Catalog_2006-2007.pdf
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Part of Course Catalog, 2006-2007
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EVERCREEN
THE EVERGREEN STATE COLLEGE
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LAB I
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THE EVERGREEN STATE COLLEGE
Catalog 2006-07
Learning at Evergreen is a creative, interactive pursuit where faculty and students develop the knowledge and
skillsto tackle complex real-world issues. Each year our faculty reimagine programs to enrich your exploration
of problems through multiple perspectives. Faculty work closely with students and each other to encourage the
development of collaborative skills needed to analyze problems, understand and communicate complex issues and
find innovative solutions that respect differences. And you will have the opportunity to take these skills into the
community through internships, field studies and service learning.
WE BELIEVE ...
the main purpose of a college is to promote student learning through:
Interdisciplinary Study
Students learn to pull together ideas and concepts from many subject areas, which
enable them to tackle real world issues in all their complexity.
Collaborative Learning
Students develop knowledge and skills through shared learning rather than learning in
isolation and competition with others.
Learning Across Significant Differences
Students learn to recognize, respect and bridge differences, a critical skill in an
increasingly diverse world.
Personal Engagement
Students develop their capacities to judge, speak and act on the basis of their own
reasoned beliefs.
Linking Theory with Practical Applications
Students understand abstract theories by applying them to projects and activities and
by putting them into practice in real world situations.
EVERQREEN
The Evergreen State College
Olympia, Washington
www.evergreen.edu
TABLE OF CONTENTS
I
About Evergreen
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Enrollment Services
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ABOUT EVERGREEN
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Academic Programs
~en:rallnformation
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PROGRAMS
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26
How to Read a Program Description
4
Mission Statement
27
Programs for Freshmen
5
Expectations
49
Culture, Text and Language
6
Diversity and Community
64
Environmental Studies
'8
Public Service at Evergreen
73
Expressive Arts
Services and Resources
83
Scientific Inquiry
94
Society, Politics, Behavior and Change
ENROLLMENT SERVICES
10 Admissions
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13
Tuition and Fees
15
Registration and Academic Regulations
I ACADEMIC PLANNING
17
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ACADEMIC
Academic Calendar
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ning ••.• 1
I
Academic Planning
1
3
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24
106 Native American and
World Indigenous Peoples Studies
109 Tacoma Program
111 Graduate Study at Evergreen
112 Faculty, Trustees and Administration
I· GENERAL
INFORMATION
Planning and Curricular Options
117 Campus Regulations
Matching Evergreen's Programs to
118 Evergreen's Social Contract
Your Field of Interest
120 Index
CondensedCurriculum
I
ACADEMIC CALENDAR
2006-2007
FALL
WINTER
SPRING
2006
2007
2007
First Session
Second Session
Jan.8
April 2
June 25
July 30
Orientation
Sept. 15-24*
Quarter Begins
Sept. 25
SUMMER
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Evaluations
Quarter Ends
Dec. 11-15
Dec. 15
March 19-23
March 23
June 11-15
July 30-Aug. 3
June 15
July 28
Sept. 3-7
Sept. 1
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Vacations
Thanksgiving Break
Nov. 20-24
Winter Break
Dec. 18-Jan. 7
Spring Break
March 26-April
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Commencement
Super Saturday
June 15
June 16
No classes on Martin Luther King Day, Presidents' Day, Independence Day, Memorial Day and Labor Day holidays.
* Subject to change
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.
Non-Discrimination Statement
Responsibility for protecting our
commitment to equal opportunity and
non-discrimination 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 every member of the
college community to ensure that this
policy is a functional part of the daily
activities of the college. Evergreen's social
contract, the Affirmative Action and Equal
Employment Opportunity policy and the
Sexual Harassment policy are available
at www.evergreen.edu/policies. Persons
who believe they have been discriminated
against at Evergreen are urged to contact
the Human Resource Services Office,
(360)867-5361 or TIY: (360) 867-6834.
Accreditation
The Evergreen State College is accredited by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE, Redmond, WA 98052.
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.
This Catalog is published by The Evergreen State College Office of Enrollment
Management. ©2005 by The Evergreen State College
Printed on recycled paper.
This catalog is updated regularly; for the most current information please visit our
Web site: www.evergreen.edu/catalog/2006-07.
The information contained in this Catalog is available in other media with 24 hours'
notice. TIY: (360) 867-6834.
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EVERGREEN'S
MISSION STATEMENT
The Evergreen State College is a public, liberal arts college serving Washington state. Its mission is
to help students realize their potential through innovative, interdisciplinary educational programs in the arts,
humanities, social sciencesand natural sciences.In addition to preparing students within their academicfields,
Evergreen provides graduates with the fundamental skills to communicate, to solve problems, and to work
collaboratively and independently in addressing real issuesand problems. This mission is based on a set of
principles that underlies the development of all college programs and services.
Principles that Guide Evergreen's
Educational Programs:
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Teaching is the central work of the faculty at both the undergraduate
and graduate levels. Supporting student learning engages everyone at
Evergreen-faculty
and staff.
• Academic offerings are interdisciplinary and collaborative, a structure that
accurately reflects how people learn and work in their occupations and
personal lives.
• Students are taught to be aware of what they know, how they learn, and
how to apply what they know; this allows them to be responsible for their
own education, both at college and throughout their lives.
• College offerings require active participation in learning, rather than passive
reception of information, and integrate theory with practical applications.
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Evergreen supports community-based learning, with research and
applications focused on issues and problems found within students'
communities. This principle, as well as the desire to serve diverse
placebound populations, guides Evergreen's community-based programs
at Tacoma and Tribal Reservations.
Because learning is enhanced when topics are examined from the
perspectives of diverse groups and because such differences reflect
the world around us, the college strives to create a rich mix in the
composition of its student body, staff and faculty, and to give serious
consideration to issues of social class, age, race, ethnicity, gender and
sexual orientation.
• Faculty and staff continually review, assess and modify programs and
services to fit changing needs of students and society.
As evidenced by these principles, an important part of Evergreen's educational
mission is engagement with the community, the state and the nation. One
focus of this engagement is through the work of public service centers that
both disseminate the best work of the college and bring back to the college
the best ideas of the wider community.
EXPECTATI~~! EVERGREEN GRADUATE
The curriculumis designedto supportstudents'continuinggrowth in the
followingareas:
Articulate and assume responsibilityfor your own work. Examples: Know
how to work well with others, be an active participant, assume responsibility for
your actions as an individual, and exercise power responsibly and affectively.
Participate collaboratively and responsibly in our diverse society.
Examples: Give of yourself to make the success of others possible, know
that a thriving community is crucial to your own well-being, study diverse
worldviews and experiences to help you develop the skills to act effectively
as a local citizen within a complex global framework.
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Communicate creatively and effectively. Examples: Listen objectively
to others in order to understand a wide variety of viewpoints, learn
to ask thoughtful questions to better understand others' experiences,
communicate persuasively, and express yourself creatively.
Demonstrate integrative, independent, critical thinking. Example:
Study across a broad range of academic disciplines and critically evaluate a
range of topics to enhance your skills as an independent, critical thinker.
Apply qualitative, quantitative, and creative modes of inquiry
appropriately to practical and theoretical problems across
disciplines. Examples: Understand the importance of the relationship
between analysis and synthesis, become exposed to the arts, sciences,
and humanities to understand their interconnectedness,
and learn to apply
creative ways of thinking to the major questions that confront you in your
life.
As a culmination of your education, demonstrate depth, breadth,
and synthesis of learning and the ability to reflect on the personal
and social significance of that learning. Examples: Apply your
Evergreen education in order to better make sense of the world, and act in
ways that are both easily understood by and compassionate toward other
individuals across personal differences.
Adopted by the Evergreen faculty 1/17/01
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DIVERSITY AND COMMUNITY
Community-Based
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Learning-Classroom
to Community
Evergreen's educational approach provides a unique opportunity for students
to go into local communities and engage in research, education and problemsolving projects that are as beneficial to those communities as they are to our
students.
Our emphases-interdisciplinary
understanding and analysis, collaborative
learning, communication, problem-solving skills, multicultural richness and
seeing the connections between global issues and personal or community
action-provide
our students with community-building tools that are needed
and appreciated outside our walls.
Over the past three decades, Evergreen students and faculty have worked on
a remarkable number of significant community-based
research, organizational
development, education and advocacy projects. More than 800 students each
year earn some of their academic credit through internships with community
organizations of all sizes and types.
A few of the hundreds of examples of community-based
projects embedded
in coordinated studies programs have been: helping the city of North
Bonneville plan and design its new town when forced to relocate; working
with concerned citizens to plan for a shelter for abused women and children;
helping oyster growers research the impact of upland development on
tidelands; creating community gardens; helping small farmers research and
implement direct marketing strategies for their produce; helping neighborhood
organizations and community groups learn how to effectively participate in
growth management and other policy discussions; and assisting public school
teachers to develop innovative curricula in environmental education and
the arts.
Seeking Diversity, Sustaining Community
Evergreen is committed to diversity because we believe strongly that our
students' experiences are enhanced and their lives enriched in a multicultural
environment. Within academic programs and outside them, Evergreen faculty
and staff work with students to create a welcoming environment-one
that
embraces differences, fosters tolerance and understanding, and celebrates a
commitment to cultural, ethnic and racial awareness.
We believe that the attitudes, behaviors and skills needed to overcome
intolerance and to create healthy individuals, communities and nations begin
when people engage in dialogues that cut across ethnic, cultural, class and
lifestyle differences. Seminars, collaborative projects, individualized evaluation
of students' progress and opportunities to work with people who have
different worldviews, ethnic or class backgrounds are the foundations of
teaching and learning at Evergreen-and
all promote what we call "teaching
and learning across differences."
We put our ideas about diversity into practice in many ways. There is a wide
variety of student organizations working on issues of justice and cultural
expression and a diverse faculty and staff. Primary texts and guest lectures
by scholars and activists from different ethnic and cultural communities are
employed, and field trips and community projects are designed to engage
students and faculty in dialogue with diverse segments of our communities.
Internships with social change organizations, support services for students of
color, and study-abroad opportunities that include immersion in local culture
and reciprocity of learning and service, further our commitment.
PUBLIC SERVICE AT EVERGREEN
Evergreen's public service centers, funded by the Washington Legislature, address the desire to build relationships
and form networks that promote and enhance the college's integrative and collaborative approach to learning, in a variety
of settings among a variety of groups. The centers serve as a conduit between Evergreen and a wider community, enriching
and broadening the exchange of knowledge in an ever-widening circle.
The Center for Community-Based Learning and Action,
The Northwest Indian Applied Research Institute
Evergreen's newest center, established in 2003, provides
opportunities for students to gain skills and experience in
civic engagement.
It is a primary contact among students,
faculty, academic programs and community organizations.
The center provides workshops, one-on-one support,
publications and online resources to enable students to
engage effectively in community building work in local
communities. It serves as a clearinghouse for opportunities
for involvement with the community and an archive of
past college/community
projects. Additionally, the center
supports scholarship in service learning, participatory
research and civic leadership and faculty development
around integration of community-based
learning in their
pedagogy.
was established in 1999 by The Evergreen State College
following authorization from the state Legislature and
in response to the interest of tribal communities. The
institute sponsors and undertakes applied research,
(i.e., putting theory into practice) that focuses on natural
resource management, governance, cultural revitalization
and economic sustainability as these issues impact tribal
communities in the Northwest. Evergreen students and
faculty are encouraged to submit research proposals and to
assist in research projects. The institute's research programs
are administered in collaboration with a network of Indian
community leaders, educators, professionals assisting tribal
governments, service providers and public agencies.
www.evergreen.edu/nwindian
www.evergreen.edu/communitybasedlearning
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 welcomes inquiries and ideas for innovative
projects to improve teaching and learning in K-12 education.
www.evergreen.edu/ecei
The Washington Center for Improving the Quality
of Undergraduate Education was established in 1985
and includes 52 participating institutions-all
of the state's
public four-year institutions and community colleges,
10 independent colleges and one tribal college. The
Washington Center helps higher-education institutions
use existing resources more effectively by supporting the
development of interdisciplinary "learning community"
programs and by holding workshops and conferences on
effective approaches to teaching and learning.
www.evergreen.edu/washcenter
The Evergreen State College Labor Education
& Research Center, established in 1987, organizes
workshops, programs and classes for workers, community
members and Evergreen students and engages in research
with and for unions. The center designs and implements
union-initiated and center-sponsored
programs throughout
the year and maintains a resource library on labor topics.
The center helps students find labor movement internships
and sponsors labor studies classes in the Evening and
Weekend Studies program.
www.evergreen.edu/laborcenter
The "House of Welcome" Longhouse Education and
Cultural Center's primary work as a public service center
is the administration of the Native Economic Development
Arts Program (NEDAP). The mission of NEDAP is to promote
education, cultural preservation and economic development
for Native American artists residing in the Northwest. The
Longhouse, designed to incorporate the Northwest indigenous nations' philosophy of hospitality, provides classroom
space as well as a place for cultural ceremonies, conferences, performances, art exhibits and community events.
www.evergreen.edu/longhouse
The Washington State Institute for Public Policy,
established in 1983, has a mission to carry out practical,
non-partisan research-at
legislative direction-on
issues
of importance to Washington state. The institute conducts
research using its own policy analysts and economists,
specialists from universities, and consultants. Institute staff
work closely with legislators, legislative and state agency
staff, and experts in the field to ensure that studies
answer relevant policy questions. Current areas of staff
expertise include: education, criminal justice, welfare,
children and adult services, health, utilities, and general
government.
The institute also collaborates with faculty
in public and private universities and contracts with other
experts to extend our capacity for studies on diverse
topics.
www.wsipp.wa.gov
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SERVICES AND RESOURCES
Evergreen's commitment to you means sound advice, genuine support, good information and easily accessible resources are
available to you. We encourage you to take advantage of these services.
Student Affairs
Art Costantino, Vice President
LIB 3236, (360) 867-6296
www.evergreen.edu/studentaffairs
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, Housing, Recreation and Athletics, and Police Services.
Academic Advising
Career Development Center
LIB 2nd floor, (360) 867-6312
www.evergreen.edu/advising
LIB 2nd floor, (360) 867-6193
www.evergreen.edu/career
Academic Advising provides advising and information on the
curriculum, internship possibilities, study abroad and other
educational opportunities. Check our bulletin boards, Web
page and workshop schedule for help with internships, advising
tips and study abroad. Meet with an advisor on a drop-in basis
or by appointment-whichever
best suits your schedule. We
also have evening and Saturday advising and workshops. We
can help you set up an internship, plan your academic pathway
and answer all kinds of questions.
We provide career and life/work planning services, resources,
referral and support to students and alumni, including career
counseling, graduate school advising, career exploration and
planning, resume writing, interview and job coaching. We
sponsor annual Graduate School and Career Fairs; facilitate
workshops and job search groups; maintain a 300-file Web
site, a 6,000-volume library of graduate school catalogs and
work resources, and a Job Board posting more than 63,000 job
announcements per year. Additionally, we track employment
information and graduate school acceptance of alumni and
maintain the Alumni Career Educator program connecting
current students with alumni mentors. We hold evening hours
during the academic year and offer weekend support for
part-time and evening/weekend students, reservation-based
programs and the Tacoma campus.
Access Services for Students with Disabilities
LIB 2nd floor, (360) 867-6348, TTY: 867-6834
www.evergreen.edu/access
Welcome to Evergreen! Access Services for Students with
Disabilities provides support and services to students
with documented disabilities to ensure equal access to
Evergreen's programs, services and activities Appropriate
academic adjustments, auxiliary aids and specific classroom
accommodations are individually based. We invite you to
stop by and see us, or contact us any time if you have
questions or would like more information about how our
office can assist you.
Athletics and Recreation
CRC 210, (360) 867-6770
www.evergreen.edu/athletics
Evergreen offers a three-court gymnasium, five playing fields,
weight rooms and aerobic workout rooms, an 11-lane pool with
separate diving well, four tennis courts, indoor and outdoor
rock-climbing practice walls, movement rooms and a covered
outdoor sports pavilion. Evergreen offers intercollegiate teams
in soccer, basketball, cross country, track & field and women's
volleyball. There are club sports in crew, martial arts, men's
lacrosse, baseball and softball. A wide array of leisure and
fitness education courses, a Challenge course, mountaineering,
skiing, rafting, kayaking and mountain biking are also available.
Center for Mediation Services
LIB 3209, (360) 867·6732 or (360) 867-6656
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 services.
Over the telephone or face-to-face, the mediation process is
free of charge, voluntary and confidential.
Counseling and Health Centers
Counseling: SEM I, 4126, (360) 867-6800
Health: SEM I, 2110, (360) 867-6200
www.evergreen.edu/health
The Counseling and Health centers provide safe, confidential
environments for enrolled students to discuss concerns.
Counseling typically covers anxiety, depression, interpersonal
relationship issues and stress management. The Health Center,
a small general practice clinic, provides a range of medical
services, including acute care, chronic disease management,
women's health services, birth control and STD testing. Visits
are covered by the quarterly Health and Counseling fee; there
may be small charges for lab work or prescriptions. Both centers
make referrals to community providers as needed.
Evergreen Tutoring Center
KEY Student Support Services
Quantitative and Symbolic Reasoning Center
CAB 108, (360) 867-6557
www.evergreen.edu/mathcenter
Writing Center
CAB 108, (360) 867-6420
www.evergreen.edu/writingcenter
LIB 2nd floor, (360) 867-6464
www.evergreen.edu/key
Evergreen's innovative curriculum demands an equally
innovative support structure for undergraduate and graduate
students. Evergreen Tutoring Center includes the Quantitative
and Symbolic Reasoning (QuASR) Center and the Writing
Center. The QuASR Center assists students in all programs
with regard to quantitative and symbolic reasoning, math and
science; the Writing Center supports students in all genres of
writing for academic and personal enrichment. Both centers
provide peer tutoring and workshops in a comfortable and
welcoming environment. The Writing Center also sponsors
additional activities such as Scrabble-icious and the Writers'
Guild. Please check our Web sites for more detailed
information.
Financial Aid
LIB 1st floor (360) 867-6205
Email: finaid@evergreen.edu
www.evergreen.edu/financialaid
The goal of the Financial Aid Office is to provide financial
guidance to all students, and financial aid to those who could
not otherwise attend Evergreen. Evergreen participates in
most federal and state financial aid programs. Students must
apply for financial aid every year by completing the Free
Application for Federal Student Aid (FAFSA). While the paper
version of the FAFSA can be obtained at the Financial Aid
Office, it is recommended that you file your FAFSA online
at www.fafsa.ed.gov. Because funds are limited, you should
submit your 2006-2007 FAFSA to the federal processor
as soon after January 1, 2006 as you can. Evergreen must
receive your processed FAFSA information on or before
March 15, 2006 in order for you to receive full consideration
for all available campus-based financial aid. Please stop by
and see us, or contact us anytime with questions regarding
your financial aid options.
KEY (Keep Enhancing Yourself) Student Support Services is a
federally funded TRIO program. You are eligible for KEY if: (1)
neither parent has a four-year college degree; or (2) you meet
federal guidelines for low-income status; or (3) you have a
physical or documented learning disability. KEY will work with
you to provide academic and personal advising, free tutoring,
academic and study skills development, financial aid advising,
career guidance, cultural enrichment, advocacy and referral.
Police Services
SEM 2150, (360) 867-6140
www.evergreen.edu/policeservices
Evergreen's officers, who are state-certified and hold the same
authority as county and municipal officers, see themselves as
part of the college educational process and are committed
to positive interactions with students. Police Services offers
community-based, service-oriented law enforcement. Officers
also assist students with everyday needs by providing escorts,
transportation, personal property identification and bicycle
registration, vehicle jump-starts and help with lockouts.
Information on campus safety and security, including statistics
on campus crime for the past three years, is available from the
Vice President for Student Affairs or www.evergreen.edu/
policeservices/ crimestatistics. htm.
Student Activities
CAB 320, (360) 867-6220
www.evergreen.edu/activities
At Evergreen, learning doesn't end when you leave the
classroom. Students are involved in a wide range of activities and
services that bring the campus to life. By becoming involved, you
can gain experience, knowledge and invaluable practical skills
such as event planning, budget management, computer graphics,
coalition building, volunteer management and community
organizing. Our staff of professionals can provide orientation and
training, guide you in developing and implementing services and
activities, and help interpret relevant policies, procedures and
laws. Visit our Web site to see the list of student organizations
and other opportunities to get involved.
First Peoples' Advising Services
LIB 2nd floor, (360) 867-6467
www.evergreen.edu/multicultural
First Peoples' Advising Services assists students of color
in achieving their academic and personal goals through
comprehensive academic, social and personal advising, referral
servicesto campus and community resources and ongoing
advocacy within the institution. Our services are designed
to meet the needs of students of color, and are open to all
students. We look forward to working with you.
Housing and Food Service
Bldg. A, Room 301, (360) 867-6132
www.evergreen.edu/housing
Campus Housing offers a variety of accommodations, including
single and double studios, two-person apartments, four- and
six-bedroom apartments and two-bedroom, four-person
duplexes. Most units are equipped with cable TV and Internet
access.We also offer recreational activities and educational
workshops throughout the year. Staff members are available 24
hours a day to serve residents.
Student and Academic Support Services
LIB 2nd floor, (360) 867-6034
www.evergreen.edu/studentservices
The dean has oversight and is responsible for Academic
Advising, Access Services for Students with Disabilities, the
Career Development Center, First Peoples' Advising Services,
GEAR Up, Health/Counseling Centers, KEY Student Services,
Student Activities and Upward Bound. This office coordinates
new-student programs, such as orientation sessions. The dean
provides referrals to campus and community resources and
conducts an ongoing assessment of students' needs, satisfaction
and educational outcomes.
USEFUL URLs
FAFSA.
Sexual Harassment Policy
Student Accounts
Student Conduct Code
Tuition Rates
www.fafsa.ed.gov
www.evergreen.edu/policies
www.evergreen.edu/studentaccounts
www.evergreen.edu/policies
www.evergreen.edu/tuition
ADMISSIONS
Complete and updated information regarding admissions criteria and standards is available on Evergreen's
Admissions Web site www.evergreen.edu/admissions.
Eligibility for Admission
Applicants are initially ranked for eligibility using formulas that combine academic
factors such as grade point average and/or test scores. Evergreen offers admission
to all qualified applicants until the entering class has been filled.
The most important factor in the admissions process is academic preparation,
demonstrated by the nature and distribution of academic course work. Grade
point average or narrative evaluation progress, and scores from the ACT or SAT
are also evaluated. You may submit additional materials you believe will strengthen
your application, such as your personal statement, letters of recommendation and
essays. Submissions should be limited to one page and should clearly address your
academic history and educational goals. Artwork, videos and audio recordings will
not be considered.
If Evergreen determines that an applicant's enrollment could present a physical
danger to the campus community, based on the application, the college reserves
the right to deny admission.
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Enrollment
To Apply for Admission
Services
A substantial amount of time is needed to process and evaluate each
application. After you send your application and nonrefundable application
fee, request all official transcripts and/or test scores. All of these items
and documents should be sent to the Office of Admissions. The priority
application dates are:
• Fall Quarter accepting applications from September
1 to March 1
• Winter Quarter accepting applications from April 1 October
1
• Spring Quarter accepting applications from June 1 to December 1
Your application file should have all of the required documents by the priority
date for timely admission consideration.
Note: If you are unsure whether you meet the admission criteria as a freshman
or transfer student, or if you are unsure whether all the credits you earned will be
transferable, you should submit all of the materials required for both freshman and
transfer applicants. By taking this precaution, you can avoid unnecessary delays
and reduce the chance of not completing your file on time.
Use the online application or print the four page application from a PDF file
found at www.evergreen.edu/apply.
GENERALTRANSCRIPTINFORMATlON
Official college transcripts from each and every institution attended must be
submitted. An official high school transcript for freshman applicants must be sent
from the high school from which you graduated. Transcripts must reflect all course
work completed at the time you submit your application. If transcripts are not
available, verification must be sent directly from the institution, or the overseeing
state agency if the institution no longer exists.
RETENTION OF RECORDS
Credentials, including original documents and official transcripts submitted in support of an application for admission,
become the property of the college and cannot be returned
or reproduced. Transcripts of students who do not register
for the term for which they applied will be held for two
years before being destroyed.
NOTIFICATION AND DEPOSIT
Once the college notifies you of your eligibility, you will be
asked to send a nonrefundable tuition deposit of $50 by a
stated deadline to ensure your place at the college for the
quarter of admission. The deposit, which is an admissions
processing fee, will be credited toward your first quarter's
tuition. Admission and deposit do not guarantee your
enrollment in a particular program, contract or course.
Additional Information for
Freshman Applicants
ACCEPTABLECOLLEGE PREPARATORY
COURSE WORK
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 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, yearbook/
annual/newspaper staff, acting, library).
Mathematics: Three years of mathematics, at the level of
algebra, geometry and advanced (second year) algebra,
are required. Advanced mathematics courses, such as
trigonometry, mathematical analysis, elementary functions
and calculus, are recommended. Arithmetic, prealgebra
and business mathematics courses will not meet the
requirement. An algebra course taken in eighth grade may
satisfy one year of the requirement if second year algebra is
completed in high school.
Social Science: Three years of study are required in
history or in any of the social sciences (e.g., anthropology,
contemporary world problems, economics, geography,
government, political science, psychology, sociology).
Credit 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, including Native American language or American
Sign Language, are required. A course in foreign language,
Native American language or American Sign Language taken
in the eighth grade may satisfy one year of the requirement
if the second year of study is completed in high school. The
foreign language requirement will be considered satisfied for
students from non-English-speaking countries who entered
the u.s. educational system at the eighth grade or later.
Science: Two years are required. One full year-both
semesters in the same field-of biology, chemistry, physics,
principles of technology or equivalent must be completed
with a laboratory component. The second year may be
completed in any course that satisfies the high school's
graduation requirement in science. Two years of agricultural
science is equivalent to one year of science. Students
planning to major in science or science-related fields should
complete at least three years of science, including at least
two years of algebra-based laboratory science.
Fine, visual and performing arts or academic electives
chosen from the areas above: One additional year of
study is required from any of the areas above or in the
fine, visual or performing arts. These include study in
art appreciation, band, ceramics, choir, dance, dramatic
performance, 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 courses are strongly
encouraged and a more rigorous curriculum will be taken
into account during the admissions selection process.
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 at least six
semesters of high school work. Applicants may be admitted
on this basis provided that they submit an official
transcript showing the date of graduation and successful
completion of all subject area requirements prior to
attending their first class at Evergreen. Failure to submit a
final transcript that shows satisfactory completion of subject
area requirements will result in disenrollment. High school
seniors cannot complete their high school coursework as
matriculating students at Evergreen.
Nontraditional high schools must provide transcripts that
indicate course content and level of achievement.
High school students who have earned college credit or
More information for freshman applicants can be found
at wvitw.evergreen.edu/admissions/freshman.htm.
participated in Washington's Running Start program are considered for admission under the freshman criteria, regardless
of the number of credits earned. Running Start participants
who have earned an Associate of Arts degree prior to the
application priority date, as reflected on official transcripts,
will be considered under transfer student criteria.
Additional Information
Transfer Applicants
COMMUNITY
for
COLLEGE DEGREES
Designated Transfer Degrees and Direct Transfer
Degrees receive the highest transfer admission preference. Applicants who have earned or will earn (prior to
enrolling at Evergreen) either of these degrees will be
awarded 90 quarter hour credits, which is the equivalent
of junior class standing. Each community college has a
designated transfer degree and it is your responsibility to
consult with the college you attend to ensure that you are
registered in the correct course sequence. A complete list
of designated degrees can be found at www.evergreen.
edu/transferdegrees.
Evergreen has also identified a
variety of vocational or technical associate degrees that will
also receive admission preference. A list of these vocational/
technical associate degrees may also be found at the same
Web address above.
Students who have already earned a B.A. or B.S.
only need to submit the final official transcript from the
institution that awarded the degree, as long as the degree
confirmation is indicated on the transcript.
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). A maximum of 90 quarter hours
(60 semester hours) of lower division (100-200 level)
course work will transfer.
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 average or grade of C was received (work completed
with a C-minus does not transfer). Courses in physical
education, remedial work, military science and religion are
not transferable. Some vocational and personal development courses are transferable; others are not. Evergreen
abides by the policies outlined in Washington's Policy on
Intercollegiate Transfer and Articulation. See the Transfer
Student section on the Admissions Web site at
www.evergreen.edu/admissions/transfer.htm
for detailed
information.
The evaluation of your official transcripts that results in
a Transfer Credit Award is conducted after you have been
admitted and paid the $50 nonrefundable tuition deposit.
This evaluation is based upon the transcripts submitted for
your admission application.
OTHER SOURCES OF TRANSFER CREDIT
Evergreen accepts credits earned through CLEP, AP 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. To have your CLEp,
AP or IB work evaluated for transfer credit, contact the
testing company and have official test scores sent to
Admissions. CLEP and AP credit are also accepted as part of
an associate's degree in a direct transfer agreement with a
Washington state community college.
AP examinations:
receive credit.
a minimum test score of 3 is required to
CLEP general and subject examination may also generate
credit. Minimum test scores vary by subject area.
International Baccalaureate (IB): Evergreen will award
up to 45 credits of 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.
Special Students
Students wishing to enroll on a part time basis prior to
seeking admission to Evergreen may register as "special
students" for a maximum of eight credits per quarter. The
outreach coordinator for Evening and Weekend Studies is
available to assist special students with academic advising
and registration information. For additional information,
refer to www.evergreen.edu/admissions/aduICstudent.htm.
Summer Quarter
Summer quarter enrollment is handled through the Office
of Registration and Records and does not require formal
admission.
Students who wish to continue their studies into fall
quarter may do so by registering again as a special student
or by being admitted to the college through the regular
application process.
More information for transfer applicants can be found at
www.evergreen.edu/admissions/transfer.htm.
TUITION AND FEES
RESIDENCY STATUS FOR TUITION AND FEES
To be considered a resident for tuition and fee purposes,
you must be (1) a financially independent non-resident, (2)
a financially dependent student with a parent residing in
Washington state or (3) meet certain conditions as a noncitizen.
As a financially independent non-resident, you must
first establish a domicile in the state of Washington in
compliance with state regulations. You must also establish
your intention to be in Washington for purposes other than
education. Once established, the domicile must exist for
one year prior to the first day of the quarter in which you
plan to apply as a resident student.
As a financially dependent student, you must prove
dependence as well as proving that your parent has
an established domicile in the state of Washington.
As a non-citizen, you must have resided in Washington
state for three years immediately prior to receiving a high
school diploma, and completed the full senior year at a
Washington high school; or completed the equivalent of a
high school diploma and resided in the state for the prior
three years and continuously resided here since earning the
diploma or its equivalent or have a visa status that allows
establishment of a domicile.
Contact Evergreen's Office of Registration and Records
directly at (360) 867-6180 should you have specific residency
questions. Residency information and application for a
change of status are available at www.evergreen.edu/
registration or in the Office of Registration and Records.
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. See Residency application for
priority processing dates and deadlines.
BILLING AND PAYMENT PROCEDURES
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. Payment in full must be in the Cashier's Office
by 3:45 p.m. on the deadline 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. Ifthe 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 may
result in cancellation of registration. Payments must be
received by the deadline; postmarks are not considered.
Currently, the tuition payment deadline is the Wednesday
before the first day of each quarter.
Students registering as of week two must pay a $50 lateregistration fee.
Estimated Expenses
These estimates are for a single undergraduate
student
who lives on or off campus and attends full time during
the 2005-06 nine-month academic year.
RESIDENT
Tuition and Fees
NON-RESIDENT
$4,128
$14,538
Books and supplies
894
894
Housing and meals
6,924
6,924
Personal needs
1,560
1,560
Transportation
1,146
1,365
Total
$14,652
$25,281
Note: Full-time undergraduate
tuition figures do not
include the quarterly health or transit fees, which are
mandatory
for students
attending
the Olympia campus.
Refunds/ Appeals
Refunds of tuition and fees are allowed if you withdraw from
college or are called into military service. 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, we refund:
• 100 percent to Friday of the first week of the quarter
@ 50 percent
to the 30th day
• no refund after the 30th calendar day
If your tuition is paid by financial aid, any refund will be
made to the financial aid program, not to you. Appeals of
tuition and fees must be made to the Office of Registration
and Records. Appeals of other charges must be made to the
office assessing the charge.
Estimated Tuition and Fees
Rates are set by the Washington State Legislature and the Evergreen Board of Trustees. They are subject to
change without notice. The rates below are for the 2005-06 academic year. Visit www.evergreen.edu/tuition
or call Student Accounts to verify tuition rates at (360) 867-6447.
ENROLLMENT
STATUS
Full-time undergraduate
QUARTER
CREDIT HOURS
10-18
19
20
WASHINGTON
RESIDENT TUITION*
$1,376 per quarter
$1,495
$1,614
NONRESIDENT
TUITION*
$4,846 per quarter
$5,298
$5,750
Part-time undergraduate
9 or fewer
$137.60 per credit;
2 credits minimum
$484.60 per credit;
2 credits minimum
Full-time graduate
8 MPA and MES
16 MIT
$1,739.20 per quarter
$2174 per quarter
$5,322.40 per quarter
$6653 per quarter
Part-time graduate
9 or fewer**
$217.40 per credit;
2 credits minimum
$665.30 per credit;
2 credits minimum
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For other fees, see the Miscellaneous Fees chart below.
*Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
** For financial aid purposes, 8 MPA and MES quarter credit hours are considered full-time, 7 or fewer, part-time .
Miscellaneous Fees
Mandatory health fee (quarterly)
$41
Mandatory bus pass (quarterly)
$1.05 per credit up to $12.60
Clean Energy Fee
$1 per credit
WashPIRG (quarterly, waivable)
$6
Housing/administrative
Rental contract
Unit lease
$45
$45
fee
Transcript, per copy
$10
ID card replacement
With meal plan
$5
$25
Returned check
$15
Application fee
$50
(nonrefundable)
Undergraduate admission deposit
Graduate admission deposit
Reinstatement/late-reg
(nonrefundable)
(nonrefundable)
istration fee
$50
$100
$50
Graduation fee
$25
Specialized facility use fee (varies)
$5-$150
PARKING
Daily
AUTOMOBILES
$1.25
MOTORCYCLES
$1.25
Quarterly
$32
$16
Academic year
$90
$45
Full year
$96
$48
These fees are current at time of publication. Please check to verify amounts or additional fees.
REGISTRATION AND ACADEMIC REGULATIONS
New and Continuing Student Enrollment Process
Each quarter, prior to the Academic Fair, registration information for the upcoming quarter is available on the
Web using the Evergreen Gateway at www.evergreen.edu/gateway.
You are responsible for looking up your time
ticket to register, researching the curriculum information and registering. New students will be asked to participate in an
academic advising session. Registration priority is based on class standing. Early registration may increase your chances
of getting into the program of your choice. Late registration begins the first week of the quarter and requires faculty
signature. Late fees begin the second week of the quarter for all transactions. Some programs require a faculty interview
or audition for entry. For those programs, you will need to obtain faculty approval in the form of an override in order to
register using the Evergreen Gateway. You may be required to specify the number of credit hours you are registering for in
a term.
Individual Learning Contracts, internships and credit exceptions are processed in the Office of Registration and Records.
Changes in enrollment or credits must be done in the Office of Registration and Records and may result in a
reassessment of tuition, fees and eligibility for financial aid. Special registration periods are held for those enrolling as
non-degree-seeking special students. These special registration periods, which usually follow the registration period for
continuing students, are announced in publications distributed on and off campus.
CHANGES IN PERSONAL
INFORMATION
It is vital to maintain current information that affects your
student records with the Office of Registration and Records.
Any change(s) affecting your student record requires
acceptable documentation before a change in records can
be made. Students can update address information at any
time using the Evergreen Gateway. See also Billing and
Payment Procedures, page 13.
TO DROP OR CHANGE A PROGRAM
If you want to change your program or courses, you should
complete your change of registration by the 10th day of the
quarter. During or after the second week of the quarter, you
must petition to change a program or course (as opposed to
changing your credits or dropping).
Reducing credits or dropping a program must be
completed by the 30th calendar day of the quarter. It is
essentialto complete any changes as soon as possible. (See
Refunds/Appeals, page 13.)
WITHDRAWAL
Youmay withdraw any time up to the 30th calendar day of
the quarter, but you must inform the Office of Registration
and Records. (See Refunds/Appeals, page 13.)
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.
ACADEMIC CREDIT
General Policies
Youreceive academic credit for meeting your faculty's
requirements. Credit, expressed in quarter hours, will be
entered on the permanent academic record only if you fulfill
these academic obligations. Evergreen will not accept credit
twice for the same course work.
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Students may register for a maximum of 20 credits during
any given quarter, and a minimum of 2. A full-time load is
considered to be 12 to 16 credits, although well-prepared
students may register for an overload up to 20 credits.
Students registering for more than 16 credits must follow
college policy and complete their registration by the Friday
of the first week of the quarter. Additional tuition charges
may apply.
Academic programs, independent study contracts and
internships will be offered for a maximum of 16 credits
each quarter. Students concurrently pursuing coursework
at another college may register for a combined maximum
of 20 credits. Credits earned beyond this limit will not be
accepted.
Registration is prioritized by the number of credits
earned, giving seniors first choice, and is organized as
follows:
0-44 credits
45-89 credits
90-134 credits
135 or more credits
LEAVE OF ABSENCE
If you have been regularly admitted and completed at least
one quarter, 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 (for up to one year).
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Credit Limit
Freshmen:
Sophomores:
Juniors:
Seniors:
U)
RECORD KEEPING
Transcripts
Transcripts are the records of your academic achievement at
Evergreen, and are maintained by the Office of Registration
and Records. Your transcript will list all work done for credit,
the official description of the program or contract, faculty
evaluations and, when required, your self-evaluations.
If you decide to write a summative self-evaluation-up
to one quarter after graduation-the
specific form must be
turned in to Registration and Records to be included. (See
Expectations of an Evergreen Graduate, page 5.)
Credit and evaluations are reported only at the end of a
program or contract, unless you go on a leave of absence,
withdraw or change programs. When you receive a copy
of an evaluation from the Office of Registration and
Records, and 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.
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Your self-evaluation cannot be removed or revised once
it has been received in the Office of Registration and
Records. Pay close attention to spelling, typographical errors,
appearance and content before you turn it in.
When a transcript is requested in writing, the entire body
of information is mailed. Graduate students who attended
Evergreen as undergraduates
may request transcripts of only
their graduate work. Please allow two weeks for processing
between the time you make your written request and pay the
required fee, and the time your transcript is mailed.
The transcript request form and current fees are available at
www.evergreen.edu/registration.
Evergreen reserves the right to withhold transcripts from
students who are in debt to the institution.
2. Required leave of absence. A student who has received
an academic warning, and while in warning status received
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.
Dismissal and Readmission
Confidentiality
of Records
A student who is dismissed from the college for academic
The federal Family Educational Rights and Privacy Act (FERPA) reasons will not be allowed to register for any academic
gives students certain rights regarding their education
program or course at the college during any subsequent
records. You have the right to:
quarter. A student who has been dismissed may only be
•• Inspect and review your educational records within a
readmitted to the college by successfully petitioning the
reasonable time period
academic deans. The petition must convince the deans that
•• Request an amendment to education records you believe
there are compelling reasons to believe that the conditions
are inaccurate or misleading
that previously prevented the student from making
•• Consent to disclosures of personally identifiable information
satisfactory academic progress at Evergreen have changed.
contained in your records, except to the extent that FERPA
authorizes disclosure without consent
GRADUATION REQUIREMENTS
• File a complaint with the U. S. Department of Education
The minimum requirement for the Bachelor of Arts or the
concerning alleged failures to comply with the requirements
Bachelor of Science is 180 credits.
of FERPA
If you transfer credit from another college, you must earn
You must contact the Office of Registration and Records
at least 45 of your last 90 credits while enrolled at Evergreen
in person or by telephone if you want your records kept
to be eligible for an Evergreen degree. Credits for Prior
confidential. These records include your name, address,
Learning from Experience documents or CLEP tests do not
telephone number and student status.
satisfy the 45-credit requirement.
Questions concerning your rights under FERPA should be
If you have a bachelor's degree from a regionally
directed to the Office of Registration and Records.
accredited institution (including Evergreen) and wish to
earn a second bachelor's degree, you must earn at least 45
ACADEMIC STANDING POLICY
additional credits as an enrolled Evergreen student.
The academic standing of each Evergreen student is carefully
The Bachelor of Science degree requirement also includes
monitored to ensure the full development of his or her
72 credits in mathematics, natural science or computer
academic potential. Any student not making satisfactory
science, of which 48 credits must be in advanced subjects.
academic progress, as defined below, is informed of her or his
Concurrent awards of Bachelor of Arts and Bachelor of
standing and is advised accordingly.
Science degrees require at least 225 credits, including 90
Formal faculty evaluation of student achievement occurs
at Evergreen, and application at least one year in advance.
at the conclusion of programs, contracts, courses and
To graduate, you must submit an application form to the
internships. In addition, any student in danger of receiving
Office of Registration and Records at least one quarter in
less than full credit at mid-quarter is so notified in writing by
advance of your anticipated graduation date. For specific
his or her faculty or sponsor. A student making unsatisfactory
information regarding graduation requirements for MPA,
academic progress will receive an academic warning and may
MES and MIT programs, please refer to the appropriate
be required to take a leave of absence.
catalog.
1. Academic warning. A student who earns less than threeFor more information about academic regulations,
fourths of the number of registered credits in two successive
call
(360) 867-6180.
quarters or cumulative credit for multiple term enrollment,
will receive an academic warning issued from the Office of
ENROLLMENT STATUS
Enrollment Services. A student registered for six credits or
more who receives no credit in any quarter will receive an
Part time
Full time
academic warning. These warnings urge the student to seek
Undergraduate students
12-20 credits
11 credits or fewer
academic advice or personal counseling from a member of
10--12credits
Graduate students
9 credits or fewer
the faculty or through appropriate offices in Student Affairs. A
student will be removed from academic warning status upon
(For graduate students' financial aid purposes, 8 credits
receiving at least three-fourths of the credit for which he or
are considered full time, 7, part time.)
she is registered in two successive quarters.
PLANNING AND CURRICULAR OPTIONS
Selecting Your Program of Study
At Evergreen, you have the privilege and responsibility
of planning your education. This can be challenging, but
there are many services available to help you, whether
you are creating a four-year academic plan or selectinq a
program for a single quarter.
FACULTV SUPPORT
You will discuss your academic plans in an annual reflection
with your faculty, usually at your evaluation conference at
the end of the program. At the quarterly Academic Fair,
you can talk to the faculty directly about the content, style
and requirements of the program you are considering. Ask
them anything. If one program is not right for you, they
may suggest an alternative. Fair dates are found at www.
evergreen.edu/gateway, Step 5-Registration and Advising
Information.
THE ADVISING OFFICES
Academic Advising, First Peoples' Advising, KEYStudent
Services and Access Services are all available to assist in
academic planning. Go to page 8 for more information on
what these offices offer.
PUBLICATIONS
This catalog contains the full-time curriculum for 2006-07,
planned during the spring of 2005. Updates and changes are
published under "Review Our Catalog" on the Web Gateway
page. Our part-time offerings are published in the Evening
and Weekend Studies Class Listing and the Summer Times.
These publications are also accessible through the Gateway
page.
Special Features of the Curriculum
Along with the full-time interdisciplinary programs listed
here, Evergreen also offers other ways to earn your degree:
EVENING AND WEEKEND STUDIES
The Evening and Weekend Studies area offers a variety of
2- to 12-credit courses and programs with a single or multidisciplinary focus. Offerings are found in the quarterly class
listings or at www.evergreen.edu/ews. Courses available
during summer sessions are listed in the Summer Times or at
www.evergreen.edu/summer.
For more information about Evening and Weekend
Studies, contact the outreach coordinator at (360) 867-6164
or ews@evergreen.edu.
PRIOR LEARNING FROM EXPERIENCE
Evergreen recognizes that adult students returning to
college have acquired knowledge from their life and work
experiences. If students want to document this knowledge
and receive academic credit, Prior Learning from Experience
(PLE)provides an appropriate pathway.
For more information, call (360) 867-6164, or visit
www.evergreen.edu/priorlearning.
