
Matter and Motion, 84
MEChA, Chicano student movement, 114
MEDIA, 41
Mediaworks: Experiments
with Light and Sound, 76
Men's Center, 114
MES Graduate Student Association, 114
Micro and Macroeconomics Principles:
The Neoclassical Versus the
Political Economy Paradigm, 92
MICROBIOLOGY, 42
Middle East Resource Center, 114
Millennium: On the Brink
of the New Age?, 46, 58, 69
Mindscreen film group, 114
MIT Graduate Student Association, 114
Modeling Nature: Simulating Physical,
Biological and Environmental Systems, 47
MOLECULAR BIOLOGY, 42
MPA Graduate Student Association, 114
MUSIC, 42
Music and Theatre in
Cultural Context, 47, 58, 77
m
NATIVE AMERICAN STUDIES, 42
Native American Studies, 96
Native Student Alliance, 114
NATURAL HISTORY, 42
Natural Resource Policy:
The Shaping of Nations, 70, 97
Natural Resources: Science and Policy
in the Pacific Northwest,
70, 97
Natural Resources: Tribal Issues
and Reservation Issues, 70, 97
NEUROBIOLOGY, 42
Nontraditional high schools, 25
Q)
OCEANOGRAPHY, 42
On Interpretation: Foundation Work
in the Humanities and
Intrepretive Social Sciences, 58
One-Act Play Festival, 77
Organic Chemistry, 85
Organic Farm Power Project, 114
Ornithology, 71
ORNITOHLOGY, 42
Out of the Cave:
Philosophy of Education, 48, 59
4)
Pacific Islander Association, 114
Pacific Salmon: Biology and Conservation
of Salmonid Fishes in the
Pacific Northwest,
71
Parking, 31, 112
Part-Times Studies, 36, 110
Part-Time Studies Faculty, 105
Peace and Conflict Resolution Center, 114
PERFORMANCE THEORY, 42
Perspectives on Ireland, 48, 59, 77
PHILOSOPHY, 42
Philosophy of Knowledge and Belief, 60
PHILOSOPHY OF SCIENCE, 42
Philosophy of Science, 60, 85
Phoenix Rising:
East Central Europe Today, 48
PHOTOGRAPHY, 42
PHYSICS, 42
PHYSIOLOGY, 42
Planning Group, 38,40, 110
PLAYWRITING, 42
Political Ecology, 49
POLITICAL ECONOMY, 42
Political Economy of Inequality, 92
POLITICAL PHILOSOPHY, 42
POLITICAL SCIENCE, 42
Popular and Alternative Communication
in Latin America, 60, 78
Potluck, 110
Power Studies:
Systems, Institutions and Processes, 95
The Practice of Sustainable Agriculture, 73
Prior Learning From Experience
(PLE), 36, 110
Psychological Counseling:
A Multicultural Focus, 93
PSYCHOLOGY, 42
PUBLICADMINISTRATION, 42
Public Service at Evergreen, 113
~
Rainforest Research:
Ecology, Latin American Studies, 71
Rape Response Coalition, 114
Real-World Situations, 16
Record Keeping, 33
Recreation, 20, 107
Refunds, 30
Registration and Academic Regulations, 32
Academic Credit, 33
Academic Honesty, 33
Acacdemic Standing Policy, 34
Address Change, 32
Amending Faculty Evaluations
of Students, 33
Confidentiality of Records, 34
Credit Limit, 33
Enrollment Status, 32
Evaluation, 33
General Policies, 33
Graduation Requirements, 34
Leaveof Absence, 32
New and Continuing
Student Enrollment Process, 32
Partial Credit Options, 33
Record Keeping, 33
Registration, 32
To Drop or Change a Program, 32
Transcript and Portfolio, 33
VeteranStudents, 32
Withdrawl, 32
RELIGION, 42
Retention of Records, 28
Retreat, 111
Returning Students, 25
Rights and Wrongs, 49, 93
Romanticism, Modernism
and After, 50, 61, 78
"
S & A Board, 114
S & A Productions, 114
Sacred Monsters: Insiders and Outsiders
in French-Speaking Cultures, 61
Scholarship Applicants, 28
Scholarships, 29
SCIENCE, 42
Science of Mind, 85, 94
Scientific Inquiry, 81
SCULPTURE, 42
Seeing the Light, 79
Seeking Diversity,
Sustaining Community, 19
Selecting Your Program of Study, 35