INDIVIDUAL LEARNING CONTRACTS AND
INTERNSHIPS
Typically reserved for junior- and senior-level students,
these are student-generated
projects where the student
works with a faculty sponsor to complete advanced
academic work. An internship, which is a way to gain specialized knowledge and real-world experiences, requires a
field supervisor as well. Assistance with both types of study,
and more information, is available from Academic Advising,
www.evergreen.edu/advising under "Individual Study."
STUDY ABROAD
At Evergreen, international studies may include study
abroad in a full-time academic program, consortium
program, individual contract or internship. Advanced-level
students who choose to study abroad through individual
contracts or internships should have previous experience
in both the method of study and the subject matter to
be studied. Students must negotiate agreements with an
appropriate faculty sponsor.
Students are required to complete the Study Abroad
Waiver, Release, and Indemnity Agreement, to comply with
safety procedures and provide emergency contact information before traveling. For more information and forms, contact the International Programs and Services coordinator in
Academic Advising or visit www.evergreen.edu/advising
under "Study Abroad."
Planning and Curricular Options 2006-07
Programs with a strong study abroad component:
Greece and Italy:
An Artistic and Literary Odyssey
page 52
India: Politics of Dance, Dance of Politics
page 76
Ireland
page 53
Memory of Fire: Spain and Latin America
page 54
Political and Cultural Exchange in the
Eastern Mediterranean Landscape:
From Bosphorus to Suez
page 56
Searching for Modern China
page 58
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MATCHING EVERGREEN'S PROGRAMS
TO YOUR FIELD OF INTEREST
Evergreen's
programs
are organized
match your needs and interests.
Expressive
Arts; Native
American
If you are accustomed
educational
category
interests
heading.
Curriculum
Another
(page
option
into seven Planning
The Planning
and World
to thinking
Under
Indigenous
about your studies
with Evergreen's
Units - academic
Units are: Programs
offerings.
Peoples
24) to find which
quarters
your interests
the program
to Evergreen's
Culture,
Scientific
that have American
is offered
Text and Language;
Inquiry;
in American
studies
and the full program
programs
and Society,
areas or majors, this guide
if you are interested
it, you will find the titles of programs
for matching
Studies;
in terms of subject
For example,
areas that will help you find current
for Freshmen;
Politics,
Behavior
Studies;
and Change.
look for the American
studies
Then check the Condensed
description
is to use "Pick Your Program"
which
can help you match your
studies,
content.
programs
Environmental
location
in this catalog.
from Evergreen's
home page,
www.evergreen.edu.
BIOLOGY
AESTHETICS
Flat Art: Two-Dimensional
Languages of the Tragic from the
Greeks to the Present
Foundations
of Visual Art
Food
Foundations
of Visual Art: Sculpture
Music Composition
Pillars of Fire:
Jewish Contributions
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
for the 21 st Century
Working Small
AFRICAN AMERICAN
STUDIES
Cinema
Perspectives
AGRICULTURE
The Practice of Sustainable Agriculture
American
STUDIES
Literature: The Presence of Place
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Imperialism
Indigenous American Women: Leadership,
Community and the Power of Voice
Molecule
Art, Media, Praxis
The Nature of Natural
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and Digital
Processes in Art Installations
Undergraduate
Research in Scientific
Understanding
Species
Flat Art: Two-Dimensional
Art Intensive
Advanced
BUSINESS
Maritime
ART/MEDIA
CALCULUS
THEORY
Introduction
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Motion:
Mediaworks
Then and Now
to Natural Science
Physics and Philosophy
CELL BIOLOGY
Food
Studies: Media
Molecule
to Organism
CHEMICAL
Analyzing
Searching for Modern China
Ireland
ASTRONOMY
Studies
Communities,
Art, Media, Praxis
India: Politics of Dance; Dance of Politics
Research in Environmental
Landscapes
Working Small
Turing Eastward:
Explorations in EastlWest Psychology
Advanced
INSTRUMENTATION
the World
Environmental Analysis: Chemistry
Geology of Aqueous Systems
Undergraduate
Research in Scientific
Environmental Analysis: Chemistry
Geology of Aqueous Systems
Undergraduate
Food
Research in Scientific Inquiry
Environmental Analysis: Chemistry and
Geology of Aqueous Systems
BASKETRY
Forensics and Criminal
Fiber Arts
Industrial
ARCHITECTURE
BIOCHEMISTRY
Introduction
Sustainable Design: Materials
Food
Molecule
Fiber Arts
Undergraduate
Inquiry
Molecule
Inquiry
and
Behavior
Biology and Chemistry
to Natural Science
to Organism
Undergraduate
to Organism
Research in Scientific
and
CHEMISTRY
Physical Systems
ART
Studies
The Nature of Natural History
Imperialism
CHEMISTRY
and Chemistry
Research in Environmental
Tradition and Transformation
India: Politics of Dance; Dance of Politics
AQUEOUS
Biology
Restoring
ASIAN STUDIES
ANTHROPOLOGY
Inquiry
BOTANY
India: Politics of Dance; Dance of Politics
Student Originated Studies:
American Studies and Humanities
Studies: Media
History
BIOTECHNOLOGY
Industrial
of Visual Art: Sculpture
Student Originated
Student Originated
and Their Environments
to Organism
of Visual Art
Looking Backward: America in the 20th Century
ANIMATION
and Chemistry
to Natural Science
ART HISTORY
Foundations
Academic Planning
Biology
Marine Life:
Marine Organisms
Greece and Italy:
An Artistic and Literary Odyssey
:» )
Industrial
Working Small
Foundations
Blacks, Catholics and Jews:
Their American Experiences
History and Philosophy of Biology:
Life and Consciousness
Introduction
Puppetry and Poetics: Arts of Distraction
Blacks, Catholics and Jews:
Their American Experiences
AMERICAN
to World Culture
Postmodernity and Postmodernism: Barth,
Pynchon, DeLillo, Murakami and World
African-American Literature:
1773 to the Present
"Race" in the United States:
Historical and Contemporary
Art Intensive
Research in Scientific
Inquiry
CLASSI.CAL STUDIES
CULTURAL STUDIES
Greece and Italy:
An Artistic and Literary Odyssey
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
COMMUNICATION
Imperialism
Gender and Media
India: Politics of Dance; Dance of Politics
Innovations
in Environmental
Making American Selves:
Individual and Group Development
Memory
Multicultural
Studies:
Tuming Eastward:
Explorations in EastlWest
COMMUNITY
Pillars of Fire:
Jewish Contributions
Media
Psychology
DEVELOPMENT
Community
Design and Community
Community
Studies
Action
Maritime Communities,
Student Originated
Then and Now
Studies: Tacoma
Postmodernity
and Postmodernism:
Barth,
Pynchon, Delillo, Murakami and World
COMPUTER SCIENCE
Computability: The Scope and Limitations
of Formal Systems
Computer Science Foundations
Data and Information
Research in Scientific
Inquiry
"Race" in the United States:
Historical and Contemporary
Awareness
History and Philosophy of Biology:
Life and Consciousness
Perspectives
Visualizing
Legacies
and
Studies
DANCE
of Performing Arts:
and the "Mob"
1!
en
Maritime
Communities,
Ecology
Working
Design and Community
Action
of Visual Art
Awareness
of Visual Art: Sculpture
Gender
and Media
Student
Originated
CONSTITUTIONAL LAW
ENGINEERING
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
Methods
Student
Advanced
Advanced Research in Environmental
Originated
Studies: Media
Design:
of Applied
Materials
Mathematics
ENTOMOLOGY
Research in Environmental
Languages of the Tragic from the
Greeks to the Present
Understanding
Environmental
Art Intensive
EDUCATION
Conflicts
The Practice of Sustainable
of Visual Art
ENVIRONMENTAL
Foundations
of Visual Art: Sculpture
Advanced
Ecology
EARTH SCIENCE
Political
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
Restoring
Agriculture
HISTORY
Research in Environmental
Innovations
Studies
Agriculture
Species
ENVIRONMENTAL
Foundations
Visualizing
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From
Bosphorus to Suez
Studies: Tacoma
DRAMATIC THEORY
Flat Art: Two-Dimensional
Studies
The Presence of Place
The Practice of Sustainable
DRAWING
CULTURALLANDSCAPES
w
Labor History
ENERGY SYSTEMS
Praxis
e'
~
en
c
.~
fa
Foundations
Small
!
~
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Tribal: Reservation-Based/CommunityDetermined
Maritime
Literature:
Foundations
Materials
(ft
CD
EDUCATION
Design:
•.C
.c
American
Sustainable
CRITICALREASONING
Then and Now
of Land
the Waters:
DIGITAL IMAGING
Prolegomena to a Future Poetics
e
~
Political Economy and Social Movements:
Race, Gender and Class
Art, Media,
CREATIVEWRITING
E
ECONOMICS
Protected Areas?
Psychology
(ft
EDITING
Working
Turning Eastward:
Explorations in EastlWest
s
Ecology
Tribal: Reservation-Based/CommunityDetermined
DESIGN
Innovations in Environmental
Multicultural Counseling
=
o
Species
Political
Sustainable
COUNSELING
>-
Women's Voices and Images of Women:
Studies in Literature and Cinema
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Policy
Materials
••
Imperialism
Fiber Arts
Advanced Research in Environmental
Understanding
!
c
••••
Landscapes
Design:
(ft
1;;
!
History
The Nature of Natural
Looking Backward:
America in the 20th Century
Community
CONSERVATION
Introduction to Environmental
Studies:
Water, Energy and Forest Ecosystems
Sustainable
India: Politics of Dance; Dance of Politics
and Ties to the Land
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Foundations
The "Me"
CONSCIOUSNESS STUDIES
Studies
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Restoring
Self and Culture: Studies in Japanese
American Literature and Cinema
With Liberty and Justice for Whom?
Heritage: Self-Identity
Political and Cultural Exchange in the Eastern
Mediterranean
Landscape: From
Bosphorus to Suez
Russia and Eurasia:
Empires and Enduring
Tribal: Reservation-Based/CommunityDetermined
Undergraduate
to World Culture
Cinema
Feminisms: Local to Global
Research in Environmental
Behavior
Forest Ecology and Forest Management
in
the Pacific Northwest: From Genes to
Global Warming
Museums
Counseling
Student Originated
Counseling
Into the
ECOLOGY
Animal
of Fire: Spain and Latin America
Multicultural
Museums
Sustainable Futures: Moving
Post-Petroleum
Age
Advanced
Japanese Film: Works of Mizoguchi,
Ozu and Kurosawa
Policy
Introduction to Environmental
Studies: Water,
Energy and Forest Ecosystems
in Environmental
Ecology
of Land
Landscapes
Policy
Studies
ENVIRONMENTAL
Political
Ecology
Protected
of Land
Political Economy and Social Movements:
Race, Gender and Class
Areas?
ENVIRONMENTAL
POLICY
EVOLUTION
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Political
Ecology
Protected
3:
R'
:.
::::I
u::I
m
li
~
ii
tD
::::I
lit"
"'a
a
u::I
Animal
Environmental
Analysis: Chemistry
Geology of Aqueous Systems
Marine Life: Marine Organisms
Their Environments
Sustainable Futures: Moving
Post-Petroleum
Age
Visualizing
GEOGRAPHIC INFORMATION
SYSTEMS
Environmental Analysis: Chemistry
Geology of Aqueous Systems
and
GEOGRAPHY
Species
Advanced
Research in Environmental
FELTING
Restoring
Fiber Arts
GEOLOGY
FEMINIST THEORY
Advanced
Awareness
Environmental Analysis: Chemistry
Geology of Aqueous Systems
Art, Media,
Political
Japanese Film: Works of Mizoguchi,
Ozu and Kurosawa
Research in Environmental
Ecology
of Land
Mediaworks
Advanced
Postmodernity
and Postmodernism:
Barth,
Pynchon, DeLillo, Murakami and World
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
Research in Environmental
Living an Intentional
and
Student
Originated
Undergraduate
Student
Originated
Tradition
Studie;·
Studies: Tacoma
Research in Scientific
HISTORY
and Transformation
Women's Voices and Images of Women:
Studies in Literature and Cinema
African-American
Literature:
1773 to the Present
Dialogues
Forest Ecology and Forest Management
in
the Pacific Northwest: From Genes to
Global Warming
Ireland
FOOD SCIENCE
History and Philosophy of Biology:
Life and Consciousness
"
Food
Imperialism
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
Innovations
in Environmental
Policy
Political and Cultural Exchange in the Eastern
Mediterranean
Landscape: From
Bosphorus to Suez
G
Political
Ecology
of Land
The Practice of Sustainable
Protected
Student
Originated
Sustainable
Design:
Undergraduate
Materials
Research in Scientific
Inquiry
ETHICS
Introduction
to Natural Science
Living an Intentional
India: Politics of Dance; Dance of Politics
Looking Backward:
20th Century
FORENSIC SCIENCE
Making a Difference:
Analyzing
Society
Political Ecology
the World
to
in the
Doing Social Change
of Land
Power in American
Behavior
America
Society
"Race" in the United States:
Historical and Contemporary
Russia and Eurasia:
Empires and Enduring
Perspectives
Legacies
GENDER STUDIES
Science Seminar
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Dialogues
Life
Pillars of Fire: Jewish Contributions
World Culture
Power in American
FOREIGN POLICY
Forest Ecology and Forest Management
in
the Pacific Northwest: From Genes to
Global Warming
Studies: Tacoma
Women
The United States Since the Great
, Depression: From Prosperity To Austerity
FOREST MANAGEMENT
Areas?
with Shakespeare's
Four Philosophers
Forensics and Criminal
Agriculture
Inquiry
Studies: Media
Blacks, Catholics and Jews:
Their American Experiences
••••
Studies
Life
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
Local to Global
Studies
and
HEALTH
Cinema
Conflicts
Studies
Landscapes
GROWTH MANAGEMENT
Praxis
Self and Culture: Studies in Japanese
American Literature and Cinema
STUDIES
Studies
and
Blacks, Catholics and Jews:
Their American Experiences
o
~
Behavior
Research in Environmental
Environmental Analysis: Chemistry
Geology of Aqueous Systems
FOLKLORE
Feminisms:
a-
Into the
Research in Environmental
S'
ii
and
Species
ENVIRONMENTAL
Studies
FILM
Ecology
Environmental
fir
and
Introduction
to Environmental
Studies:
Water, Energy and Forest Ecosystems
Advanced
::::I
Studies
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
lit
!:;
SCIENCE
Behavior
Understanding
Research in Environmental
Understanding
Research in Environmental
~
-<
Animal
of Land
ENVIRONMENTAL
I»
Advanced
Areas?
Advanced
Advanced
Pillars of Fire: Jewish Contributions
to World Culture
PLANNING
with Shakespeare's
Feminisms:
Women
Student Originated
Studies:
American Studies and Humanities
Local to Global
Images of Women:
Changes in Japanese
Literature
Student Originated Studies:
Topics in Political Economy, Globalization,
Contemporary
India and U.S. History
ETHNIC STUDIES
Indigenous American Women: Leadership,
Community and the Power of Voice
African-American
Literature:
1773 to the Present
Women's Voices and Images of Women:
Studies in Literature and Cinema
Blacks, Catholics and Jews:
Their American Experiences
GENETICS
The United States Since the Great
Depression: From Prosperity To Austerity
Food
HISTORY OF PHILOSOPHY
Imperialism
Ireland
Molecule
Mind and the World
to Organism
Undergraduate
Research in Scientific
U.S. Foreign Policy Since Woodrow
Before and After 9/11
Inquiry
Wilson:
HISTORY OF SCIENCE
LATIN AMERICAN STUDIES
Mind and the World
Memory
HUMAN AND SOCIAL SERVICES
LAW AND GOVERNMENT
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
Culture and the Public Sphere: Studies in
Media, Art, Law and Literature
So You Want to Be a Psychologist
Looking Backward: America
20th Century
HUMANITIES
of Fire: Spain and Latin America
Political Ecology
Student Originated
Studies:
American Studies and Humanities
Working
POLICY
in the
Labor History
MANAGEMENT
Maritime
Communities,
Marine Life:
Marine Organisms
Society
Then and Now
and Their Environments
MARINE SCIENCE
HYDROLOGY
Student
Environmental Analysis: Chemistry
Geology of Aqueous Systems
Tribal: Reservation-Based/CommunityDetermined
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
With Liberty and Justice for Whom?
LEADERSHIP STUDIES
Marine Life: Marine Organisms
Their Environments
Indigenous American Women: Leadership,
Community and the Power of Voice
Living an Intentional
MARITIME STUDIES
Maritime
Communities,
Russia and Eurasia:
Empires and Enduring
Working
the Waters: Maritime
and
INDIGENOUS PEOPLES STUDIES
Imperialism
Legacies
INDUSTRIAL CHEMISTRY
Industrial Biology
and Chemistry
INSTALLATION ART
Originated
the Waters: Maritime
MARINE BIOLOGY
of Land
Power in American
Women's Voices and Images of Women:
Studies in Literature and Cinema
Studies: Tacoma
Advanced
Life
Maritime
Then and Now
Labor History
Working
Computability:
The Scope and Limitations
of Formal Systems
LITERATURE
American
Methods
Languages of the Tragic from the
Greeks to the Present
Blacks, Catholics and Jews:
Their American Experiences
INTERNATIONAL STUDIES
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Literature:
Dialogues
Student Originated Studies:
Topics in Political Economy, Globalization,
Contemporary India and U.S. History
U.S. Foreign Policy Since Woodrow
Before and After 9/11
Wilson:
The Presence of Place
with Shakespeare's
Women
Images of Women:
Changes in Japanese
Languages of the Tragic from the
Greeks to the Present
Japanese Film: Works of Mizoguchi,
Ozu and Kurosawa
Images of Women:
Changes in Japanese
Looking Backward: America
20th Century
JUDAIC STUDIES
Postmodernity
and Postmodernism:
Barth,
Pynchon, DeLillo, Murakami and World
Advanced Research in Environmental
Political Ecology of Land
LANGUAGE STUDIES
Puppetry
Memory of Fire: Spain and Latin America
China
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Russia and Eurasia: Empires and
Enduring Legacies
Studies:
Media
sca
and Transformation
and Media
~
Postmodernity
and Postmodernism:
Barth,
Pynchon, Delillo, Murakami and World
Research in Scientific
Inquiry
Pillars of Fire: Jewish Contributions
to World Culture
Industrial
Biology
Molecule
to Organism
MOVEMENT
and
and Chemistry
Research in Scientific
Inquiry
STUDIES
MULTICULTURALISM
Heritage:
~
c
.J:
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Tradition
Originated
Undergraduate
to a Future Poetics
f'
en
MEDIAWORKS
MOLECULAR BIOLOGY
and Poetics: Arts of Distraction
Self and Culture: Studies in Japanese
American Literature and Cinema
Ireland
Searching for Modern
of Land
Cinema
Studies
w
MIDDLE EASTERN STUDIES
of Fire: Spain and Latin America
Prolegomena
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
Undergraduate
Memory
LAND-USE MANAGEMENT
C
MICROBIOLOGY
in the
en
e
GI
Cinema
Japanese Film: Works of Mizoguchi,
Ozu and Kurosawa
Pillars of Fire: Jewish Contributions
to World Culture
Mathematics
MEDIA THEORY
India: Politics of Dance; Dance of Politics
l!
!
Gender
Literature
E
..~
MEDIA LITERACY
Four Philosophers
~
MEDIA
Student
Local to Global
Political Ecology
of Applied
=
s
~
Q.
to Natural Science
Physical Systems
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
Feminisms:
Science Foundations
Introduction
JAPANESE STUDIES
Literature
Labor History
Algebra to Algorithms:
An Introduction
to
Mathematics for Science and Computing
INTELLECTUAL HISTORY
Political Economy and Social Movements:
Race, Gender and Class
••••
•••
Then and Now
the Waters: Maritime
~
1;;
!
Bc
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Computer
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From
Bosphorus to Suez
and
MATHEMATICS
African-American
Literature:
1773 to the Present
Imperialism
Communities,
Studies
LINGUISTICS
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
Feminisms: Local to Global
Research in Environmental
Self-Identity
and Ties to the Land
Imperialism
Making American Selves: Individual
Group Development
and
MUSEOLOGY
Prolegomena to a Future Poetics
Museums
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
MUSIC
Foundations of Performing Arts:
The "Me" and the "Mob"
Ireland
Music Composition for the 21st Century
MYCOLOGY
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
Tribal: Reservation-Based/CommunityDetermined
U.S. Foreign Policy Since Woodrow Wilson:
Before and After 9/11
Student Originated Studies:
American Studies and Humanities
The United States Since the Great
Depression: From Prosperity To Austerity
PHILOSOPHY OF SCIENCE
POLYMER SCIENCE
Data and Information
Industrial Biology and Chemistry
History and Philosophy of Biology:
Life and Consciousness
PSYCHOLOGY
Gender and Media
Looking Backward:
America in the 20th Century
Multicultural Counseling
India: Politics of Dance; Dance of Politics
Motion: Physics and Philosophy
Self and Culture: Studies in Japanese and
American Literature and Cinema
NATIVE AMERICAN
Physical Systems
MYTHOLOGY
STUDIES
Heritage: Self-Identity and Ties to the Land
Science Seminar
Imperialism
Undergraduate Research in Scientific Inquiry
Indigenous American Women: Leadership,
Community and the Power of Voice
Visualizing Ecology
NATURAL HISTORY
The Fungal Kingdom: Lichens and
Mushrooms, Nature's Recyclers
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
The Nature of Natural History
PHYSICS
Understanding Species
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
Visualizing Ecology
NATURAL RESOURCE MANAGEMENT
Forest Ecology and Forest Management in
the Pacific Northwest: From Genes to
Global Warming
Introduction to Environmental Studies:
Water, Energy and Forest Ecosystems
Political Ecology of Land
Sustainable Futures:
Moving Into the Post-Petroleum Age
PHOTOGRAPHY
Methods of Applied Mathematics
Motion: Physicsand Philosophy
Physical Systems
Science Seminar
So You Want to Be a Psychologist
Turning Eastward:
Explorations in EastlWest Psychology
Women's Voices and Images of Women:
Studies in Literature and Cinema
PUBLIC HEALTH
Innovations in Environmental Policy
PUBLIC POLICY
Community Design and Community Action
Environmental Conflicts
Innovations in Environmental Policy
Introduction to Environmental Studies:
Water, Energy and Forest Ecosystems
Political Ecology of Land
Undergraduate Research in Scientific Inquiry
Sustainable Futures:
Moving Into the Post-Petroleum Age
POETRY
PUPPETRY
Prolegomena to a Future Poetics
Puppetry and Poetics: Arts of Distraction
Puppetry and Poetics: Arts of Distraction
NEEDLEWORK ARTS
POLITICAL ECONOMY
QUANTITATIVE AND SYMBOLIC
REASONING
Fiber Arts
Imperialism
Working the Waters: Maritime Labor History
India: Politics of Dance; Danceof Politics
RELIGIOUS AND SPIRITUAL STUDIES
Making a Difference: Doing Social Change
Blacks, Catholics and Jews:
Their American Experiences
NUTRITION
Food
ORGANIC CHEMISTRY
Molecule to Organism
ORNITHOLOGY
The Nature of Natural History
PAINTING
Flat Art: Two-Dimensional Art Intensive
Foundations of Visual Art
PERFORMANCE
Foundations of Performing Arts:
The "Me" and the "Mob"
India: Politics of Dance; Dance of Politics
Political Economy and Social Movements:
Race, Gender and Class
Student Originated Studies: Topics
in Political Economy, Globalization,
Contemporary India and U.S. History
The United States Since the Great
Depression: From Prosperity To Austerity
POLITICAL SCIENCE
Innovations in Environmental Policy
Looking Backward:
America in the 20th Century
Power in American Society
Living an Intentional Life
Turning Eastward:
Explorations in EastlWest Psychology
RESEARCH METHODS
Advanced Research in Environmental Studies
Analyzing the World
Dialogues with Shakespeare's Women
Heritage: Self-Identity and Ties to the Land
Making American Selves:
Individual and Group Development.
Political Ecology of Land
Puppetry and Poetics: Arts of Distraction
"Race" in the United States:
Historical and Contemporary Perspectives
Searching for Modern China
POLITICAL STUDIES
SCIENTIFIC ANALYSIS
Undergraduate Research in Scientific Inquiry
PHILOSOPHY
Community Design and Community Action
Analyzing the World
Awareness
POLITICAL THEORY
SCIENTIFIC INSTRUMENTATION
Four Philosophers
Making a Difference: Doing Social Change
Analyzing the World
Living an Intentional Life
POLITICS
SCIENTIFIC WRITING
Making a Difference: Doing Social Change
Political Ecology of Land
Analyzing the World
Mind and the World
Forest Ecology and Forest Management in
the Pacific Northwest: From Genes to
Global Warming
Undergraduate Research in Scientific Inquiry
SCULPTURE
TECHNICAL WRITING
Searching for Modern China
Undergraduate Research in Scientific Inquiry
Self and Culture: Studies in Japanese and
American Literature and Cinema
THEATER
Dialogues with Shakespeare's Women
Foundations of Visual Art: Sculpture
Foundations of Performing Arts:
The "Me" and the "Mob"
Working Small
India: Politics of Dance; Dance of Politics
SOCIAL AND CULTURAL HISTORY
Languages of the Tragic from the
Greeks to the Present
Dialogues with Shakespeare's Women
Feminisms: Local to Global
Puppetry and Poetics: Arts of Distraction
Imperialism
URBAN AGRICULTURE
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
WRITING
American Literature: The Presence of Place
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
Searchingfor Modern China
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Advanced Research in Environmental Studies
Ecosystem Dynamics and Conservation:
URBAN STUDIES
If a Tree Falls in the Forest ...
Political Ecology of Land
Environmental Analysis: Chemistry and
VIDEO
Geology of Aqueous Systems
Tradition and Transformation
Gender and Media
Forensics and Criminal Behavior
With Liberty and Justice for Whom?
Mediaworks
Forest Ecology and Forest Management in
the Pacific Northwest: From Genes to
Global Warming
Looking Backward:
America in the 20th Century
Making American Selves:
Individual and Group Development
Working the Waters: Maritime Labor History
Student Originated Studies: Media
SOCIAL PSYCHOLOGY
VISUAL ART
Familyand Home Futurism: Inquiry through
Literature, Cinema and Movement
Art, Media, Praxis?
Turning Eastward:
Explorations in EastlWest Psychology
SOCIAL WORK
American Literature: The Presence of Place
Turning Eastward:
Explorations in EastlWest Psychology
Creating a Conceptual Framework for
Images: Strategies for Using Photographic
and Digital Processes in Art Installations
Flat Art: Two-Dimensional Art Intensive
Foundations of Visual Art
Foundations of Visual Art: Sculpture
Mediaworks
Looking Backward:
America in the 20th Century
~
Making American Selves:
Individual and Group Development
Memory of Fire: Spain and Latin America
Mind and the World
ZOOLOGY
Forensicsand Criminal Behavior
WOMEN'S STUDIES
Advanced Research in Environmental Studies
Imperialism
Dialogues with Shakespeare's Women
Animal Behavior
POLITICAL ECONOMY AND SOCIAL
MOVEMENTS: RACE, GENDER AND
CLASS
Feminisms: Local to Global
Marine Life:
Marine Organisms and Their Environments
The United States Since the Great
Depression: From Prosperity To Austerity
Women's Voices and Images of Women:
Studies in Literature and Cinema
STATISTICS
WORLD HISTORY
Innovations in Environmental Policy
Imperialism
Political Ecology of Land
WORLD LITERATURE
Understanding Species
Greece and Italy:
An Artistic and Literary Odyssey
Imperialism
The Practice of Sustainable Agriculture
India: Politics of Dance;
Dance of Politics
Restoring Landscapes
Ireland
Sustainable Design: Materials
Languages of the Tragic from the
Greeks to the Present
Sustainable Futures:
Moving Into the Post-Petroleum Age
TAXONOMY
Advanced Research in Environmental Studies
TEACHING
Computability: The Scope and Limitations
of Formal Systems
Memory of Fire: Spain and Latin America
Postmodernity and Postmodernism: Barth,
Pynchon, Delillo, Murakami and World
Cinema
Russiaand Eurasia:
Empires and Enduring Legacies
Ul
en
Fiber Arts
Political Ecology of Land
s
~
Environmental Conflicts
Innovations in Environmental Policy
>-
Living an Intentional Life
WEAVING
Images of Women:
Changes in Japanese Literature
::::I
o
E
Awareness
Community Design and Community Action
•••
Innovations in Environmental Policy
Museums
SUSTAINABILITY
sc
I-t
India: Politics of Dance; Dance of Politics
SOCIOLOGY
Images of Women:
Changes in Japanese Literature
Ul
1;;
!
Puppetry and Poetics: Arts of Distraction
Sustainable Design: Materials
Understanding Species
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CONDENSED CURRICULUM 2006-07
These pages feature the program titles and the quarters of the programs planned for the 2006-07 academic year. Each planning unit
offers Core programs that are entry-level studies designed for freshmen. All-level programs include a mix of freshmen, sophomores,
juniors and seniors. Lower-Division programs include half freshmen and half sophomores. Intermediate programs are geared for
sophomores and above with a prerequisite of one year of college. Advanced programs are geared toward juniors and seniors.
You may decide to work for a number of quarters within one planning area, or you may move from area to area to broaden your
education. Either choice may be appropriate, depending on your academic goals. Some programs will be listed in more than one
planning area.
KEY: F-fall quarter W-winter quarter S-spring quarter
Evening and Weekend Studies
Individual Study
International Studies and Opportunities to
Study Abroad
Public Service Centers
0
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Q.
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In
17
7
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Q.
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3
Lower-division:
PAGE
Blacks. Catholics and Jews: Their American Experiences
Culture, and the Public Sphere: Studies in Media,
Art, Law and Literature
Dialogues with Shakespeare's Women
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Environmental Conflicts
Forest Ecology and Forest Management in the
Pacific Northwest: From Genes to Global Warming
Gender and Media
Understanding Species
Visualizing Ecology
All-level: A mix of freshmen, sophomores,
Sustainable Design: Materials
Women's Voices and Images of Women:
Studies in Literature and Cinema
Working the Waters: Maritime Labor History
17
17
PROGRAMS FOR FRESHMEN
Core: Designed for freshmen
n
PAGE
PAGE
SPECIAL FEATURES OF THE CURRICULUM
28
F W
29
30
F W
F W
42
44
W
45
45
41
41
F
F W
5
5
5
5
African-American Literature: 1773 to the Present
Awareness
Family and Home Futurism: Inquiry through Literature,
Cinema and Movement
Greece and Italy: An Artistic and Literary Odyssey
Indigenous American Women: Leadership, Community
and the Power of Voice
Languages of the Tragic from the Greeks to the Present
Looking Backward: America in the 20th Century
Mind and the World
Pillars of Fire: Jewish Contributions to World Culture
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From Bosphorus to Suez
Puppetry and Poetics: Arts of Distraction
"Race" in the United States: Historical and
Contemporary Perspectives
Restoring Landscapes
Russia and Eurasia: Empires and Enduring Legacies
Searching for Modern China
Self and Culture: Studies in Japanese and American
Literature and Cinema
The Shadow of the Enlightenment: Questions of Identity
in Contemporary France
Women's Voices and Images of Women: Studies in
Literature and Cinema
43
5
43
28
44
F W
5
5
5
29
30
F W
F
31
31
32
32
33
45
33
F
F
F
F
F
34
35
42
35
36
37
38
F W
F W
W
F W
F W
F W
F W
38
46
F W
W
W
W
W
W
5
5
5
5
5
F W
46
46
39
39
F W
F W
43
W
40
47
F W
5
5
5
5
5
5
5
5
5
5
Lower-division:
5
5
SO percent freshmen and 50 percent sophomores
American Literature: The Presence of Place
Analyzing the World
Forensics and Criminal Behavior
Introduction to Environmental Studies:
Water, Energy and Forest Ecosystems
Making American Selves: Individual and Group Development
The Nature of Natural History
Sustainable Futures: Moving Into the Post-Petroleum Age
CULTURE, TEXT AND LANGUAGE
All-level: A mix of freshmen, sophomores,
5
F W
48
48
5
juniors and seniors
African-American Literature: 1773 to the Present
Algebra to Algorithms: An Introduction to Mathematics for
Science and Computing
Awareness
Community Design and Community Action
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and
Digital Processes in Art Installation
Data and Information
Family and Home Futurism: Inquiry through Literature,
Cinema and Movement
Food
Foundations of Performing Arts: The "Me" and the "Mob"
Greece and Italy: An Artistic and Literary Odyssey
Heritage: Self-Identity and Ties to the Land
History and Philosophy of Biology: Life and Consciousness
Imperialism
Indigenous American Women: Leadership, Community
and the Power of Voice
Introduction to Natural Science
Languages of the Tragic from the Greeks to the Present
Looking Backward: America in the 20th Century
Mind and the World
Motion: Physics and Philosophy
Pillars of Fire: Jewish Contributions to World Culture
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From Bosphorus to Suez
Puppetry and Poetics: Arts of Distraction
"Race" in the United States: Historical and Contemporary
Perspectives
Restoring Landscapes
Russia and Eurasia: Empires and Enduring Legacies
Searching for Modern China
Self and Culture: Studies in Japanese and
American Literature and Cinema
The Shadow of the Enlightenment:
Questions of Identity in Contemporary France
So You Want to Be a Psychologist
40
28
41
31
F W
W
F W
34
36
37
47
F W
F W
F W
5
5
5
PAGE
juniors and seniors
61
50
F W
5
5
50
52
F W
F W
5
53
60
54
55
56
F W
W
F W
F W
F W
56
61
F W
62
62
58
58
F W
F W
61
W
59
F W
63
5
5
5
5
5
5
5
5
5
5
50 percent freshmen and 50 percent sophomores
American Literature: The Presence of Place
Sophomores or above (intermediate
50
F W
51
51
52
60
54
55
F W
F W
F
W
F W
F
57
57
F
F W
53
F W
63
59
F W
level)
Feminisms: Local to Global
Four Philosophers
Images of Women: Changes in Japanese Literature
Japanese Film: Works of Mizoguchi. Ozu and Kurosawa
Memory of Fire: Spain and Latin America
Museums
Postmodernity and Postmodernism: Barth, Pynchon,
Delillo, Murakami and World Cinema
Prolegomena to a Future Poetics
5
5
Juniors or seniors (advanced level)
5
Ireland
Student Originated Studies: American Studies
and Humanities
Tradition and Transformation
5
5
ENVIRONMENTAL
PAGE
STUDIES
PAGE
All-level: A mix of freshmen, sophomores, juniors and seniors
Food
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From Bosphorus to Suez
Restoring Landscapes
Forensics and Criminal Behavior
67
F W
S
68
72
F W
S
S
67
F W
S
68
68
72
F W
F W
Lower-division: 50 percent freshmen and 50 percent sophomores
Forensics and Criminal Behavior
Introduction to Environmental Studies: Water,
Energy and Forest Ecosystems
The Nature of Natural History
Sustainable Futures: Moving Into the Post-Petroleum Age
Sophomores or above (intermediate
level)
Feminisms: Local to Global
Fire and Water: The Role of the Sun and the Ocean
in Global Climate Change
Juniors or seniors (advanced level)
S
PAGE
66
F W
66
F
S
PAGE
Advanced Research in Environmental Studies
Animal Behavior
Environmental Analysis: Chemistry and
Geology of Aqueous Systems
The Fungal Kingdom: Lichens and Mushrooms,
Nature's Recyclers
Innovations in Environmental Policy
Marine Life: Marine Organisms and Their Environments
Political Ecology of Land
The Practice of Sustainable Agriculture
Protected Areas?
EXPRESSIVE ARTS
65
70
F W
65
F W
67
69
70
69
71
71
5
5
5
F
W
W
F W
5
5
5
5
PAGE
86
F W
Computability: the Scope and Limitations of Formal Systems 84
Computer Science Foundations
91
Fire and Water: The Role of the Sun and the Ocean
in Global Climate Change
85
Industrial Biology and Chemistry
86
Methods of Applied Mathematics
87
91
Physical Systems
Science Seminar
92
F W
W
S
S
F
F
F W
W
W
S
S
Sophomores or above (intermediate
level)
Juniors or seniors (advanced level)
Environmental Analysis: Chemistry and
Geology of Aqueous Systems
Living an Intentional Life
Marine Life: Marine Organisms and Their Environments
Molecule to Organism
Undergraduate Research in Scientific Inquiry
SOCIETY, POLITICS, BEHAVIOR AND CHANGE
84
87
91
88
89
Community Design and Community Action
Heritage: Self-Identity and Ties to the Land
Imperialism
Looking Backward: America in the 20th Century
Pillars of Fire: Jewish Contributions to World Culture
"Race" in the United States: Historical and
Contemporary Perspectives
So You Want to Be a Psychologist
Working the Waters: Maritime Labor History
103
95
95
97
99
Forensics and Criminal Behavior
Making American Selves: Individual and
Group Development
Sophomores or above (intermediate
F W
F W
5
5
level)
Fiber Arts
Flat Art: Two-Dimensional Art Intensive
Foundations of Visual Art
Foundations of Visual Art: Sculpture
India: Politics of Dance; Dance of Politics
Mediaworks
Museums
82
75
75
82
76
77
78
S
F W
F W
5
F W
F W
F
5
Juniors or seniors (advanced level)
Art, Media, Praxis
Ireland
Music Composition for the 21 st Century
Student Originated Studies: Media
Working Small
SCIENTIFIC INQUIRY
74
77
78
80
81
F
F
F
F
W
W
W
W
W
5
5
5
S
PAGE
All-Level: A mix of freshmen, sophomores, juniors and seniors
Algebra to Algorithms: An Introduction to Mathematics
for Science and Computing
Community Design and Community Action
Data and Information
Food
History and Philosophy of Biology: Life and Consciousness
Introduction to Natural Science
Motion: Physics and Philosophy
Sustainable Design: Materials
92
93
84
85
93
86
88
88
90
W
W
W
W
5
5
5
S
5
5
95
F W
97
F W
96
103
98
F W
100
100
102
F W
F
W
104
101
F W
102
96
98
99
W
F W
F W
F W
5
S
NATIVE AMERICAN AND WORLD INDIGENOUS
PEOPLES STUDIES
101
5
5
F
F W
F W
F W
F W
5
5
5
W
Heritage: Self-Identity and Ties to the Land
Indigenous American Women: Leadership,
Community and the Power of Voice
TACOMA PROGRAM
Student Originated Studies: Tacoma
With Liberty and Justice for Whom?
0
U
5
S
5
F W
PAGE
107
F W
108
F W
107
108
F W
F W
5
S
5
F W
F W
5
5
PAGE
110
110
CU
C
Juniors or seniors (advanced level)
5
"
"
CU
Juniors or seniors (advanced level)
Art, Media, Praxis
Tribal: Reservation-Based/Community-Determined
U
C
5
104
::::I
::::I
(I)
F W
Juniors or seniors (advanced level)
Innovations in Environmental Policy
Living an Intentional Life
Multicultural Counseling
Political Ecology of Land
U.S. Foreign Policy Since Woodrow Wilson:
Before and After 9/11
The United States Since the Great Depression:
From Prosperity To Austerity
::::I
U
level)
India: Politics of Dance; Dance of Politics
Making a Difference: Doing Social Change
Maritime Communities, Then and Now
Political Economy and Social Movements:
Race, Gender and Class
Power in American Society
Power in American Society
Student Originated Studies: Topics in Political Economy,
Globalization, Contemporary India, and U.S. History
Turning Eastward: Explorations in EastlWest Psychology
E
'r:
•••
All-level: A mix of freshmen, sophomores, juniors and seniors
Lower-division: 50 percent freshmen and 50 percent sophomores
Analyzing the World
Sophomores or above (intermediate
F
F
F
F
103
104
105
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and Digital
Processes in Art Installations
Foundations of Performing Arts: The "Me" and the "Mob"
Greece and Italy: An Artistic and Literary Odyssey
Languages of the Tragic from the Greeks to the Present
Pillars of Fire: Jewish Contributions to World Culture
Puppetry and Poetics: Arts of Distraction
Searching for Modern China
Sustainable Design: Materials
5
5
5
S
S
5
All-level: A mix of freshmen, sophomores, juniors and seniors
Lower-division: 50 percent freshmen and 50 percent sophomores
F W
F W
F W
W
F W
5
PAGE
All-level: A mix of freshmen, sophomores, juniors and seniors
74
75
76
81
78
82
79
80
F W
F W
W
F W
F W
HOW TO READ A PROGRAM DESCRIPTION
Because Evergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Below is
a sample of a typical program description. The annotations will help you interpret all the information packed into the listings
that follow.
FACULTY-----------------,
Lists members of the faculty team scheduled to
teach the program. See faculty bios page 112.
MAJOR
AREAS
OF STUDY __
---Ir'
Indicates subject areas that correspond to
traditional disciplines and subjects. Credit
may be earned in these areas at completion
of the program.
PREREQUISITES
-------0
Lists conditions for eligibility for the program,
such as studies you should have completed
or a faculty review of a portfolio.
PROGRAM
DESCRIPTION
-----00
How participants will approach the theme or
question at the heart of the program. For more
information, make an appointment with the
faculty, ask for a copy of the syllabus, go to the
Academic Fair or visit Academic Advising.
TOTAL
Number of quarter hours that could be
credited at successful completion of the
program each quarter. Fewer than 16 credits
allow for other options, e.g., an internship or
language course.
ENROLLMENT-Number of students who may enroll. Core
programs typically allow 23 students per
faculty; all-level allow 24; intermediate and
advanced, 25.
---o
Innovations
in Environmental
CLASS STANDING
States at which level of study the
program is aimed at: freshman,
sophomore, junior and/or senior.
Policy
Winter and Spring quarters
Faculty: Cheri Lucas Jennings, John Perkins
Major areas of study include American law and environmental protection, environmental science in the context
of environmental regulation, history of the environmental
movement, research methods for advanced undergraduates, simple descriptive and inferential statistics and communication methods in environmental work.
Class Standing: Juniors or seniors; transfer students
welcome.
Prerequisites:
Study in natural science and/or political
economy history recommended.
Faculty Signature: Submit samples of previous written
work and unofficial transcript. An interview is required.
Application forms are available from Cheri Lucas Jennings,
lucasc@evergreen.edu,
or (360) 867-6782 or John Perkins,
perkinsj@evergreen.edu
or (360) 867-6503. Applications
received by the Academic Fair, November 29, 2006, will be
given priority. Qualified students will be accepted until the
program fills.
0--
What is the future of environmental protection in the United
States? In the world? Why is the environmental agenda of
the 21 st century so different from its incredible vigor of the
1970s? How do specialists and citizens communicate with a
powerful, active voice that embodies a hope for a sustainable
future? These are the questions that motivate this two-quarter
advanced program.
During the winter, we will read about the origins of the environmental movement in the 1970s, the enormous development
of environmental science, and the innovations in the United
States, state and tribal law and practices. We will then explore
executive discretion and congressional shifts, especially during
the period 1980 to 2004. In the process, we will examine how
an activist movement for environmental protection changed
into a specialized industry based on increasingly advanced
science with ritualized activities and modes of communication.
Additionally, we will see how "innovation" became a prominent
theme for government after the mid-1990s.
The program will feature two kinds of skill-building workshops: basic statistical methods for data presentation and
alternative presentation methods, including print, broadcast
and web-based communications.
Total: 16 credits each quarter.
Enrollment: 42
Internship Possibilities: Spring quarter with faculty
approval.
Program is preparatory
for careers and future studies in
planning, regulation, communications,
education, history,
law, public health and environmental science.
This program is also listed under Society, Politics, Behavior
and Change.
FACULTY SIGNATURE
Indicates if faculty approval must be
obtained before registering, and how
to obtain it.
INTERNSHIP
POSSIBILITIES
States whether an intemship is optional
or required.
0--
PROGRAM
IS
PREPARATORY
•••
Suggests that program might be a
particularly useful step for future studies
or careers.
PROGRAMS FOR FRESHMEN
Freshmen may enroll in Core programs, All-level programs and some programs
designed for sophomores and above.
Core programs are designed to give you a solid foundation of knowledge
and skills to prepare you for advanced studies. You will learn how to write
more effectively, read carefully, analyze arguments, reason quantitatively or
mathematically, work cooperatively in small groups and use campus resources such
as the library. Core programs will introduce you to Evergreen's interdisciplinary
studies, in which faculty members from different disciplines teach together to
help you explore a central theme, topic or issue as a whole, rather than as a
collection of unrelated fragments. You will be exposed to the connection of artistic
expression to social conditions, for example, or to the relationship of biological
facts to individual psychology. These integrated study programs combine several
activities: seminars, individual conferences with faculty members, lectures, group
work and, usually, field trips and laboratories. You will also learn the skills needed
to design your own education.
The small student-faculty ratio in Core programs (23:1) ensures close interaction
between you and your faculty, and with other students.
All-level programs enroll a mix of freshmen, sophomores, juniors and seniors, with
a typical mix of 25 percent freshmen. Like Core programs, they are interdisciplinary
studies. Most students in these programs will already have some years of college
experience, so you will get less guidance about basic skills development. Faculty
expectations about what you know and what you can learn on your own will
be greater. You should also be ready to work with a wide mix of students-in
age, experience and stages of learning. Talk to Academic Advising about the
background necessary to be in an all-level program.
Lower-division programs are designed as entry-level offerings that accept
freshmen and sophomores. These programs include a mix of half freshmen and
half sophomores.
Programs for sophomores and above may admit a particularly well-qualified
freshman. These programs are listed in their respective planning units in the
remainder of the catalog. Consult the faculty and Academic Advising if you are
interested in one of these programs.
Freshman Programs
Students who register for a program
but do not attend the first class
meeting may be dropped.
American Literature: The Presence of Place
Fall and Winter quarters
Faculty: Matt Smith, Bill Ransom
Major areas of study include American studies, 19th-century
American literature, 20th-century American literature, essay, fiction,
poetry and creative nonfiction writing.
Class Standing: This lower-division program is designed for 25
percent freshmen and 75 percent sophomores.
All writing comes from somewhere, emerges through authors, and
inscribes upon our consciousness stories of who we are and where
we come from. American letters have both reflected and constituted
the world we, diverse peoples, have created for ourselves on this
continent. American writing provides a panoply of accounts, narratives, poems and fictions that capture and create the placets) of
America. The narratives of slaves, the poems of Gary Snyder, the
journals of Lewis and Clark, the novels of Leslie Marmon Silko help
us to think about what sort of place we have written into existence.
This program expects participants to think about the place we have
created through an intensive survey of our literature. What is distinctly
American about these experiences? How have these accounts been
instrumental in the making of these American places?
In the fall quarter, we will investigate how the twin forces of
democracy and industrialization, coupled with romanticism, underlie
narratives of the exploration/exploitation
of the land and peoples of
America. Cooper, Melville and Twain can help us see how the romantic and industrial intertwined to become an American culture. As we
engage these narratives, we will simultaneously work on creating
life history narratives of 20th- and 21 st-century experience through
interviews and creative non-fiction writing.
Winter quarter, as we move into the 20th century, the complexity
of America's self-understanding,
the diversity of experience and
the multi-ethnic writing of the American story become critical. The
struggle for a place in America and the American imagination, the
revoicing and creation of the modern world forge a whole new reading of the place of Americans within their country and in the world.
This program will take very seriously readings in a wide survey of
American letters from the 18th through the 20th century, and will take
equally seriously writing about reading, about experience and about
imagination. We believe that good writing is the product of serious
reading of and reflection on excellent writing. The program will provide instruction in essay, creative nonfiction, fiction and poetry. This
will require us to develop both our imaginative grasp of the world
around us and the experiences that have brought America into being.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Field trip costs, approximately $110 for fall quarter
and $70 for winter quarter.
Program is preparatory for careers and future studies in literature,
humanities, law, writing, education, social work and American studies.
This program is also listed under Culture, Text and Language.
Awareness
Fall, Winter and Spring quarters
Faculty: Bill Arney, Sarah Williams
Major areas of study include somatic studies, philosophy, sociology,
education, feminist theory and consciousness studies.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
The faculty and perhaps some students are continuing work begun
in "Awareness" in winter and spring quarters, 2005. Any student is
invited to join this program at the beginning of any quarter.
The modern university is based on a rupture, effected a millennium
ago, between head and heart. This institution-the
one in which we
meet as teachers and students-is
devoted almost exclusively to
the technical and critical disciplines. Ascetic disciplines were left in
the proverbial dust. Secularization rendered proverb and metaphor,
even language itself, disenfleshed and idolatrized. Our task in this
program is to become deeply aware of the devastation caused by this
rupture, this loss. Because of what has been betrayed, we dare not
simply imagine an alternative form of education, much less another
new institution, devoted to the healing of this rupture or the recovery
of any loss. Instead, we will, through disciplined, mutually supportive
inquiry, become mindful of what we scholars participate in, here and
now.
Students will begin their work by designing independent learning
projects. These field studies, which will constitute half of each quarter's work, can be anything (community service, sailing, midwifery,
writing, gardening, Aikido, reading, etc.). We will begin our work
together by answering these questions: What do you want to learn?
How are you going to learn it? How are you going to know when you
have learned it? How are you going to show others-faculty
and colleagues-that
you have learned it? And, what difference will it make?
As a learning community, we will participate in mind-body practices, as well as bookish study, that facilitate and enhance our ability
to reflect on our current situation in historical, cross-cultural and
gendered contexts.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $30 each quarter for yoga.
Program is preparatory for careers and future studies in the visual
arts, creative writing, education, social and cultural studies and somatic
studies.
A similar program is expected to be offered in 2007-08.
This program is also listed under Culture, Text and Language.
Blacks, Catholics and Jews:
Their American Experiences
Fall and Winter quarters
Faculty: Sam Schrager, Babacar M'Baye, Michael Pfeifer
Major areas of study include African and African-American studies,
Catholic studies, Jewish studies, American studies, folklore, literature
and American history.
Class Standing: This Core program is designed for freshmen.
"Speaking
from my own special area of American
uncritically values which are extended
the sacredness,
of our own experience.
culture, I feel that to embrace
to us by others is to reject the validity, even
"-Ralph
Ellison
Blacks, Catholics and Jews: three peoples historically consigned to
the margins of the American social order, yet highly influential in
shaping the culture of the nation. How did this happen? How did
members of these groups build on the validity of their own experi-
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-07.
ence to remake themselves
and, ultimately, American society? What
do their travails and achievements
in American life?
reveal about the place of pluralism
The three groups have shared legacies of geographical dispersion
from the Old World, discrimination and a sense of otherness, and the
creation of rich identities and communities based upon identification
with older worldviews, customs, folkways, and rituals that preceded
life in the United States. We will survey African, Catholic and Jewish
cultures of the Old World of Africa and Europe and their transformations over several centuries in the United States. Our major theme
is Diaspora: how emigrants from distant lands find ways to connect
with their cultural origins and revitalize social life in newly-formed
communities that often face hostility and oppression. While analyzing
parallels in these groups' experiences, we will be mindful of differences of circumstance and outlook among and within them. We will
also explore in considerable detail another major religious tradition,
Islam, in the experience of Africans and African-Americans.
Our studies will examine contributions by Jewish, Catholic and
African-Americans to American literature and arts, popular culture,
politics and ethics. We will consider challenges posed by assimilation
and conflicting versions of identity; representations of each group
in the media; and relations of the groups to each other. We will read
histories, novels, folklore, essays and cultural studies, listen to music
and watch films. We will be constantly attentive to matters of gender,
race, ethnicity and religiosity.
This program offers students an intensive focus on writing,
interpretation and research. Student projects will involve library and
ethnographic work, including opportunities to explore the ethnic
and/or religious heritage of family or acquaintances.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $90 for all overnight field trips.
Program is preparatory for careers and future studies in the humanities and social sciences; interpersonal, multicultural and community
work; education, journalism and law.
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and Digital
Processes in Art Installations
Fall and Winter quarters
Faculty: Gail Tremblay, TBA
Major areas of study include photography, digital imaging, mixed
media and installation art, art history and English composition.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Students will develop a variety of skills using traditional and digital
photographic techniques and computer software to manipulate
photographic images as well as studying the techniques of assemblage and mixed media art. They will use those skills to build both
individual and collaborative art installations that are conceptual in
nature. Over the course of two quarters, students will be expected to
do reading and attend slide lectures and seminars on photography
and installation art. They will study the way artists around the world
have combined these media to make complex and challenging works
of art. As part of this study, students will examine works by a diverse
group of artists including Alfredo Jaar, Hulleah Tsinhnahjinnie, Shirin
Neshat, Jolene Richard, Chen Shun-Chu, Felix Gonzales Torrez, Stan
Douglas, Daniel Joseph Martinez, Corwin Clairmont, Miguel Fematt
and Pat Ward Williams, among others.
This program is designed to support freshmen by developing their
skills in English composition as well as basic skills in photography,
digital imaging and mixed media art. At the same time, it is designed
for students who have done previous work in a variety of artistic
media and are ready to create intermediate and advanced work.
Students will learn about a variety of strategies for developing both
personal and political themes that create a rich visual language for
viewers to interpret. All students must participate in art critiques
and keep an intellectual journal that addresses the books and slide
lectures. In addition, freshmen will be required to write a three-page
paper on each of the books we read fall quarter, and write three
five-page papers synthesizing materials from various sources we are
studying during winter quarter. All students will produce a seven to
ten page research paper on an artist whose work inspires them and
prepare a ten-minute presentation for the class.
There will be a field trip to museums and galleries each quarter.
During winter quarter, there will be an optional 11 day field trip
to Merida, Mexico to attend the Encuentro de Performances,
dealing with performance, video and installation art, hosted by the
Hemispheric Institute at New York University in conjunction with a
new art school in Merida. The faculty will help any students whose
work is of professional quality and relevant to the conference theme
to apply to exhibit their work at the conference. The conference will
have numerous workshops that the students can attend. Students will
be able to make excellent contacts with artists, scholars and students
from other institutions.
Total: 16 credits per quarter.
Enrollment: 48
Special Expenses: $250 for art supplies and up to $25 for museum
fees. Approximately $1,500 to attend an optional 11 day conference in
Merida, Mexico.
Program is preparatory for careers and future studies in the arts and
art history.
This program is also listed under Expressive Arts.
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Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
Fall, Winter and Spring quarters
Faculty: Jose Gomez, Greg Mullins, Julia Zay
Major areas of study include constitutional law, legal advocacy,
American literature, cultural studies, gender and sexuality studies,
media studies and expository writing.
Class Standing: This Core program is designed for freshmen.
Democracy in the United States, as a social practice and political
ideal, has been a work in progress since the Revolution. Given the
linguistic, religious, ethnic and regional diversity of the U.S. population, and given differential hierarchies assigned to race, gender,
sexuality and social class in this country, institutions that aspire to
promote democratic ideals have become sites of debate and struggle
around such questions as how to define citizenship, how to define
equality, how to protect minority populations against majority prejudices, and how to promote individual liberties while safeguarding the
common good.
Students who register for a program
but do not attend the first class
meeting may be dropped.
In this program we will study political institutions and legal frameworks, such as those established by the U.S. Constitution, and cultural
institutions and frameworks such as film, photography, literature and
the various emerging media forms that organize forms of national
belonging and exclusion. Focusing on the 20th and 21st centuries, we
will be centrally concerned with citizenship and the public sphere as
they have emerged in mass society. We will study the way that ideas
of "public" and "private" are shaped and enforced in American civic
culture. As an example, we will examine the regulation of human
sexuality and the ways that recent debates about same-sex marriage
have played out in courtrooms, legislatures and the media.
We will also consider how the U.S. Constitution defines civil rights
in comparison to international standards of human rights, and will
inquire whether rights' frameworks offer appropriate recourse in the
face of injustice. As examples of rights' frameworks, we will examine
equal protection and free speech, and consider forms of inequality and censorship exercised both by the state and by the media.
Throughout these and additional case studies, we will persistently ask
this question: What is the role of law, literatures and media in shaping
the various "publics" and the forms of "citizenship" that ground
national belonging and political activity in the United States?
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: Up to $200 for field trips.
Program is preparatory for careers and future studies in law, cultural
studies, media, gender and sexuality studies, literature, education and
American studies.
Data and Information
Fall quarter
Faculty: Judy Cushing, TBA
Major areas of study include history and philosophy of science and
mathematics; introduction to programming in Python; statistics concepts and graphics (in R); and data management, analysis, visualization
and presentation.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: It is strongly recommended that students have the ability to manipulate algebraic expressions, as from high school algebra or
precalculus. Some experience in programming using spreadsheets or
gathering data for scientific study would be helpful.
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For most academic and professional fields, data and information
provide a basis for confirming hypotheses or making (or rationalizing)
decisions and predictions. In fact, physical and natural scientists
face issues every day involving collecting, validating, organizing and
analyzing experimental data. Computer scientists address this question implicitly by exploring ways of organizing and processing data,
and statisticians develop methods to use data to gain insight into real
problems. This program will provide a thorough introduction to the
practice, history, theory and process of using data effectively in ways
that can be applied to further study of computer science or the physicalor mathematical sciences.
We will approach the study of data and information through
studying: 1) The history and philosophy of science and mathematics,
especially as it applies to concepts relating to data, information and
language; 2) The algorithmic processing and transformation of data
through programming (in Python); 3) The concepts and practice
principles of statistics using R (a free software environment for
statistical computing and graphics), and 4) Practices of data management, analysis, visualization and presentation through a case study,
laboratory exercises, and a final project. Students will write regular
expository essays and technical reports.
Total: 16 credits.
Enrollment: 36
Program is preparatory for careers and future studies in computer
science, statistics, or the physical or natural sciences.
This program is also listed under Scientific Inquiry.
Dialogues with Shakespeare's Women
Fall. Winter and Spring quarters
Faculty: doranne crable, Ernestine Kimbro
Major areas of study include Elizabethan literature, Shakespearean
studies, research, writing, history, gender studies, feminist theory and
theater.
Class Standing: This Core program is designed for freshmen.
This yearlong Core program explores William Shakespeare's work
through a focused study of his female characters. A main aim of the
program is to enter into dialogue with Shakespeare's women. What
do they have to say to us that informs our understanding of who
"women" have been, are now and might be? How are gender, race
and class read differently now through their lives and voices? What
of the Elizabethan world continues to shape and influence our own?
Through close analysis of the plays and the women who people
them, we will begin to formulate additional questions and answers to
explore in class, in writing and on stage.
Fall quarter, we will build skills in reading, writing and research
as we obtain a thorough grounding in the plays themselves and the
context that inspired them. In addition, we will acquire a rudimentary
introduction to stagecraft and performance. During winter quarter,
we will deepen our acquaintance with Shakespeare's women through
conversations enacted in a student-originated
performance/readers'
theater. No previous acting experience is necessary; our work is
interdisciplinary and uses performance as one of several ways to
understand texts, ideas and people. Spring quarter we will mount
another, more ambitious performance and conclude our studies by
attending several plays at the Oregon Shakespeare Festival.
Our intensive inquiry will warrant full, alert and disciplined attention. Students can expect to read critically, write comprehensively,
conduct research and think imaginatively. Our work will include
performance, stage production, lighting, costume and set design.
Students should plan on at least 50 hours of work each week.
Activities will include lectures, seminar discussions, workshops, critiques and lectures or presentations by guest speakers or artists. We
will attend performances of plays in Seattle, Olympia, Portland and
Ashland. Students will work closely with each other and will develop
highly collaborative, always respectful, models for scholarship and
performance.
Total: 16 credits each quarter.
Enrollment: 34
Special Expenses: Approximately $500 for field trips, plus $75 for
make-up kit.
Program is preparatory for careers and future studies in the humanities, visual and performing arts.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Family and Home Futurism: Inquiry
through Literature, Cinema and Movement
Fall and Winter quarters
Faculty: Stephanie Kozick
Major areas of study include family studies, human development,
movement studies, ethnography, literature and cinema.
ClassStanding: This all-level program accepts up to 25 percent
freshmen.
Are family and home growing and changing concepts, or are they universally solid establishments that ground us across time and culture?
This program will explore that question in an interdisciplinary mode
of inquiry employing fiction and nonfiction literature, cinema, art and
movement studies. Program readings and films will tell us stories
about families and homes. Art will help us image them. Family study
research and seminars will inform our analyses. Structured movement
studio work will allow another mode of inquiry and expression to help
conceptualize key ideas concerning family and home.
This program will employ futuristic inquiry in the study of trends
and beliefs about human families and homes. Futurism, originally an
art movement in the early 20th century, attempted to abandon conventional forms and to focus on the motion inherent in shifting planes
and multiple observation points in order to consider the future. For
our contemporary purposes, futurism can help us imagine and invent
new terms for the age-old practices of family and home. Our inquiry
will consider present technological, economic and social trends in an
attempt to predict the future of family and home.
Traditionally, futurism is considered dynamic motion in space and
time (inspired by the industrial machine age). We will translate that
consideration into movement studio work that will include stretching,
moving to music, improvisation and choreography. This work will
"stage" our conceptual understanding of family and home within the
broader context of the world. We may ask ourselves to consider the
environment, politics and social and cultural concerns.
This program will include inquiry about lifestyle choices, relationship development, personal dwelling and health needs. Writing will
help to articulate our conceptualization
and re-conceptualization
of
family and home. Ethnographic work in the form of interviews will aid
our efforts to verify changing attitudes on family and home across
generations.
Total: 12 or 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in social science, social psychology, health and human services and education.
This program is also listed under Culture, Text and Language.
Food
Fall, Winter and Spring quarters
Faculty: Nancy Murray, Donald Morisato, Martha Rosemeyer
Major areas of study include chemistry, nutrition, biochemistry,
genetics and issues in food science.
Class Standing: This all-level program accepts up to 33 percent
freshmen.
Prerequisites: High school biology and chemistry. This is a science
intensive program and is not intended as a survey program.
Why are some foods nutritionally better either cooked or raw? What
is the chemistry behind leavening agents such as baking powder?
How has the quest for salt dominated trade for centuries?
Throughout history, food has not only been essential for human
sustenance, but has long played a central role in the economic and
cultural life of civilizations. This program will provide an interdisciplinary exploration of food, focusing primarily on the biology and chemistry of food, and also including political, historical and anthropological
perspectives. In all these cases, students will directly apply concepts
in laboratory experiments and the practice of cooking.
The fall quarter will focus on how we produce and preserve food.
We will explore the biochemistry of food, beginning with basic chemical concepts and moving to understanding complex molecules like
carbohydrates and proteins. We will consider the genetic principles
of animal and plant breeding, including a careful examination of such
issues as genetically modified organisms and the use of pesticides.
We will examine the chemistry and microbiology of ancient food
preservation and processing methods for food, such as cured ham,
salted cod, fruit jams and cheese.
In the winter quarter, we will concentrate on cooking and eating.
We will examine what the process of cooking does at the biochemical
level. We will consider how our bodies break down and recover nutrients from food by studying the process of metabolism and cellular
respiration. We will look at how vitamins and antioxidants work. The
enjoyment of food relies on our ability to taste and smell. We will
examine the neurobiology of these processes and study how some
foods, like chili peppers and chocolate, can alter mood. Finally, we
will investigate the relationship between diet, disease and genetics.
In the spring quarter, students will pursue independent projects,
investigating an aspect of food or cooking, that may involve experiments in the field or in the laboratory.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the biological fields, including ecological agriculture, genetics, biochemistry,
nutrition and chemistry.
This program is also listed under Environmental Studies and
Scientific Inquiry.
Forensics and Criminal Behavior
Fall, Winter and Spring quarters
Faculty: Sharon Anthony, Toska Olson, Rebecca Sunderman
Major areas of study include forensic science (aspects of chemistry,
molecular biology, physics, physical anthropology, entomology and
pathology), forensic science lab, sociology of criminal behavior, quantitative reasoning and writing.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: Although there are no prerequisites for this program, a
good understanding of science and Algebra I and II will be helpful and
are strongly recommended.
Why is crime such a central focus in modern American society? How is
a crime scene analyzed? How are crimes solved? How can we prevent
violent crime and murder? This program will integrate sociological
and forensic science perspectives to investigate crime and societal
responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal
behavior. In addition, we will consider several theories of criminology
and deviant behavior, and will discuss the current social and cultural
factors that have contributed to the rise in popularity of forensics
studies. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology,
pathology and physics. We will study evidentiary techniques for crime
Students who register for a program
but do not attend the first class
meeting may be dropped.
scene analysis, fingerprints, DNA, blood spatter, fibers, glass fractures
and fragments, hairs, ballistics, teeth, bones and body remains.
This program will use hands-on laboratory and field approaches to
the scientific methods used in crime scene investigation. Students will
learn to apply analytical, quantitative and qualitative skills to collect
and interpret evidence. In addition to weekly writing and quantitative
assignments, students will engage in research writing and conduct
team projects in crime scene investigation.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $90 for field trips.
Program is preparatory for careers and future studies in forensic
science, education, science, criminology and sociology.
This program is also listed under Environmental Studies; Scientific
Inquiry; and Society, Politics, Behavior and Change.
Foundations of Performing Arts:
The "Me" and the "Mob"
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Fall, Winter and Spring quarters
Faculty: Arun Chandra, Kabby Mitchell
Major areas of study include dance, music, theater, performing arts
history, theory and performance and cultural studies.
Class Standing: This all-level program accepts up to 25 percent freshmen.
Dance reveals attention to gesture, rhythm and the body. Theater revels in sequence whether continuous (plot oriented) or discontinuous
(idea oriented). Music creates an environment experienced sensually,
absent of signifying content, parallel to dance in rhythm, parallel
to theater in attention to continuity. All three take the potential of
human discourse and narrative, and submit it to the will and desire of
human imagination.
Students and faculty will address the combined fields of music,
dance and theater through workshops, lectures, seminars and student
projects. In addition, we will go to professional performances in the
region to see and hear visiting artists and performers. There will be
technical and historical study, as well as creative projects involving
groups of students.
We will examine program questions such as: What do the arts of
Brazil, the African sub-continent, India and western Europe have to
teach us about "rhythm" and "time" in the arts? What do historical
examples of avant-garde experimentation
still have to teach us about
the collaborations between John Cage and Merce Cunningham,
George Balanchine and Stravinsky, Bertolt Brecht and Hanns Eisler,
Martha Graham and the American composers of the 1930s and 40s?
What must contemporary popular art forms do to resist the cultural
homogeneity of commercial absorption? How can we, as creative
individuals, address examples of socially-progressive
movements,
such as the government of Venezuela, or the World Social Forum,
and others in our work? How can our artwork address potential future
political issues, such as the privatization of water, without eliciting
dismissive, "been there, seen that" shrugs from the audience? How
can the desperate need we have for happiness and joy not ignore the
foundation of socialized misery on which we now barely survive?
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $50 each quarter for performance tickets.
Program is preparatory for careers and future studies in the expressive arts and liberal arts.
This program is also listed under Expressive Arts.
Greece and Italy: An Artistic and Literary Odyssey
Fall, Winter and Spring quarters
Faculty: Bob Haft, Andrew Reece
Major areas of study include ancient Greek, classical literature, classical art and aesthetics, art and literature of the Italian Renaissance and
drawing or photography.
Class Standing: This all-level program accepts up to 25 percent freshmen. Only sophomores and above will be eligible for the study abroad
portion of the program.
The legacy of the Greek and Italian cultures in the Western worldfrom the Minoan world to that of the Italian Renaissance-continues
to hold considerable sway over contemporary cultures. The great
writings and powerful visual arts that were produced in Greece and
Italy established standards of excellence which succeeding generations have both struggled against and paid homage to up to the
present day. In this program, we will study the texts and monuments
of the two most dynamic and seminal cultures in European history:
Classical Greece and Renaissance Italy. We will read writings from the
periods we study (such as Homer's Odyssey, Aeschylus' Oresteia, and
Vasari's Lives of the Artists) as well as contemporary offerings (such
as Mary Renault's The King Must Die and Louis De Bernieres' Corelli's
Mando/in). Throughout the program we will learn about modern
rediscoveries and re-interpretations
of all of these periods and places,
including our own, which will culminate in a journey to Greece and
Italy.
Fall quarter ("Naissance"), we will investigate the rise of the Greek
po/is, or city-state, from the ashes of the Bronze Age Aegean civilizations and that of the Etruscans in what is now Tuscany. In addition
to reading primary source materials, we will study the architecture,
sculpture and painted pottery that was produced. To further our
understanding, we will also study the ancient Greek language and the
basics of drawing.
Winter quarter ("Renaissance"), our focus will be on the Roman
appropriation of Greek art and thought and the later Florentine
rediscovery and interpretation of the Classical past. We'll study how
15th-century Italians used the ideas they found in classical literature
and learning as the basis for revolutions both in artistic practices and
the conception of humanity. We will continue our study of ancient
Greek and also learn the basics of photography.
During the spring ("Odyssey"), we will travel to Greece and Italy
for an eight-week period, visiting, studying and holding seminars in
sites and cities that are synonymous with the classical world and the
Renaissance. We will start in Crete, visiting the Palace of Knossos and
other important places on the island. Next, we will travel to mainland
Greece where we will visit numerous places, including Athens,
Corinth, Olympia and Delphi. The last four weeks will be spent in
Florence, where we will make side-trips both to nearby Etruscan sites
and to the cities of Venice and Rome.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $125 for art supplies each quarter;
$2,800 to $4,000 (depending upon current currency valuation) for
eight-week study abroad in Greece and Italy during spring quarter.
Travel fee does not include airfare, but does includes food and lodging, car rental in Greece, and entrance fees to museums and archaeological sites. A deposit of $200 is due by November 30, 2006.
The program is preparatory for careers and future studies in history,
literature, classical studies, education and the arts and humanities.
This program is also listed under Culture, Text and Language and
Expressive Arts.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Heritage: Self-Identity
and Ties to the Land
Fall, Winter and Spring quarters
Faculty: David Rutledge, Yvonne Peterson, Raul Nakasone
Major areas of study include areas of each student's individual project
study such as history, philosophy, cultural competency, quantitative
reasoning, communication, writing, political science, ethnography,
history of the Americas, cultural anthropology, literature, Indigenous
arts, technology, Indigenous studies, Native American studies, writing
and education.
ClassStanding: This all-level program accepts up to 13 percent
freshmen and sophomores.
In this program, students develop individual projects to examine
what it means to live in a pluralistic society at the beginning of the
21st century. Through each student's area of interest, we will look
at a variety of cultural and historical perspectives and use them to
help address issues connected to the program theme. Individual
research will pay special attention to the value of human relationships
to the land, to work, to others and to the unknown. Work will be
concentrated in cultural studies, human resource development, and
ethnographic studies to include historical and political implications
of encounters, and cross-cultural communication. We shall explore
Native American perspectives and look at issues that are particularly
relevant to Indigenous people of the Americas.
We will ask students to take a very personal stake in their educational development. Within the program's themes and subjects,
students will pay special attention to what individual and group work
they plan on doing, how they plan to learn, how they will know they
learned it, and what difference the work will make in their lives and
within their communities. Students will be encouraged to assume
responsibility for their choices. The faculty are interested in providing
an environment of collaboration where faculty and students will identify topics of mutual interest and act as partners in the exploration of
those topics.
This program is for students who already have a research topic in
mind, as well as for those who would like to learn how to do research
in a student-centered
environment. Students will be exposed to
research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops,
moving River of Culture Moments to documentary, educational technology and the educational philosophy that supports this program.
Yvonne Peterson will offer a special series of workshops to support
the particular academic needs of first and second year students.
In the fall, participants will state research questions. In late fall and
winter, individually and in small study groups, students and faculty will
develop the historical background for the chosen questions and do
the integrative review of the literature and data collection. Ongoing
workshops will teach students the skills to complete their project.
Late winter and into spring quarter, students will write conclusions,
wrap up print/non-print
projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.
Depending on their individual projects, students will develop, use
and explore some of the following areas: Bloom's Taxonomy; the
theory of multiple intelligence; the relationship among curriculum,
assessment and instruction; expectations of an Evergreen graduate
and the five foci; quantitative reasoning; self- and group-motivation;
and communication (to include dialogue, e-rnail, resources on the
Web and Web crossing). They will also develop skills in creating
interactive Web pages and documentaries, as well as l-rnovie editing
and presentations using PowerPoint.
Total: 16 credits each quarter.
Enrollment: 75
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in education,
social sciences, the arts, multicultural studies, social work, human
services and the humanities.
This program is also listed under Society, Politics, Behavior and
Change and Native American and World Indigenous Peoples Studies.
Imperialism
Fall and Winter quarters
Faculty: Zahid Shariff
Major areas of study include history, political science, economics and
literature.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
We will examine the different ways in which the notions of imperialism
and colonization can be understood broadly as well as in specific
geographic and historical contexts. Focusing on the historical experiences of people of color in Africa, the Middle East and the United
States, we will explore the ways in which imperialism and colonization
served as tools for conquest and domination as well as subjugation
and exploitation. We will examine the context in which these tools
were, and continue to be, employed, and the resistance of different
kinds with which they have to contend.
Our purpose is to both make distinctions and identify similarities
between the imperialist practices of the past and those that are at
work now. Exploring the role of image, representation, and knowledge-incentives
for their production, and the prospects for their
distribution-will
be significant elements of the program. Quite often
the critique of oriental ism will guide us.
The learning goals will emphasize engagement with the reading
material in a way that lifts both the author and the reader, collaborative and cooperative skills, and learning across differences. We expect
to accomplish these goals through frequent writing assignments and
active student participation in seminar facilitation, introduction of
films and documentaries, and leadership in organizing discussions.
Among the writing assignments will be short weekly papers based on
the readings and a longer paper on a relevant topic selected by the
students. The readings will include classical texts by Aime Cesaire and
Franz Fanon, as well as more recent authors.
Total: 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in government
and politics, non-governmental organizations (in the United States and
abroad), education and international organizations.
This program is also listed under Society, Politics, Behavior and
Change.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Indigenous American Women: Leadership,
Community and the Power of Voice
Fall and Winter quarters
Faculty: Kristina Ackley, Frances Rains
Major areas of study include Native American studies, American
studies, gender studies, history and political science.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
"When I am dead and gone, I want to leave something. I want my granddaughter to
be sitting someday talking like I talk about my grandmother. That's the kind of legacy
I want to leave. I want my granddaughters, great-grandsons, too, to say, "My greatgrandma was a fighter. She did this and she did that to protect the land, to protect
the culture, to protect the language, to maintain what we have left. "-Madonna
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Native women in North America have been alternatively portrayed
as either beasts of burden or Indian princesses. They have been
denigrated and romanticized by these conflicting images, while these
images simultaneously have obscured their lived experiences. Many
Native activists, leaders and elders have challenged these stereotypes
and offer alternative voices for us to consider. Using the stories and
experiences of these women, we will explore the ways in which leadership is developed and articulated in many Indigenous communities.
We will analyze gender-based political systems in their historical
context and how these roles have been affected by colonialism. We
will critique how feminist theory has both served and ignored Native
women. Through case studies, autobiography, literature and theory
we will analyze how Native women have argued for sovereignty and
developed agendas that privilege community. We will also examine
how women have been cultural mediators.
In the fall quarter, we will examine how Native women challenged
federal policies that dispossessed Native people of their land. We
will analyze U.S. education policies that concentrated on assimilation,
with particular focus on gender-based vocational and domesticity
training. Drawing on critical race and decolonizing theories, we will
examine how 19th-century Native women were encouraged through
the education system and colonizing political practices to bring
"civility and piety" to their homes, by way of subservience training
for all women. Questions that illuminate the various strategies that
Native people took in terms of accommodation
and resistance will be
at the heart of this interrogation, such as: How were Native women
educated and controlled? What Native women leaders emerged during the 19th and early 20th centuries and how did they impact their
communities?
In the winter quarter, we will explore the activism of 20th-century
Native women leaders, particularly in the areas of the environment,
family system and the law. We will examine how Native women
view community and determine how best to serve their community.
Control over women's bodies, particularly reproduction, will be examined as we consider forced sterilization determined by race, class and
gender. Students will examine how environmental contaminants affect
women and children, particularly through pregnancy and breast milk.
Federal and tribal policies that have gender-based tribal membership
will be explored and critiqued. Students will undertake a significant
life-history project with Native women. Finally, the beginnings of a
global Indigenous identity as defined and articulated in the 21st
century will be examined, although this class will mainly focus on
North America.
Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We
will take as our basic premise that those wishing to know about the
history of a particular Native group should write it with the purpose
of supporting these people today. Students will develop skills as
writers and researchers by studying scholarly and imaginative works
and by conducting policy research and fieldwork. We will require
extensive reading and writing on these topics. There will be films and
guest speakers that reflect important aspects of Indigenous women's
experiences.
Total: 16 credits each quarter.
Enrollment: 48
Program is preparatory for careers and future studies in the humanities, social sciences and education.
This program is also listed under Culture, Text and Language and
Native American and World Indigenous Peoples Studies.
Introduction to Environmental Studies: Water,
Energy and Forest Ecosystems
Fall and Winter quarters
Faculty: Rob Cole, Dylan Fischer
Major areas of study include environmental studies, forest ecology,
introductory freshwater ecology, quantitative modeling, writing and
field research methods.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
This program will explore the many connections between the
landscapes and the waterscapes of the Pacific Northwest. The region
is characterized by its geology, its climate and the vast interplay
between land and water. We will adopt an ecosystems approach
to study the forests and their interaction with the atmosphere and
the soils and the hydrology of the region. We will also examine how
humans have historically used the resources of the Pacific Northwest
as well as explore options for the future that are more sustainable
than the historic ones.
Physical principles of water movement in forest ecosystems play
a large role in determining how the natural world works in multiple
temporal and spatial scales. We will study the energy, hydrological
and nutrient cycles in forest and stream ecosystems. Students will
explore the energy requirements to lift water from the soil to over
three hundred feet in the air where it evaporates from the surface of
a leaf and understand why there are hydraulic limits to the height of a
tree. We will explore the physical principles of forest metabolism and
the role these principles play in other portions of the ecosystem.
Field work will be a significant part of this program. We will be
monitoring and measuring a variety of parameters of forest respiration and water quality and indices of physical and biological health.
We will trace the hydrological cycle in forests and construct simulation
models of the processes involved. Students will gain a solid understanding of quantitative model building based upon their field data.
Group projects and workshops will focus on measuring water and
energy budgets for forest ecosystems and will use state-of-the-art
technology to estimate the nature of these budgets. Field trips and
workshops will provide hands-on opportunities for group research
and will expose students to topics in current Northwest ecological
research.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: $200 each quarter for overnight field trips.
Program is preparatory for careers and future studies in environmental studies, environmental science, education, natural resource
management, earth sciences and public policy.
This program is also listed under Environmental Studies.
Introduction to Natural Science
Fall, Winter and Spring quarters
Faculty: Dharshi Bopegedera, Rachel Hastings, TBA
Major areas of study include general chemistry with laboratory,
general biology with laboratory, pre-calculus, introductory physics and
seminar in current topics in science.
Class Standing: This all-level program accepts up to 35 percent freshmen.
Prerequisites: High school algebra.
. Introduction to Natural Science is designed to provide the basic
knowledge and skills students need to continue in the natural sciences and environmental sciences. We will cover key concepts in
general chemistry, general biology and pre-calculus mathematics.
Introductory physics may be covered during the latter part of the
year. Program activities will include lectures, laboratories, workshops,
scientific writing and student presentations. These presentations
will require students to actively engage in conversations on current
topics in science such as global warming, genetic engineering and
alternative energy sources. Students will also be required to do library
research, writing and poster presentations to communicate their
knowledge of these topics to others.
During the fall, we will focus on skill building in the laboratory and
acquiring the basic tools in chemistry, biology and mathematics. We
will integrate the disciplines during the winter and spring quarters
after students have acquired the basic skills and can better appreciate
the interdependence
of the disciplines.
With the support of faculty, all students will be required to complete at least one science education project outside program hours.
Participation in the college's annual Science Carnival at the end of
the spring quarter is mandatory for all students. These opportunities
are provided so that students can use their knowledge of science to
teach schoolchildren (in K-12) in order to improve their own understanding of science.
Upon completion of the program, students will have completed
one year of general chemistry with laboratory, general biology with
laboratory and pre-calculus. In addition, some introductory physics
may also be covered.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in all areas of
natural science (chemistry, biology, mathematics, geology, physics),
education, health related fields, medicine, environmental sciences and
those thinking of teaching science (including chemistry, biology and
general science teaching endorsements).
A similar program is expected to be offered in 2007-D8.
This program is also listed under Scientific Inquiry.
Looking Backward: America in the 20th Century
Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen, Tom Grissom
Major areas of study include writing, U.s. political and economic
history, U.S. social and intellectual history, American economics and
global connections, American literature and scientific thought.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
The United States began the 20th century as a second-rate military
and naval power and a debtor country. The nation ended the century
as the last superpower with an economy and military that sparked
responses across the globe. In between, we invented flying, created
atomic weapons, sent men to the moon and began to explore the
physical underpinnings of our place in the universe. Many observers have characterized the 20th century as "America's Century"
because, in addition to developing as the mightiest military machine
on the face of the earth, the United States also spawned the central
phenomenon of "the mass." Mass culture, mass media, mass action,
massive destruction, massive fortunes-all
are significant elements of
life in the United States.
Looking Backward will be a retrospective, close study of the
origins, development, expansion and elaboration of "the mass"
phenomena and will place those aspects of national life against our
heritage to determine if the political, social, economic and scientific
growth of the nation in the last century was a new thing or the
logical continuation of long-standing, familiar impulses and forces
in American life. While exploring these issues, we will use history,
economics, sociology, literature, physics, popular culture and the
tools of statistics to help us understand the nation and its place in the
century. At the same time, students will be challenged to understand
their place in the scope of national affairs, to read closely, to write
with effective insight and to develop appropriate research projects
to refine their skills and contribute to the collective enrichment of
the program. There will be workshops on economic thought, physical
laws and program-wide symposia. Each end-of-quarter
symposium
will provide a means of rounding out the term's work and provide
students with valuable experience in public speaking and presentation.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the humanities and social science, law, journalism, history, economics, sociology,
literature, popular culture, cultural anthropology, education and the
physical sciences.
This program is also listed under Culture, Text and Language and
Society, Politics, Behavior and Change.
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but do not attend the first class
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Making American Selves:
Individual and Group Development
Fall and Winter quarters
Faculty: Sherry Walton, Terry Ford
Major areas of study include human development, communication
skills, American history, descriptive statistics, academic planning,
writing, group dynamics, research methodologies, politics of identity
and spiritual development.
Class Standing: This lower-division program is designed for 7S percent
freshmen and 25 percent sophomores.
My life has been one great big joke,
A dance that's walked,
A song that's spoke,
I laugh so hard I almost choke,
When I think about myself.-Maya Angelou
If you resist reading what you disagree with, how willyou ever acquire deeper
insights into what you believe? The things most worth reading are precisely those
that challenge our convictions.-Author Unknown
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I loathe the expression "What makes him tick. " It is the American mind, looking for
simple and singular solutions, that uses the foolish expression. A person not only
ticks, he also chimes and strikes the hour, falls and breaks and has to be put together
again, and sometimes stops like an electric clock in a thunderstorm.-James Thurber
Angelou invites us to consider our lives with some lightness of spirit,
Thurber cautions that answers are seldom simple and that humans
are complex beings, and our unknown author urges us to welcome
challenges to our current convictions. We invite people to join this
program who are ready to undertake serious academic work with
humor, and who have a desire to be challenged and an inclination
toward examining complex relationships. Though Thurber loathed the
expression, "What makes him tick," we will attempt to understand
some factors that influence the development of human identity.
People likely to find this program useful are those interested in the
relationship of identity development to one's sense of self as a community member and American, and one's self-efficacy and ability to
interact effectively with others.
Participants will seek answers to three primary questions: Who
are we as individuals and as community members? How do people
become who they are? What does it mean to be an American?
Understanding the construction of our personal identities and
beliefs, as well as our identities as Americans, is crucial to effective
citizenship in the 21st century. We will explore these questions in a
variety of ways, including mask-making; reading and analyzing novels,
autobiographies,
and factual materials; writing; participating in
workshops; and conducting research. Participants will be encouraged
to challenge and extend their knowledge through studies in human
development,
descriptive statistics, American history (particularly in
relation to public education), group dynamics, politics of identity and
spiritual development.
Fall quarter we will explore our own identity development through
creative arts and autobiography. Our current understandings may be
challenged and affirmed through analyzing and discussing theories of
human development,
including cognitive, moral and socio-emotional
development.
Concurrently, we will conduct survey research to gain a
better understanding of our learning community. From this platform,
we will explore group dynamics and effective communication skills. As
we examine theories of development, we will also read ethnographies
and historical texts to gain a broader understanding of contexts
within which we develop. We will deepen our understandings of
these texts through writing analytical papers.
Winter quarter program members will participate in either a
campus organization or governance committee. These experiences
will further develop understandings of group dynamics which will
be discussed in weekly seminars. Each person will also participate in
workshops in either Politics of Identity, or Spiritual Development in a
Diverse Society. Though these workshops investigate different topics,
both serve to deepen participants' knowledge about development
as individuals and Americans, and provide opportunities to practice
effective communication.
In addition, each person will participate in
workshops about research methodologies,
select an area of research
related to human development, undertake appropriate research and
present the results to the program community.
Total: 16 credits fall quarter; 12 or 16 credits winter quarter.
Enrollment: 46
Special Expenses: $95 per person for field trip to be paid by October
3,2006.
Program is preparatory for careers and future studies in education,
human, health and social services, and psychology.
This program is also listed under Society, Politics, Behavior and
Change.
Mind and the World
Fall, Winter and Spring quarters
Faculty: Charles Pailthorp
Major areas of study include philosophy (metaphysics, epistemology and moral), history of philosophy, history of science and writing
(expository and argumentative).
Class Standing: This all-level program accepts up to 25 percent freshmen.
A central issue in Western philosophy has been whether reason or
experience lies at the foundation of human knowledge. Experience
can lead us astray, and it seems reason can undercut what we thought
we knew best. Does science best tell us what is real and what merely
seems to be real? Or when in doubt should we rely most heavily on
common sense? Are these questions that we must confront individually, or is our capacity to know things only to be worked out within a
community?
At the very least, centuries of discussion and debate have brought
such venerable questions into sharper focus and succeeding
generations of thinkers have found that earlier answers had to be
reconsidered. Surely they remain relevant today in a culture that
debates both the role of faith and the relevance of scientific study in
determining public policy. Our work in this curriculum will concentrate
on the relationship between science and common sense, but we will
pay attention as well to the relationship between thought and action,
and the relationship between our place in the world as knowers and
as moral agents.
Fall quarter, following a short background in ancient thought,
we will study works of the 17th- and 18th-centuries RationalistsDescartes, Spinoza and Leibniz-and
Empiricists-Locke,
Berkeley
and Hume.
Winter quarter we will delve into the challenging work of Kant and
Hegel, taking time to discover how this work has set the stage for
much that followed in the 20th century.
Spring quarter will bring us to the early 20th century, when
disputes between Rationalists vs. Empiricists, and Idealists vs.
Realists, were transformed by a "linguistic turn." Language rather
than faculties of mind became the central subject of discussion.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
"Philosophical Analysis" arose in two main currents: one that flowed
from breakthroughs in formal logic, another that found its sources
in ordinary language. By mid-century, a profound shift had occurred
that undercut the very distinction between "rationalism" and
"empiricism" -a shift that laid the groundwork for many currents in
"post-modern" thought. Virtually every discipline in the humanities
and social sciences has been deeply affected by this mid-century
development.
Students will write expository and argumentative essays, learning
how to use writing to develop their own thinking about complex
issues. They will participate in peer-response exercises both in class
and on the Web. Student work will be supported by lectures that
present both overviews and details of how specific texts fit into
venerable controversies over whether and how humans can progress
from mere opinion to secure belief, or even confident certainty.
While the reading will largely be original works in philosophy, we
will take time for excursions into literature and other arts.
Total: 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in the humanities, sciences and social sciences.
This program is also listed under Culture, Text and Language.
Motion: Physics and Philosophy
Fall and Winter quarters
Faculty: Don Middendorf
Major areas of study include physics, calculus, philosophy and history
of science.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: Proficiency in pre-calculus and trigonometry extremely
important; high school physics helpful but not required.
What is the nature of physical reality? What is energy? What is time?
We will examine the answers to these questions that shocked great
thinkers like Newton and Einstein. The topics we cover in physics and
calculus will be similar to those covered in rigorous first-year courses
at other universities, including an introduction to relativity and quantum theory. In addition, we have the luxury of having time to study
the beliefs of some of the founders of modern science. Our primary
emphasis will be on the conceptual and technical skills needed to
solve problems in physics and mathematics. In our discussions of texts
on the philosophy and history of science, we'll also focus on critical
thinking skills.