Self and Community, 94
Self-Determination:
Puerto Rico, Ecuador and Chile, 62, 72
Self-Evaluation, 4,33,108,111
Seminars, 3,19,111
Sense of Place, 50
Shadowlands: In-Betweens, Myths
and Performance, 79
The Silk Road: A Brief Introduction
to Chinese Culture, 80
Slightly West literary magazine, 114
Social Contract, 22, 111
Social Psychology, 62
SOCIAL SCIENCE, 42
Social Science, 88
Society for Creative Anachronism, 114
SOCIOLOGY, 42
Sources of Transfer Credit, 27
Special Features of the Curriculum, 36
Special Students, 28, 32
Spring Arts Festival, 114
Springtime in Science, 86
Stars, Sky and Culture, 50, 62
STATISTICS, 42
The Structure of Life:
Functional Inter-relationships from
Molecule to Ecosystem, 86
The Student Advising Handbook, 111
Student Conduct Code, 23
Student Evaluation
of Faculty Library Project, 114
Student Governance, 19,114
Student Organizations, 114
Student Originated Software, 86
Student Originated Studies:
Japanese Studies, 63
Student Originated Studies:
Performing Arts, 79
Student Originated Studies: Visual Arts, 80
Student Produced Art Zone (SPAZ), 114
Student Support Services and Activities, 20
Student Workers Organization, 114
Students on Drug Awareness
Prevention of Pain (SODAPOP), 114
Studies in Ethnomusicology:
The Celtic World, 80
Summer Quarter, 28
U
Tacoma Campus, 95
Teaching Across Differences, 10
Telling Stories: Old and New Images, 51
Temperate Rainforests, 72
Text and Culture in America 1945-1985, 63
THEATER, 42
Tragedy: The Greeks, 51, 64
Transfer of Credit, 27
Tribal Natural Resource Policy, 98
Tribal: Reservation-Based/
Community-Determined,
73,98
Tropical Rainforests: Ecology, Geology,
Latin American Studies, 73
Tuition and Fees, 30
Billing and Payment Procedures, 30
1996-97 Tuition and Fees, 31
Estimated Expenses, 30
Miscellaneous Fees, 31
Parking, 31
Refunds, 30
Residency Status for Tuition and Fees, 30
Turning Eastward: Explorations in
East/West Psychology, 64
(D
Umoja, African American
Student Organization, 114
Undergraduate Research
in Scientific Inquiry, 87
Union of Students With Disabilities, 114
Upside Down Program, 28
User Friendly: Unmasking the
Communications Revolution, 65
o
VIDEO, 42
Vital Stuff: The Chemistry
and Biology of Food, 87
4i
The Washington Center for Improving the
Quality of Undergraduate Education,
The Washington State Institute
for Public Policy, 113
Why Evergreen?, 2
Withdrawal, 32
Women of Color Coalition, 114
Women's Center, 114
WOMEN'S STUDIES, 42
World War II, 51, 65
World Wide Web, 29,112,116
WRITING, 42
g
ZOOLOGY,
42
113
x
(lJ
-0
s::::
H
r-'
o
L
(lJ
s::::
(lJ
~
l
Key
Campus Map
DRIFTWOOD
1. Library (LIB)
2. Seminar (SEM)
3. Longhouse
4. Lecture Hall
5. Arts and Sciences (Lab 1)
6. Arts and Sciences (Lab 2)
7. Arts Annex (Lab Annex)
8. Communications Lab
9. Recreation Center
10. College Activities Building (CAB)
11. Childcare Center
12. Central Plant
13. Pavilion
14. Modular Housing
15. Student Housing
16.
17.
18.
19.
Residence Halls
Community Center
iT Bus Stop
Campus Public Safety
ROAD
«--Organic Farm
1.2 miles from Overhulse
and Driftwood.
Directions:
Travel Driftwood until
Lewis Rd. is reached.
Turn left here and look
for Organic Farm sign on
the left about a half mile
down the road.
[QJ Automatic Door
D Elevator
[ill! incline
IJ:J Parking
[ill] Ramp
~ Stairs
rn:J Curb Cut
Recreation Fields
Parking Lot C
100
Parking
lot B
200
400
,,~
,
\~
.,..
"
" ''¢''>
r
<,;
"'.
."
--:\ ..•..
u.qy
,..,.
,.
"
~
c
~
~.~
~,.. '\
•.
6
r"
r
d
.-
r