Most non-scientists think that science is about "facts," but most
scientists agree that science is primarily concerned with creating
models. One of our main goals for the program will be to determine
the qualities of a "good" model and when it is preferable to use a
better model and when it isnot. It may surprise you that Newton,
Einstein and many other founders of modern science thought that
their religious and philosophical beliefs were more fundamental than
their scientific beliefs. We'll see how they usually tried to force their
scientific models to be consistent with their philosophical views,
but occasionally accepted experimental results that forced them to
modify their beliefs.
Our current "best" model of physical reality has two pillars: relativity and quantum mechanics. By the end of the first quarter, we'll
be ready for a solid introduction to special relativity. During winter
quarter, we'll cover electromagnetism
and quantum theory.
The program is designed for students seeking a strong background
in physics and mathematics as well as for further serious study of the
natural sciences. Students completing this program will be prepared
for more advanced study in physics and mathematics. This program
fulfills some of the prerequisites for the following science programs
at Evergreen: Physical Systems, Astronomy and Energy, Mathematical
Systems, and Mathematical Methods.
The program will be a lot of fun and a lot of work. Come ready to
start the intense work on the first day.
Total: 16 credits each quarter.
Enrollment: 24
Special Expenses: Texts may exceed $600, and must be purchased by
the second day of class.
Program is preparatory for careers and future studies in any branch of
science and education.
A similar program is expected to be offered in 2007-08.
This program is also listed under Scientific Inquiry.
The Nature of Natural History
Fall and Winter quarters
Faculty: Frederica Bowcutt, Alison Styring
Major areas of study include natural history, introduction to biology,
field botany, field ornithology, writing and ecosystems of the Pacific
Northwest.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
This is a field-based program focused on the natural history of
Washington state. As a learning community, we will travel to a variety
of ecosystems including high desert, rainforests, coastal dunes, prairies, riparian woodlands, marshes, subalpine areas and alpine zones.
We will study environmental gradients and learn how climate and geomorphology affect plant and animal life. Students can expect to learn
the plants and animals common in the Pacific Northwest. In addition to
studying fresh plant material, students will also study herbarium specimens. Plant identification skills will include learning how to identify
deciduous shrubs and trees in winter based on twig characteristics.
Students will learn to recognize the calls and songs of birds common
to the 1,000 acre wooded campus of Evergreen. We will study preserved specimens of animals to learn basic morphology and anatomy.
Students will maintain a detailed natural history journal for six months
and study 18th- and 19th-century natural history journals as models.
We will develop basic illustration skills to sketch our observations in the
field. We will explore the influence of strong observational skills on the
quality of quantitative approaches through a comparative field study
of the key terrestrial ecosystems in Washington state. Our study in the
field will be supported by work with a textbook on basic biology.
We will ponder the following questions: What is natural history?
What roles do natural historians play today? Is natural history different
from ecology or other life sciences, and if so, how? What do natural
historians do? What kinds of questions do they ask? What kinds of
methods do they use? What is the history of natural history in the
Western world?
In addition to practicing the art and science of natural history, we
will study the cultural history of natural history. Students will explore
the rise of natural history with particular emphasis on the Victorian era,
arguably the pinnacle of its popularity.
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: Approximately $250 for overnight field trips.
Program is preparatory for careers and future studies in conservation,
biology, botany, ecological restoration, forestry, natural resource management, plant ecology, plant taxonomy and education.
This program is also listed under Environmental Studies.
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Pillars of Fire: Jewish Contributions to
World Culture
Fall and Winter quarters
Faculty: Ariel Goldberger, Carrie Margolin
Major areas of study include Judaic studies, Jewish cultural studies,
Middle Eastern studies, expressive arts, Hebrew, movement, quantitative skills, philosophy, history, American studies, Hebrew calligraphy,
education, and other subjects depending on students' individual work.
Class Standing: This all-level program accepts up to 25 percent freshmen and 25 percent sophomores.
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This interdisciplinary
program will focus on the study of the Jewish
Diaspora and Jewish contributions to the culture of Europe and the
Americas. We will explore some of the following questions in areas
such as philosophy, cultural studies, humanities, sciences and art. Are
there quintessentially Jewish ideas? What Jewish ideas have been
co-opted by other cultures after the Roman sack of Jerusalem in the
year 70 CE? Which ones made it into the larger culture? What are the
unique Jewish contributions to American and world culture?
The program will engage the study of Jewish contributions to a
wide range of areas of human knowledge and endeavor. Our studies
will include possible connections between the Yiddish culture that
developed in Europe and the Americas and political movements, the
arts and intellectual ideas. Potential areas of interest may be Jewish
influences on popular culture in areas such as Hollywood, Broadway,
vaudeville, comedy and music. Students may choose to give special
attention to individual thinkers, artists or writers.
In the world of ideas, the possibilities are endless. The program
will explore the possible connections between Jewish Messianic
ideas, Zionism, laws and ethics, immigration, politics and the Labor
Movement in America and Europe. We may choose to study the
philosophies of thinkers such as Maimonides, Walter Benjamin, Martin
Buber, Theodor Adorno, Baruch Spinoza and other Jewish philosophers who have had enduring influence on the world of ideas.
In the sciences, we may trace the birth of modern psychology in
Sigmund Freud and his followers and the groundbreaking theories of
thinkers such as Albert Einstein. We intend to direct our attention to
the connection of Jewish medical practice with the development of
medical ethics.
An inevitable aspect of these studies will be a journey into the dark
abyss of the Holocaust. We will look at the Holocaust's impact on the
cultural life and arts of Europe and study the impact on the Jewish
world and emerging responses to the tragedy.
A part of our studies of Jewish beliefs and mysticism will include
a look into the oral and written law, the mystical tradition of the
Kabbalah, and current Jewish thought. Our endeavors will include an
examination of Jewish rituals and life-cycle events, and the different
roles that Jewish men and women have traditionally held in those
events. We plan to explore the changing roles of Jewish women and
men, as Jewish feminist leaders exert their influence on the culture.
As part of our learning about the Diaspora in which the Jews have
lived for thousands of years, there will be workshops focused on the
study of ethnic cuisine and customs. Guest presenters from a variety
of Jewish cultural sub-groups will work side by side with students to
provide meals that will highlight Jewish ritual laws, Kosher laws and
other cultural aspects passed on through oral tradition. Quantitative
thinking will be encouraged through the learning of another cultural
mainstay of Jewish women since the 1920s: mah jongg.
The study of contemporary Jewish life will address the Jewish
national movement, Zionism and study the state of Israel. We will
attempt to learn about the complexity and difficulty of analyzing current events in the Middle East.
Participants will be asked to respond to the material of the class
in a variety of forms and disciplines. This program will emphasize
collaborative learning. Students will be expected to contribute to the
program efforts with self-directed and intense work.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $40 art materials fee and $40 performance ticket
fees each quarter, and $75 for ethnic culinary workshops. Total
expenses depend on student projects.
Program is preparatory for careers and future studies in cultural
studies, Middle Eastern studies, Jewish education, philosophy,
anthropology, history, education and expressive arts.
This program is also listed under Culture, Text and Language;
Expressive Arts; and Society, Politics, Behavior and Change.
Political and Cultural Exchange in the Eastern
Mediterranean landscape: From Bosphorus
to Suez
Fall, Winter and Spring quarters
Faculty: Steve Niva, Martha Henderson
Major areas of study include geography, cultural anthropology, political science and history.
Class Standing: This all-level program accepts up to 25 percent freshmen.
Although primarily known as a site of political conflict, war and
terrorism, the Eastern Mediterranean is one of the richest areas of
cultural, economic and political exchange in world history. Situated
between Europe and the Middle East, this area includes the lands we
know today as Greece, Turkey, Lebanon, Israel, Palestine, Cyprus and
Egypt that are historically linked through a dense and longstanding
web of intellectual, religious, economic and political interconnections.
Appreciating this long history of political and cultural exchange is
crucial for developing perspectives that transcend narrow notions of
mutually exclusive "Western" and "Eastern" cultures and civilizations
that underlie many contemporary global conflicts.
Taking a perspective drawn primarily from cultural and physical
geography, and political economy analysis, the program will examine
how landscapes, cultural processes and political and social institutions
have been constructed and transformed over time in this region. It
will trace this region's evolution from interactions between ancient
Greece and Egypt to the expansion of Christianity and Islam to the
present expansion of the European Union and Euro-Med Free Trade
Zone to the coast of North Africa and Egypt. In the process, we will
explore how cultural identities and lived cultures were created and
contested through these interactions, how the material and environmental bases of these cultures shaped daily life, and how different
political and religious institutions have influenced and sought to
organize the region. We will also focus on food and clothing, popular
culture, intellectual and artistic production, and patterns of trade and
commerce.
In the fall, the program will focus on travel narratives and the early
history of political and cultural exchange in the region, such as that
between ancient Greece and Egypt and the world of Christendom
and Islam. Through field trips to selected sites in Washington state,
students will learn how to conduct field studies and construct travel
narratives that are attuned to physical and cultural landscapes and
political institutions.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
In the winter, the program will focus on the modern period by
addressing the impact of European colonialism, the emergence of
modern nation-states and the formation of new patterns of trade and
cultural exchange. We will pay particular attention to the immense
cultural and political dislocations imposed by the creation of territorial boundaries between Greece and Turkey and in the Middle
East, especially the Israeli-Palestinian conflict. We will also examine
how contemporary economic globalization and free-trade zones are
transforming the region.
In the spring, students will travel abroad to the region, with
extended stays in Turkey, including its coastal areas, and Egypt.
This four-week travel abroad program will examine how patterns of
political and cultural exchange relate to contemporary realities in the
region. Upon returning to campus, students will prepare papers and
materials based on their travel experience.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $250 for fall quarter field trip;
approximately $2,800 spring quarter for a four-week study abroad to
Turkey and Egypt.
Program is preparatory for careers and future studies in education
(including geography and history credits for teacher accreditation),
international service (non-governmental or governmental organizations). social justice and human rights.
This program is also listed under Culture, Text and Language and
Environmental Studies.
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring quarters
Faculty: Patricia A. Krafcik, TBA
Major areas of study include Russian history, Russian literature,
Russian culture, Russian language, cinema, writing and geography.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Join us on an extraordinary journey as we explore the diverse peoples, cultures and histories of the region that was once demarcated
by the borders of the Russian and Soviet empires. While we focus on
the Russians, we will take a multicultural approach in our examination
of other indigenous peoples who, from ancient times, have populated
the vast expanses of Eurasian and Siberian steppe and forests.
In fall quarter, we will investigate Slavic, Scandinavian, Persian,
Mongol and Turkic contributions to early Russian society as well as
Russia's subsequent imperial expansion through the first quarter of
the 19th century. We will examine the region's pre-Christian pagan
animistic cultures, as well as the rich Byzantine cultural legacy including Eastern Christianity, its associated art and architectural forms,
literature and music. Our journey will then take us to the demise of
this vibrant culture at the hands of various steppe invaders, foremost
of whom were the Mongol armies of Genghis and Batu Khan. The
development of the Muscovite state under the notorious tsar Ivan
the Terrible and its further imperial expansion and attempts at
westernization during the reigns of Peter the Great and Catherine the
Great bring us to the 19th century and Russia's emergence as a major
world power. Russian medieval epics and chronicles as well as diverse
films and readings from modern Russian literature, such as the poetry
and prose of Push kin and Lermontov, will enhance our study of this
turbulent history.
Winter quarter concentrates on some of the world's greatest literature from Russia's Golden Age. Intensive reading of works by Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov, and others will enable us
to explore their most provocative social, religious and revolutionary
thought. We will also examine the rise of the Russian Empire's radical
intelligentsia, thinkers who rebelled against autocratic tsarist policies
and the institution of serfdom and whose activities led to the worldchanging revolutions of the early 20th century.
Spring quarter focuses on the tumultuous events of the 20th century, from the revolutions of 1917 through the post-Soviet period. We
will investigate the legacy of Lenin and the Bolsheviks, including the
horrific deprivations of the Stalin era, with its purges, Gulag prison
camps, brutal industrialization policies and devastating environmental
practices. We will place special emphasis on how writers, artists and
filmmakers interpreted, reflected and survived the Soviet regime.
Included in this emphasis will be a detailed examination of the enormous sacrifices that the Soviet people suffered at the hands of their
own communist dictatorship, as well as under Nazi occupation during
the Second World War. This term ends with a review of events resulting in the collapse of the U.s.S.R. and the emergence of the fifteen
independent states that arose from its ashes.
Students are strongly urged, but not required, to take the
beginning Russian Language segment within the full-time program.
Studying Russian will enhance the students' learning experience in
the program.
Total: 4, 12 or 16 credits each quarter. Students taking the full-time
program, including the language segment, should register for 16 credits; those taking the program without the language segment should
register for 12 credits; and those taking only the language segment
should register for 4 credits.
Enrollment: 48
Special Expenses: $25 each quarter for overnight travel and special
workshop expenses.
Program is preparatory for careers and future studies in education,
diplomatic and security services, film, music, art, international business,
and graduate studies in international affairs and in Russian and Slavic
literary, historical, political and area studies.
A similar program is expected to be offered in 2008-09.
This program is also listed under Culture, Text and Language.
Searching for Modern China
Fall, Winter and Spring quarters
Faculty: Rose Jang, Andy Buchman
Major areas of study include Chinese language, tai ji martial arts,
Chinese calligraphy and brush painting, performing arts history and
theory, history and literature of China, cultural studies of the Chinese
Diaspora, research, writing, quantitative reasoning and additional
equivalencies depending on students' independent projects.
Class Standing: This all-level program accepts up to 30 percent freshmen and 30 percent sophomores.
"The history of China is as rich and strange as that of any country
on earth, and its destiny as a nation is now entwined with all others
in the search for scarce resources, the exchange of goods, and the
expansion of knowledge. Yet for a long time China was a completely
unknown quantity to those living in the West, and even today seems
set apart by differences of language, custom and attitude. China's
story is an astonishing one. We can see how often the Chinese
people, operating in difficult or even desperate circumstances,
seized their own fate and threw themselves against the power of the
state. We can see how in 1644, again in 1911, and yet again in 1949,
disillusion with the present and a certain nostalgia for the past could
combine with a passionate hope for the future to bring the old order
crashing down, opening the way for an uncertain passage to the new."
Students who register for a program
but do not attend the first class
meeting may be dropped.
Thus begins Jonathan Spence's The Search for Modern China
(1990), a magisterial history that explores major themes in Chinese
cultural history from around 1600 to the present. These themes
include the conquest and consolidation of the Empire of China, social
fragmentations
and reforms due to confrontations with the West,
competing modern visions of the Chinese state and society, wars,
disasters, and revolutions, and China's increasing engagement with
the rest of the globe. While using Spence's themes as organizing principles, we will reach further back into Chinese philosophy and belief.
studying Daoism, Confucianism and Buddhism. We will explore the
literature and arts of ancient and modern China, learn poetry and folk
songs by heart and practice the arts of tai ji (a movement discipline),
calligraphy and brush painting. We will also study Taiwan, Hong
Kong and the Chinese Diaspora, especially the Chinese-American
experience. We will study artworks exploring Chinese subject matter
and forms made by both Chinese and non-Chinese artists, including
novels, poetry, memoirs, plays, operas and instrumental music. In fall
and winter quarters students may engage in informal performances
of music, movement and dramatic scenes as well as workshops
designed to build skills in these areas. Writing assignments will
include analytical essays, dialogues in Chinese and English and
research projects.
We will critically analyze selected literary texts from ancient times
to the present. Every week will include seminars on readings in
English translation, Chinese language classes, workshops in recitation/song, tai ji, calligraphy and a film in Chinese. Our work during
the fall will center on explorations of Chinese history and culture from
around 1600 to 1911, including studies of philosophy, belief systems
and artistic modes and styles in various dynasties. During winter quarter, we will explore 20th-century Chinese history, including the history
of the Chinese in America and other new lands. Spring quarter may
offer opportunities to study abroad in Beijing, China, and studies of
travel writing by Chinese and non-Chinese authors, as well as internships with local cultural organizations for those who stay on campus.
."
QI
Total: 16 credits fall and winter quarters; 8, 12 or 16 credits spring
quarter.
Enrollment: 48
Special Expenses: $200 for materials and event tickets; $4,000 for
optional travel to China in spring.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in languages,
history, literature, performing arts, writing and international studies.
This program is also listed under Culture, Text and Language and
Expressive Arts.
The Shadow of the Enlightenment:
Questions of Identity in Contemporary France
Fall and Winter quarters
Faculty: Stacey Davis, Susan Fiksdal, TBA
Major areas of study include 18th-century French Enlightenment
thought, history, literature, contemporary French institutions, sociolinguistics and French language.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
In France today, there are growing tensions as people reconsider
what it means to be French. The notion of French identity has been
challenged by many things, including immigration, consumerism,
mass media and France's changing role in Europe and the world.
This is true throughout Europe, but the challenges are greater in
France with its large population of Muslims. By looking back to
Enlightenment principles, we will explore the origin of long-held
beliefs that have formed the underpinnings of French social organizations and to which writers, thinkers and artists have been reacting for
centuries.
The Enlightenment, an 18th-century phenomenon, rejected tradition and underscored the importance of reason and science. The
phifosophes were convinced that civilization was advancing and that
rapid human progress was both obtainable and desirable. In Paris,
salon writers critiqued existing social, political and cultural structures,
and they created surveys, classifications and dictionaries in all fields of
knowledge for a growing literate public. To understand the principles,
context, and long-lasting impact of these beliefs, our readings will
include works by Montesquieu, Voltaire, Rousseau, Mme. De Stael,
Hugo and Sand and contemporary authors such as Chamoiseau,
Beauvoir, Cixous, Ernaux, Beckett, Camus and Gide, among others.
We will draw upon history, literature, sociolinguistics and art in
order to better understand the notion of identity in contemporary
France. Our major themes will be secularism and religion, democracy
and political participation, equality and racism, language and power,
and gender relations, and we will follow these threads through major
social and aesthetic events including the French Revolution, romanticism, colonialism and the social upheavals of Mai '68. Although our
focus will be on France, we will include some exploration of European
and American intellectual currents as well.
French language study will be an integral component of our program, so that students can read some texts in the original or begin
their study of French.
Total: 16 credits each quarter.
Enrollment: 48
Program is preparatory for careers and future studies in European
and American history, literature, education, linguistics and international
studies.
This program is also listed under Culture, Text and Language.
Sustainable Design: Materials
Fall and Winter quarters
Faculty: Rob Knapp, R. T. Leverich, TBA
Major areas of study include environmental design, graphic skills,
ecology and natural sciences, materials science, critical and expository
writing and computer modeling.
Class Standing: This all-level program accepts up to 25 percent freshmen.
Prerequisites: Students need to be willing to tackle open-ended
problems, respond with insight to real-world needs and obstacles and
produce carefully finished work.
How do we shape the Earth, its resources and its living systems
to meet our own human needs and aspirations? How can we do
that shaping in ways that are ethical, sustainable and beautiful?
Sustainable design imagines landscapes, buildings and objects of use
that are responsive and responsible to environments and communities, that reuse and renew materials and energy, that draw lessons
from natural systems and forms, and that use and build on the native
design intelligence of human cultures.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
'Of' OFFERINGS
This program pays special attention to materials-their
origins,
design potentials, modes of working and production and their
ultimate disposal-within
a general introduction to sustainable
design. Students will read, attend lectures, engage in hands-on
workshops and do field research addressing ecological impacts,
materials science, graphics and design process (including computer
methods) and environmental design history. They will bring lessons
from these disciplines to an integrative design studio-the
pivotal
activity of the program. Studio projects will address drawing and
design fundamentals, thinking in three dimensions, programming,
user involvement, ecological design responses, materials choices and
construction systems, energy use and presentation skills. Projects will
cover both informational graphics and physical design, emphasizing
objects for use in buildings and landscapes. Readings, seminars and
writing assignments will ground students in current issues and ideas
in sustainability and underpin their design efforts. These projects will
involve students in real-world processes, their constraints and tradeoffs-essential
experience for those who wish to make a difference.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: $150 each quarter for design studio equipment and
supplies; $125 each quarter for at least one overnight field trip.
Program is preparatory for careers and future studies in environmental studies, environmental design, energy systems and architecture.
This program is also listed under Expressive Arts and Scientific
Inquiry.
Understanding Species
Fall quarter
Faculty: John T. Longino, Heather Heying
Class Standing: This Core program is designed for freshmen.
Major areas of study include introductory biology, introductory
ability and statistics and writing.
prob-
What is a species? Species are the fundamental particle to ecologists,
the entities around which models are built, theories tested and conservation laws enacted. Yet evolutionary biologists have never agreed
on a single definition of species and may even question their existence. We will explore both the theory of species concepts and the
practice of identifying species of vertebrates and insects. Readings
and lectures will cover introductory concepts in genetics and development, taxonomy and systematics and the evolutionary biology of
diversity. Current biodiversity is a function of both speciation and
extinction rates, so we will investigate both the origin of species, and
the death of species as well. We will also discuss non-Western views
of species and the relationship of species discovery to colonial history.
To identify species is to make decisions about patterns of variation,
so workshops will emphasize the scientific process, basic descriptive
statistics and probability. On-campus field work and a five-day field
trip to eastern Washington will emphasize the identification of terrestrial vertebrates and the diverse habitats in which they live. We will
also continue a long-term project to assess and monitor the diversity
of ground beetles on the Evergreen campus. Evaluation will be based
on lab practicals, exams, written assignments and a field journal.
Total: 16 credits.
Enrollment: 46
Special Expenses: Approximately $90 for a five-day field trip to eastern Washington, to be paid by September 29, 2006.
Program is preparatory for careers and future studies in vertebrate
biology, entomology, field biology, ecology and evolutionary biology,
education and environmental sciences.
BEGINNING
WINTER
QUARTER
Visualizing Ecology
Fall, Winter and Spring quarters
Faculty: Kevin Francis, Lucia Harrison, Steve Scheuerell
Major areas of study include statistics, terrestrial ecology, conservation biology, soil biology, drawing, art history, botany, history of
science, environmental ethics and writing.
Class Standing: This Core program is designed for freshmen.
Ecology offers guidance on core questions about humans and nature.
How can we understand the web of complex interactions in nature?
Where do we fit in this web? And where do we envision our future
place in this web? This program addresses such questions through
the disciplines of art, history, philosophy and terrestrial ecology.
In the fall and winter quarters, we will study techniques used
to understand the natural world: drawing from observation, field
surveys, statistical analysis and theoretical models. We will use these
tools to compare a cross-section of ecosystems, such as temperate
rain forests, sagebrush steppes, conventional and organic farms and
suburban neighborhoods. We will examine formative controversies
in the development of modern ecological science. We will explore
how artists in various cultures have interpreted the natural world
and understood their relationship to nature. Finally, we will develop
creative artistic responses to the various ecosystems we visit.
In the spring quarter, we will consider case studies in which people
envisioned solutions to environmental problems and worked to implement them. These case studies will examine the avenues people have
used to change the environmental status quo and protect or restore
habitats, such as organizing advocacy groups, creating educational
campaigns, consumer boycotts, direct action and lobbying for legislation. Drawing upon these examples, students will do individual or
group projects that integrate the artistic and scientific components of
this program.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $300 for two overnight field trips; $200 for art
supplies.
Program is preparatory for careers and future studies in art, education, science and natural resource management.
OFFERINGS BEGINNING WINTER QUARTER
Analyzing the World
Winter and Spring quarters
Faculty: Paula Schofield, Andrew Brabban
Major areas of study include scientific analysis, introduction to
scientific instrumentation, introductory research methods, introductory
forensic science, scientific writing and science laboratory.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: High school algebra.
Are you curious about the world around you? Have you ever wondered why a particular event did or did not occur, and how the circumstances leading up to it may have changed the outcome and the
future? How has scientific analysis changed how we view the world
over time? How has forensic evidence affected the outcome of court
trials, currently and in the past? How can we more fully understand
our environment and predict changes that will occur in the future?
These are the types of questions we will address in this two-quarter
program.
Students who register for a program
but do not attend the first class
meeting may be dropped.
We will use scientific approaches to examine both historical and
current events. As an example, few historical events are as popular
with conspiracy theorists as the JFK assassination. Also, prior
to DNA fingerprinting
and other modern forensic analytical
techniques,
the outcomes of many court trials would likely have
been different. We will analytically study and review historical and
current data and use scientific approaches to come to our own
conclusions. We will also examine our environment, such as local
water use and pollution issues.
We will learn modern methods of scientific analysis used in cutting
edge scientific research and forensic science and we will critically
evaluate our data. Both qualitative and quantitative analysis techniques will be emphasized, including learning the use and application
of state-of-the-art
scientific instrumentation
(scanning electron microscopy, gas and thin-layer chromatography,
ultra-violet and infra-red
spectroscopy) and equipment used in fieldwork. Scientific analysis will
be the basis for our work, not conjecture, gut feeling and/or supposition. In science "data is king."
In winter quarter, we will learn how to define scientific questions
and critically evaluate data, and we will learn fundamental lab and
field techniques. Spring quarter will focus more on project work using
the skills we develop in winter quarter. We will work predominantly
in the lab and in small group problem-solving
workshops; group
work and student presentations will be significant components of the
program.
This program is designed for all students who want to gain a more
analytical and scientific approach to the world around them, using
historical and real world situations. Students will be evaluated based
on their laboratory and field work, laboratory reports, class presentations and homework assignments.
Total: 16 credits each quarter.
Enrollment: 46
Program is preparatory for careers and future studies in the sciences,
the liberal arts and education.
This program is also listed under Scientific Inquiry.
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Winter quarter
Faculty: Heather Heying, Nalini Nadkarni
Major areas of study include forest ecology, conservation biology,
natural history of the Pacific Northwest, scientific communication and
creative writing.
Class Standing: This Core program is designed for freshmen.
We will examine how forest ecosystems change through time, and
how understanding and effectively communicating those dynamics
might enhance conservation efforts. We will explore these themes
through four activities: 1) documenting and understanding basic
natural history of Pacific Northwest systems; 2) recognizing different
time scales involved with understanding Pacific Northwest forests; 3)
communicating the complexity of natural systems to the media, public
and decision-makers; and 4) appreciating the quantitative, analytical
and aesthetic aspects in all of these ways of knowing.
Readings and lectures will cover introductory concepts in forest
ecology and conservation biology. We will focus on questions concerning the dynamics of individual trees, forest stands, landscapes and
biomes. At what rates do trees fall and forests turn over? What are the
environmental forces that affect these rates? How do other ecosystem
members, such as vertebrates and soil fauna, react to these changes?
What makes an ecosystem resilient or fragile? How do human activities affect the rates and magnitudes of forest change?
These questions lend themselves to a new approach to conservation biology and practices. Ecosystems must change through time
and yet most preservation efforts focus on stability. Case studies of
conservation projects in the Pacific Northwest will be critiqued with
these considerations in mind. One critical aspect of research and conservation is disseminating results of scientific study to non-scientists,
as strengthening the links between scientists and non-scientists can
improve our ability to maintain our planet as well as sustain scientific
support within our society. Students will examine scientific themes
and then "translate" them to different audiences, including scientists,
policy makers and segments of the general public through written
and oral presentations. Students will also apply the themes of dynamics, stasis and evolution that concern forest ecosystems to their own
lives as they adapt to the college ecosystem, and beyond.
Total: 16 credits.
Enrollment: 46
Special Expenses: $90 for overnight field trips.
Program is preparatory for careers and future studies in ecology,
education, conservation, public policy and environmental studies.
Languages of the Tragic from the Greeks
to the Present
Winter and Spring quarters
Faculty: Marianne Bailey, Evelia Romano
Major areas of study include comparative literature, drama, dramatic
theory and intellectual/cultural history.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: Literature study: college or advanced placement.
Dramatic language, like ritual performance, draws on all potential
modes of expression and aims at a total language, a communication that is physical, spatial and undeniable "through the skin," as
Artaud wrote. Among the themes that interest us are commonalities
among myth, ritual and drama: all are representations of a process of
change, all reconcile antagonistic forces. Tragic drama, like ritual, is
communal: the heroine or hero is encircled by a community of power
and belief in whose name she or he dies and is reborn. Theater,
like magic, is a phenomenon of consensus. Tragic drama is active.
It moves the people to action, acts as a "miraculous weapon." In
drama, the political, the spiritual and the psychological collaborate.
In the tragic drama, one becomes other. Through the mask, we, as
spectators or as players, leave ourselves and become other; we are
transformed. Tragic drama, finally, is the music of the abyss. It speaks
the unspeakable, lays bare the human condition.
This program in tragic drama will interest students of the humanities and the arts. We will consider dramatic texts as literary, philosophical and cultural representations, as well as performances and
. ritual spectacles both in the Western tradition and in performance
traditions of Japan, West Africa and Haiti. We will read and analyze
dramatic texts and key theoretical studies, view plays and participate
in dramatic readings of scenes. Students will learn literary history
and consider the functions, the languages and the concepts of
tragic drama. Students will have the opportunity to develop a major
personal project over the last weeks of winter quarter. This program
is open to students at all levels; however, students must expect and
relish a high level of discussion, high expectations of writing and
analytic skill, and a demanding workload.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
'" OrFERINGS nEGINNING SPRING QUARTER
OFFERINGS BEGINNING SPRING QUARTER
We will move through the history of tragic drama from the Greek
classical era to medieval mystery plays, to Renaissance and to neoclassical drama, 19th-century realist and symbolist drama and 20thcentury expressionist, surrealist, "qrotesco" and absurdist drama, as
well as contemporary engaged, or political, drama.
Among the dramatists we will study are Aeschylus, Euripides,
Shakespeare, Calderon, Racine, Goethe, Buchner, Jarry, Brecht, Lorca,
Sartre, Soyinka, lonesco, Beckett, Cesaire, Gambaro and others.
Among the theorists we will study are Aristotle, Nietzsche, Artaud,
Brecht, Brook, Bataille, among others.
Total: 12 or 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $150 for tickets to performances.
Program is preparatory for careers and future studies in the humanities and the arts.
This program is also listed under Culture, Text and Language and
Expressive Arts.
Self and Culture: Studies in Japanese and
American Literature and Cinema
Winter quarter
Faculty: Harumi Moruzzi
Major areas of study include Japanese literature, American literature,
literary analysis, cultural studies, psychology, film studies and
expository writing.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
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. 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. Thus, in this program, we explore
the concept of self through the critical examination of American and
Japanese literature, cinema and popular media.
At the beginning of the quarter, students will be introduced to the
major literary theories in order to familiarize themselves with varied
approaches to literature. Next, students will examine representations
of individuals and cultures in American and Japanese literature
through seminars and critical writings. Weekly film viewing and film
seminars will accompany study of literature in order to facilitate a
deeper exploration of the topics and issues presented in the literary
works. Students will also be introduced to the rudiments of film analysis in order to develop a more analytical and critical attitude towards
the film-viewing experience.
Total: 16 credits.
Enrollment: 24
Special Expenses: $30 for a field trip.
Program is preparatory for careers and future studies in literature,
cultural studies, film studies and psychology.
A similar program is expected to be offered in 2008-09.
This program is also listed under Culture, Text and Language.
African-American
Literature: 1773 to the Present
Spring quarter
Faculty: Babacar M'Baye
Major areas of study include African-American literature, African and
African-American studies, cultural studies, history, folklore, popular
culture and American studies.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
This program will survey the history of African-American
literature
from its inception in African oral traditions and African-American
slave narratives to its manifestation in contemporary genres such as
rap and hip-hop poetry. We will read and discuss the poetry, fiction,
folktales, short stories and historical autobiography
or narratives
written by Black authors from different generations. We will analyze
the aesthetics and social, political and economic concerns in these
writings in an attempt to uncover the fundamental role that literature
has played in African-American
struggle for freedom and equality.
The initial questions of this program will be inspired by critic
William L. Andrews's statement in the introduction to the Six Womens
Slave Narratives (1988) that "The birth of the Afro-American literary
tradition occurred in 1773, when Phillis Wheatley published a book of
poetry" (vii). This assertion begs the questions: "Does 1773 actually
mark the beginning of African-American
literary tradition?" "What
continuities and transformations have developed in the tradition since
its inception?" These questions suggest the difficulty of tracing the
beginning of African-American
literary tradition to one specific date
when, as numerous scholars have shown, the African oral traditions
that slaves brought to the Western world were already autonomous
and fully-fledged literary forms of expression. By analyzing AfricanAmerican literature through the lens of the scholarship about
both racial struggle and African cultural retentions in America, this
program intends to validate the various experiences and customs that
shaped African-American culture.
Total: 12 or 16 credits.
Enrollment: 24
Program is preparatory for careers and future studies in literature,
cultural studies, ethnic studies, multiculturalism, history, social studies,
folklore and popular culture, American studies and journalism.
This program is also listed under Culture, Text and Language.
Algebra to Algorithms: An Introduction to
Mathematics for Science and Computing
Spring quarter
Faculty: TBA
Major areas of study include intermediate algebra, geometry,
mathematical modeling, problem solving, computer programming,
and history and philosophy of mathematics.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: High school algebra.
Western science relies on mathematics as a powerful language for
expressing the character of the observed world. Mathematical models allow predictions of the behavior of complex natural systems, and
modern computing has magnified the power of those models and
helped shape new models that increasingly influence 21st-century
decisions. Computer science relies on mathematics for its culture and
language of problem solving and also enables the construction of
mathematical models. Computer science is the constructive branch
of mathematics.
Students who register for a program
but do not attend the first class
meeting may be dropped.
This program explores connections between mathematics, computer science and the natural sciences, and will develop mathematical
abstractions and skills needed to express, analyze and solve problems
arising in the sciences, particularly computer science. The emphasis
is fluency in mathematical thinking and expression, along with
reflections on mathematics and society. Topics include concepts of
algebra, functions, algorithms and programming, and calculus, logic
or geometry-all
with relevant historical and philosophical readings.
We will also address psychological, pedagogical and development
aspects of mathematics teaching and learning to broaden our own
and others' understanding beyond where some of us got "stuck" in
our earlier involvement with mathematics.
The program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving
college or pursuing further work in the sciences.
Total: 16 credits.
Enrollment: 24
Program is preparatory for careers and future studies in the sciences,
mathematics, computer science and education.
A similar program is expected to be offered in 2007-08.
This program is also listed under Scientific Inquiry.
Community Design and Community Action
Spring quarter
Faculty: Rob Knapp, Helena Meyer-Knapp
Major areas of study include community development, design,
political studies and applied science, according to the nature of
projects chosen.
Class Standing: This all-level program accepts up to 25 percent
freshmen in the 16-credit option only. This program is designed
for both full-time and part-time students.
Prerequisites: No specific subject requirements, but existing
background in community development, design, political studies,
or applied sciences is desirable.
Improving communities is collective work. New parks, the restoration
of old buildings, strengthening public services and enlivening arts
projects depend on the committed efforts of people with a variety
of talents, agendas and temperaments. This program is for students
with strong interests (and preferably with some background) in
community development, design, political studies or applied science
who want to join real world projects engaged in the social or physical
improvement of communities in or near Olympia. With faculty as
guides providing supporting tools to aid in analysis and research,
student teams will link up with public or public-interest organizations
who are in either the design or action phases of new projects. Each
team and its faculty advisor will define a substantive contribution to
its organization's work and complete it by the end of the quarter.
Students will spend a portion of their study time directly on their
community project and the rest in background-building.
There will
be opportunities to become more experienced in the analysis of
community values and institutions, in understanding organizational
development and conflict resolution, and in creating appropriate
information graphics and public consultation projects, as well as to
deepen a design or science background as appropriate to specific
projects.
Students in this program need to be willing to tackle open-ended
problems, work in teams, respond with insight to real-world needs
and obstacles and produce carefully finished work.
Total: 8 or 16 credits each quarter. The 8-credit option consists
of weekend classes, taught by both faculty, as well as evening or
weekend time with the project's host organization, while the 16-credit
option adds 8 credits of study during the weekdays as well as additional project-related time.
Enrollment: 24 maximum for each credit option.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in
community development, public interest science, community
design or government.
This program is also listed under Scientific Inquiry and Society,
Politics, Behavior and Change.
Environmental Conflicts
Spring quarter
Faculty: Lin Nelson
Major areas of study include social science, environmental policy,
community studies, social movements and writing.
Class Standing: This Core program is designed for freshmen.
Environmental conflicts-How
do they develop? How are they
defined and debated? What values and principles are at stake? Who
are the players and protagonists? How are they resolved? Why do
some conflicts seem irresolvable? With so many conflicts to think
about, we'll focus on selected, illustrative debates and disputes, with
the goal of developing and sharpening our analytical approaches.
We'll consider how inequality, race, class, gender and nationality
shape some debates and conflicts. We'll examine how environmental
conflicts intersect with other tensions-whether
in trade disputes,
population control or regional wars.
Student research teams will examine an environmental conflict of
interest; the focus could be on the timber wars of the Northwest,
community conflict about a polluting industry or international debates
about climate change. The challenge will be to develop research
approaches that explore all sides of an issue, critically examine
language and argumentation and identify strategies for resolution
and change (legislative, litigative, mediation, negotiation, education, international treaties, public interest science, citizen research,
community advocacy, etc.). Our learning opportunities will include
case studies, citizen strategy guidebooks, consultations with regional
professionals and activists, observing debates and discussions in the
Washington State Legislature, county hearings and Olympia City
Council, as well as role plays, among other scenarios.
The goal is for students to develop frameworks for analyzing
conflicts, for engaging in informed debate and participating in the
political process and public life. The program should provide and
create resources for students who will continue their work in environmental studies, community studies, political economy, public health
and social movements. If you are convinced that you're always right,
if you avoid difficult questions and can't tolerate conflict and debate,
this program may not be for you-or
it may be just what you need. If
you love inquiry and welcome complexity, this program will give you
the opportunity to construct a challenging experience.
Total: 16 credits.
Enrollment: 23
Program is preparatory for careers and future studies in public/
environmental policy, public sector, social science, community develop·
ment, non-profit and community-based organizations, public interest
law, environmental and social justice advocacy.
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-07.
Forest Ecology and Forest Management in the
Pacific Northwest: From Genes to Global Warming
Spring quarter
Faculty: Nalini Nadkarni, Dylan Fischer
Major areas of study include forest ecology, forest management,
scientific writing, creative writing and seminar.
Class Standing: This Core program is designed for freshmen.
The archetypal characteristics of Pacific Northwest old-growth
forests are considered to be long-term stasis, stability and uniformity.
However, our forest ecosystems are highly dynamic at multiple spatial
and temporal scales because of natural and human influences. They
constitute a highly variable mosaic of genetic diversity, which has
implications in both natural and managed states. We will learn a
variety of approaches to understand how forest communities are
structured, how they function, and how they change in space and
time. Topics will include forest structure, energy capture and transfer,
nutrient storage and cycling; riparian vegetation; fire history; salmon/
forest interactions; and the potential effects of global warming on
forests of the Pacific Northwest. We will apply what we learn about
forest ecology to better understand how our forest resources can be
managed in sustainable ways. Field trips and workshops will allow us
to observe and experience tree nursery operations, field research on
forest dynamics, traditional and innovative tree harvesting operations
and timber and paper processing plants.
Communication skills will be emphasized, particularly reading
scientific articles and writing for scientific audiences. We will also
practice skills for communicating to non-scientists and aim to submit
non-fictional writing pieces intended for real-life journals.
Total: 16 credits.
Enrollment: 46
Program is preparatory for careers and future studies in forest ecology, education, environmental sciences, forest management, natural
history and communications.
Gender and Media
Spring quarter
Faculty: Sally Cloninger, Heesoon Jun
Major areas of study include developmental psychology, media literacy, media production, cultural studies, gender studies and theories
of learning.
Class Standing: This Core program is designed for freshmen.
Prerequisites: Two quarters of an Evergreen coordinated studies
program or the equivalent.
This Core program is designed to meet the needs of students who
want to study media literacy, and the impact of media on the construction of identities, especially gender identity. The main learning
objectives of the program will be: (1) students will gain media literacy
through applying critical and analytical reasoning skills and reflection,
and (2) students will be able to evaluate and critique the images,
information and ideas they receive in contemporary media, popular
psychology, video games and the Internet.
Gender and Media will explore the effects of media images on the
construction of identities, especially gender and how much of our
sense of self is contrasted and compared to popular media images.
Students will complete two sets of workshops. In "Media and Identity
Development"
we will explore the complex relationships among
media images, cultural values, and development of identities and
self-images and examine various psychological learning theories.
Through weekly awareness exercises and workshops, students will
deconstruct some habits which hinder them in becoming an authentic
self. Students are required to take the risk of examining themselves
and expressing their cumulative learning through their own creative
and analytical work. In "Critical Media Production" we will learn basic
multi-camera video production skills (including camerawork, sound
recording, directing and editing) and create short projects that will
support the development of a critical relationship to the mainstream
media.
Throughout the quarter we will be conducting a mediawatch
research project. Small teams will develop critical viewing and
deconstruction methodologies
in order to study how gender roles
operate in a single media genre (these might include children's
cartoons, the soap opera, music video, video games, talk shows, etc.).
Final presentations will reflect our deepened understanding of both
gender constructions and the contemporary mass media environment. Students should expect to commit significant time to reading,
writing and discussing academically chailenging material throughout
the program, including during production workshops.
Total: 16 credits.
Enrollment: 40
Special Expenses: $25 for digital media materials.
Program is preparatory for careers and future studies in the social
sciences, education, communications and media arts.
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History and Philosophy of Biology: Life and
Consciousness
Spring quarter
Faculty: Kevin Francis, David Paulsen
Major areas of study include history of science, philosophy of science,
cognitive science and philosophy of mind.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: At least one college-level biology course
recommended.
What is life? What distinguishes a living organism from the sum
total of its chemical and physical properties? What is consciousness?
What makes an organism capable of feeling pain or becoming
self-conscious? Such questions lie at the heart of many historical and
contemporary debates in neurobiology and cognitive science. The
way that biologists define "life" and "consciousness" shapes their
research programs, methodologies
and ethics. As one example,
depending on how a biologist defines "life," he might use the same
approach to study organisms that other scientists use to understand
chemical reactions and computer systems, or he might recognize
unique properties of living systems that require special methods. As
another example, depending on how a biologist defines "consciousness," she might conduct experimental research on human emotions
as unique and uncomparable to animal behavior, or she might compare images of human brain activity to images of animal brain activity
when they both experience the same kind of emotion.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
These classic questions continue to vex and motivate biologists,
cognitive scientists and philosophers. This program will examine the
history of biology as a window on the contemporary discussion of life,
consciousness and the nature of mind. We will use a variety of historical case studies to illuminate such issues (e.g. Watson and Crick's
research on DNA. experimental work on neuron physiology and
function and persistent debates over animal experimentation).
We
will also read contemporary philosophical and scientific discussions to
explore whether the history of questions about life and the nature of
being alive provide lessons for current research in the science of the
mind.
Total: 16 credits.
Enrollment: 48
Program is preparatory for careers and future studies in the biological sciences, cognitive neuroscience and science studies.
This program is also listed under Scientific Inquiry.
Puppetry and Poetics: Arts of Distraction
Spring quarter
Faculty: Ariel Goldberger, Leonard Schwartz
Major areas of study include poetics, experimental puppet theater,
performance, creative writing and literature, subject to specific student
work.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Prerequisites: Previous program in poetics or performance.
This program will involve the exploration of the disciplines of poetics,
experimental puppet theater and performance. How do words, light,
sound and bodies interact? Is there a mode of distraction which does
not weaken each of these senses, but allows one to discover shadows
of each in the other? Students will be required to complete reading,
writing and artistic projects towards these ends. The poetry and
theater writing of Antonin Artaud will be central to our work.
Faculty will support student work by offering workshop components in poetry, puppet theater and movement. Students will be
required to produce weekly projects that combine and explore the
relationship of puppet theater and poetry in experimental modes.
Readings will include the works of such authors as Artaud, Tadeusz
Kantor, Paul Celan, Gaston Bachelard, Kamau Brathwaite, Hannah
Arendt and Maurice Merleau-Ponty. Student work and progress will
be presented weekly in all-program critique sessions.
Total: 16 credits.
Enrollment: 40
Special Expenses: $110 for art materials and studio use, $50 for
theater tickets, and $50 reimbursable studio deposit fee for clean-up.
Program is preparatory for careers and future studies in areas that
require imagination, collaborative skills and management skills.
This program is also listed under Culture, Text and Language and
Expressive Arts.
"Race" in the United States: Historical and
Contemporary Perspectives
Spring quarter
Faculty: Michael Vavrus, Angela Gilliam
Major areas of study include cultural studies, history and social science academic writing.
Class Standing: This all-level program accepts up to 25 percent freshmen.
This program explores the origins and manifestations of the contested concept of "race." The program analyzes a racialized history of
the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education and
personal/public
identity. By making historical connections between
European colonialism and the expansion of U.S. political and military
dominance in an era of globalization, students will have opportunities
to investigate how the bodies of various populations have been
racialized. Students will also examine related contemporary concepts
such as racism, prejudice, discrimination, gender, class, affirmative
action, white privilege and color blindness. Faculty will expose students to current research and racialized commentaries that surround
debates on genetics vs. culture (i.e., nature vs. nurture).
Students will also engage race through readings, dialogue in
seminars, films and academic writing that integrate program materials. Students will be expected to research and share contemporary
news accounts and popular culture artifacts (e.g., music, television,
cinema, magazines) as a way to understand how race mutates and
is expressed in various practices in institutions, politics and popular
culture. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see and read as well as
absences and silences that we find. As a learning community, we will
work together to make sense of these expressions and link them to
their historical origins.
Students will also have an opportunity to examine the social
formation of their own racial identities through their own personal
narratives. Current approaches from social psychology will be foundational in the autobiographical
aspect of the program. Additionally,
what it can mean to be an anti-racist in a racialized society is also
investigated.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $10 for museum entrance fee.
Program is preparatory for careers and future studies in medicine/
health, education, government, law, history, political science, cultural
studies, psychology and media studies.
This program is also listed under Culture, Text and Language and
Society, Politics, Behavior and Change.
Restoring Landscapes
Spring quarter
Faculty: Matt Smith, Frederica Bowcutt
Major areas of study include environmental history, ecology, field
botany and geography.
Class Standing: This all-level program accepts up to 25 percent freshmen.
Ecological restoration has become a central concept in land management, development and in the efforts of environmental activists. Yet
the phrase often conceals as much as it reveals. What exactly is being
restored? To what condition? For what reasons? This program will
examine these issues by focusing on the underlying beliefs, values
and ideas that lie behind the concept of ecological restoration while
at the same time introducing ourselves to the practices and issues
surrounding this understanding of landscape.
As a learning community we will reflect on the following questions:
How can we understand landscapes as the products of humans'
engagement with the natural world? How can we move beyond
the polarized romantic concepts of humans and nature and beyond
the economic category of nature as resource? What philosophical,
conceptual and practical concepts can help us create sustainable
Some programs may be cancelled
and others added after this printing.
For the most current information,
seewww.evergreen.edu/catalog/2006-07.
landscapes that allow us to live well with each other and the natural
world?
We will explore these questions through readings in the following disciplines: landscape architecture, ecology, geography and
environmental history. We will link theory and practice by studying
contemporary efforts to restore local prairies in the Puget lowlands.
We will assist The Nature Conservancy in current restoration efforts.
We will also visit remnant prairies at Fort Lewis and in the Columbia
Gorge. Students will conduct research on ecological restoration case
studies. Students are required to attend all field trips including an
overnight trip.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $150 to $200 for field trip to eastern
Washington and Oregon.
Program is preparatory for careers and future studies in conservation,
education, ecological restoration, forestry, natural resource management, plant ecology, geography and environmental history.
This program is also listed under Culture, Text and Language and
Environmental Studies.
So You Want to be a Psychologist
Spring quarter
Faculty: Carrie Margolin
Major areas of study include history and systems of psychology, one
discipline area (either social, developmental, cognitive, or physiological psychology), foundations of psychology, career explorations in
psychology, writing and social science ethics.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
Students will investigate theories and practices of psychologists to
enhance their understanding of counseling, social services and the
science of psychology. Students will explore careers in psychology
and the academic preparations necessary for these career choices.
We will cover the typical activities of psychologists who work in
academia, schools, counseling/clinical
settings, social work agencies
and applied research settings.
Among our studies will be ethical quandaries in psychology, as
well as the ethics of human and animal experimentation.
We will
cover history and systems of psychology. Students will read original
source literature from the major divisions of the field, covering both
classic and contemporary journal articles and books by well-known
psychologists. Library research skills, in particular the use of PsyclNFO
and Science and Social Science Citation Indexes, will be emphasized.
Students will gain expertise in the technical writing style of the
American Psychological Association (APA). The class format will
include lectures, guest speakers, workshops, discussions, films and a
field trip.
There's no better way to explore the range of activities and topics
that psychology offers, and to learn of cutting edge research in the
field, than to attend and participate in a convention of psychology
professionals and students. To that end, students will attend the
annual convention of the Western Psychological Association, which
is the western regional arm of the APA. This year's convention will be
held in Vancouver, B.C. on May 3-6, 2007. This may prove to be the
single most important learning experience of the program!
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately $480 for attendance at the Western
Psychological Association annual convention in Vancouver, B.C. must
be paid by April 9, 2007. Students will need additional money to pay
for their food. Students may also need a passport.
Program is preparatory for careers and future studies in psychology,
education and social work.
A similar program is expected to be offered in 2007-08.
This program is also listed under Society, Politics, Behavior and
Change.
Sustainable Futures: Moving Into the
Post-Petroleum Age
Spring quarter
Faculty: Rob Cole
Major areas of study include environmental studies, methods of
sustainability analysis, writing, and energy and resource futures.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
This program will use a systems approach to explore emerging
technologies, social behaviors, and alternative practices that will lead
us towards a sustainable future. Our premise is that the end of inexpensive petroleum is at hand and that this will have a huge impact on
the current activities of humans all over the world. We will examine
renewable energy alternatives, 'green' building methods, low-impact
industrial processes, new approaches to food production and less
toxic methods of producing, using and disposing of products from
clothing to computers.
We will investigate the elements and systems that support our current lifestyle and explore several measures of the sustainability of that
lifestyle. We will examine a number of indicators of regional, national
and global sustainability, survey what is being done in countries more
advanced than the United States, and develop quantitative methods
to compare different approaches. Students will do an intensive audit
of their own consumption practices and will have the opportunity to
research alternatives.
In the workshops and class presentations, students can expect to
sharpen their critical reasoning skills, their writing and speaking ability, and their ability to work with quantitative methods and to interpret quantitative data from a variety of sources. During an overnight
field trip we will visit sites in the region where sustainable practices
are being used.
Total: 16 credits.
Enrollment: 23
Special Expenses: $200 for an overnight field trip.
Program is preparatory for careers and future studies in environmental studies, environmental science, education, natural resource
management, earth sciences and public policy.
This program is also listed under Environmental Studies.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Women's Voices and Images of Women:
Studies in Literature and Cinema
Spring quarter
Faculty: Harumi Moruzzi, Stephanie Kozick
Major areas of study include human development, gender studies,
cultural studies, literature, film studies and expository writing.
Class Standing: This all-level program accepts up to 25 percent
freshmen.
This coordinated studies program is designed for students who are
interested in cross-cultural exploration of the concept of woman and
her voice/selfhood. The heterogeneity of women that we encounter
in literature, art, cinema, as well as in our daily lives, often makes us
wonder if there is any such an entity as the universal woman. Each
woman seems to possess her individual identity even when she
appears to conform to the socially prescribed women's role.
In this interdisciplinary program, we will explore the concept of
woman and her selfhood by examining voices of women in literature,
art and philosophy, while comparing them with the images of women
presented in cinema and media. These explorations will be conducted
through lectures, workshops, film viewing, book and film seminars
and critical writings. Our study will adopt an international perspective
that will add breadth and depth to our investigation of women as
autonomous human beings living in concrete social contexts.
Total: 16 credits.
Enrollment: 48
Special Expenses: Up to $30 for a field trip.
Program is preparatory for careers and future studies in literature,
cultural studies, film studies, gender studies and human development.
A similar program is expected to be offered in 2008-09.
This program is also listed under Culture, Text and Language.
Working the Waters: Maritime Labor History
Spring quarter
Faculty: Cynthia Kennedy, Sarah Pedersen
Major areas of study include maritime labor history, quantitative and
symbolic reasoning, maritime literature, leadership theory and group
dynamics.
Class Standing: This all-level program accepts up to 25 percent
freshmen and 25 percent sophomores.
No man will be a sailor who has contrivance
enough to get himself into jail; for being
in a ship is being in jail with the chance of being drowned ... A man in a jail has
more room, better food, and commonly better company.-Samuel
(from Boswell's Life of Johnson)
Johnson
1759
The early 1700s saw the explosion of global trade through sail
power. Sail was the supreme new technology of the period, making
possible international mercantilism, the creation of empire and the
accumulation of wealth necessary to launch industrialism. As peasants
were driven off the soil, creating a new class of wage laborers, sailing
ships gathered the dispossessed and unemployed and organized
them under an authoritarian hierarchy which was the prototype of
the industrial factory. Today, most maritime workers still experience
comparatively rigid authoritarian power structures when at sea.
Some of the questions which motivate this program are: How have
maritime labor conditions historically reflected the larger structural
power relations of class, race and gender? What was the role of the
technology of long-distance sail in the development of capital? What
makes a good leader? What is the role of an individual in a given
community?
To find answers to these questions, we will study the history of
labor conditions in the age of sail through historical and literary
accounts. We will then examine some contemporary regional maritime trades through written accounts and travel to working maritime
communities. An extended sailing voyage will introduce students to
the experience of maritime work where crowded conditions, lack of
comfort and loss of independence will be balanced with beautiful
scenery, mastery of basic seamanship skills and discovery of one's role
within a community.
Workshops preparing students for the expedition will include
inland navigation, safety at sea, rules of the road, points of sail
and organizational theory. Using systems thinking, current ideas in
organizational behavior, and the personal experience of our sailing
expedition, students will finish this program with self-reflective work
leading to a strong appreciation for the complex, dynamic power of
working in a group. Workshops and practical application will develop
students' skills in mathematics, basic geometry, map reading and
weather.
Students should expect to commit significant time to reading, writing and discussing academically challenging material throughout the
program, including during the expedition.
Total: 16 credits.
Enrollment: 40
Special Expenses: $900 for 12-day sailing trip and field trips.
Program is preparatory for careers and future studies in economics,
management, math, maritime studies and trade, literature and historical studies.
This program is also listed under Society, Politics, Behavior and
Change.
CULTURE, TEXT AND LANGUAGE
The Culture, Text and Language planning unit invites students to engage in
academicstudy of what it means it be human and to participate in social life. Its
faculty prize rigorous reflective inquiry and integrative understanding. Through study
of cultures, students explore the webs of meaning that individuals and groups use
to make sense of their experience and the world. Through study of texts, they learn
to interpret the embodiments of these meanings in forms ranging from enduring
works to popular media and the artful practices of everyday life. Through study
of languages, they become proficient in the means of communication in different
societies and discover the beauty and power of words.
Affiliated Faculty:
Nancy Allen
William Ray Arney
Marianne Bailey
Thad Curtz
Virginia Darney
Stacey Davis
Susan Fiksdal
Thomas Grissom
Patrick J. Hill
Virginia Hill
David Hitchens
Sara Huntington
Hiro Kawasaki
The Culture, Text and Language planning unit coordinates some social science and
virtually all the humanities curriculum at Evergreen. Our disciplines include literature,
history, women's studies, philosophy, religion, classics, art history, anthropology,
sociology, psychology, politics, communications, folklore, creative writing, French,
Spanish, Russian and Japanese.
Many of our programs are organized as area studies, which we define as the
interdisciplinary study of topics framed by geography, language, culture and history.
We endeavor to make sure that students have access to a curriculum that is rich in
the study of diverse cultures and languages, so they have ample opportunity to learn
about shared legacies and across significant differences, including differences of
race, class, gender and sexuality. We are committed to offering programs regularly
in these areas: American studies, classics, French language and the Francophone
. world (France, Quebec, the Francophone Caribbean, Francophone Africa), Japanese
language and Japan, Middle East studies, Russian language and Eastern Europe, and
Spanish language and the Hispanic world (Latin America, Spain, the United States).
Many Culture, Text and Language programs bring together two or more
disciplines to examine critical questions about the human condition, and many also
include community-based activities that put ideas into practice. Thus, students gain
an interconnected view of the humanities and interpretive social sciences. Faculty
act as advisors and mentors in their subjects of expertise, supporting students to do
advanced work, internships, studies abroad and senior theses.
The affiliated faculty members of Culture, Text and Language strongly encourage
students with a special focus on the humanities and interpretive social sciences to
undertake a senior thesis or senior project during their final year as a capstone to
their learning at Evergreen. By working closely with one or more faculty members as
part of a larger program or through an independent contract, prepared seniors will
have the opportunity to pursue advanced study while producing an original thesis or
project in their areas of interest. To prepare for this senior work, interested students
should begin to discuss their plans with potential faculty sponsors during their junior
year.
The faculty of Culture, Text and Language invite students to work with them to
create living links between their past and their present, in order to become, in the
words of Charles McCann, Evergreen's first president, "undogmatic citizens and
uncomplacently confident individuals in a changing world."
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
Babacar M'Baye
David Marr
Charles J. McCann
Harumi Moruzzi
Greg Mullins
Culture, Text and
Language
Alice A. Nelson
Steven M. Niva
Charles N. Pailthorp
Michael Pfeifer
Rita Pougiales
Bill Ransom
Andrew Reece
Evelia Romano
Therese Saliba
Samuel A. Schrager
Leonard Schwartz
Matthew E. Smith
Nancy Taylor
Setsuko Tsutsumi
Sarah Williams
Elizabeth Williamson
Students who register for a program
but do not attend the first class
meeting may be dropped.
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American Literature: The Presence of Place
Awareness
Fall and Winter quarters
Faculty: Matt Smith, Bill Ransom
Major areas of study include American studies, 19th.century
American literature, 2Oth·century American literature, essay, fiction,
poetry and creative nonfiction writing.
Class Standing: This lower-division program is designed for 25 percent
freshmen and 75 percent sophomores.
Fall, Winter and Spring quarters
Faculty: Bill Arney, Sarah Williams
Major areas of study include somatic studies, philosophy, sociology,
education, feminist theory and consciousness studies.
Class Standing: This all·level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
All writing comes from somewhere, emerges through authors, and
inscribes upon our consciousness stories of who we are and where
we come from. American letters have both reflected and constituted
the world we, diverse peoples, have created for ourselves on this
continent. American writing provides a panoply of accounts, narratives, poems and fictions that capture and create the place(s) of
America. The narratives of slaves, the poems of Gary Snyder, the
journals of Lewis and Clark, the novels of Leslie Marmon Silko help
us to think about what sort of place we have written into existence.
This program expects participants to think about the place we have
created through an intensive survey of our literature. What is distinctly
American about these experiences? How have these accounts been
instrumental in the making of these American places?
In the fall quarter, we will investigate how the twin forces of
democracy and industrialization, coupled with romanticism, underlie
narratives of the exploration/exploitation
of the land and peoples of
America. Cooper, Melville and Twain can help us see how the romantic and industrial intertwined to become an American culture. As we
engage these narratives, we will simultaneously work on creating
life history narratives of 20th· and 21 st-century experience through
interviews and creative non-fiction writing.
Winter quarter, as we move into the 20th century, the complexity
of American's self-understandinq,
the diversity of experience and
the multi-ethnic writing of the American story become critical. The
struggle for a place in America and the American imagination, the
revoicing and creation of the modern world forge a whole new reading of the place of Americans within their country and in the world.
This program will take very seriously readings in a wide survey of
American letters from the 18th through the 20th century, and will take
equally seriously writing about reading, about experience and about
imagination. We believe that good writing is the product of serious
reading of and reflection on excellent writing. The program will provide instruction in essay, creative nonfiction, fiction and poetry. This
will require us to develop both our imaginative grasp of the world
around us and the experiences that have brought America into being.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Field trip costs, approximately $110 for fall quarter
and $70 for winter quarter.
Program is preparatory for careers and future studies in literature,
humanities, law, writing, education, social work and American studies.
This program is also listed under Programs for Freshmen.
The faculty and perhaps some students are continuing work begun
in "Awareness" in winter and spring quarters, 2005. Any student is
invited to join this program at the beginning of any quarter.
The modern university is based on a rupture, effected a millennium
ago, between head and heart. This institution-the
one in which we
meet as teachers and students-is
devoted almost exclusively to
the technical and critical disciplines. Ascetic disciplines were left in
the proverbial dust. Secularization rendered proverb and metaphor,
even language itself, disenfleshed and idolatrized. Our task in this
program is to become deeply aware of the devastation caused by this
rupture, this loss. Because of what has been betrayed, we dare not
simply imagine an alternative form of education, much less another
new institution, devoted to the healing of this rupture or the recovery
of any loss. Instead, we will, through disciplined, mutually supportive
inquiry, become mindful of what we scholars participate in, here and
now.
Students will begin their work by designing independent learning
projects. These field studies, which will constitute half of each quarter's work, can be anything (community service, sailing, midwifery,
writing, gardening, Aikido, reading, etc.). We will begin our work
together by answering these questions: What do you want to learn?
How are you going to learn it? How are you going to know when you
have learned it? How are you going to show others-faculty
and colleagues-that
yqu have learned it? And, what difference will it make?
As a learning community, we will participate in mind-body practices, as well as bookish study, that facilitate and enhance our ability
to reflect on our current situation in historical, cross-cultural and
gendered contexts.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $30 each quarter for yoga.
Program is preparatory for careers and future studies in the visual
arts, creative writing, education, social and cultural studies and somatic
studies.
A similar program is expected to be offered in 2007-08.
This program is also listed under Programs for Freshmen.
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
Fall and Winter quarters
Faculty: Stephanie Kozick
Major areas of study include family studies, human development,
movement studies, ethnography, literature and cinema.
Class Standing: This all·level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Are family and home growing and changing concepts, or are they universally solid establishments that ground us across time and culture?
This program will explore that question in an interdisciplinary mode
of inquiry employing fiction and nonfiction literature, cinema, art and
movement studies. Program readings and films will tell us stories
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
about families and homes. Art will help us image them. Family study
research and seminars will inform our analyses. Structured movement
studio work will allow another mode of inquiry and expression to help
conceptualize key ideas concerning family and home.
This program will employ futuristic inquiry in the study of trends
and beliefs about human families and homes. Futurism, originally an
art movement in the early 20th century, attempted to abandon conventional forms and to focus on the motion inherent in shifting planes
and multiple observation points in order to consider the future. For
our contemporary purposes, futurism can help us imagine and invent
new terms for the age-old practices of family and home. Our inquiry
will consider present technological, economic and social trends in an
attempt to predict the future of family and home.
Traditionally, futurism is considered dynamic motion in space and
time (inspired by the industrial machine age). We will translate that
consideration into movement studio work that will include stretching,
moving to music, improvisation and choreography. This work will
"stage" our conceptual understanding of family and home within the
broader context of the world. We may ask ourselves to consider the
environment, politics and social and cultural concerns.
This program will include inquiry about lifestyle choices, relationship development, personal dwelling and health needs. Writing will
help to articulate our conceptualization
and re-conceptualization
of
family and home. Ethnographic work in the form of interviews will aid
our efforts to verify changing attitudes on family and home across
generations.
Total: 12 or 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in social science,social psychology, health and human services and education.
This program is also listed under Programs for Freshmen.
Feminisms: Local to Global
Fall, Winter and Spring quarters
Faculty: Therese Saliba, Lin Nelson
Major areas of study include social science, women's studies, gender
studies,environmental studies, community studies, international studies,social movements and multicultural literature.
ClassStanding: Sophomores or above; transfer students welcome.
Thisprogram offers an overview of the contentious and problematic
constructions of gender and women's lived experiences, both locally
andglobally. Drawing on environmental studies, cultural studies and
gender studies, we will examine issues of women's bodies, health,
population, development and women's involvement in social justice
movements.We will also examine the many approaches to feminism,
the methods for studying women's lives, within contemporary global
structuresof power-including
economic and cultural globalization,
militarization and environmental degradation.
Beginning with colonialist representations, we will examine
the wayswomen have been aligned with the natural world in
ethnography, literature and film. These representations of gender,
sexuality,class, culture and national identity lay the foundation for the
eroticization of inequality and the devaluing of women's reproductive
healthand daily labors. We will work to disentangle woman-centered
practicesaround the globe from culturally appropriated forms that
usewomen symbolically and limit their power. The continuity of
stereotypical images in the mass media and in public discourse often
form the basis for both domestic and foreign policies in population
control,women's health and labor practices. Significantly, such pol i-
cies have often fostered global networks of resistance, which will be a
central focus of this program.
Our work will therefore focus on women's involvement and leadership in movements around environmental, social, and economic
justice, cultural sovereignty, population, reproductive rights and
development. Much of public policy and international relations are
gendered in many ways, sometimes because women are the target of
population policy or more subtly because gender is an important filter
for ideas and resources in development. We will explore how gender
and gendered models shape policy and how these patterns have
become the focus of discussion, action and resistance in communities
around the world.
We will also investigate how, across distance and difference,
women are exploring their relationship to environment and development (access to natural resources, environmental health risks, creation
of sustainable alternatives) and building international ties and
solidarity efforts. Our examination will feature women working across
borders to create and sustain movements for social justice; these
case studies will likely include women's resistance to sweatshops in
free trade zones, struggles for environmental health in the face of
industrial hazards and campaigns for safe pharmaceuticals. A central
focus will be on women's opposition to militarization in the United
States and the Middle East, in the context of global militarism and its
impacts on women's lives, work and health.
Our analysis and experience will be developed as we study various
analytic texts, oral histories and literature. We will work on developing
skills in interviewing, expository and creative writing, policy analysis
and public interest journalism. We will consult with regional analysts
and activists to better understand the potential for advocacy that
links a diversity of communities. We will also be analyze the role of
the United Nations, governments, corporations, the network of nongovernmental organizations and cross-border projects as we work to
understand the conditions for and barriers to women's well-being.
Students will be involved in projects connecting them to regional
networks and resources.
During spring quarter, students will work on individual or collaborative projects on women's issues and/or intern with a women's
organization.
Total: 16 credits fall and winter quarters; 12 or 16 credits spring
quarter.
Enrollment: 50
Special Expenses: Approximately $75 each quarter for field trips.
Internship Possibilities: During spring quarter with faculty approval.
Program is preparatory for careers and future studies in social
science, women's advocacy, environmental/development
policy, international or community non-governmental organizations, social justice
advocacy, education and writing.
This program is also listed under Environmental Studies.
Four Philosophers
Fall and Winter quarters
Faculty: David Marr
Major areas of study include American philosophy, German philosophy, American and European intellectual history and modern literature.
Class Standing: Sophomores or above; transfer students welcome.
In the beginning, the American philosopher Ralph Waldo Emerson
urged: "Trust thyself: every heart vibrates to that iron string." Can we
find out what he meant by that? Second, the German philosopher
Friedrich Nietzsche, Emerson's disciple and with him a co-founder
of modern thought, gave himself to "the incarnate wish for being
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Students who register for a program
but do not attend the first class
meeting may be dropped.
otherwise, being elsewhere," as he investigated the spiritualization
of cruelty-his
term for morals, culture, civilization. We will study the
Nietzsche-Emerson connection. Third, the American philosopher
William James, a soul-nephew of Emerson, believed that "reality,
life, experience, concreteness, immediacy, use what word you will,
exceeds our logic, overflows and surrounds it." Was he right to exalt
experience and temperament over reason and logic? Fourth, the
contemporary German philosopher Odo Marquard bids farewell to
matters of principle, declares that people no longer grow up, and
argues that the best thing for us would be to go on a meaning diet.
Sense or meaning, says this skeptic, "is always the nonsense one lets
go."
Self-trust, cruelty and culture, experience and meaning, the tyranny
of making sense: each of these comes with a question mark and starts
an investigation in Four Philosophers.
Four Philosophers is for the intellectually curious student who is
capable of at least forty hours of hard study a week for six months.
Though centered on these four thinkers, shadowing the four will be
several others whose work we will also study: Henry David Thoreau,
Herman Melville, Emily Dickinson, Charles Sanders Peirce, Susanne
Langer and Jonathan Swift. The master goal of Four Philosophers is
the perfection of your own arguments.
Total: 16 credits each quarter.
Enrollment: 25
Program is preparatory for careers and future studies in philosophy,
literature, history, law and any field requiring competence in using
words.
Greece and Italy: An Artistic and Literary Odyssey
Fall, Winter and Spring quarters
Faculty: Bob Haft, Andrew Reece
Major areas of study include ancient Greek, classical literature, classical art and aesthetics, art and literature of the Italian Renaissance, and
drawing or photography.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work. Only sophomores and above will be eligible for the
study abroad portion of the program.
The legacy of the Greek and Italian cultures in the Western worldfrom the Minoan world to that of the Italian Renaissance-continues
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to hold considerable sway over contemporary cultures. The great
writings and powerful visual arts that were produced in Greece and
Italy established standards of excellence which succeeding generations have both struggled against and paid homage to up to the
present day. In this program, we will study the texts and monuments
of the two most dynamic and seminal cultures in European history:
Classical Greece and Renaissance Italy. We will read writings from the
periods we study (such as Homer's Odyssey, Aeschylus' Oresteia, and
Vasari's Lives of the Artists) as well as contemporary offerings (such
as Mary Renault's The King Must Die and Louis De Bernieres' Corel/i's
Mandolin). Throughout the program we will learn about modern
rediscoveries and re-interpretations
of all of these periods and places,
including our own, which will culminate in a journey to Greece and
Italy.
Fall quarter ("Naissance"), we will investigate the rise of the Greek
polis, or city-state, from the ashes of the Bronze Age Aegean civilizations and that of the Etruscans in what is now Tuscany. In addition
to reading primary source materials, we will study the architecture,
sculpture and painted pottery that was produced. To further our
understanding, we will also study the ancient Greek language and the
basics of drawing.
Winter quarter ("Renaissance"), our focus will be on the Roman
appropriation of Greek art and thought and the later Florentine
rediscovery and interpretation of the Classical past. We'll study how
15th-century Italians used the ideas they found in classical literature
and learning as the basis for revolutions both in artistic practices and
the conception of humanity. We will continue our study of ancient
Greek and also learn the basics of photography.
During the spring ("Odyssey"), we will travel to Greece and Italy
for an eight-week period, visiting, studying and holding seminars in
sites and cities that are synonymous with the classical world and the
Renaissance. We will start in Crete, visiting the Palace of Knossos and
other important places on the island. Next, we will travel to mainland
Greece where we will visit numerous places, including Athens,
Corinth, Olympia and Delphi. The last four weeks will be spent in
Florence, where we will make side-trips both to nearby Etruscan sites
and to the cities of Venice and Rome.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $125 for art supplies each quarter;
$2,800 to $4,000 (depending upon current currency valuation) for
eight-week study abroad in Greece and Italy during spring quarter.
Travel fee does not include airfare, but does includes food and lodging, car rental in Greece and entrance fees to museums and archaeological sites. A deposit of $200 is due by November 30, 2006.
Program is preparatory for careers and future studies in history,
literature, classical studies, education and the arts and humanities.
This program is also listed under Programs for Freshmen and
Expressive Arts.
Images of Women: Changes in Japanese Literature
Fall quarter
Faculty: Setsuko Tsutsumi
Major areas of study include Japanese literature, Japanese history,
Japanese culture and Japanese women's studies.
Class Standing: Sophomores or above; transfer students welcome.
Japanese literature by women writers flourished at Heian court from
794 to 1185. These court ladies demonstrated a rich variety of talents
and personalities in their diaries, essays and novels. In spite of this
illustrious beginning, not many literary works bore female names in
the following years until westernization in the late 19th century. It
is only in the last century that women again began expressing their
voices.
This program will examine the changes in the images of women,
from their awakening to their search for new self-identity, portrayed in
literary works by both male and female writers during the last century.
The focus will be on contemporary women writers who are making
unprecedented changes in the literary world of Japan today-the
themes which preoccupy them, the conflicts which they face between
the old and the new, and the ways in which they carry on Japanese
literary tradition through their works. We will explore their efforts
to break out of men's paradigm in order to search for new sexual
identity and relationships with family and children.
Total: 12 or 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in Japanese
literature, Japanese history, Japanese culture and Japanese women's
studies.
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-01.
Indigenous American Women: Leadership,
Community and the Power of Voice
Fall and Winter quarters
Faculty: Kristina Ackley, Frances Rains
Major areas of study include Native American studies, American
studies and gender studies.
ClassStanding: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
When I am dead and gone, I want to leave something. I want my granddaughter to
be sitting someday talking like I talk about my grandmother. That's the kind of legacy
I want to leave. I want my granddaughter.s, great-grandsons, too, to say; "My greatgrandma was a fighter. She did this and she did that to protect the land, to protect
the culture, to protect the language, to maintain what we have left. "-Madonna
Thunder Hawk, Lakota
Native women in North America have been alternatively portrayed
aseither beasts of burden or Indian princesses. They have been
denigrated and romanticized by these conflicting images, while these
images simultaneously have obscured their lived experiences. Many
Native activists, leaders and elders have challenged these stereotypes
and offer alternative voices for us to consider. Using the stories and
experiences of these women, we will explore the ways in which leadership is developed and articulated in many Indigenous communities.
We will analyze gender-based political systems in their historical
context and how these roles have been affected by colonialism. We
will critique how feminist theory has both served and ignored Native
women. Through case studies, autobiography,
literature and theory
we will analyze how Native women have argued for sovereignty and
developed agendas that privilege community. We will also examine
how women have been cultural mediators.
In the fall quarter, we will examine how Native women challenged
federal policies that dispossessed Native people of their land. We
will analyze U.S. education policies that concentrated on assimilation,
with particular focus on gender-based vocational and domesticity
training. Drawing on critical race and decolonizing theories, we will
examine how 19th-century Native women were encouraged through
the education system and colonizing political practices to bring
"civility and piety" to their homes, by way of subservience training
for all women. Questions that illuminate the various strategies that
Native people took in terms of accommodation
and resistance will be
at the heart of this interrogation, such as: How were Native women
educated and controlled? What Native women leaders emerged
during the 19th and early 20th centuries and how did they impact
their communities?
In the winter quarter, we will explore the activism of 20th-century
Native women leaders, particularly in the areas of the environment,
family system and the law. We will examine how Native women
view community and determine how best to serve their community.
Control over women's bodies, particularly reproduction, will be examined as we consider forced sterilization determined by race, class and
gender. Students will examine how environmental contaminants affect
women and children, particularly through pregnancy and breast milk.
Federaland tribal policies that have gender-based tribal membership
will be explored and critiqued. Students will undertake a significant
life-history project with Native women. Finally, the beginnings of a
global Indigenous identity as defined and articulated in the 21st
century will be examined, although this class will mainly focus on
North America.
Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We
will take as our basic premise that those wishing to know about the
history of a particular Native group should write it with the purpose
of supporting these people today. Students will develop skills as
writers and researchers by studying scholarly and imaginative works
and by conducting policy research and fieldwork. We will require
extensive reading and writing on these topics. There will be films and
guest speakers that reflect important aspects of Indigenous women's
experiences.
Total: 16 credits each quarter.
Enrollment: 48
Program is preparatory for careers and future studies in the humanities, social sciences and education.
This program is also listed under Programs for Freshmen and Native
American and World Indigenous Peoples Studies.
Ireland
Fall, Winter and Spring quarters
Faculty: Sean Williams, TBA
Major areas of study include Irish studies, English and Irish history
and historiography, Irish language and literature, Irish expressive
culture and collaborative production and performance.
Class Standing: Juniors or seniors; transfer students welcome.
The tide gone out for good
Thirty-one words for seaweed
Whiten on the foreshore.-Aidan
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Mathews
This contemporary poem by Aidan Mathews describes the imminent
loss of the Irish language. Indeed, Ireland has seen more than its
share of hardship; between colonization, famine and poverty, it has
weathered upheavals and tragedies. However, in the past decade
Ireland has experienced a great resurgence in nearly every aspect
of its culture, from language to literature to the economy. Its revival
has been dramatic and explosive, and has been both good and bad
for Ireland and the Irish people. This program explores the histories,
political struggles, spiritualities and multiple perspectives of Ireland
and Irish America through the lenses of music, poetry, film, literature,
dance, language and other expressive arts.
Fall quarter begins with a foray into the culture of ancient Ireland,
then focuses on the arrival of Christianity and the incursions of the
Vikings, the English and others. We will examine the Great Hunger of
1845-50 as a watershed event in the history of Ireland and its impact
on Irish America. In winter quarter, we turn first to the Irish in America
and the development of the feedback loop that has kept the two
Irelands in communication and swept by waves of mutual influence.
Then we return to contemporary Ireland by the end of winter quarter,
examining the troubles of the North, the impact of the European
Union, and the abrupt modernization of the country. By the end of
winter quarter, we will see the ways in which Mathews' poem is both
true and false; like many aspects of Irish culture, it is in opposition.
How do you describe a world in which there is no word for
ownership, emotions are "on" you, and there is no simple way to say
'yes' or 'no'? You describe it by learning to speak, read and sing in
Irish. Irish is the original (and national) language of Ireland; it bears
almost no resemblance to English, and it carries unique and revealing
concepts buried in its grammar and syntax. Yet, English has benefited
from its exposure to Irish words and phrases like galore, so long,
smithereens and kibosh-all
part of our daily lexicon. One of the
goals of this program is to enable students to conduct small talk in
Irish, to sing (as a group) and read poetry in Irish, and especially to
understand the importance of the language in the history and development of Irish cosmologies. Students will begin studying Irish in the
fall and continue it throughout the program.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
During spring quarter, we will spend six weeks traveling in Ireland
from our base in the northwestern village of Gleann Cholm Cille,
County Donegal. Students will take daily classes in the Irish language,
and will have a choice of other classes including weaving, dancing,
poetry writing, landscape art, bodhran drumming, pennywhistle playing, local history, among others. Upon their return, students will be
expected to develop a major integrative essay reflecting on the experience of the year and weaving their field study into that experience.
Perhaps most importantly, this field study is an opportunity to put the
theory of Ireland into the practice of Ireland. There is no substitute for
actually living in a place where some people still speak Irish, spring
lambs co-exist with mobile phones and history occurs in cycles so that
the Famine happened yesterday.
Students may participate in the spring quarter study abroad
component with the consent of the faculty. Students' children will not
be permitted to join their parents in Ireland. Faculty will determine
student eligibility to travel to Ireland based on consistently high-quality work in fall and winter quarters, a willingness to conform to local
customs and rules while living in Ireland, and good progress in the
Irish language. Travel to Ireland is a required component of spring
quarter. Students unable to travel must make other academic plans.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Approximately $30 for concert tickets each quarter,
and $3,000 for program fees, airfare and local travel, food, lodging
and other expenses during spring quarter study abroad to Gleann
Cholm Cille, County Donegal, Republic of Ireland. A deposit of $1,000
in program fees for study abroad will be expected by January 31,
2007.
Program is preparatory for careers and future studies in cultural studies, ethnomusicology, folklore and anthropology.
This program is also listed under Expressive Arts.
Looking Backward: America in the 20th Century
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Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen, Tom Grissom
Major areas of study include writing, U.S. political and economic
history, U.S. social and intellectual history, American economics and
global connections, American literature and scientific thought.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
QI
The United States began the 20th century as a second-rate military
and naval power and a debtor country. The nation ended the century
as the last superpower with an economy and military that sparked
responses across the globe. In between, we invented flying, created
atomic weapons, sent men to the moon and began to explore the
physical underpinnings of our place in the universe. Many observers have characterized the 20th century as "America's Century"
because, in addition to developing as the mightiest military machine
on the face of the earth, the United States also spawned the central
phenomenon of "the mass." Mass culture, mass media, mass action,
massive destruction, massive fortunes-all
are significant elements of
life in the United States.
Looking Backward will be a retrospective, close study of the
origins, development,
expansion and elaboration of "the mass"
phenomena and will place those aspects of national life against our
heritage to determine if the political, social, economic and scientific
growth of the nation in the last century was a new thing or the
logical continuation of long-standing, familiar impulses and forces
in American life. While exploring these issues, we will use history,
economics, sociology, literature, physics, popular culture and the
tools of statistics to help us understand the nation and its place in the
century. At the same time, students will be challenged to understand
their place in the scope of national affairs, to read closely, to write
with effective insight and to develop appropriate research projects
to refine their skills and contribute to the collective enrichment of
the program. There will be workshops on economic thought, physical
laws and program-wide symposia. Each end-of-quarter
symposium
will provide a means of rounding out the term's work and provide
students with valuable experience in public speaking and presentation.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the humanities and social science, law, journalism, history, economics, sociology,
literature, popular culture, cultural anthropology, education and the
physical sciences.
This program is also listed under Programs for Freshmen and Society,
Politics, Behavior and Change.
Memory of Fire: Spain and Latin America
Fall, Winter and Spring quarters
Faculty: Alice Nelson, TBA
Major areas of study include Spanish language, history and literature
of Spain, history and literature of Latin America, research and writing
and additional subject areas depending on the country of travel and
students' projects or internships completed during spring quarter.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Some college-level study of history or literature.
Memory of Fire, the title of Eduardo Galeano's historical/fictional
trilogy on Latin America, captures the human need to create memories
of the past in order to understand the present. The image of fire
embodies the violent relations among ethnic and religious groups
on the Spanish peninsula that led to the violence of the Conquest:
fires of the Inquisition, fires of imperialism. Yet, the image of fire
also embodies the brilliant enduring spirit of the convivencia among
Muslims, Jews and Christians which preceded the violence, and the
creative religious fervor of a 16th-century Spanish mystic like Santa
Teresa de Jesus. This image also conveys the spark of Latin American
resistance in Guaman Perna's drawings, representative of many such
actions by indigenous and mestizo people in the Americas past and
present. The convivencia and resistance are works of the imagination.
In this program, students will engage in an intensive study of
the Spanish language as well as study the literature remembered,
imagined and recorded by Spaniards and Latin Americans in historical
context. We will critically analyze selected literary texts from medieval
times to the present. Every week will include seminars on readings in
English translation, Spanish language classes, a lecture delivered in
Spanish and a film in Spanish.
In the fall, we will give particular attention to the diversity of
Spanish society leading up to the conquest of the Americas, and
to the ways that domination and resistance have shaped the history
of the peoples of Latin America. We will explore the medieval
convivencia in Spain, and the ideas and institutions growing out of
the Christian "Reconquest" of the peninsula. We will attempt to
relate the Reconquest world view and the rise of the Inquisition to the
subsequent conquest of the Americas. For the rest of the quarter,
we will explore Spain's decline as an empire and Spanish American
struggles for independence.
During the winter, we will look at literature, politics and memory
in contemporary Spain and Latin America. Topics may include
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
collective trauma and memory after the Spanish Civil War and after
dictatorships in the Southern Cone; struggles against U.S. imperialism
and for self-determination
in contemporary Nicaragua; and cultural,
economic and political resistance within Andean and regional Spanish
communities.
Spring quarter will offer opportunities for study abroad in Santo
Tomas, Nicaragua, or southern Spain, as well as internships with local
Latino organizations for those who stay on campus. All classes during
the spring will be conducted in Spanish.
Total: 16 credits fall and winter quarters; 16 for study abroad in the
spring; 8, 12 or 16 for students remaining on campus in the spring.
Enrollment: 50
Special Expenses: Approximately $3,500 for optional spring quarter
trip to Spain or Latin America.
Internship Possibilities: Spring quarter only with faculty approval.
Program is preparatory for careers and future studies in languages,
history, literature, education, writing and international studies.
A similar program is expected to be offered in 2008-09.
Mind and the World
that undercut the very distinction between "rationalism"
and
"empiricism"-a
shift that laid the groundwork for many currents in
"post-modern"
thought. Virtually every discipline in the humanities
and social sciences has been deeply affected by this mid-century
development.
Students will write expository and argumentative essays, learning
how to use writing to develop their own thinking about complex
issues. They will participate in peer-response exercises both in class
and on the Web. Student work will be supported by lectures that
present both overviews and details of how specific texts fit into
venerable controversies over whether and how humans can progress
from mere opinion to secure belief, or even confident certainty.
While the reading will largely be original works in philosophy, we
will take time for excursions into literature and other arts.
Total: 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in the humanities, sciences and social sciences.
This program is also listed under Programs for Freshmen.
"
Fall, Winter and Spring quarters
Faculty: Charles Pailthorp
Major areas of study include philosophy (metaphysics, epistemology and moral), history of philosophy, history of science and writing
(expository and argumentative).
ClassStanding: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
A central issue in Western philosophy has been whether reason or
experience lies at the foundation of human knowledge. Experience
canlead us astray, and it seems reason can undercut what we thought
we knew best. Does science best tell us what is real and what merely
seemsto be real? Or when in doubt should we rely most heavily on
common sense? Are these questions that we must confront individually,or is our capacity to know things only to be worked out within a
community?
At the very least, centuries of discussion and debate have brought
suchvenerable questions into sharper focus and succeeding
generations of thinkers have found that earlier answers had to be
reconsidered. Surely they remain relevant today in a culture that
debates both the role of faith and the relevance of scientific study in
determining public policy. Our work in this curriculum will concentrate
onthe relationship between science and common sense, but we will
payattention as well to the relationship between thought and action,
andthe relationship between our place in the world as knowers and
asmoral agents.
Fallquarter, following a short background in ancient thought,
wewill study works of the 17th- and 18th-centuries RationalistsDescartes,Spinoza and Leibniz-and
Empiricists-Locke,
Berkeley
andHume.
Winter quarter we will delve into the challenging work of Kant and
Hegel,taking time to discover how this work has set the stage for
muchthat followed in the 20th century.
Spring quarter will bring us to the early 20th century, when
disputesbetween Rationalists vs. Empiricists, and Idealists vs.
Realists,were transformed by a "linguistic turn." Language rather
thanfaculties of mind became the central subject of discussion.
"Philosophical Analysis" arose in two main currents: one that flowed
from breakthroughs in formal logic, another that found its sources
in ordinary language. By mid-century, a profound shift had occurred
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Museums
Fall quarter
Faculty: Sally Cloninger, Virginia Darney
Major areas of study include visual communication, cultural studies
and museum field studies.
Class Standing: Sophomores or above; transfer students welcome.
Museums display the past, and they also display the ways we think
about the past. Museums are therefore contested spaces where we
"argue" differing interpretations of the past and the meaning of
artifacts. In this program, we will explore the contested nature of
museum displays of art, natural history, history and technology.
How can we represent the past? What are museums for? Whom
are they for? What can we learn from the study of a museum exhibit?
Does it matter if we see Michelangelo's Pieta in person or on the web
or in Janson's The History of Art? How do virtual museums represent
the past?
For the first six weeks of fall quarter we will prepare for our individual field study of a museum. We will study visual representation,
culture, digital and visual theory, documentation,
museology, drawing
and observation through a series of workshops, lectures, readings,
field trips and practical assignments.
During weeks seven and eight, everyone in the program will
conduct in-depth field studies at a specific museum anywhere in the
world: From Paducah to Paris! From Anchorage to Ankara! Back on
campus we will present our museum projects to the program.
How will each of us choose where we want to do our field studies?
Maybe a place (a favorite city, a country, or your home town) will lead
you to a museum. Maybe one of your passions (a love of painting,
flying, science fiction, anime, literature, history, etc.) will inspire your
choice. In any case we will ask you to identify your choice for your
field study by the end of week one.
Ever want to just get lost in a museum?
Total: 16 credits.
Enrollment: 50
Special Expenses: Approximately $60 for art supplies. Students are
expected to do a two-week field study at a museum of their choice.
Travel expenses and museum fees depend upon the location of field
study.
Program is preparatory for careers and future studies in the humanities, visual art, cultural studies, education and communications.
This program is also listed under Expressive Arts.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Pillars of Fire: Jewish Contributions
to World Culture
Fall and Winter quarters
Faculty: Ariel Goldberger, Carrie Margolin
Major areas of study include Judaic studies, Jewish cultural studies,
~iddl~ East~rn studies, expressive arts, Hebrew, movement, quantitative skl!ls, philosophy, history, American studies, Hebrew calligraphy,
education, and other subjects depending on students' individual work.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
This interdisciplinary program will focus on the study of the Jewish
Diaspora and Jewish contributions to the culture of Europe and the
Americas. We will explore some of the following questions in areas
such as philosophy, cultural studies, humanities, sciences and art. Are
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there quintessentially Jewish ideas? What Jewish ideas have been
co-opted by other cultures after the Roman sack of Jerusalem in the
year 70 CE? Which ones made it into the larger culture? What are the
unique Jewish contributions to American and world culture?
The program will engage the study of Jewish contributions to a
wide range of areas of human knowledge and endeavor. Our studies
will include possible connections between the Yiddish culture that
developed in Europe and the Americas and political movements, the
~rts and intellectual ideas. Potential areas of interest may be Jewish
Influen<:es on popular culture in areas such as Hollywood, Broadway,
vaudeville, comedy and music. Students may choose to give special
attention to individual thinkers, artists or writers.
. In the world of ideas, the possibilities are endless. The program
will explore the possible connections between Jewish Messianic
ideas, Zionism, laws and ethics, immigration, politics and the Labor
Movement in America and Europe. We may choose to study the
philosophies of thinkers such as Maimonides, Walter Benjamin, Martin
Buber, Theodor Adorno, Baruch Spinoza and other Jewish philosophers who have had enduring influence on the world of ideas.
. In the sciences, we .may trace the birth of modern psychology in
Sigmund Freud and his followers and the groundbreaking theories of
thinkers such as Albert Einstein. We intend to direct our attention to
the connection of Jewish medical practice with the development of
medical ethics.
An inevitable aspect of these studies will be a journey into the dark
abyss of the Holocaust. We will look at the Holocaust's impact on the
cultural life and arts of Europe and study the impact on the Jewish
world and emerging responses to the tragedy.
A part of our studies of Jewish beliefs and mysticism will include
a look into the oral and written law, the mystical tradition of the
Kabbalah, and current Jewish thought. Our endeavors will include an
examination of Jewish rituals and life-cycle events, and the different
roles that Jewish men and women have traditionally held in those
events. We plan to explore the changing roles of Jewish women and
men, as Jewish feminist leaders exert their influence on the culture.
As part of our learning about the Diaspora in which the Jews have
lived for thousands of years, there will be workshops focused on the
study ~f ethnic cuisine and customs. Guest presenters from a variety
of Jewish cultural sub-groups will work side by side with students to
provide meals that will highlight Jewish ritual laws, Kosher laws and
other cultural aspects passed on through oral tradition. Quantitative
thinking will be encouraged through the learning of another cultural
mainstay of Jewish women since the 1920s: mah jongg.
The study of contemporary Jewish life will address the Jewish
national movement, Zionism and study the state of Israel. We will
attempt to learn about the complexity and difficulty of analyzing current events in the Middle East.
Participants will be asked to respond to the material of the class
in a variety of forms and disciplines. This program will emphasize
collaborative learning. Students will be expected to contribute to the
program efforts with self-directed and intense work.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $40 art materials fee and $40 performance ticket
fees each quarter, and $75 for ethnic culinary workshops. Total
expenses depend on student projects.
Program is preparatory for careers and future studies in cultural studies, M~ddle Eastern .studies, Jewish education, philosophy, anthropology, history, education and expressive arts.
This progra~ is also listed under Programs for Freshmen; Expressive
Arts; and Society, Politics, Behavior and Change.
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From Bosphorus to
Suez
Fall, Winter and Spring quarters
Faculty: Steve Niva, Martha Henderson
Major areas of study include geography, cultural anthropology,
political science and history.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work .
Although primarily known as a site of political conflict, war and
terrorism, the Eastern Mediterranean is one of the richest areas of
cultural, economic and political exchange in world history. Situated
between Europe and the Middle East, this area includes the lands we
know today as Greece, Turkey, Lebanon, Israel, Palestine, Cyprus and
Egypt that are historically linked through a dense and longstanding
web of intellectual, religious, economic and political interconnections .
Appreciating this long history of political and cultural exchange is
crucial for developing perspectives that transcend narrow notions of
mutually exclusive "Western" and "Eastern" cultures and civilizations
that underlie many contemporary global conflicts.
Taking a perspective drawn primarily from cultural and physical
geography, and political economy analysis, the program will examine
how landscapes, cultural processes and political and social institutions
have been constructed and transformed over time in this region. It
will trace this region's evolution from interactions between ancient
Greece and Egypt to the expansion of Christianity and Islam to the
present expansion of the European Union and Euro-Med Free Trade
Zone to the coast of North Africa and Egypt. In the process, we will
explore how cultural identities and lived cultures were created and
contested through these interactions, how the material and environmental bases of these cultures shaped daily life, and how different
political and religious institutions have influenced and sought to
organiz~ the region. We will also focus on food and clothing, popular
culture, Intellectual and artistic production, and patterns of trade and
commerce .
. In the fall, ~~e program will focus on travel narratives and the early
history of political and cultural exchange in the region, such as that
between ancient Greece and Egypt and the world of Christendom
and Islam. :rhrough field trips to selected sites in Washington state,
students will learn how to conduct field studies and construct travel
narratives that are attuned to physical and cultural landscapes and
political institutions.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
In the winter, the program will focus on the modern period by
addressing the impact of European colonialism, the emergence of
modern nation-states and the formation of new patterns of trade and
cultural exchange. We will pay particular attention to the immense
cultural and political dislocations imposed by the creation of territorial boundaries between Greece and Turkey and in the Middle
East, especially the Israeli-Palestinian conflict. We will also examine
how contemporary economic globalization and free-trade zones are
transforming the region.
In the spring, students will travel abroad to the region, with
extended stays in Turkey, including its coastal areas, and Egypt.
This four-week travel abroad program will examine how patterns of
political and cultural exchange relate to contemporary realities in the
region. Upon returning to campus, students will prepare papers and
materials based on their travel experience.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $250 for fall quarter field trip;
Approximately $2,800 spring quarter for a four-week study abroad to
Turkey and Egypt.
Program is preparatory for careers and future studies in education
(including geography and history credits for teacher accreditation),
international service (non-governmental or governmental organizations), social justice and human rights.
This program is also listed under Programs for Freshmen and
Environmental Studies.
Postmodernity and Postmodernism: Barth,
Pynchon, DiLillo, Murakami and World Cinema
Fall quarter
Faculty: Harumi Moruzzi
Major areas of study include literary theory, Japanese literature,
American literature, film studies, cultural studies and contemporary
philosophy.
Class Standing: Sophomores or above; transfer students welcome.
For the West and Japan, the 19th century was a heady century that
embraced the utopian notion of perfectibility of human society
through science and technology. However, by the beginning of the
20th century this giddy sense of human perfectibility was severely
diminished by various iconoclastic ideas, such as Freudian psychoanalytical theory, Einstein's theory of relativity and Heisenberg's uncertainty principle. A sense of confusion, anarchy and dread expressed in
various art works in the early 20th century is strikingly similar to that
of our time, which suffers perhaps a more radical and real disillusionment regarding humanity and its future through its experience of the
Nazi holocaust and the atomic bomb explosions in Hiroshima and
Nagasaki. Our time, at the dawn of the 21 st century, is generally and
vaguely called the postmodern time or postmodernity. But, what is
postmodernity? What is postmodernism?
We will examine, through lectures, book and essay seminars, films,
film seminars and a workshop, the state of our contemporary world,
postmodernity, as manifested in the literary works of John Barth,
Thomas Pynchon, Don Delillo and Haruki Murakami, as well as in the
films directed by Godard, lynch, and other contemporary filmmakers,
while exploring the significance and implications of such literary and
cinematic works through the various theoretical works of Baudrillard,
Foucault, lyotard, Jameson, Habermas, and the like. Students are
expected to respond in writing to each of the required readings, in
order to facilitate a productive seminar, and to each of the films that
we view and discuss, in order to develop reflective thoughts. Students
are also expected to write a few formal expository essays during the
quarter and one final synthesis paper at the end of the quarter.
Total: 16 credits.
Enrollment: 25
Special Expenses: $30 for a fieldtrip.
This program is preparatory for careers and future studies in literature, literary theory, cultural studies and film/media studies.
A similar program is expected to be offered in 2008-09.
Prolegomena to a Future Poetics
Fall and Winter quarters
Faculty: leonard Schwartz
Major areas of study include poetics, literature, philosophy and
creative writing.
Class Standing: Sophomores or above; transfer students welcome.
Faculty Signature: Students must submit a portfolio of ten pages
of poetry or critical writing to the faculty by the Academic Fair,
May 17, 2006. For more information contact Leonard Schwartz,
schwartl@evergreen.edu or (360) 867-5412. Applications received by
the Academic Fair will be given priority. Qualified students will be
accepted until the program fills.
This two-quarter program offers several perspectives on the art of
poetry. The fall quarter features a series of intensive readings in
ancient and classical poetry, and the compositional efforts of modern
and contemporary avant-garde writers to reinvent or renew those
works. The central questions of the quarter are: What is the relationship in poetry between original and translation? How are ancient
works renewed or reinvented? Thus we will study, among other exempia, the classical Chinese poet Li Po in relationship to Ezra Pound's
transformation of that poetry in his 20th-century work Cathay;
Homer's The Iliad and its contemporary realization as Christopher
logue's War Music; various contemporary translations of Cantos from
Dante's Inferno; and the American poet H.D's invention of Egypt in
Trilogy. Students will work intensively on their own writing practices,
both creative and critical.
The winter quarter will continue the poetry writing workshop, but
shift in focus to the relationship between philosophical texts and
those dimensions of poetry that philosophy can bring to the fore.
This quarter the central focus will be on the relationship between
image and idea and how, in language, one transforms into the other,
with an eye (and a mind) towards exploring new territories of poetic
composition. This will be accomplished by paired texts, in which the
work of an individual poet is read in juxtaposition to a theoretical
text. These pairings will include the critical theorist Theodor Adorno
and the German language poet Paul Celan, the feminist philosopher
Helene Cixous and the American poet Alice Notley, the philosopher
Hannah Arendt and New American poet Robin Blaser, and the novelist Marguerite Duras and Palestinian poet Mahmoud Darwish. During
each quarter, the program also involves an ongoing poetry writing
workshop and a guest reading series.
Total: 16 credits each quarter.
Enrollment: 25
Program is preparatory for careers and future studies in education,
writing and translation.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Russia and Eurasia: Empires and Enduring Legacies
Fall, Winter and Spring quarters
Faculty: Patricia A. Krafcik, TBA
Major areas of study include Russian history, Russian literature,
Russian culture, Russian language, cinema, writing and geography.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
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Join us on an extraordinary journey as we explore the diverse peoples, cultures and histories of the region that was once demarcated
by the borders of the Russian and Soviet empires. While we focus on
the Russians, we will take a multicultural approach in our examination
of other indigenous peoples who, from ancient times, have populated
the vast expanses of Eurasian and Siberian steppe and forests.
In fall quarter, we will investigate Slavic, Scandinavian, Persian,
Mongol and Turkic contributions to early Russian society as well as
Russia's subsequent imperial expansion through the first quarter of
the 19th century. We will examine the region's pre-Christian pagan
animistic cultures, as well as the rich Byzantine cultural legacy including Eastern Christianity, its associated art and architectural forms,
literature and music. Our journey will then take us to the demise of
this vibrant culture at the hands of various steppe invaders, foremost
of whom were the Mongol armies of Genghis and Batu Khan. The
development of the Muscovite state under the notorious tsar Ivan
the Terrible and its further imperial expansion and attempts at
westernization during the reigns of Peter the Great and Catherine the
Great bring us to the 19th century and Russia's emergence as a major
world power. Russian medieval epics and chronicles as well as diverse
films and readings from modern Russian literature, such as the poetry
and prose of Push kin and Lermontov, will enhance our study of this
turbulent history.
Winter quarter concentrates on some of the world's greatest literature from Russia's Golden Age. Intensive reading of works by Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov, and others will enable us
to explore their most provocative social, religious and revolutionary
thought. We will also examine the rise of the Russian Empire's radical
intelligentsia, thinkers who rebelled against autocratic tsarist policies
and the institution of serfdom and whose activities led to the worldchanging revolutions of the early 20th century.
Spring quarter focuses on the tumultuous events of the 20th century, from the revolutions of 1917 through the post-Soviet period. We
will investigate the legacy of Lenin and the Bolsheviks, including the
horrific deprivations of the Stalin era, with its purges, Gulag prison
camps, brutal industrialization policies and devastating environmental
practices. We will place special emphasis on how writers, artists and
filmmakers interpreted, reflected and survived the Soviet regime.
Included in this emphasis will be a detailed examination of the
enormous sacrifices that the Soviet people suffered at the hands of
their own communist dictatorship, as well as under Nazi occupation
during the Second World War. This term ends with a review of events
resulting in the collapse of the U.S.S.R. and the emergence of the
fifteen independent states that arose from its ashes.
Students are strongly urged, but not required, to take the
beginning Russian Language segment within the full-time program.
Studying Russian will enhance the students' learning experience in
the program.
Total: 4, 12 or 16 credits each quarter. Students taking the full-time
program, including the language segment, should register for
16 credits; those taking the program without the language segment
should register for 12 credits; and those taking only the language
segment should register for 4 credits.
Enrollment: 48
Special Expenses: $25 each quarter for overnight travel and special
workshop expenses.
Program is preparatory for careers and future studies in education,
diplomatic and security services, film, music, art, international business,
and graduate studies in international affairs and in Russian and Slavic
literary, historical, political and area studies.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen.
Searching for Modern China
Fall, Winter and Spring quarters
Faculty: Rose Jang, Andy Buchman
Major areas of study include Chinese language, ta; ji martial arts,
Chinese calligraphy and brush painting, performing arts history and
theory, history and literature of China, cultural studies of the Chinese
Diaspora, research, writing, quantitative reasoning and additional
equivalencies depending on students' independent projects
completed during spring quarter.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
"The history of China is as rich and strange as that of any country
on earth, and its destiny as a nation is now entwined with all others
in the search for scarce resources, the exchange of goods, and the
expansion of knowledge. Yet for a long time China was a completely
unknown quantity to those living in the West, and even today seems
set apart by differences of language, custom and attitude. China's
story is an astonishing one. We can see how often the Chinese
people, operating in difficult or even desperate circumstances,
seized their own fate and threw themselves against the power of the
state. We can see how in 1644, again in 1911, and yet again in 1949,
disillusion with the present and a certain nostalgia for the past could
combine with a passionate hope for the future to bring the old order
crashing down, opening the way for an uncertain passage to the
new."
Thus begins Jonathan Spence's The Search for Modern China
(1990), a magisterial history that explores major themes in Chinese
cultural history from around 1600 to the present. These themes
include the conquest and consolidation of the Empire of China, social
fragmentations and reforms due to confrontations with the West,
competing modern visions of the Chinese state and society, wars,
disasters, and revolutions, and China's increasing engagement with
the rest of the globe. While using Spence's themes as organizing principles, we will reach further back into Chinese philosophy and belief,
studying Daoism, Confucianism and Buddhism. We will explore the
literature and arts of ancient and modern China, learn poetry and folk
songs by heart and practice the arts of tai ji (a movement discipline),
calligraphy and brush painting. We will also study Taiwan, Hong Kong
and the Chinese Diaspora, especially the Chinese-American
experience. We will study artworks exploring Chinese subject matter and
forms made by both Chinese and non-Chinese artists, including novels, poetry, memoirs, plays, operas and instrumental music. Students
may engage in informal performances of music, movement and dramatic scenes fall and winter quarters as well as workshops designed
to build skills in these areas. Writing assignments will include analytical essays, dialogues in Chinese and English and research projects.
We will critically analyze selected literary texts from ancient times
to the present. Every week will include seminars on readings in
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
see www~evergreen.edu/catalog/2006-07.
Englishtranslation, Chinese language classes, workshops in recitation/song, tai ji, calligraphy and a film in Chinese. Our work during
the fall will center on explorations of Chinese history and culture from
around 1600 to 1911, including studies of philosophy, belief systems
andartistic modes and styles in various dynasties. During winter quarter,we will explore 20th-century Chinese history, including the history
of the Chinese in America and other new lands. Spring quarter may
offer opportunities to study abroad in Beijing, China, and studies of
travel writing by Chinese and non-Chinese authors, as well as internshipswith local cultural organizations for those who stay on campus.
Total:16 credits fall and winter quarters; 8, 12 or 16 credits spring
quarter.
Enrollment: 48
SpecialExpenses: $200 for materials and event tickets; $4,000 for
optional travel to China in spring.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in languages,
history, literature, performing arts, writing and international studies.
Thisprogram is also listed under Programs for Freshmen and
Expressive Arts.
The Shadow of the Enlightenment:
Questions of Identity in Contemporary
France
Fall and Winter quarters
Faculty: Stacey Davis, Susan Fiksdal, TBA
Major areas of study include 18th-century French Enlightenment
thought, history, literature, contemporary French institutions, sociolinguistics and French language.
ClassStanding: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
In France today, there are growing tensions as people reconsider
what it means to be French. The notion of French identity has been
challenged by many things, including immigration, consumerism,
mass media and France's changing role in Europe and the world.
This is true throughout Europe, but the challenges are greater in
France with its large population of Muslims. By looking back to
Enlightenment principles, we will explore the origin of long-held
beliefs that have formed the underpinnings of French social organizations and to which writers, thinkers and artists have been reacting for
centuries.
The Enlightenment, an 18th-century phenomenon, rejected tradition and underscored the importance of reason and science. The
philosophes were convinced that civilization was advancing and that
rapid human progress was both obtainable and desirable. In Paris,
salon writers critiqued existing social, political and cultural structures,
and they created surveys, classifications and dictionaries in all fields of
knowledge for a growing literate public. To understand the principles,
context, and long-lasting impact of these beliefs, our readings will
include works by Montesquieu, Voltaire, Rousseau, Mme. De Stael,
Hugo and Sand and contemporary authors such as Chamoiseau,
Beauvoir, Cixous, Ernaux, Beckett, Camus and Gide, among others.
We will draw upon history, literature, sociolinguistics and art in
order to better understand the notion of identity in contemporary
France. Our major themes will be secularism and religion, democracy
and political participation, equality and racism, language and power,
and gender relations, and we will follow these threads through major
social and aesthetic events including the French Revolution, romanticism, colonialism and the social upheavals of Mai '68. Although our
focus will be on France, we will include some exploration
and American intellectual currents as well.
of European
French language study will be an integral component of our program, so that students can read some texts in the original or begin
their study of French.
Total: 16 credits each quarter.
Enrollment: 48
Program is preparatory for careers and future studies in European
and American history, literature, education, linguistics and international
studies.
This program is also listed under Programs for Freshmen.
Tradition and Transformation
Fall and Winter quarters
Faculty: Thad Curtz, Elizabeth Williamson
Major areas of study include literary interpretation, mythology,
Shakespearean studies, the Bible as literature, the psychology and
sociology of change, literary theory, art history and introduction to film
studies.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Eight credits in literature or equivalent experience.
Tradition and transformation are contrary impulses in art, social
life and individual experience. People struggle with the status of
marriage, how to interpret sacred texts and whether to preserve or
develop land. Writers and artists make their work through an ongoing
dynamic interaction between pattern, tradition and stability on the
one hand and metamorphosis, adaptation and surprise on the other.
This program explores this tension, integrating work in literary interpretation and literary theory (with a special focus on Shakespeare),
mythology, the Bible as literature, the psychology and sociology of
change, art history and film studies.
Aristotle claimed the ability to make metaphor was the essential
power of the poet, and saw it as a way of revealing how things were
like each other. He also thought there were only a few plots-boy
gets girl, boy loses girl, hero dies, hero comes home to tell his
story-and
that art displayed unchanging patterns in human nature
and in human life. At its farthest pole, this impulse reaches toward
canceling time and change-maintaining
tradition, continuity, pattern
and stability in life, ritual and art.
In the early 20th century, the Surrealists and Picasso also claimed
making metaphor was the essential power of the poet, but in
their hands a bicycle seat and handlebars suddenly turned into a
bull's head and the beautiful went from the Venus de Milo to "the
chance encounter on a dissecting table of a sewing machine and an
umbrella." They saw art as an act of astonishing transformation,
a
way of creating something dramatically new and unexpected from
what seemed permanent and unchangeable. At its farthest pole,
this impulse says "History is a nightmare from which I am trying
to awake." It yearns for radical freedom-miracles,
astonishment,
permanent revolution.
Yet their innovations are now enshrined in art history textbooks
with labels like" Analytic Cubism" and "Synthetic Cubism;" Picasso's
paintings can be found on thousands of dorm room walls. As Kafka
notes in one of his parables: "Leopards break into the temple and
drink to the dregs what is in the sacrificial pitchers; this is repeated
over and over again; finally it can be calculated in advance, and it
becomes part of the ceremony." Societies find ways to convert revolutionary upheavals into traditions.
In this program, we'll read, write about and discuss a lot of serious and sometimes difficult literature, accompanied by some work
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T OFFERINGS
BEGINNING
WINTER QUARTER
with reading aloud, art history and literary theory. (There'll also be a
weekly film, followed by careful discussion.) We'll study how writers
and artists have paid homage to and dramatically adapted a few
stories (including the myth of Orpheus and Eurydice). We'll explore
ways in which texts can be transformed or stabilized by approaches
to interpreting them, including studying some portions of the Bible
and historical struggles over differing views about how to understand
it and other sacred texts. (Treating the Bible "as literature," as college
classes usually do, we'll also explore ways we treat literary texts "as
Bibles," deifying artists and endowing their works with the moral,
ritual and spiritual significance of quasi-sacred texts.) Shakespeare's
works have certainly been preserved, transformed and worshipped,
and we'll spend more time on what interpreters, performers and
other artists have made of them during the past four hundred years
than on anything else.
Although this program centers on interpreting literary texts and
art, we'll be paying some attention to the dynamics of tradition and
transformation
in psychology and society, including looking at how
they're expressed in some cases-perhaps
the controversy over gay
marriage, an argument about whether to preserve some piece of
nature, or the struggle between tradition and modernization in the
Islamic world.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: $50 for theater and museum tickets.
Program is preparatory for careers and future studies in the humanities and interpretive social sciences, and for any career focused on
producing, resisting, or helping people cope with change.
OFFERINGS BEGINNING
WINTER QUARTER
Japanese Film: Works of Mizoguchi, Ozu and
Kurosawa
Winter quarter
Faculty: Setsuko Tsutsumi
Major areas of study include Japanese film, Japanese culture and
Japanese literature.
Class Standing: Sophomores or above; transfer students welcome.
This program will explore works of three major Japanese directors,
Kenji Mizoguchi (1898-1956), Yasujiro Ozu (1903-1963), and Akira
Kurosawa (1910-1998), who, though diverse in style and choice of
material, have each contributed to establishing Japan's current place
in world cinema. Mizoguchi, through his romantic adaptations of
literary works, Ozu, through his depiction of family life, and Kurosawa,
through his powerfully direct and dynamic cinematography, all
explored themes that are universally relevant to the human condition,
yet have done so from a uniquely Japanese perspective. We will
closely examine their subject matters, artistic presentations and cinematographic techniques in order to define what makes each director
different and uniquely Japanese.
Through our study of film, we will also examine the social transformations which have taken place during the past 60 years in Japan,
particularly in the areas of family structure, women's roles, sense of
morality, aesthetic sensibility and the Japanese sense of self.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in Japanese
film studies, Japanese culture and Japanese literature.
Students who register for a program
but do not attend the first class
meeting may be dropped.
Languages of the Tragic from the Greeks
to the Present
Winter and Spring quarters
Faculty: Marianne Bailey, Evelia Romano
Major areas of study include comparative literature, drama, dramatic
theory, intellectual/cultural history.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Literature study: college or advanced placement.
Dramatic language, like ritual performance, draws on all potential
modes of expression and aims at a total language, a communication that is physical, spatial and undeniable "through the skin," as
Artaud wrote. Among the themes that interest us are commonalities
among myth, ritual and drama: all are representations of a process of
change, all reconcile antagonistic forces. Tragic drama, like ritual, is
communal: the heroine or hero is encircled by a community of power
and belief in whose name she or he dies, and is reborn. Theater,
like magic, is a phenomenon of consensus. Tragic drama is active.
It moves the people to action, acts as a "miraculous weapon." In
drama, the political, the spiritual and the psychological collaborate.
In the tragic drama, one becomes other. Through the mask, we, as
spectators or as players, leave ourselves and become other; we are
transformed. Tragic drama, finally, is the music of the abyss. It speaks
the unspeakable, lays bare the human condition.
This program in tragic drama will interest students of the humanities and the arts. We will consider dramatic texts as literary, philosophical and cultural representations, as well as performances and
ritual spectacles both in the Western tradition and in performance
traditions of Japan, West Africa and Haiti. We will read and analyze
dramatic texts and key theoretical studies, view plays and participate
in dramatic readings of scenes. Students will learn literary history
and consider the functions, the languages and the concepts of
tragic drama. Students will have the opportunity to develop a major
personal project over the last weeks of winter quarter. This program
is open to students at all levels; however, students must expect and
relish a high level of discussion, high expectations of writing and
analytic skill, and a demanding workload.
We will move through the history of tragic drama from the Greek
classical era to medieval mystery plays, to Renaissance and to neoclassical drama, 19th-century realist and symbolist drama and 20thcentury expressionist, surrealist, "qrotesco" and absurdist drama, as
well as contemporary engaged, or political, drama.
Among the dramatists we will study are Aeschylus, Euripides,
Shakespeare, Calderon, Racine, Goethe, Buchner, Jarry, Brecht, Lorca,
Sartre, Soyinka, lonesco, Beckett, Cesaire, Gambaro and others.
Among the theorists we will study are Aristotle, Nietzsche, Artaud,
Brecht, Brook, Bataille, among others.
Total: 12 or 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $150 for tickets to performances.
Program is preparatory for careers and future studies in the humanities and the arts.
This program is also listed under Programs for Freshmen and
Expressive Arts.
"f'
OF'F'ERIN(iS BEGINNING
SPRING QUARTER
Self and Culture: Studies in Japanese and
American Literature and Cinema
Winter quarter
Faculty: Harumi Moruzzi
Major areas of study include Japanese literature, American literature,
literary analysis, cultural studies, psychology, film studies and expository writing.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
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. Certainly, the reality is not as simple
asthese stereotypes indicate; nevertheless, this dichotomized
comparative cultural frame presents an interesting context in which
we can explore many human issues. Thus, in this program, we explore
the concept of self through the critical examination of American and
Japanese literature, cinema and popular media.
At the beginning of the quarter, students will be introduced to the
major literary theories in order to familiarize themselves with varied
approaches to literature. Next, students will examine representations
of individuals and cultures in American and Japanese literature
through seminars and critical writings. Weekly film viewing and film
seminars will accompany study of literature in order to facilitate a
deeper exploration of the topics and issues presented in the literary
works. Students will also be introduced to the rudiments of film analysisin order to develop a more analytical and critical attitude towards
the film-viewing experience.
Total:16 credits.
Enrollment: 24
Special Expenses: $30 for a field trip.
Program is preparatory for careers and future studies in literature,
cultural studies, film studies and psychology.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen.
OFFERINGS BEGINNING
SPRING QUARTER
African-American Literature: 1773 to the Present
Spring quarter
Faculty: Babacar M'Baye
Major areas of study include African-American literature, African and
African-American studies, cultural studies, history, folklore, popular
culture and American studies.
ClassStanding: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advancedwork.
Thisprogram will survey the history of African-American
literature
from its inception in African oral traditions and African-American
slavenarratives to its manifestation in contemporary genres such as
rap and hip-hop poetry. We will read and discuss the poetry, fiction,
folktales, short stories and historical autobiography or narratives
written by Black authors from different generations. We will analyze
the aesthetics and social, political and economic concerns in these
writings in an attempt to uncover the fundamental role that literature
hasplayed in African-American struggle for freedom and equality.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
The initial questions of this program will be inspired by critic
William L. Andrews's statement in the introduction to the Six Womens
Slave Narratives (1988) that "The birth of the Afro-American literary
tradition occurred in 1773, when Phillis Wheatley published a book of
poetry" (vii). This assertion begs the questions: "Does 1773 actually
mark the beginning of African-American
literary tradition?" "What
continuities and transformations have developed in the tradition since
its inception?" These questions suggest the difficulty of tracing the
beginning of African-American
literary tradition to one specific date
when, as numerous scholars have shown, the African oral traditions
that slaves brought to the Western world were already autonomous
and fully-fledged literary forms of expression. By analyzing AfricanAmerican literature through the lens of the scholarship about
both racial struggle and African cultural retentions in America, this
program intends to validate the various experiences and customs that
shaped African-American culture.
Total: 12 or 16 credits.
Enrollment: 24
Program is preparatory for careers and future studies in literature,
cultural studies, ethnic studies, multiculturalism, history, social studies,
folklore and popular culture, American studies and journalism.
This program is also listed under Programs for Freshmen.
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Puppetry and Poetics: Arts of Distraction
Spring quarter
Faculty: Ariel Goldberger, Leonard Schwartz
Major areas of study include poetics, experimental puppet theater,
performance, creative writing and literature, subject to specific student
work.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Previous program in poetics or performance.
This program will involve the exploration of the disciplines of poetics,
experimental puppet theater and performance. How do words, light,
sound and bodies interact? Is there a mode of distraction which does
not weaken each of these senses, but allows one to discover shadows
of each in the other? Students will be required to complete reading,
writing and artistic projects towards these ends. The poetry and
theater writing of Antonin Artaud will be central to our work.
Faculty will support student work by offering workshop components in poetry, puppet theater and movement. Students will be
required to produce weekly projects that combine and explore the
relationship of puppet theater and poetry in experimental modes.
Readings will include the works of such authors as Artaud, Tadeusz
Kantor, Paul Celan, Gaston Bachelard, Kamau Brathwaite, Hannah
Arendt and Maurice Merleau-Ponty. Student work and progress will
be presented weekly in all-program critique sessions.
Total: 16 credits.
Enrollment: 40
Special Expenses: $110 for art materials and studio use, $50 for
theater tickets, and $50 reimbursable studio deposit fee for clean-up.
Program is preparatory for careers and future studies in areas that
require imagination, collaborative skills and management skills.
This program is also listed under Programs for Freshmen and
Expressive Arts.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
"Race" in the United States: Historical and
Contemporary Perspectives
Spring quarter
Faculty: Michael Vavrus, Angela Gilliam
Major areas of study include cultural studies, history and social science academic writing.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
This all-level, full-time program explores the origins and manifestations of the contested concept of "race." The program analyzes
a racialized history of the United States in relation to dominant
discourses of popular culture, science, psychology, health care, law,
citizenship, education and personal/public
identity. By making historical connections between European colonialism and the expansion of
U.S. political and military dominance in an era of globalization, students will have opportunities to investigate how the bodies of various
populations have been racialized. Students will also examine related
contemporary concepts such as racism, prejudice, discrimination,
gender, class, affirmative action, white privilege and color blindness.
Faculty will expose students to current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature
vs. nurture).
Students will also engage race through readings, dialogue in
seminars, films and academic writing that integrate program materials. Students will be expected to research and share contemporary
news accounts and popular culture artifacts (e.g., music, television,
cinema, magazines) as a way to understand how race mutates and
is expressed in various practices in institutions, politics and popular
culture. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see, and read as well as
absences and silences that we find. As a learning community, we will
work together to make sense of these expressions and link them to
their historical origins.
Students will also have an opportunity to examine the social
formation of their own racial identities through their own personal
narratives. Current approaches from social psychology will be foundational in the autobiographical
aspect of the program. Additionally,
what it can mean to be an anti-racist in a racialized society is also
investigated.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $10 for museum entrance fee.
Program is preparatory for careers and future studies in medicine/
health, education, government, law, history, political science, cultural
studies, psychology and media studies.
This program is also listed under Programs for Freshmen and Society,
Politics, Behavior and Change.
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" Restoring Landscapes
Spring quarter
Faculty: Matt Smith, Frederica Bowcutt
Major areas of study include environmental history, ecology, field
botany and geography.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Ecological restoration has become a central concept in land management, development and in the efforts of environmental activists. Yet
the phrase often conceals as much as it reveals. What exactly is being
restored? To what condition? For what reasons? This program will
examine these issues by focusing on the underlying beliefs, values
and ideas that lie behind the concept of ecological restoration while
at the same time introducing ourselves to the practices and issues
surrounding this understanding of landscape.
As a learning community we will reflect on the following questions:
How can we understand landscapes as the products of humans'
engagement with the natural world? How can we move beyond
the polarized romantic concepts of humans and nature and beyond
the economic category of nature as resource? What philosophical,
conceptual and practical concepts can help us create sustainable
landscapes that allow us to live well with each other and the natural
world?
We will explore these questions through readings in the following disciplines: landscape architecture, ecology, geography and
environmental history. We will link theory and practice by studying
contemporary efforts to restore local prairies in the Puget lowlands.
We will assist The Nature Conservancy in current restoration efforts.
We will also visit remnant prairies at Fort Lewis and in the Columbia
Gorge. Students will conduct research on ecological restoration case
studies. Students are required to attend all field trips including an
overnight trip.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $1SOto $200 for field trip to eastern
Washington and Oregon.
Program is preparatory for careers and future studies in conservation,
education, ecological restoration, forestry, natural resource management, plant ecology, geography and environmental history.
This program is also listed under Programs for Freshmen and
Environmental Studies.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Student Originated Studies: American Studies and
Humanities
Women's Voices and Images of Women: Studies in
Literature and Cinema
Spring quarter
Faculty: David Marr
Major areas of study include the student's individual course of study
and research.
Class Standing: Priority given to juniors or seniors or sophomores
prepared to carry out advanced study.
Faculty Signature: To enroll, students develop an Independent
Learning Contract in consultation with David Marr. Interested
students who have a project in mind should arrange an appointment
to meet with David Marr between January 10 and March 1, 2007 to
discuss their plans. Students may contact David at (360) 867-6751,
or The Evergreen State College, Lab II, Olympia, WA 98505, or
marrd@evergreen.edu.
Spring quarter
Faculty: Harumi Moruzzi, Stephanie Kozick
Major areas of study include human development, gender studies,
cultural studies, literature, film studies and expository writing.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Student Originated Studies (50S) offers opportunities for juniors
and seniors to create their own course of study and research. Prior
to the beginning of spring quarter, interested individual students
or small groups of students consult with the faculty sponsor about
their proposed projects. The faculty sponsor will support students to
do research in American literature, American history and American
philosophy, as well as other areas of the humanities.
Previous 50S projects by Evergreen students have explored such
topics as Utopian schemes in art and life, comedy, George Orwell,
the sense of place in American fiction, the Blues past and present, the
concept of ideology, American pragmatism, the Harlem Renaissance,
and the Emerson-Ellison axis in American thought.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in the humanities, American studies, teaching, law, business and the arts.
This coordinated studies program is designed for students who are
interested in cross-cultural exploration of the concept of woman and
her voice/selfhood. The heterogeneity of women that we encounter
in literature, art, cinema, as well as in our daily lives, often makes us
wonder if there is any such an entity as the universal woman. Each
woman seems to possess her individual identity even when she
appears to conform to the socially prescribed women's role.
In this interdisciplinary program, we will explore the concept of
woman and her selfhood by examining voices of women in literature,
art and philosophy, while comparing them with the images of women
presented in cinema and media. These explorations will be conducted
through lectures, workshops, film viewing, book and film seminars
and critical writings. Our study will adopt an international perspective
that will add breadth and depth to our investigation of women as
autonomous human beings living in concrete social contexts.
Total: 16 credits.
Enrollment: 48
Special Expenses: Up to $30 for a field trip.
Program is preparatory for careers and future studies in literature,
cultural studies, film studies, gender studies and human development.
A similar program is expected to be offered in 2008-09.
This program is also listed under Programs for Freshmen.
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ENVIRONMENTAL STUDIES
Affiliated Faculty:
Sharon Anthony
The Environmental Studies (ES) planning unit offers broadly interdisciplinary academic studies within
and across three distinctive thematic areas. In any year, each thematic area explores some of its own
set of topics, listed here:
Maria Bastaki
Frederica Bowcutt
Paul Butler
Gerardo Chin-Leo
Robert Cole
Amy Cook
Carolyn Dobbs
Dylan Fischer
Russell Fox
Martha Henderson
Heather Heying
John Longino
Cheri Lucas-Jennings
Lee Lyttle
Ralph Murphy
Nalini Nadkarni
Human Communities and the Environment-Addresses
environmental policy, ethics and human
relations with, and ways of thinking about, the natural world. It includes community studies, ecological
agriculture, environmental communication, environmental economics, environmental health,
environmental history, environmental law and policy, geography, land-use planning and policy, political
economy and sustainability.
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. It includes
botany, ecology, entomology, herpetology, invertebrate zoology, mammalogy, mycology, ornithology,
and exploration of issues in biodiversity.
Environmental Sciences-Deals primarily with the study of the underlying mechanisms and structures
of natural systems, both living and nonliving. Environmental sciences often involve significant
laboratory and field work. They include biogeochemistry, biology, chemistry, climatology, ecology,
evolutionary biology, forest ecology, geology, hydrology, environmental analysis, marine biology and
oceanography with issues of global climate change.
Each of these
theme, although
as well as within
physical science
thematic areas will always be offered for students who wish to focus on a particular
there will also be significant overlap. Programs will be interdisciplinary among themes,
a particular theme. Students should also consider programs in political economy,
and mathematics.
Lin Nelson
John Perkins
Paul Przybylowicz
Liza Rognas
Martha Rosemeyer
Steve Scheuerell
Alison Styring
Kenneth D. Tabbutt
Erik V. Thuesen
Ted Whitesell
Tom Womeldorff
Environmental
Studies
Please note that for students who 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
recommended. Some graduate programs also require physics. These subjects may also be prerequisites
to some of the upper-division environmental studies programs. Students should also consider gaining
research experience by participating in the Advanced Research in Environmental Studies program; this
can serve as a capstone to their academic work in this planning unit.
To help you choose your programs, the descriptions on the following pages list the significant
content in each of the three thematic areas. In addition, any of the Environmental Studies faculty can
advise students on their choice of program. Students should feel free to call or e-mail faculty whose
interests overlap their own to seek advice. Another advising resource is the Environmental Studies
coordinator, who will be aware of any updates that have been made to the catalog since it was printed.
The name and e-mail of the Environmental Studies coordinator is available from Academic Advising.
Environmental Studies has repeating programs that are offered every year or every other year.
Some program titles and content, however, change from year to year. Thus, the same program offered
in two different years-while covering the same general topic areas-may have different faculty
and significantly different foci. Conversely, faculty often teach the same topic in different programs
each year. For example, introductory plant biology is taught roughly every other year often in
interdisciplinary programs of different titles that integrate art, history, non-fiction writing, or economic
botany. Environmental Studies also provides one-of-a-kind programs that faculty create in response to
a unique combination of interests, events and synergy.
Students new to environmental studies might consider taking Introduction to Environmental Studies
(different versions are offered every year). which is intended for sophomore and transfer students, but
is also open to well-prepared freshmen. Other repeating programs include Animal Behavior, Ecological
Agriculture, Practice of Sustainable Agriculture, Hydrology, Marine Life, Plant Ecology and Taxonomy,
Temperate Rainforests and Tropical Rainforests, which are offered on an alternate-year schedule. Each
year there are programs primarily focused on the Pacific Northwest. Programs focusing on human
communities and environmental policy are also offered every year, although the program titles change.
The Masters in Environmental Studies (MES) program shares faculty with the undergraduate
curriculum and MES electives, which are taught in the evenings, frequently allow advanced
undergraduates to enroll.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Advanced Research in Environmental Studies
Fall, Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Martha Henderson, John Longino, Nalini
Nadkarni, Un Nelson, Erik Thuesen
Major areas of study include areas of student work.
Class Standing: Juniors or seniors.
Prerequisites: Negotiated individually with faculty.
Faculty Signature: Students must contact individual faculty to work
out arrangements.
Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent
learning opportunity is designed to allow advanced students to delve
into real-world research with faculty who are currently engaged in
specific projects. The program will help students develop vital skills in
research design, data acquisition and interpretation, written and oral
communication, collaboration and critical thinking skills-all of which
are of particular value for students who are pursuing a graduate
degree, as well as for graduates who are already in the job market.
The research conducted by the student will generally last multiple
quarters and function as a capstone to the student's academic work
at Evergreen. Students can also take advantage of this opportunity
to write a senior thesis. The following faculty are seeking advanced
students to assist with their research projects.
Gerardo Chin-Leo studies marine phytoplankton and bacteria.
His research interests include understanding the factors that control
seasonal changes in the biomass and species composition of Puget
Sound phytoplankton. In addition, he is investigating the role of
marine bacteria in the geochemistry of estuaries and hypoxic fjords.
Martha Henderson studies the ways in which humans transform
Earth'ssurfaces. She is particularly interested in cultural and social
ideasthat become evident in landscapes. Students interested in
cultural landscapes, ethnic studies, environmental history, land-use
patterns and urban agriculture are encouraged to develop projects.
Qualitative research methodologies will be taught.
John Longino studies insect taxonomy and ecology, with specific
researchfocus on ants. His research program is a combination of field
work in Costa Rica and collections-based
research at the Evergreen
campus. Students may become involved in local or neotropical fauna
studies, with field- and/or collections-based activities.
Nalini Nadkarni is a forest ecologist and studies the ecological
interactions of canopy-dwelling
plants and animals in tropical and
temperate rainforests. She is the president of the International
Canopy Network, headquartered at Evergreen. She welcomes
students who want experience in nonprofit organizations to work with
heron communicating scientific information about forest canopies
to other researchers, educators and conservationists. She is also
interested in communicating her work to nonscientists and working
with artists on collaborative ways of understanding trees and forests.
Un Nelson is a social scientist who has worked with national and
regional organizations doing research and advocacy on the linkages
among environment, health and community. Students who would
liketo assist in developing case studies of environmental health in
Northwest communities (with a focus on environmental justice and
environment-labor connections) can contact her. A related area, for
studentswith sufficient preparation, is the examination of Washington
state'splan to phase out selected persistent, bioaccumulative toxins.
Erik Thuesen conducts research on the ecological physiology of
marineanimals. He and his students are currently investigating the
physiological, behavioral and biochemical adaptations of gelatinous
zooplankton to estuarine hypoxia. Other research is focused on
the biodiversity of marine zooplankton. Students working in his lab
typically have backgrounds in different
ecology, physiology and biochemistry.
aspects of marine science,
Total: 4 to 16 credits each quarter. Students will negotiate credit with
faculty sponsor.
Special Expenses: Transportation costs may be needed for field work.
Program is preparatory for careers and future studies in botany,
ecology, education, entomology, environmental studies, environmental
health, geology, land-use planning, marine science, urban agriculture,
taxonomy and zoology.
A similar program is expected to be offered in 2007-08.
Environmental Analysis: Chemistry and Geology
of Aqueous Systems
Fall, Winter and Spring quarters
Faculty: Jeff Kelly, Clyde Barlow, James Stroh
Major areas of study include analytical chemistry, geochemistry,
geohydrology, Geographic Information Systems, statistics, chemical
instrumentation and group projects. Students leaving at the end of fall
quarter will receive lower-division credit. Students who satisfactorily
complete at least fall and winter quarters will receive upper-division
credit for both quarters.
Class Standing: Juniors or seniors; transfer students welcome.
Sophomores should consult faculty to enroll: Jeff Kelly,
(360) 867-6053 or kelly@evergreen.edu; Clyde Barlow,
(360) 867-6053 or barlowc@evergreen.edu; or Jim Stroh,
(360) 867-6762 or strohj@evergreen.edu.
Prerequisites: One year college chemistry and college algebra
required; physical geology and trigonometry strongly recommended.
Baseline assessment of natural ecosystems and determination
of
environmental contamination require accurate chemical and geological measurements. Students in this program will study geology
and chemistry of ecosystems, using theoretical and experimental
methods. This program will integrate chemical and physical applications of geology to aquatic systems. Students will learn instrumental
techniques of chemical analysis in an advanced laboratory where
technical writing will be emphasized.
During fall and winter quarters, topics in geochemistry, hydrology,
analytical chemistry, GIS, statistics and instrumental methods of
chemical analysis will be addressed. Students will participate in group
projects working on the physical and chemical properties of natural
water systems, especially lakes, bogs and streams. Procedures based
on EPA, USGS and other guidelines will be developed to analyze for
both major and trace materials using atomic absorption spectroscopy,
inductively-coupled
plasma spectroscopy, polarography, ion chromatography and GC-mass spectrometry. Computers and statistical
methods will be used extensively for data analysis and simulation as
well as for work on GIS.
Spring quarter will be devoted largely to project work and completing studies of statistics and analytical chemistry. Presentation of
project results in both oral and written form will conclude the year.
Total: 16 credits fall quarter; 12 or 16 credits winter quarter; 8, 12 or
16 credits spring quarter.
Enrollment: 45
Special Expenses: Approximately $250 for one-week field trip to Sun
Lakes in eastern Washington.
Internship Possibilities: Under special circumstances with faculty
approval.
Program is preparatory for careers and future studies in geology,
hydrology, chemistry, environmental analysis and environmental
fieldwork.
This program is also listed under Scientific Inquiry.
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but do not attend the first class
meeting may be dropped.
Feminisms: Local to Global
Fall, Winter and Spring quarters
Faculty: Therese Saliba, lin Nelson
Major areas of study include social science, women's studies, gender
studies, environmental studies, community studies, international studies, social movements and multicultural literature.
Class Standing: Sophomores or above; transfer students welcome.
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This program offers an overview of the contentious and problematic
constructions of gender and women's lived experiences, both locally
and globally. Drawing on environmental studies, cultural studies and
gender studies, we will examine issues of women's bodies, health,
population, development and women's involvement in social justice
movements. We will also examine the many approaches to feminism,
the methods for studying women's lives, within contemporary global
structures of power-including
economic and cultural globalization,
militarization and environmental degradation.
Beginning with colonialist representations, we will examine
the ways women have been aligned with the natural world in
ethnography, literature and film. These representations of gender,
sexuality, class, culture and national identity lay the foundation for the
eroticization of inequality and the devaluing of women's reproductive
health and daily labors. We will work to disentangle woman-centered
practices around the globe from culturally appropriated forms that
use women symbolically and limit their power. The continuity of
stereotypical images in the mass media and in public discourse often
form the basis for both domestic and foreign policies in population
control, women's health and labor practices. Significantly, such policies have often fostered global networks of resistance, which will be a
central focus of this program.
Our work will therefore focus on women's involvement and leadership in movements around environmental, social, and economic
justice, cultural sovereignty, population, reproductive rights and
development.
Much of public policy and international relations are
gendered in many ways, sometimes because women are the target of
population policy or more subtly because gender is an important filter
for ideas and resources in development. We will explore how gender
and gendered models shape policy and how these patterns have
become the focus of discussion, action and resistance in communities
around the world.
We will also investigate how, across distance and difference,
women are exploring their relationship to environment and development (access to natural resources, environmental health risks, creation
of sustainable alternatives) and building international ties and
solidarity efforts. Our examination will feature women working across
borders to create and sustain movements for social justice; these
case studies will likely include women's resistance to sweatshops in
free trade zones, struggles for environmental health in the face of
industrial hazards and campaigns for safe pharmaceuticals. A central
focus will be on women's opposition to militarization in the United
States and the Middle East, in the context of global militarism and its
impacts on women's lives, work and health.
Our analysis and experience will be developed as we study various
analytic texts, oral histories and literature. We will work on developing
skills in interviewing, expository and creative writing, policy analysis
and public interest journalism. We will consult with regional analysts
and activists to better understand the potential for advocacy that
links a diversity of communities. We will also be analyze the role of
the United Nations, governments, corporations, the network of nongovernmental organizations and cross-border projects as we work to
understand the conditions for and barriers to women's well-being.
Students will be involved in projects connecting them to regional
networks and resources.
During spring quarter, students will work on individual or
collaborative projects on women's issues and/or intern with a
women's organization.
Total: 16 credits fall and winter quarters; 12 or 16 credits spring
quarter.
Enrollment: 50
Special Expenses: Approximately $75 each quarter for field trips.
Internship Possibilities: During spring quarter with faculty approval.
Program is preparatory for careers and future studies in social
science, women's advocacy, environmental/development
policy, international or community non-governmental organizations, social justice
advocacy, education and writing.
This program is also listed under Culture, Text and Language.
Fire and Water: The Role of the Sun and the Ocean
in Global Climate Change
Fall quarter
Faculty: Gerardo Chin-Lee, E.J. Zit a
Major areas of study include introductory physics, earth science,
marine science and environmental studies.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: General biology and algebra.
Over geologic time the Earth has experienced wide fluctuations
in climate, such as ice ages. Earth is currently experiencing a rapid
warming trend. A major factor determining global climate is the
intensity of the Sun's energy reaching the Earth. However, climate
changes cannot be explained by variations in solar radiation alone.
Climate changes involve complex interactions between astronomical
and Earth-bound processes.
This program will examine some of these interactions. Specifically,
we will examine how the Sun's output has varied over geologic
time. We will also examine how the oceans impact global climate by
redistributing the Sun's energy and affecting the composition of the
atmosphere. We will discuss how changes in ocean circulation may
explain climatic changes over geologic time. We will also study how
marine microorganisms playa major role in the cycling of gases that
affect climate. Finally, we will discuss contemporary global warming,
examining the contribution of human activities and fluctuations in
solar output. We will critique proposed schemes to engineer solutions
to global warming such as the sequestration of anthropogenic
carbon
into the deep sea.
Our study will examine various physical, chemical, geological
and biological processes. This requires a basic understanding of
biology and chemistry as well as facility with algebra and an ability to
learn pre-calculus. The material will be presented through lectures,
workshops, laboratories and seminars. We will draw on the primary
literature whenever possible for a rigorous scientific treatment of this
topic. Students will do significant teamwork and will research in depth
questions of particular interest. We will have weekly online assignments, so students should be comfortable using computers and the
Internet.
Total: 16 credits.
Enrollment: 50
Program is preparatory for careers and future studies in natural science, life sciences, science writing and education.
This program is also listed under Scientific Inquiry.
Some programs may be cancelled
and others added after this printing.
Forthe most current
information,
see www.evergreen.edu/catalog/2006-07.
Food
Fall, Winter and Spring quarters
Faculty: Nancy Murray, Donald Morisato, Martha Rosemeyer
Major areas of study include chemistry, nutrition, biochemistry,
genetics and issues in food science.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school biology and chemistry. This is a science
intensive program and is not intended as a survey program.
Why are some foods nutritionally better either cooked or raw? What
is the chemistry behind leavening agents such as baking powder?
How has the quest for salt dominated trade for centuries?
Throughout history, food has not only been essential for human
sustenance, but has long played a central role in the economic and
cultural life of civilizations. This program will provide an interdisciplinary exploration of food, focusing primarily on the biology and chemistry of food, and also including political, historical and anthropological
perspectives. In all these cases, students will directly apply concepts
in laboratory experiments and the practice of cooking.
The fall quarter will focus on how we produce and preserve food.
We will explore the biochemistry of food, beginning with basic chemical concepts and moving to understanding complex molecules like
carbohydrates and proteins. We will consider the genetic principles
of animal and plant breeding, a careful examination of such issues
as genetically modified organisms and the use of pesticides. We will
examine the chemistry and microbiology of ancient food preservation
and processing methods, such as cured ham, salted cod, fruit jams
and cheese.
In the winter quarter, we will concentrate on cooking and eating.
We will examine what the process of cooking does at the biochemical
level. We will consider how our bodies break down and recover nutrients from food by studying the process of metabolism and cellular
respiration. We will look at how vitamins and antioxidants work. The
enjoyment of food relies on our ability to taste and smell. We will
examine the neurobiology of these processes and study how some
foods, like chili peppers and chocolate, can alter mood. Finally, we
will investigate the relationship between diet, disease and genetics.
In the spring quarter, students will pursue independent projects,
investigating an aspect of food or cooking, that may involve experiments in the field or in the laboratory.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the biological fields, including ecological agriculture, genetics, biochemistry,
nutrition and chemistry.
This program is also listed under Programs for Freshmen and
Scientific Inquiry.
Forensics and Criminal Behavior
Fall, Winter and Spring quarters
Faculty: Sharon Anthony, Toska Olson, Rebecca Sunderman
Major areas of study include forensic science (aspects of chemistry,
molecular biology, physics, physical anthropology, entomology and
pathology), forensic science lab, sociology of criminal behavior, quantitative reasoning and writing.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: Although there are no prerequisites for this program, a
good understanding of science and Algebra I and II will be helpful and
are strongly recommended.
Why is crime such a central focus in modern American society? How is
a crime scene analyzed? How are crimes solved? How can we prevent
violent crime and murder? This program will integrate sociological
and forensic science perspectives to investigate crime and societal
responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal
behavior. In addition, we will consider several theories of criminology
and deviant behavior, and will discuss the current social and cultural
factors that have contributed to the rise in popularity of forensics
studies. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology,
pathology and physics. We will study evidentiary techniques for crime
scene analysis, fingerprints, DNA, blood spatter, fibers, glass fractures
and fragments, hairs, ballistics, teeth, bones and body remains.
This program will use hands-on laboratory and field approaches to
the scientific methods used in crime scene investigation. Students will
learn to apply analytical, quantitative and qualitative skills to collect
and interpret evidence. In addition to weekly writing and quantitative
assignments, students will engage in research writing and conduct
team projects in crime scene investigation.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $90 for field trips.
Program is preparatory for careers and future studies in forensic science, education, science, criminology and sociology.
This program is also listed under Programs for Freshmen; Scientific
Inquiry; and Society, Politics, Behavior and Change.
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The Fungal Kingdom: Lichens and Mushrooms,
Nature's Recyclers
Fall quarter
Faculty: Paul Przybylowicz, TBA
Major areas of study include mycology, and the taxonomy, biology
and ecology of lichens and mushrooms. Upper-division credit will be
awarded for upper-division work.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of general biology and one quarter of ecology
or natural history.
Plants capture solar energy and convert it to chemical energy that
fuels almost all organisms, including humans. Through this process,
plants also capture numerous nutrients and minerals and convert
them to forms that other organisms can use. At the other end of the
plant lifecycle are the fungi which break down organic matter and
release minerals and nutrients for reuse. While many of us are familiar
with the plants that surround us, few people are aware of the myriad
of fungi that are ubiquitous in our daily environment, especially here
in the Pacific Northwest.
The central questions in this program will focus on understanding
these unique and pivotal organisms. Where are they? How do they
get their energy? What roles do they play in ecosystems? How do
they grow? What do they taste like?
Students will gain proficiency in and/or knowledge of mushroom
and lichen taxonomy, their ecology and biology, lab techniques for
culturing them, as well as be engaged in technical writing, library
research, critical thinking and developing their oral presentation
skills. There will be an emphasis on work in the laboratory learning to
classify lichens and mushrooms using chemical and microscopic tech-
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niques. Students will work with a wide variety of taxonomic keys to
accurately identify mushrooms and lichens. In addition to lecture and
laboratory activities, there will be numerous field trips and a student
research project.
Total: 16 credits.
Enrollment: 40
Special Expenses: Two multi-day field trips, one to the central Oregon
coast, approximately $125.
Program is preparatory for careers and future studies in ecology,
biology, natural history, education and environmental studies.
Introduction to Environmental Studies: Water,
Energy and Forest Ecosystems
Fall and Winter quarters
Faculty: Rob Cole, Dylan Fischer
Major areas of study include environmental studies, forest ecology,
introductory freshwater ecology, quantitative modeling, writing and
field research methods.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
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This program will explore the many connections between the
landscapes and the waterscapes of the Pacific Northwest. The region
is characterized by its geology, its climate and the vast interplay
between land and water. We will adopt an ecosystems approach
to study the forests and their interaction with the atmosphere and
the soils and the hydrology of the region. We will also examine how
humans have historically used the resources of the Pacific Northwest,
as well as explore options for the future that are more sustainable
than the historic ones.
Physical principles of water movement in forest ecosystems play
a large role in determining how the natural world works in multiple
temporal and spatial scales. We will study the energy, hydrological
and nutrient cycles in forest and stream ecosystems. Students will
explore the energy requirements to lift water from the soil to over
three hundred feet in the air where it evaporates from the surface of
a leaf and understand why there are hydraulic limits to the height of a
tree. We will explore the physical principles of forest metabolism and
the role these principles play in other portions of the ecosystem.
Field work will be a significant part of this program. We will be
monitoring and measuring a variety of parameters of forest respiration and water quality and indices of physical and biological health.
We will trace the hydrological cycle in forests and construct simulation
models of the processes involved. Students will gain a solid understanding of quantitative model building based upon their field data.
Group projects and workshops will focus on measuring water and
energy budgets for forest ecosystems and will use state-of-the-art
technology to estimate the nature of these budgets. Field trips and
workshops will provide hands-on opportunities for group research
and will expose students to topics in current Northwest ecological
research.
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: $200 each quarter for overnight field trips.
Program is preparatory for careers and future studies in environmental studies, environmental science, education, natural resource
management, earth sciences and public policy.
This program is also listed under Programs for Freshmen.
The Nature of Natural History
Fall and Winter quarters
Faculty: Frederica Bowcutt, Alison Styring
Major areas of study include natural history, introduction to biology,
field botany, field ornithology, writing and ecosystems of the Pacific
Northwest.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
This is a field-based program focused on the natural history of
Washington state. As a learning community, we will travel to a variety
of ecosystems including high desert, rainforests, coastal dunes,
prairies, riparian woodlands, marshes, subalpine areas and alpine
zones. We will study environmental gradients and learn how climate
and geomorphology
affect plant and animal life. Students can expect
to learn the plants and animals common in the Pacific Northwest.
In addition to studying fresh plant material, students will also study
herbarium specimens. Plant identification skills will include learning
how to identify deciduous shrubs and trees in winter based on twig
characteristics.
Students will learn to recognize the calls and songs of birds common to the 1,000 acre wooded campus of Evergreen. We will study
preserved specimens of animals to learn basic morphology and anatomy. Students will maintain a detailed natural history journal for six
months and study 18th- and 19th-century natural history journals as
models. We will develop basic illustration skills to sketch our observations in the field. We will explore the influence of strong observational
skills on the quality of quantitative approaches through a comparative
field study of the key terrestrial ecosystems in Washington state. Our
study in the field will be supported by work with a textbook on basic
biology.
We will ponder the following questions: What is natural history?
What roles do natural historians play today? Is natural history different
from ecology or other life sciences, and if so, how? What do natural
historians do? What kinds of questions do they ask? What kinds of
methods do they use? What is the history of natural history in the
Western world?
In addition to practicing the art and science of natural history, we
will study the cultural history of natural history. Students will explore
the rise of natural history with particular emphasis on the Victorian
era, arguably the pinnacle of its popularity.
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: Approximately $250 for overnight field trips.
Program is preparatory for careers and future studies in conservation, biology, botany, ecological restoration, forestry, natural resource
management, plant ecology, plant taxonomy, and education.
This program is also listed under Programs for Freshmen.
Political and Cultural Exchange in the Eastern
Mediterranean Landscape: From Bosphorus to
Suez
Fall, Winter and Spring quarters
Faculty: Steve Niva, Martha Henderson
Major areas of study include geography, cultural anthropology, political science and history.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
SOmeprograms may be cancelled
andothers added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
Although primarily known as a site of political conflict, war and
terrorism, the Eastern Mediterranean is one of the richest areas of
cultural, economic and political exchange in world history. Situated
between Europe and the Middle East, this area includes the lands we
know today as Greece, Turkey, Lebanon, Israel, Palestine, Cyprus and
Egypt that are historically linked through a dense and longstanding
web of intellectual, religious, economic and political interconnections.
Appreciating this long history of political and cultural exchange is
crucial for developing perspectives that transcend narrow notions of
mutually exclusive "Western" and "Eastern" cultures and civilizations
that underlie many contemporary global conflicts.
Taking a perspective drawn primarily from cultural and physical
geography, and political economy analysis, the program will examine
how landscapes, cultural processes and political and social institutions
have been constructed and transformed over time in this region. It
willtrace this region's evolution from interactions between ancient
Greece and Egypt to the expansion of Christianity and Islam to the
present expansion of the European Union and Euro-Med Free Trade
Zone to the coast of North Africa and Egypt. In the process, we will
explore how cultural identities and lived cultures were created and
contested through these interactions, how the material and environmental bases of these cultures shaped daily life, and how different
political and religious institutions have influenced and sought to
organize the region. We will also focus on food and clothing, popular
culture, intellectual and artistic production, and patterns of trade and
commerce.
In the fall, the program will focus on travel narratives and the early
history of political and cultural exchange in the region, such as that
between ancient Greece and Egypt and the world of Christendom
and Islam. Through field trips to selected sites in Washington state,
students will learn how to conduct field studies and construct travel
narratives that are attuned to physical and cultural landscapes and
political institutions.
In the winter, the program will focus on the modern period by
addressing the impact of European colonialism, the emergence of
modern nation-states and the formation of new patterns of trade and
cultural exchange. We will pay particular attention to the immense
cultural and political dislocations imposed by the creation of territorial boundaries between Greece and Turkey and in the Middle
East, especially the Israeli-Palestinian conflict. We will also examine
how contemporary economic globalization and free-trade zones are
transforming the region.
In the spring, students will travel abroad to the region, with
extended stays in Turkey, including its coastal areas, and Egypt.
This four-week travel abroad program will examine how patterns of
political and cultural exchange relate to contemporary realities in the
region. Upon returning to campus, students will prepare papers and
materials based on their travel experience.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $250 for fall quarter field trip;
Approximately $2,800 spring quarter for a four-week study abroad to
Turkey and Egypt.
Program is preparatory for careers and future studies in education
(including geography and history credits for teacher accreditation),
international service (non-governmental or governmental organizations), social justice and human rights.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
T OFFERINGS BEGINNING WINTER QUARTER
Political Ecology of Land
Fall and Winter quarters
Faculty: Ralph Murphy, Carolyn Dobbs
Major areas of study include land use planning and growth management, policy analysis, statistics, principles of economics, American
government and federalism, case studies in environmental policy and
implementation, research methods and projects.
Class Standing: Juniors or seniors; transfer students welcome.
This upper-division program will provide an interdisciplinary, in-depth
focus on how land has been viewed and treated by humans historically and in contemporary times. We will give special attention to
the political, economic, social/cultural and environmental contexts of
land use. We will also look at land ethics, concepts of land ownership
and efforts to regulate land uses and protect lands that have been
defined as worthy by society.
To understand the context, role and purposes of land policy and
regulation, several social science disciplines will be explored. Selected
aspects of the following topics and disciplines will be used to evaluate human treatment of land primarily in the United States: history
and economic development; the structure and function of American
government and federalism; public policy formation and implementation; land use planning and growth management; elements of
environmental and land use law; economics; fiscal analysis of state
and local governments; and selected applications of qualitative and
quantitative research methods. Taken together, these topics examine
the diversity of ideas and skills required for developing an in-depth
analysis of land issues.
Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land.
The program will include lectures, seminars, guest speakers, research
workshops, field trips in western Washington and individual and
group research projects and presentations.
Total: 16 credits each quarter.
Enrollment: 50
Program is preparatory for careers and future studies in land use
and environmental planning, policy development and fiscal analysis,
environmental and natural resource management.
This program is also listed under Society, Politics, Behavior and
Change.
OFFERINGS BEGINNING
WINTER QUARTER
Innovations in Environmental Policy
Winter and Spring quarters
Faculty: Cheri Lucas Jennings, John Perkins
Major areas of study include American law and environmental protection, environmental science in the context of environmental regulation,
history of the environmental movement, research methods for
advanced undergraduates, simple descriptive and inferential statistics
and communication methods in environmental work.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Study in natural science and/or political economy
history recommended.
Faculty Signature: Submit samples of previous written work and
unofficial transcript. An interview is required. Application forms are
available from Cheri Lucas Jennings, lucasc@evergreen.edu, or (360)
867-6782 or John Perkins, perkinsj@evergreen.edu or (360) 867-6503.
Applications received by the Academic Fair, November 29, 2006, will
be given priority. Qualified students will be accepted until the
program fills.
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What is the future of environmental protection in the United States?
In the world? Why is the environmental agenda of the 21 st century
so different from its incredible vigor of the 1970s? How do specialists
and citizens communicate with a powerful, active voice that embodies
a hope for a sustainable future? These are the questions that motivate
this two-quarter advanced program.
During the winter, we will read about the origins of the environmental movement in the 1970s, the enormous development of environmental science, and the innovations in the United States, state and
tribal law and practices. We will then explore executive discretion and
congressional shifts, especially during the period 1980 to 2004. In the
process, we will examine how an activist movement for environmental
protection changed into a specialized industry based on increasingly
advanced science with ritualized activities and modes of communication. Additionally, we will see how "innovation"
became a prominent
theme for government after the mid-1990s.
Prominent examples of innovation included: substitution of "cap
and trade" for "command and control" regulations, development of
environmental management systems, advocacy of the "precautionary
principle" as a regulatory framework, integration of environmental
impact assessment with permitting processes, development of habitat conservation plans as the foundation for development schemes,
using "sustainability"
as a guideline for investment and development,
and the promotion of alternative lifestyles and technologies to avoid
existing problems. What were these innovations for? Where did they
come from? Did they work, or were they a degradation of older laws?
Students will prepare a prospectus for team or individual projects
to be completed in spring quarter. All projects will focus on a topic
of innovation and the communications that must accompany any
proposed change in an issue of natural resource management or
preservation, development of alternative sources, environmental
justice, or health.
In the spring, the program will focus on a series of projects currently under consideration by federal, tribal, state and local agencies,
environmental coalitions, and other non-governmental
organizations
(NGO's). Some of these will be derived from national symposia on
environmental innovation held in 2000, 2003, and 2005. Students'
final presentations will be to the campus and larger community at the
end of spring quarter, framed in such a way as to be appropriate for
presentation at an EPA sponsored environmental symposium.
The program will feature two kinds of skill-building workshops:
basic statistical methods for data presentation and alternative
presentation methods, including print, broadcast and web-based
communications.
Total: 16 credits each quarter.
Enrollment: 42
Internship Possibilities: Spring quarter with faculty approval.
Program is preparatory for careers and future studies in planning,
regulation, communications, education, history, law, public health and
environmental science.
This program is also listed under Society, Politics, Behavior and
Change.
Marine Life: Marine Organisms and
Their Environments
Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Erik V. Thuesen
Major areas of study include biological oceanography, marine biology, marine science laboratory and marine science research. All credit
..•• OFFERINGS
BEGINNING
SPRING
QUARTER
will be upper-division science for those students completing both
quarters of the program.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least two quarters of college chemistry with labs
and two quarters of biological sciences with labs, college-level algebra,
an ability to work easily with numbers and equations.
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, elements of biological, chemical and physical oceanography, field sampling methods
with associated statistics and laboratory techniques. Adaptations to
diverse marine environments and marine microbiology will also be
emphasized. The class will study physical features of marine waters,
nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed
experiments and
student-designed
research projects. Data analysis will be facilitated
through the use of Excel spreadsheets and elementary statistics.
Seminars will analyze appropriate primary literature on topics from
lectures and research projects.
The faculty will facilitate identification of student research projects,
which may range from studies of trace metals in local organisms and
sediments to ecological investigations of local estuarine animals.
Students will design their research projects during winter quarter and
write a research proposal that will undergo class-wide peer review.
The research projects will then be carried out during spring quarter.
The scientific process is completed when results of the research
projects are documented in written papers and students give oral
presentations during the last week of spring quarter. Because the
research project continues across two quarters, students are strongly
recommended to commit to both quarters of the program.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Up to $250 each quarter for multi-day field trips.
Program is preparatory for careers and future studies in marine science, natural science, life science, marine biology, oceanography and
environmental science.
A similar program is expected to be offered in 2008-09.
This program is also listed under Scientific Inquiry.
OFFERINGS BEGINNING
SPRING QUARTER
Animal Behavior
Spring quarter
Faculty: Heather Heying
Major areas of study include behavioral ecology, evolution, zoology
and statistics.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least one year of college-level biology required,
and one year of college-level writing. Students should also have
background in evolutionary and ecological theory, or be prepared to
quickly catch up with substantial readings from the texts that we will
not be discussing in class.
Faculty Signature: Students must submit an application containing:
1) A short essay addressing your background in ecology and evolution,
and why you are interested in the program. 2) A copy of an evaluation from a previous science program. 3) The name and telephone
number of a previous instructor. 4) Your contact information (telephone
number and e-rnail address). Assessment will be based primarily
on writing skills and background knowledge in organismal biology.
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
Submit applications bye-mail to Heather Heying, heyingh@evergreen.
edu. Applications received by March 7, 2007, will be given priority.
Qualified students will be accepted until the program fills.
What do animals do? How do animals achieve these things? Why
do animals do what they do? In this program, students will begin to
answer these questions with extensive use of the existing literature
and by generating their own data in independent research projects.
Animals hibernate, forage, mate, form social groups, compete, communicate, care for their young, and so much more. They do so with
the tools of their physiology, anatomy, and, in some cases, culture, for
reasons having to do with their particular ecology and evolutionary
history. By focusing on the interplay between ecology and evolution,
we can understand animal behavior.
In this program, we will begin with a review of animal diversity
and continue our studies of behavior from both a theoretical and an
empirical perspective. Students will be expected to engage some
of the complex, and often contradictory, scientific predictions and
results that have been generated in this field, as well as undertake
their own intensive field research. After studying the methods, statistical tests, and literature base frequently used in behavioral research,
students will generate their own hypotheses, and go into the field to
test them over several weeks of research. Research will be written up
into scientific papers and presented to the entire program in a miniconference in the final week.
Some topics that we will focus on include mating systems, territoriality, female mate choice, competition, communication, parental care,
game theory, plant/animal interactions and convergent evolution.
Seminar readings will focus on one group of animals in particular: the
primates, including Homo sapiens.
Total: 16 credits.
Enrollment: 25
Special Expenses: Approximately $100 for overnight field trips; plus
additional costs as necessary to conduct research for independent
projects.
Program is preparatory for careers and future studies in field biology,
evolution, ecology, and other life sciences.
A similar program is expected to be offered in 2008-09.
The Practice of Sustainable Agriculture
Spring, Summer and Fall quarters
Faculty: TBA
Major areas of study include practical horticulture and organic
farming practices.
Class Standing: Juniors or seniors; transfer students welcome.
Faculty Signature: Application and interview are required. To apply,
contact Melissa Barker, Organic Farm Manager, barkerm@evergreen.
edu or (360) 867-6160 or mail to The Evergreen State College, Organic
Farm Manager, Lab I, Olympia, WA 98505, or contact the Academic
Advising Office, (360) 867-6312. Applications received by March 7,
2007, will be given priority. Qualified students will be accepted until
the program fills.
This program integrates the theoretical and practical aspects of smallscale organic farming in the Pacific Northwest throughout the spring,
summer and fall quarters. Each week includes eight hours of classroom instruction and twenty hours of hands-on work on Evergreen's
Organic Farm. This program is designed to compliment the broader
and ecological systems focus of the Ecological Agriculture program.
Students will explore basic farm management, which will include
seasonal crop production, nutrient management, animal husbandry,
irrigation, plant breeding for seed production, weed and pest control,
as well as direct and wholesale marketing. Working with state-of-
the-art facilities will introduce students to vermiculture, composting
and biodiesel production. These topics will provide a framework and
foundation for more specific concepts to be explored each season.
In spring, the program will focus on soils, practical horticulture,
greenhouse management, crop rotation and equipment maintenance.
In the summer, students will explore their personal agricultural
interests through a research project. The program will also visit a wide
range of diverse alternative and conventional organic farms. Summer
topics will include reproductive crop biology, fruit production and
food preservation, as well as outbuilding construction, with basic
workshops on plumbing and electricity. The fall quarter will focus on
winter crop production, cover crops, entomology and plant pathology, genetics and seed saving, compost biology, food storage and
farm business planning.
After completing the Practice of Sustainable Agriculture program,
students will have an understanding of a whole systems approach to
small-scale sustainable farm management in the Pacific Northwest.
Total: 16 credits each quarter, consisting of an 8-credit academic
component and an 8-credit farm practicum.
Enrollment: 25
Special Expenses: $100 each quarter for field trips.
Internship Possibilities: Agriculture related with faculty approval.
Program is preparatory for careers and future studies in sustainable
agriculture, horticulture, farming, environmental studies and environmental education.
A similar program is expected to be offered in 2006-07.
Protected Areas?
Spring quarter
Faculty: Carolyn Dobbs
Major areas of study include environmental studies (protected areas).
All credit will be upper-division.
Class St~nding: Juniors or seniors; transfer students welcome.
This program intensively examines the concept and reality of
protected areas in the United States and internationally. The central
focus of the class will be to develop a supported answer to the question: In what senses are these areas protected? We will explore the
question from a number of perspectives such as: for whom, by whom,
for what purposes, in what ways, for how long and in the face of what
threats and/or challenges? Other variables will include indigenous
rights, biodiversity and conservation, the tension between access and
protecting natural resources, use patterns within and/or near protected areas, governance, and the roles of domestic and international
organizations and agencies that work with protected areas. We will
study terrestrial and marine protected areas.
Students will gain an introduction to a range of issues for domestic
and international protected areas. They will learn how to find information about protected areas and related issues and which agencies and
organizations are involved with protected area interests. Students
will share their new knowledge through seminars, presentations and
research and will evaluate that learning at the end of the quarter.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in protected
areas in public, private and non-governmental entities, either in the
U.S. or internationally.
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see www.evergreen.edu/catalog/2006-07.
Restoring Landscapes
Spring quarter
Faculty: Matt Smith, Frederica Bowcutt
Major areas of study include environmental history, ecology, field
botany and geography.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
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Ecological restoration has become a central concept in land management, development and in the efforts of environmental activists. Yet
the phrase often conceals as much as it reveals. What exactly is being
restored? To what condition? For what reasons? This program will
examine these issues by focusing on the underlying beliefs, values and
ideas that lie behind the concept of ecological restoration while at the
same time introducing ourselves to the practices and issues surrounding this understanding of landscape.
As a learning community we will reflect on the following questions:
How can we understand landscapes as the products of humans'
engagement with the natural world? How can we move beyond the
polarized romantic concepts of humans and nature and beyond the
economic category of nature as resource? What philosophical, conceptual and practical concepts can help us create sustainable landscapes
that allow us to live well with each other and the natural world?
We will explore these questions through readings in the following
disciplines: landscape architecture, ecology, geography and environmental history. We will link theory and practice by studying contemporary efforts to restore local prairies in the Puget lowlands. We will assist
The Nature Conservancy in current restoration efforts. We will also visit
remnant prairies at Fort Lewis and in the Columbia Gorge. Students
will conduct research on ecological restoration case studies. Students
are required to attend all field trips including an overnight trip.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $150 to $200 for field trip to eastern
Washington and Oregon.
Program is preparatory for careers and future studies in conservation,
education, ecological restoration, forestry, natural resource management, plant ecology, geography and environmental history.
This program is also listed under Programs for Freshmen and Culture,
Text andLanquaqe,
Sustainable Futures: Moving Into the
Post-Petroleum Age
Spring quarter
Faculty: Rob Cole
Major areas of study include environmental studies, methods of
sustainability analysis, writing, and energy and resource futures.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
This program will use a systems approach to explore emerging
technologies, social behaviors, and alternative practices that will
lead us towards a sustainable future. Our premise is that the end of
inexpensive petroleum is at hand and that this will have a huge impact
on the current activities of humans all over the world. We will examine
renewable energy alternatives, 'green' building methods, low-impact
industrial processes, new approaches to food production and less toxic
methods of producing, using and disposing of products from clothing
to computers.
We will investigate the elements and systems that support our current lifestyle and explore several measures of the sustainability of that
lifestyle. We will examine a number of indicators of regional, national
and global sustainability, survey what is being done in countries more
advanced than the United States, and develop quantitative methods
to compare different approaches. Students will do an intensive audit
of their own consumption practices and will have the opportunity to
research alternatives.
In the workshops and class presentations, students can expect to
sharpen their critical reasoning skills, their writing and speaking ability, and their ability to work with quantitative methods and to interpret quantitative data from a variety of sources. During an overnight
field trip we will visit sites in the region where sustainable practices
are being used.
.
Total: 16 credits.
Enrollment: 23
Special Expenses: $200 for an overnight field trip.
Program is preparatory for careers and future studies in environ-
mental studies, environmental science, education, natural resource
management, earth sciences and public policy.
This program is also listed under Programs for Freshmen.
EXPRESSIVE ARTS
In the Expressive Arts area, students gain skills and experience in the arts with a special focus on
connecting theory and practice. Students often work collaboratively and in more than one art form
simultaneously, exploring cross-disciplinary approaches to a theme. Program themes are drawn
from the scholarly and creative work of the faculty, keeping the curriculum vital and relevant. Most
programs take a hands-on approach, offering students ample opportunities for skill development,
but a theme-based curriculum cannot provide sequential skill training in every art form. The area
offers yearly work in the performing arts (theater, music and dance), media arts and visual arts. In
all these contexts, the faculty strive to support a strong multicultural perspective. Moreover, we
see creative work as a central element in a broad, liberal arts education. Thus, we encourage our
students to seek academic studies outside the area for admission to some arts programs. Students
in the arts are advised to periodically study other disciplines or to select cross-divisional programs
offering the arts, such as science/arts or literature/arts.
Affiliated Faculty:
Susan Aurand -
Visual Art
Andrew Buchman Arun Chandra Caryn Cline -
Music
Music
Film/Media Studies
Sally Cloninger -
FilmNideo
doranne crable Literature
Performance Studies,
Lara Evans -
Art History
Joe Feddersen Anne Fischel -
Visual Art
FilmNideo
Ariel Goldberger -
Scenic Design
Walter Eugene Grodzik Bob Haft -
Theater
Visual Art, Photography
Lucia Harrison Ruth Hayes Rose Jang -
Visual Art
Animation
Theater
R.T.Leverich -
Visual Art/Architecture
Jean Mandeberg -
Visual Art/Sculpture
Laurie Meeker -
FilmNideo
Kabby Mitchell -
Dance
Ratna Roy - Dance, African American
Studies, South Asian Studies
Terry Setter Programs in the Expressive Arts area include annual entry-level programs in media arts
(Mediaworks), performing arts (Foundations of Performing Arts) and visual arts (Foundations of Visual
Art). These programs provide an introduction and theoretical foundation for work in one or more
artsdisciplines. Because of high student demand, enrollment in some of these programs requires
the completion of a written application or a portfolio review. Students are admitted to entry-level
programs in visual arts, media or theater, or advanced programs in Expressive Arts only when they
havecompleted at least one year of interdisciplinary work outside the arts.
For intermediate and advanced arts students, individual contracts and senior thesis projects
aretwo options for upper-division work. For both of these modes of study, students must have a
minimumof three quarters' prior experience in Expressive Arts. Faculty are also available to support
StudentOriginated Studies offerings for advanced students. Students may also enroll in part-time
skill-development courses to supplement their program work. Finally, internship possibilities are
availablefor pre-professional work experience.
Portfolio for Visual Arts: When entry into a program requires that a student present a portfolio of
visualartworks, the following guidelines may be used: (1) Include at least six examples from a body
of work focused on a particular theme or topic. The work may be in a single medium or in various
2-Dand 3-D 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 skills
they have developed. (3) Include several examples of written work, such as assigned papers, creative
writing and/or self-evaluations. These materials should be contained in an easily portable portfolio
andarranged coherently either chronologically, by medium or by theme.
Advanced Work in FilmNideo: Independent contracts are available on a limited basis to juniors
or seniorswho are ready for advanced work in film/video production, history and theory. Projects
might involve producing a film, video or mixed-media piece; writing a script or screenplay; or
researchingmedia history or theory. Students must demonstrate a solid theoretical and technical
backgroundin film and video production, history and theory. This background should be developed
throughwork in programs and courses equivalent to a concentration. Students must have at least
threequarters' prior experience in Expressive Arts or have successfully completed an entry-level film
andvideo program such as Mediaworks. Transfer students who have spent a year in interdisciplinary
studiesmay also plan independent contracts if they have at least one year of intensive coursework in
mediaproduction and theory from their former institution.
SeniorThesis: The senior thesis project in Expressive Arts is a competitive program involving
the production of senior-level work in one or more media. Participating students work with a thesis
committeeof faculty or staff. Each spring, juniors may submit proposals for projects to pursue during
the following year. Applications are reviewed by the faculty, and successful projects are supported by
a smallstipend.
Music
Paul Sparks -Visual
Lisa Sweet -
Art, Photography
Visual Art
Gail Tremblay -
Fiber Art, Creative Writing
Sean Williams -
Ethnomusicology
Julia Zay -
Video/Media Studies
Expressive Arts
Students who register for a program
but do not attend the first class
meeting may be dropped.
Art, Media, Praxis
Fall, Winter and Spring quarters
Faculty: Laurie Meeker and Joe Feddersen
Major areas of study include art and media history and theory, studio
arts, media production, critical writing, art/media proposal writing and
independent projects in art/media installation.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year college-level study in visual arts or media arts.
Faculty Signature: Students will be selected on the basis of a portfolio
review and interview beginning at the Academic Fair, May 17, 2006.
The portfolio must include both visual and written work. Visual arts
students must submit slides and/or art pieces while media students
must submit a DVD copy of their work for review. Samples of written
work may include a formal research paper or a critical analysis of
visual arts or media work. Students must also submit one Evergreen
Faculty Evaluation of Student Achievement or an unofficial transcript
listing college courses taken. For more information contact Laurie
Meeker, (360) 867-6613 or meekerl@evergreen.edu or Joe Feddersen,
(360) 867-6393 or feddersj@evergreen.edu. Applications received by
the Academic Fair will be given priority. Qualified students will be
accepted until the program fills.
Art, Media, Praxis is an intermediate to advanced interdisciplinary
arts program examining current issues in contemporary visual and
media arts. The program will engage both theory and practice
(praxis) in the pursuit of a forum for interdisciplinary collaboration.
We will focus on the intersections between visual arts and the moving
image, examining installation and site-specific works. Students will
develop their skills in critical writing as well as art/media production.
Students entering the program will be expected to be proficient
in one medium (e.g., painting, film, printmaking, video, animation,
photography, drawing, digital media, sculpture, etc.) and will develop
at least one interdisciplinary collaborative project in addition to the
opportunity for pursuing individual work.
This program will include periods of intensive study in contemporary art/media theory with readings, film screenings, field trips
and guest artists. During the fall, visual arts and media skills will be
assessed, and supplemental workshops will be offered to build student skills in video, sculpture, film, printmaking, and/or photography
(depending on needs). To build writing skills, students will produce
at least four critical analyses of visual/media artworks. During winter,
students will produce collaborative works that merge visual arts and
the moving image. To inform this work, students will develop interdisciplinary research projects into a final paper and class presentation.
Students will also develop their skills in proposal development,
culminating in a proposal for spring project work that incorporates
both visual and media arts.
Total: 16 credits each quarter.
Enrollment: 44
Special Expenses: $300 to $400 each quarter for art and media
supplies.
Internship Possibilities: Spring only with faculty approval.
Program is preparatory for careers and future studies in visual arts,
media arts, education, law and communications.
This program is also listed under Native American and World
Indigenous Peoples Studies.
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and Digital
Processes in Art Installations
Fall and Winter quarters
Faculty: Gail Tremblay, TBA
Major areas of study include photography, digital imaging, mixed
media and installation art, art history and English composition.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Students will develop a variety of skills using traditional and digital
photographic techniques and computer software to manipulate
photographic images as well as studying the techniques of assemblage and mixed media art. They will use those skills to build both
individual and collaborative art installations that are conceptual in
nature. Over the course of two quarters, students will be expected to
do reading and attend slide lectures and seminars on photography
and installation art. They will study the way artists around the world
have combined these media to make complex and challenging works
of art. As part of this study, students will examine works by a diverse
group of artists including Alfredo Jaar, Hulleah Tsinhnahjinnie, Shirin
Neshat, Jolene Richard, Chen Shun-Chu, Felix Gonzales Torrez, Stan
Douglas, Daniel Joseph Martinez, Corwin Clairmont, Miguel Fematt
and Pat Ward Williams, among others.
This program is designed to support freshmen by developing their
skills in English composition as well as basic skills in photography,
digital imaging and mixed media art. At the same time, it is designed
for students who have done previous work in a variety of artistic
media and are ready to create intermediate and advanced work.
Students will learn about a variety of strategies for developing both
personal and political themes that create a rich visual language for
viewers to interpret. All students must participate in art critiques
and keep an intellectual journal that addresses the books and slide
lectures. In addition, freshmen will be required to write a three-page
paper on each of the books we read fall quarter, and write three
five-page papers synthesizing materials from various sources we are
studying during winter quarter. All students will produce a seven to
ten page research paper on an artist whose work inspires them and
prepare a ten-minute presentation for the class.
There will be a field trip to museums and galleries each quarter.
During winter quarter, there will be an optional 11 day field trip
to Merida, Mexico to attend the Encuentro de Performances,
dealing with performance, video and installation art hosted by the
Hemispheric Institute at New York University in conjunction with a
new art school in Merida. The faculty will help any students whose
work is of professional quality and relevant to the conference theme
to apply to exhibit their work at the conference. The conference will
have numerous workshops that the students can attend. Students will
be able to make excellent contacts with artists, scholars and students
from other institutions.
Total: 16 credits per quarter.
Enrollment: 48
Special Expenses: $250 for art supplies and up to $25 for museum
fees. Approximately $1,500 to attend an optional 11 day conference in
Merida, Mexico.
Program is preparatory for careers and future studies in the arts and
art history.
This program is also listed under Programs for Freshmen.
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
Flat Art: Two-Dimensional
Art Intensive
Fall and Winter quarters
Faculty: Lisa Sweet
Major areas of study include intermediate drawing, printmaking and
painting, and art appreciation.
ClassStanding: Sophomores or above; transfer students welcome.
Prerequisites: Foundations of Visual Art or the equivalent college-level
work in drawing from observation and painting or printmaking.
Faculty Signature: Prospective students must submit a portfolio of
work that includes drawings and either prints or paintings. Original
art and/or slides are welcome. Please indicate prior college-level
studies in art. Review of portfolios will begin at the Academic Fair,
May 17, 2006. Students who are unable to attend the fair may contact
Lisa Sweet directly to make an appointment for portfolio review,
sweetl@evergreen.edu or (360) 867-6763. Applications received by
the Academic Fair will be given priority. Qualified students will be
accepted until the program fills.
Artist Cay Lang suggests that the history of two-dimensional
art is
similar to a conversation among artists over the centuries and across
cultures. Artists of the Renaissance struggled to develop a science for
depicting the illusion of space on a two-dimensional
plane. Artists of
Byzantium, Japan and Native American communities have considered
pictorial space in different ways. In the Modern era, Jackson Pollock
and others rejected the canvas as a "window on another world,"
resisted illusionistic space and emphasized the flatness of painting.
Throughout history, artists have explored a variety of media and
techniques to create images by carving, brushing, printing, rubbing,
drawing, erasing, layering, gluing and staining flat surfaces to make
pictures. In this program, students will join this centuries-long conversation about two-dimensional
images by contributing their own
artistic voices to the ongoing dialogue.
Flat Art is a two-quarter immersion in artistic practice that will
involve readings, research and most important: making art. Lots of
it. Entering the dialogue requires discipline, curiosity and above all,
having something to say. Students who already have college-level
training in drawing from observation, basic printmaking and/or basic
painting are invited. Over the two quarters, they will hone their
drawing skills, expand their knowledge of print and paint and focus
on developing an artistic inquiry that derives from their interests or
experiences that will prepare them for future independent studio art
work.
In the fall, students will explore a number of artistic skills in drawing, printmaking and painting through demonstrations and assignments. They will also begin to develop a body of independent work
in a two-dimensional
medium of their choosing (drawing, printmaking
or painting). The winter quarter will be focused on the generation of a
major body of work and portfolio development skills.
In both quarters, students will undertake art historical research as
well as visual research to support artistic inquiry. Seminar readings will
enrich our understanding of art history and aesthetics, and we'll read
about ways other artists resolved creative challenges in their own
work. Students should expect to work at least 40 hours a week on
assignments, readings and their own flat art.
Total: 16 credits each quarter.
Enrollment: 21
Special Expenses: Approximately $250 each quarter for art materials.
Program is preparatory for careers and future studies in the visual
arts, animation, graphic design, art history and education.
Foundations of Performing Arts:
The "Me" and the "Mob"
Fall, Winter and Spring quarters
Faculty: Arun Chandra, Kabby Mitchell
Major areas of study include dance, music, theater, performing arts
history, theory and performance and cultural studies.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Dance reveals attention to gesture, rhythm and the body. Theater revels in sequence whether continuous (plot oriented) or discontinuous
(idea oriented). Music creates an environment experienced sensually,
absent of signifying content, parallel to dance in rhythm, parallel
to theater in attention to continuity. All three take the potential of
human discourse and narrative, and submit it to the will and desire of
human imagination.
Students and faculty will address the combined fields of music,
dance and theater through workshops, lectures, seminars and student
projects. In addition, we will go to professional performances in the
region to see and hear visiting artists and performers. There will be
technical and historical study, as well as creative projects involving
groups of students.
We will examine program questions such as: What do the arts of
Brazil, the African sub-continent, India and western Europe have to
teach us about "rhythm" and "time" in the arts? What do historical
examples of avant-garde experimentation
still have to teach us about
the collaborations between John Cage and Merce Cunningham,
George Balanchine and Stravinsky, Bertolt Brecht and Hanns Eisler,
Martha Graham and the American composers of the 1930s and 40s?
What must contemporary popular art forms do to resist the cultural
homogeneity of commercial absorption? How can we, as creative
individuals, address examples of socially-progressive
movements,
such as the government of Venezuela, or the World Social Forum,
and others in our work? How can our artwork address potential future
political issues, such as the privatization of water, without eliciting
dismissive, "been there, seen that" shrugs from the audience? How
can the desperate need we have for happiness and joy not ignore the
foundation of socialized misery on which we now (barely) survive?
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $50 each quarter for performance tickets.
Program is preparatory for careers and future studies in the expressive arts and liberal arts.
This program is also listed under: Programs for Freshmen.
Foundations of Visual Art
Fall and Winter quarters
Faculty: Susan Aurand, Lara Evans
Major areas of study include drawing, painting, 2-D design, printmaking, art history and criticism.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Must have studied a variety of college-level subjects.
This program offers an intensive introduction to the making of twodimensional art forms, in conjunction with the study of aesthetics and
art history. It functions as a community of working artists, learning
together and sharing ideas through intensive in-studio work.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
In fall quarter, students will focus on two-dimensional
work in
drawing, progressing into painting and printmaking in winter quarter.
In conjunction with studio work, students will study the history of
art, gaining exposure to both Western and non-Western traditions.
Students will write analytic papers and take exams on topics in art
history and issues in contemporary art, as well as develop the ability
to discuss and analyze their own artwork. Students will be expected
to be in class and work in the studio at least 40 hours per week.
Through studio and art history work, students will develop a visual
vocabulary, seeing skills and an understanding of 2-D and 3-D composition. Students will complete weekly studio projects and have the
opportunity to explore individual themes through work in series.
This program is designed for students who have a passion for art,
the ability to take risks, stamina and patience to work hard for long
hours, openness to new ideas and a willingness to share their work
and support others' learning.
Total: 16 credits each quarter.
Enrollment: 44
Special Expenses: Students should expect to spend approximately
$1SOeach quarter for art supplies, and $50 studio fee in winter.
Program is preparatory for careers and future studies in art, art
education, art history and the humanities.
A similar program is expected to be offered in 2007-08.
15th-century Italians used the ideas they found in classical literature
and learning as the basis for revolutions both in artistic practices and
the conception of humanity. We will continue our study of ancient
Greek and also learn the basics of photography.
During the spring ("Odyssey"), we will travel to Greece and Italy
for an eight-week period, visiting, studying and holding seminars in
sites and cities that are synonymous with the classical world and the
Renaissance. We will start in Crete, visiting the Palace of Knossos and
other important places on the island. Next, we will travel to mainland
Greece where we will visit numerous places, including Athens,
Corinth, Olympia and Delphi. The last four weeks will be spent in
Florence, where we will make side-trips both to nearby Etruscan sites
and to the cities of Venice and Rome.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $125 for art supplies each quarter;
$2,800 to $4,000 (depending upon current currency valuation) for
eight-week study abroad in Greece and Italy during spring quarter.
Travel fee does not include airfare, but does includes food and lodging, car rental in Greece and entrance fees to museums and archaeological sites. A deposit of $200 is due by November 30, 2006.
Program is preparatory for careers and future studies in history,
literature, classical studies, education and the arts and humanities.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
Greece and Italy: An Artistic and Literary Odyssey
Fall, Winter and Spring quarters
Faculty: Bob Haft, Andrew Reece
Major areas of study include ancient Greek, classical literature, classical art and aesthetics, art and literature of the Italian Renaissance and
drawing or photography.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work. Only sophomores and above will be eligible for the
study abroad portion of the program.
-
The legacy of the Greek and Italian cultures in the Western worldfrom the Minoan world to that of the Italian Renaissance-continues
to hold considerable sway over contemporary cultures. The great
writings and powerful visual arts that were produced in Greece and
Italy established standards of excellence which succeeding generations have both struggled against and paid homage to up to the
present day. In this program, we will study the texts and monuments
of the two most dynamic and seminal cultures in European history:
Classical Greece and Renaissance Italy. We will read writings from the
periods we study (such as Homer's Odyssey, Aeschylus' Oresteia, and
Vasari's Lives of the Artists) as well as contemporary offerings (such
as Mary Renault's The King Must Die and Louis De Bernieres' Corelli's
Mandolin). Throughout the program we will learn about modern
rediscoveries and re-interpretations
of all of these periods and places,
including our own, which will culminate in a journey to Greece and
Italy.
Fall quarter ("Naissance"), we will investigate the rise of the Greek
polis, or city-state, from the ashes of the Bronze Age Aegean civilizations and that of the Etruscans in what is now Tuscany. In addition
to reading primary source materials, we will study the architecture,
sculpture and painted pottery that was produced. To further our
understanding, we will also study the ancient Greek language and
the basics of drawing.
Winter quarter ("Renaissance"), our focus will be on the Roman
appropriation
of Greek art and thought and the later Florentine
rediscovery and interpretation
of the Classical past. We'll study how
India: Politics of Dance; Dance of Politics
Fall and Winter quarters
Faculty: Ratna Roy, Jeanne Hahn
Major areas of study include history, cultural anthropology, political
science, visual arts (art history), performing arts and literature.
Class Standing: Sophomores or above; transfer students welcome.
This interdisciplinary program will examine dance, politics and culture
in the world's largest democracy: India. India has a rich social and
political history and is the home of the Indus Valley Civilization as well
as the Sanskritic legacy of art, architecture, dance, music and theater.
In the fall quarter, we will immerse ourselves in a study of India. We
will attempt to understand how, upon independence in 1947, India
became a functioning democracy. Its democratic institutions were
shaped in large part by its long history, colonial rule and the social
context at independence. To understand India's complex experience
with democracy since 1947, we will investigate the changing relations
of religion, caste, class and ethnicity, as well as the recent formation
of a vibrant middle class.
India has also been shaped by its ancient traditions of art, dance
and literature. Since dance, theater, and music have a special place
in the context of Indian life, politics and culture, we will study some
of the ancient literature that has shaped Indian thought over the
centuries, as well as some of the art forms, visual and performing,
that have continued to the present day or have been re-created in
their neo-classical form from classical archives. Over the fall, students
will design collaborative or individual projects to be carried out in
the winter as they travel and study in India. Priority for enrollment in
this program will be given to students who plan to travel to India in
the winter.
In the winter, we will spend six weeks traveling in India deepening
and contextualizing our fall studies. We will experience political dance
theater and gain a deeper understanding of India's culture, traditions
and rapidly changing present. We will spend time in several major
cities to experience a measure of India's diversity and complexity and
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
engage with groups involved in political dance theater. We will return
to Evergreen with sufficient time to complete the projects and to
reflect upon and analyze the two quarters' work.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Approximately $4,000 for airfare and six-week
travel in India in winter quarter. A $150 deposit is due November 17,
2006.
Program is preparatory for careers and future studies in the expressive arts, social sciences, Indian history and culture, education and
comparative cultures.
The program is also listed under Society, Politics, Behavior, and
Change.
Ireland
Fall, Winter and Spring quarters
Faculty: Sean Williams, TBA
Major areas of study include Irish studies, English and Irish history
and historiography, Irish language and literature, Irish expressive
culture and collaborative production and performance.
Class Standing: Juniors or seniors; transfer students welcome.
The tide gone out for good
Thirty-one words for seaweed
Whiten on the foreshore.-Aidan
Mathews
This contemporary poem by Aidan Mathews describes the imminent
loss of the Irish language. Indeed, Ireland has seen more than its
share of hardship; between colonization, famine and poverty, it has
weathered upheavals and tragedies. However, in the past decade
Ireland has experienced a great resurgence in nearly every aspect
of its culture, from language to literature to the economy. Its revival
has been dramatic and explosive, and has been both good and bad
for Ireland and the Irish people. This program explores the histories,
political struggles, spiritualities and multiple perspectives of Ireland
and Irish America through the lenses of music, poetry, film, literature,
dance, language and other expressive arts.
Fall quarter begins with a foray into the culture of ancient Ireland,
then focuses on the arrival of Christianity and the incursions of the
Vikings, the English and others. We will examine the Great Hunger of
1845-50 as a watershed event in the history of Ireland and its impact
on Irish America. In winter quarter, we turn first to the Irish in America
and the development of the feedback loop that has kept the two
Irelands in communication and swept by waves of mutual influence.
Then we return to contemporary Ireland by the end of winter quarter,
examining the troubles of the North, the impact of the European
Union, and the abrupt modernization of the country. By the end of
winter quarter, we will see the ways in which Mathews' poem is both
true and false; like many aspects of Irish culture, it is in opposition.
How do you describe a world in which there is no word for
ownership, emotions are "on" you, and there is no simple way to say
'yes' or 'no'? You describe it by learning to speak, read and sing in
Irish. Irish is the original (and national) language of Ireland; it bears
almost no resemblance to English, and it carries unique and revealing
concepts buried in its grammar and syntax. Yet, English has benefited
from its exposure to Irish words and phrases like galore, so long,
smithereens and kibosh-all
part of our daily lexicon. One of the
goals of this program is to enable students to conduct small talk in
Irish, to sing (as a group) and read poetry in Irish, and especially to
understand the importance of the language in the history and development of Irish cosmologies. Students will begin studying Irish in the
fall and continue it throughout the program.
During spring quarter, we will spend six weeks traveling in Ireland
from our base in the northwestern village of Gleann Cholm Cille,
County Donegal. Students will take daily classes in the Irish language,
and will have a choice of other classes including weaving, dancing,
poetry writing, landscape art, bodhran drumming, pennywhistle playing, local history, among others. Upon their return, students will be
expected to develop a major integrative essay reflecting on the experience of the year and weaving their field study into that experience.
Perhaps most importantly, this field study is an opportunity to put the
theory of Ireland into the practice of Ireland. There is no substitute for
actually living in a place where some people still speak Irish, spring
lambs co-exist with mobile phones and history occurs in cycles so that
the Famine happened yesterday.
Students may participate in the spring quarter study abroad
component with the consent of the faculty. Students' children will not
be permitted to join their parents in Ireland. Faculty will determine
student eligibility to travel to Ireland based on consistently high-quality work in fall and winter quarters, a willingness to conform to local
customs and rules while living in Ireland, and good progress in the
Irish language. Travel to Ireland is a required component of spring
quarter. Students unable to travel must make other academic plans.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Approximately $30 for concert tickets each quarter,
and $3,000 for program fees, airfare and local travel, food, lodging
and other expenses during spring quarter study abroad to Gleann
Cholm Cille, County Donegal, Republic of Ireland. A deposit of $1,000
in program fees for study abroad will be expected by January 31,
2007.
Program is preparatory for careers and future studies in cultural
studies, ethnomusicology, folklore and anthropology.
This program is also listed under Culture, Text and Language.
'ii
Mediaworks
W
Fall, Winter and Spring quarters
Faculty: Anne Fischel, TBA
Major areas of study include digital video production, nonfiction film
theory and history, sound design, media studies and independent
film/video projects.
Class Standing: Priority given to juniors or seniors; qualified
sophomores may apply.
Prerequisite: Two quarters of an Evergreen interdisciplinary program
or the equivalent.
Faculty Signature: Students must submit a written application
and a Faculty Evaluation of Student Achievement (an informal one
is acceptable if it is complete); transfer students must submit an
unofficial transcript and a letter of recommendation from a previous
faculty. Applications will be available by April 14, 2006, from Program
Secretary, Seminar 2, A2117. Applications are due by the Academic
Fair, May 17, 2006. Qualified students will be accepted until the
program fills.
Mediaworks is for students who want an intensive immersion in
the theory and practice of nonfiction film and video. Documentary,
experimental film, autobiographical
film and video, video art and
multi-media are some of the genres we learn to make and analyze in
this program.
Mediaworks emphasizes the linkage of theory and practice.
Students will develop a skill base in digital video, film, audio and
multi-media, but should also aspire to do upper-division work in
critical thinking, reading, writing and media design. We pay close
attention to image construction and the politics of representa-
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Students who register for a program
but do not attend the first class
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tion-especially
to constructions of race, class, gender and sexuality.
We encourage the development of critical perspectives on commercial and mass media. We study historical, aesthetic and ideological
issues that have influenced nonfiction filmmakers. We focus on
image-makers who have expanded the possibilities of visual and aural
expression-of
what can be said about that slippery, multi-faceted
thing called "reality" and our place in it.
In fall we'll learn pre-production
design, digital video production,
digital sound recording and editing. We'll discuss theoretical/critical
readings and analyze films that have significantly contributed to our
understanding of film/video language and form. In winter we'll further
develop skills in digital video, film, installation and multi-media. Fall
and winter quarter projects will be produced collaboratively and are
designed to explore a range of formats and styles. Each student will
also complete a proposal for a spring quarter independent project.
Spring projects can be implemented individually. Throughout the year
students will be expected to research films, write short critical papers
and contribute fully to seminar discussions of films and texts.
Mediaworks emphasizes the process and product of media work,
through collaborative production, work-in-progress
critiques and
seminars. We seek to develop a collaborative community of aspiring
media makers who can support each other in exploring new ideas
and forms of expression and in developing a sense of personal vision
and direction.
Total: 16 credits each quarter.
Enrollment: 46
Special Expenses: $200 each quarter for media supplies.
Internship Possibilities: Spring quarter with faculty approval.
Program is preparatory for careers and future studies in the media
arts, visual arts, education and communications.
A similar program will be offered in 2007-08.
Museums
Fall quarter
Faculty: Sally Cloninger, Virginia Darney
Major areas of study include visual communication, cultural studies
and museum field studies.
Class Standing: Sophomores or above; transfer students welcome.
Museums display the past, and they also display the ways we think
about the past. Museums are therefore contested spaces where we
"argue" differing interpretations of the past and the meaning of
artifacts. In this program, we will explore the contested nature of
museum displays: of art, natural history, history and technology.
How can we represent the past? What are museums for? Whom
are they for? What can we learn from the study of a museum exhibit?
Does it matter if we see Michelangelo's Pieta in person or on the web
or in Janson's The History of Art? How do virtual museums represent
the past?
For the first six weeks of fall quarter we will prepare for our individual field study of a museum. We will study visual representation,
culture, digital and visual theory, documentation,
museology, drawing
and observation through a series of workshops, lectures, readings,
field trips and practical assignments.
During weeks seven and eight, everyone in the program will
conduct in-depth field studies at a specific museum anywhere in the
world: From Paducah to Paris! From Anchorage to Ankara! Back on
campus we will present our museum projects to the program.
How will each of us choose where we want to do our field studies?
Maybe a place (a favorite city, a country, or your home town) will lead
you to a museum. Maybe one of your passions (a love of painting,
flying, science fiction, anime, literature, history, etc.) will inspire your
choice. In any case we will ask you to identify your choice for your
field study by the end of week one.
Ever want to just get lost in a museum?
Total: 16 credits.
Enrollment: 50
Special Expenses: Approximately $60 for art supplies. Students are
expected to do a two-week field study at a museum of their choice.
Travel expenses and museum fees depend upon the location of field
study.
Program is preparatory for careers and future studies in the
humanities, visual art, cultural studies, education and communications.
This program is also listed under Culture, Text and Language.
Music Composition for the 21st Century
Fall and Winter quarters
Faculty: Terry Setter
Major areas of study include music composition, music history, musical aesthetics and research presentation.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level music study or the equivalent.
If you are interested in developing your creative voice in music, this is
the program for you. This upper-division program in formal composition is designed to support students who are interested in writing
original music for various instruments and contexts. The program
reading and listening will focus on recent trends in contemporary
classical music, such as the work of John Cage and Steve Reich. This
is not a program in songwriting, "electronica,"
or hip-hop related
music.
Students will study composition, aesthetics and contemporary
music history in order to gain the broadest possible perspective on
these subjects as well as develop the greatest number of related
skills. There will be practical, historic and aesthetic components within
the program that will endeavor to place contemporary compositional
practices within stylistic and cultural contexts.
In fall, students will compose a solo, a duet and a small ensemble
piece. In winter, students will write a prepared piano piece, a top 40sstyle pop song, and an ensemble piece of their own choosing. These
pieces will be presented to the members of the program during a
weekly composition forum. Students will also research related topics
and present their findings in an oral report to the program. A concert
of original pieces will be presented at the end of winter quarter.
This is a 12-credit program. Students are expected to take a skill
building course listed in the Evening and Weekend Studies catalog,
such as Music Theory, for a 16-credit course of study.
Total: 12 credits each quarter.
Enrollment: 25
Special Expenses: $50 for overnight program retreat.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in music composition and performance.
Pillars of Fire: Jewish Contributions
to World Culture
.
Fall and Winter quarters
Faculty: Ariel Goldberger, Carrie Margolin
Major areas of study include Judaic studies, Jewish cultural studies,
Middle Eastern studies, expressive arts, Hebrew, movement, quantita-
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
tive skills, philosophy, history, American studies, Hebrew calligraphy,
education, and other subjects depending on students' individual work.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Thisinterdisciplinary program will focus on the study of the Jewish
Diaspora and Jewish contributions to the culture of Europe and the
Americas. We will explore some of the following questions in areas
suchas philosophy, cultural studies, humanities, sciences and art. Are
there quintessentially Jewish ideas? What Jewish ideas have been
co-opted by other cultures after the Roman sack of Jerusalem in the
year 70 CE? Which ones made it into the larger culture? What are the
unique Jewish contributions to American and world culture?
The program will engage the study of Jewish contributions to a
wide range of areas of human knowledge and endeavor. Our studies
will include possible connections between the Yiddish culture that
developed in Europe and the Americas and political movements, the
arts and intellectual ideas. Potential areas of interest may be Jewish
influences on popular culture in areas such as Hollywood, Broadway,
vaudeville, comedy and music. Students may choose to give special
attention to individual thinkers, artists or writers.
In the world of ideas, the possibilities are endless. The program
will explore the possible connections between Jewish Messianic
ideas, Zionism, laws and ethics, immigration, politics and the Labor
Movement in America and Europe. We may choose to study the
philosophies of thinkers such as Maimonides, Walter Benjamin, Martin
Suber, Theodor Adorno, Baruch Spinoza and other Jewish philosophers who have had enduring influence on the world of ideas.
In the sciences, we may trace the birth of modern psychology in
Sigmund Freud and his followers and the groundbreaking theories of
thinkers such as Albert Einstein. We intend to direct our attention to
the connection of Jewish medical practice with the development of
medical ethics.
An inevitable aspect of these studies will be a journey into the dark
abyss of the Holocaust. We will look at the Holocaust's impact on the
cultural life and arts of Europe and study the impact on the Jewish
world and emerging responses to the tragedy.
A part of our studies of Jewish beliefs and mysticism will include
a look into the oral and written law, the mystical tradition of the
Kabbalah, and current Jewish thought. Our endeavors will include an
examination of Jewish rituals and life-cycle events, and the different
roles that Jewish men and women have traditionally held in those
events. We plan to explore the changing roles of Jewish women and
men, as Jewish feminist leaders exert their influence on the culture.
As part of our learning about the Diaspora in which the Jews have
lived for thousands of years, there will be workshops focused on the
study of ethnic cuisine and customs. Guest presenters from a variety
of Jewish cultural sub-groups will work side by side with students to
provide meals that will highlight Jewish ritual laws, Kosher laws and
other cultural aspects passed on through oral tradition. Quantitative
thinking will be encouraged through the learning of another cultural
mainstay of Jewish women since the 1920s: mah jongg.
The study of contemporary Jewish life will address the Jewish
national movement, Zionism and study the state of Israel. We will
attempt to learn about the complexity and difficulty of analyzing current events in the Middle East.
Participants will be asked to respond to the material of the class
in a variety of forms and disciplines. This program will emphasize
collaborative learning. Students will be expected to contribute to the
program efforts with self-directed and intense work.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $40 art materials fee and $40 performance ticket
fees each quarter, and $75 for ethnic culinary workshops. Total
expenses depend on student projects.
Program is preparatory for careers and future studies in cultural
studies, Middle Eastern studies, Jewish education, philosophy,
anthropology, history, education and expressive arts.
This program is also listed under Programs for Freshmen; Culture,
Text and Language; and Society, Politics, Behavior and Change.
Searching for Modern China
Fall, Winter and Spring quarters
Faculty: Rose Jang, Andy Buchman
Major areas of study include Chinese language, tai ji martial arts,
Chinese calligraphy and brush painting, performing arts history and
theory, history and literature of China, cultural studies of the Chinese
Diaspora, research, writing, quantitative reasoning and additional
equivalencies depending on students' independent projects completed during spring quarter.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
"The history of China is as rich and strange as that of any country
on earth, and its destiny as a nation is now entwined with all others
in the search for scarce resources, the exchange of goods, and the
expansion of knowledge. Yet for a long time China was a completely
unknown quantity to those living in the West, and even today seems
set apart by differences of language, custom and attitude. China's
story is an astonishing one. We can see how often the Chinese
people, operating in difficult or even desperate circumstances,
seized their own fate and threw themselves against the power of the
state. We can see how in 1644, again in 1911, and yet again in 1949,
disillusion with the present and a certain nostalgia for the past could
combine with a passionate hope for the future to bring the old order
crashing down, opening the way for an uncertain passage to the
new,"
Thus begins Jonathan Spence's The Search for Modern China
(1990), a magisterial history that explores major themes in Chinese
cultural history from around 1600 to the present. These themes
include the conquest and consolidation of the Empire of China, social
fragmentations and reforms due to confrontations with the West,
competing modern visions of the Chinese state and society, wars,
disasters, and revolutions, and China's increasing engagement with
the rest of the globe. While using Spence's themes as organizing principles, we will reach further back into Chinese philosophy and belief,
studying Daoism, Confucianism and Buddhism. We will explore the
literature and arts of ancient and modern China, learn poetry and folk
songs by heart and practice the arts of ta; ji (a movement discipline),
calligraphy and brush painting. We will also study Taiwan, Hong Kong
and the Chinese Diaspora, especially the Chinese-American experience. We will study artworks exploring Chinese subject matter and
forms made by both Chinese and non-Chinese artists, including novels, poetry, memoirs, plays, operas and instrumental music. Students
may engage in informal performances of music, movement and dramatic scenes fall and winter quarters as well as workshops designed
to build skills in these areas. Writing assignments will include analytical essays, dialogues in Chinese and English and research projects.
We will critically analyze selected literary texts from ancient times
to the present. Every week will include seminars on readings in
English translation, Chinese language classes, workshops in recita-
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tion/song, ta; j;, calligraphy and a film in Chinese. Our work during
the fall will center on explorations of Chinese history and culture from
around 1600 to 1911, including studies of philosophy, belief systems
and artistic modes and styles in various dynasties. During winter quarter, we will explore 20th-century Chinese history, including the history
of the Chinese in America and other new lands. Spring quarter may
offer opportunities to study abroad in Beijing, China, and studies of
travel writing by Chinese and non-Chinese authors, as well as internships with local cultural organizations for those who stay on campus.
Total: 16 credits fall and winter quarters; 8, 12 or 16 credits spring
quarter.
Enrollment: 48
Special Expenses: $200 for materials and event tickets; $4,000 for
optional travel to China in spring.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in languages,
history, literature, performing arts, writing and international studies.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
Student
Originated
Studies:
Media
Fall, Winter, Spring quarters
Faculty: Ruth Hayes, Julia Zay
Major areas of study include areas of student emphasis, e.g., media
studies, film production, video production, animation, audio production, digital film production, multimedia performance, installation, and
film history and theory.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Students should have successfully completed
Mediaworks or the equivalent (one year of media skills training, media
history and theory), or another Evergreen interdisciplinary media
program.
Faculty Signature: Students must submit a portfolio with a written
application that will be available in April 2006 from Academic Advising,
or from the Program Secretary, Communications Building, Room
301. Portfolios must include copies of two recent faculty evaluations
(unofficial copies accepted) and a VHStape with two examples of
your best media work. Transfer students must submit two letters of
recommendation instead of evaluations. For more information contact
Ruth Hayes, hayesr@evergreen.edu or (360) 867-6890. Portfolios and
applications received by the Academic Fair, May 17, 2006, willbe given
priority. Qualified students will be accepted until the program fills.
-
Student Originated Studies: Media offers advanced media students
the opportunity to design their own curriculum in media production,
design, writing, history or theory and to develop a learning community with others who share artistic and academic goals that may
have grown out of previous projects and programs. It accommodates
small groups of students dedicated to producing a single collaborative work, as well as those developing individual projects. Students
are expected to assist each other with productions and to participate
actively in regular work-in-progress critiques. This is not the place to
do beginning media studies or production.
Students will work with faculty during the first weeks of fall quarter
to design collaborative or individual projects by researching and
writing treatments, abstracts and/or other supplementary documents. Students and faculty will also collaborate to develop other
program activities that will support pre-production and production
work throughout the year. These may include readings, screenings,
discussions, presentations and workshops to strengthen conceptual
and production skills. In addition to the student-centered curriculum,
we will explore different themes each quarter. In fall, our focus will be
building media communities. The theme for winter will be sustaining
creative processes. In spring, we will focus on issues and practices of
exhibition and distribution and on creating contexts for yourself and
your work beyond Evergreen.
Total: 12 or 16 credits each quarter.
Enrollment: 18
Special expenses: $100 to $500 each quarter depending on the
student's projects.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in the media
arts, media studies, media production and communications.
Sustainable
Design: Materials
Fall and Winter quarters
Faculty: Rob Knapp, R. T. Leverich, TBA
Major areas of study include environmental design, graphic skills,
ecology and natural sciences, materials science, critical and expository
writing and computer modeling.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Students need to be willingto tackle open-ended
problems, respond with insight to real-world needs and obstacles and
produce carefully finished work.
How do we shape the Earth, its resources and its living systems
to meet our own human needs and aspirations? How can we do
that shaping in ways that are ethical, sustainable and beautiful?
Sustainable design imagines landscapes, buildings and objects of use
that are responsive and responsible to environments and communities, that reuse and renew materials and energy, that draw lessons
from natural systems and forms, and that use and build on the native
design intelligence of human cultures.
This program pays special attention to materials-their
origins,
design potentials, modes of working and production and their
ultimate disposal-within a general introduction to sustainable
design. Students will read, attend lectures, engage in hands-on
workshops and do field research addressing ecological impacts,
materials science, graphics and design process (including computer
methods) and environmental design history. They will bring lessons
from these disciplines to an integrative design studio-the
pivotal
activity of the program. Studio projects will address drawing and
design fundamentals, thinking in three dimensions, programming,
user involvement, ecological design responses, materials choices and
construction systems, energy use and presentation skills. Projects will
cover both informational graphics and physical design, emphasizing
objects for use in buildings and landscapes. Readings, seminars and
writing assignments will ground students in current issues and ideas
in sustainability and underpin their design efforts. These projects will
involve students in real-world processes, the constraints and tradeoffs-essential experience for those who wish to make a difference.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: $150 each quarter for design studio equipment and
supplies; $125 each quarter for at least one overnight field trip.
Program is preparatory for careers and future studies in environmental studies, environmental design, energy systems and architecture.
This program is also listed under Programs for Freshmen and
Scientific Inquiry.
T OFFERINGS BEGINNING WINTER QUARTER
OFFERINGS BEGINNING
WINTER QUARTER
Languages of the Tragic from the Greeks
to the Present
Winter and Spring quarters
Faculty: Marianne Bailey, Evelia Romano
Major areas of study include comparative literature, drama, dramatic
theory, intellectual/cultural history.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Literature study: college or advanced placement.
Dramatic language, like ritual performance, draws on all potential
modes of expression and aims at a total language, a communication that is physical, spatial and undeniable "through the skin," as
Artaud wrote. Among the themes that interest us are commonalities
among myth, ritual and drama: all are representations of a process of
change, all reconcile antagonistic forces. Tragic drama, like ritual, is
communal: the heroine or hero is encircled by a community of power
and belief in whose name she or he dies, and is reborn. Theater,
like magic, is a phenomenon of consensus. Tragic drama is active.
It moves the people to action, acts as a "miraculous weapon." In
drama, the political, the spiritual and the psychological collaborate.
In the tragic drama, one becomes other. Through the mask, we, as
spectators or as players, leave ourselves and become other; we are
transformed. Tragic drama, finally, is the music of the abyss. It speaks
the unspeakable, lays bare the human condition.
This program in tragic drama will interest students of the humanities and the arts. We will consider dramatic texts as literary, philosophical and cultural representations, as well as performances and
ritual spectacles both in the Western tradition and in performance
traditions of Japan, West Africa and Haiti. We will read and analyze
dramatic texts and key theoretical studies, view plays and participate
in dramatic readings of scenes. Students will learn literary history
and consider the functions, the languages and the concepts of
tragic drama. Students will have the opportunity to develop a major
personal project over the last weeks of winter quarter. This program
is open to students at all levels; however, students must expect and
relish a high level of discussion, high expectations of writing and
analytic skill, and a demanding workload.
We will move through the history of tragic drama from the Greek
classical era to medieval mystery plays, to Renaissance and to neoclassical drama, 19th-century realist and symbolist drama and 20thcentury expressionist, surrealist, "grotesco" and absurdist drama, as
well as contemporary engaged, or political drama.
Among the dramatists we will study are Aeschylus, Euripides,
Shakespeare, Calderon, Racine, Goethe, Buchner, Jarry, Brecht, Lorca,
Sartre, Soyinka, lonesco, Beckett, Cesaire, Gambaro and others.
Among the theorists we will study are Aristotle, Nietzsche, Artaud,
Brecht, Brook, Bataille, among others.
Total: 12 or 16 credits each quarter.
Enrollment: 48
Special Expenses: Approximately $150 for tickets to performances.
Program is preparatory for careers and future studies in the humanities and the arts.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Working Small
Winter and Spring quarters
Faculty: Jean Mandeberg
Major areas of study include fine metalworking, design, aesthetics
and art history.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Foundations of Visual Arts or the equivalent.
Faculty Signature: Students must submit a portfolio of previous work
and/or slides, including examples of both two- and three-dimensional
art, and meet with the faculty at the Academic Fair, November
29,2006, or by appointment. For more information contact Jean
Mandeberg, (360) 867-6628 or jeanm@evergreen.edu. Applications
received by the Academic Fair will be given priority. Qualified students
will be accepted until the program fills.
This is a program for advanced visual art students interested in
the particular demands of making small scale art in metalsmithing,
jewelrymaking and mixed media sculpture. Working primarily in the
fine metals studio, we will combine intensive studio work and critique
with readings in contemporary art, related writing assignments and
seminar discussion.
Students must be prepared to confront the artist's and the audience's experience of small scale artwork while considering such issues
as the cultural values associated with scale, miniaturization, packaging
and portability, the intensification and exaggeration of form, virtuosity
and imagination.
Total: 16 credits each quarter.
Enrollment: 18
Special Expenses: Students will need to purchase precious metal
(especially sterling silver), stones and some specialized tools depending on the design of their work. Previous expenses have ranged from
$100 to $250.
Program is preparatory for careers and future studies in the arts and
humanities.
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T OFFERINGS BEGINNING SPRING QUARTER
OFFERINGS BEGINNING
SPRING QUARTER
Fiber Arts
Spring quarter
Faculty: Gail Tremblay
Major areas of study include weaving, needlework arts, basketry and
felting, color theory, art history and criticism.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: English composition and courses in the arts, particularly
in design and color theory, are recommended.
This program is designed to introduce students to movements in contemporary fiber arts and to techniques that will allow them to create
works of art using a wide variety of materials and processes. Students
will study techniques for weaving,lelting,
embroidery, needle arts
and basketry. Students will weave a sampler on the four-harness loom
and design and make three pieces of artwork each, as well as one
collaborative project with other students. Projects must use or incorporate at least three different techniques we are studying. There will
be lectures and films about the history of 20th-century fiber art. All
students are expected to produce a research paper with illustrations
and footnotes as well as a 10-minute slide presentation about the
work of a contemporary fiber artist.
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Total: 16 credits.
Enrollment: 18
Special Expenses: Students can expect to spend $50 to $100 for
materials and shop fees. There may also be additional expenses
of $7 to $21 for museum entrance fees.
Program is preparatory for careers and future studies in the visual
arts and textile design.
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Foundations of Visual Art: Sculpture
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Spring quarter
Faculty: R. T. Leverich
Major areas of study include drawing, art history, sculpture, writing
and critical assessment.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Fall and winter quarters of Foundations of Visual Arts or
the equivalent.
Faculty Signature: Students will be selected on the basis of a portfolio
review and interview beginning at the Academic Fair, March 7, 2007.
The portfolio includes a minimum one-page writing sample and photos
of six to eight samples of 2-D and 3-D work. For information contact
Bob Leverich, (360) 867-6760 or leverich@evergreen.edu. Applications
received by the Academic Fair will be given priority. Qualified students
will be accepted until the program fills.
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This program is primarily for students who wish to explore ways
of working and thinking in three dimensions, while continuing to
develop personal thematic work in the visual arts. The program will
function as a learning community. Students should plan to commit
themselves to at least forty hours of work a week in class and in the
studio with their peers.
Students will address studio projects using a variety of materials
including clay, plaster, wood, metal, plastics and found objects.
Emphasis will be on strong drawing skills as tools for visualizing and
developing ideas for sculpture and functional objects. Students
will continue their personal thematic work, addressing issues of
presentation, levels of finish, contemporary aesthetics and criticism,
community and environment. The art history study will focus primarily
on research relevant to each student's own studio work.
Work discussions, readings, seminars and writing assignments will
address issues around contemporary sculpture and functional objects
and the challenges of making three-dimensional
work. Students will
be asked to prepare a comprehensive portfolio of their work at the
end of the quarter and regularly engage in critical assessment of their
own work and that of their peers.
Total: 16 credits.
Enrollment: 20
Program is preparatory for careers and future studies in art, crafts,
architecture and environmental design.
A similar program is expected to be offered in 2007-08.
I
Puppetry and Poetics: Arts of Distraction
Spring quarter
Faculty: Ariel Goldberger, Leonard Schwartz
Major areas of study include poetics, experimental puppet theater,
performance, creative writing and literature, subject to specific student
work.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Previous program in poetics or performance.
This program will involve the exploration of the disciplines of poetics,
experimental puppet theater and performance. How do words, light,
sound and bodies interact? Is there a mode of distraction which does
not weaken each of these senses, but allows one to discover shadows
of each in the other? Students will be required to complete reading,
writing and artistic projects towards these ends. The poetry and
theater writing of Antonin Artaud will be central to our work.
Faculty will support student work by offering workshop components in poetry, puppet theater and movement. Students will be
required to produce weekly projects that combine and explore the
relationship of puppet theater and poetry in experimental modes.
Readings will include the works of such authors as Artaud, Tadeusz
Kantor, Paul Celan. Gaston Bachelard, Kamau Brathwaite, Hannah
Arendt and Maurice Merleau-Ponty. Student work and progress will
be presented weekly in all-program critique sessions.
Total: 16 credits.
Enrollment: 40
Special Expenses: $110 for art materials and studio use, $50 for
theater tickets, and $50 reimbursable studio deposit fee for clean-up.
Program is preparatory for careers and future studies in areas that
require imagination, collaborative skills and management skills.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
SCIENTIFIC INQUIRY
Theworld is so full of such marvelous things that humans are drawn to wonder at it and try to
understand it. One result of that wonder is called science. The faculty of the Scientific Inquiry
planning unit are members of the scientific community-men and women who have devoted
their professional lives to personal journeys of discovery as they investigate the world and help
their students learn about it. We are committed to the ideal of science education in the context of
liberalarts education, and science and mathematics are essential components of the modern liberal
arts curriculum. We will help students-whatever
their primary interests may be--understand the
wonders of nature and also understand science as a force in our technological society.
Affiliated Faculty:
Clyde Barlow - Chemistry
Dharshi Bopegedera
- Chemistry
Andrew Brabban -
Biology
John Aikin Cushing - Computer Science
Judith Bayard Cushing - Computer
Science
Kevin Francis Technology
History of Science and
Rachel Hastings -
Mathematics
Jeffrey J. Kelly - Chemistry
Robert H. Knapp, Jr. Elizabeth M. Kutter David McAvity -
Physics
Biology
Mathematics
Lydia McKinstry - Organic Chemistry
Because science and technology are so central to our world, citizens must be scientifically
informed so they can make informed decisions and participate intelligently in a democratic society.
At the same time, scientists must consider the social implications and consequences of their work,
and they must know how science has influenced society in the past. Thus, our studies of science
itselfare combined with studies of the history of science and with philosophical, social and political
issues.
Paul McMillin Science
Donald V. Middendorf Donald Morisato Nancy Murray -
Janet Ott -
James Stroh - Geology
Scientific InqUiry
Rebecca Sunderman - Chemistry
Brian Walter E.J. Zita -
I,.,
Biology
Chilmlst!')'
Computer Science
Mathematics
Health and Human
Development
Intro to Natural Science!
Matter and Motion
Algebra to Algorithms
Matter and Motion!
Data to Information
I
Physicist's World
Introduction to
Natural Science
Molecule to Organism
Data to Information
Math Methods
I
Matter and Motion
Molecule to Organism
Environmental Analysis
Computability
Computability
I
Astronomy and Energy
Advanced Biology
Atoms Molecules Research
Student Originated Software
I
I
Mathematical Systems
I
Biology
Sheryl Shulman - Computer Science
Advanced students working in this area have many opportunities to do scientific research as part
of an ongoing faculty research program. Research students have presented their work at scientific
meetings and have become authors on technical papers. Alumni of Scientific Inquiry programs have
an excellent record of success in graduate and professional schools, and in their chosen fields. The
possibilities are limited only by your energy and ambition.
11'
Computer Science
Paula Schofield - Chemistry
By engaging in laboratory and group problem-solving exercises, you will learn to think like a
scientist: to apply theories to experimental situations, to collect data and analyze them in the light
of underlying theory, and to use data to test hypotheses. You will do much of your work with the
same high-quality, modern analytical instruments used in research laboratories, and use some of the
best modern software available. In addition, you will read current scientific journal articles and learn
to write technical reports and papers.
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Biology
Biology
David W. Paulsen - Cognitive Science
Whether you are a freshman or more advanced, you will find a program that fits with your
academic plan. You may choose to follow a pathway of a typical science major, or you may
simply want to explore the wonder and application of science in a broader context. Programs
in Scientific Inquiry are mostly repeating: either every year, or alternate years. These repeating
programs are listed below.
Your interest or emphasis may be in biology, chemistry, computer science, math or physics, and
there are several programs that offer beginning, intermediate and advanced work in all of these
areas. You should refer to the individual program descriptions for more details.
Is
Physics
James Neitzel - Chemistry
Neal Nelson -
Some programs in this planning unit allow you to learn basic science as part of your general
liberal arts education, whereas others are designed to help prepare you for a career in science or
technology, or in an applied field such as medicine or computer networking. In all of our offerings,
however, we emphasize the application of science, and you will use the scientific principles you
learn to solve real-world problems.
Library and Information
Physical Systems
Mathematics
Physics
Students who register for a program
but do not attend the first class
meeting may be dropped.
Computability: The Scope and Limitations of
Formal Systems
Fall. Winter and Spring quarters
Faculty: Brian Walter, Neal Nelson, TBA
Major areas of study include mathematical logic, computer program-
ming, formal language theory, theory of computability, and other topics as covered during the year. Upper-division credit will be awarded
for upper-division work.
Class Standing: Sophomores or above, transfer students welcome.
Prerequisites: Data to Information or equivalent; knowledge of programming languages, data structures, computer architecture and discrete math. Some of these prerequisites may be waived for students
with a strong mathematical background. Please consult the faculty.
Faculty Signature: The faculty will assess student eligibility to
join the program. For more information contact Brian Walter,
bwalter@evergreen.edu or (360) 867-5435. Qualified students will be
accepted until the program fills.
The computer is a tremendously useful tool, with ready application to
a stunning variety of tasks. Is there anything it can't do? Through the
lens of advanced computer science, this program will explore what
computers can do and how we get them to do it; using mathematical
tools, we'll also look at some surprising things that they actually can't
do, and we'll develop some deep results in computability theory,
including Godel's Incompleteness Theorems.
This program is designed for advanced computer science students
and students with an interest in both mathematics and computer science. Topics covered will include formal computer languages, analysis
of algorithms, operating systems, concurrency, neural networks,
formal logic and computability theory. Students will also learn to program in one or more programming languages, leading to an in-depth
comparison of the properties and capabilities of languages in the four
paradigms: functional, logic, imperative and object-oriented. Program
seminars will include current literature on selected topics such as
type theory, programming language semantics, philosophy related
to math and computer science, operating and distributed systems
theory, database systems and the relevance of computer science and
mathematical logic to modern society.
Total: 16 credits each quarter.
Enrollment: 38
Program is preparatory for careers and future studies in mathematics,
computer science and education.
-
A similar program is expected
to be offered
in 2008-09.
Data and Information
Fall quarter
Faculty: Judy Cushing, TBA
Major areas of study include history and philosophy of science and
mathematics; introduction to programming in Python; statistics concepts and graphics (in R);and data management, analysis, visualization
and presentation.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: It is strongly recommended that students have the ability to manipulate algebraic expressions, as from high school algebra or
precalculus. Some experience in programming using spreadsheets or
gathering data for scientific study would be helpful.
For most academic and professional fields, data and information
provide a basis for confirming hypotheses or making (or rationalizing)
decisions and predictions. In fact, physical and natural scientists
face issues every day involving collecting, validating, organizing and
analyzing experimental data. Computer scientists address this question implicitly by exploring ways of organizing and processing data,
and statisticians develop methods to use data to gain insight into real
problems. This program will provide a thorough introduction to the
practice, history, theory and process of using data effectively in ways
that can be applied to further study of computer science or the physicalor mathematical sciences.
We will approach the study of data and information through
studying: 1) The history and philosophy of science and mathematics,
especially as it applies to concepts relating to data, information and
language; 2) The algorithmic processing and transformation of data
through programming (in Python); 3) The concepts and practice
principles of statistics using R (a free software environment for
statistical computing and graphics). and 4) Practices of data management, analysis, visualization and presentation through a case study,
laboratory exercises, and a final project. Students will write regular
expository essays and technical reports.
Total: 16 credits.
Enrollment: 36
Program is preparatory
for careers and future studies in computer
science, statistics, or the physical or natural sciences.
This program is also listed under Programs for Freshmen.
Environmental Analysis: Chemistry
and Geology of Aqueous Systems
Fall. Winter and Spring quarters
Faculty: Jeff Kelly,Clyde Barlow, James Stroh
Major areas of study include analytical chemistry, geochemistry,
geohydrology, Geographic Information Systems, statistics, chemical
instrumentation and group projects. Students leaving at the end of fall
quarter will receive lower-division credit. Students who satisfactorily
complete at least fall and winter quarters will receive upper-division
credit for both quarters.
Class Standing: Juniors or seniors; transfer students welcome.
Sophomores should consult faculty to enroll: Jeff Kelly,
(360) 867-6053 or kellyk@evergreen.edu; Clyde Barlow,
(360) 867-6053 or barlowc@evergreen.edu; or Jim Stroh,
(360) 867-6762 or strohj@evergreen.edu.
Prerequisites: One year college chemistry and college algebra
required; physical geology and trigonometry strongly recommended.
Baseline assessment of natural ecosystems and determination of
environmental contamination require accurate chemical and geological measurements. Students in this program will study geology
and chemistry of ecosystems, using theoretical and experimental
methods. This program will integrate chemical and physical applications of geology to aquatic systems. Students will learn instrumental
techniques of chemical analysis in an advanced laboratory where
technical writing will be emphasized.
During fall and winter quarters, topics in geochemistry, hydrology,
analytical chemistry, GIS, statistics and instrumental methods of
chemical analysis will be addressed. Students will participate in group
projects working on the physical and chemical properties of natural
water systems, especially lakes, bogs and streams. Procedures based
on EPA, USGS and other guidelines will be developed to analyze for
both major and trace materials using atomic absorption spectroscopy,
inductively-coupled plasma spectroscopy, polarography, ion chromatography and GC-mass spectrometry. Computers and statistical
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-07.
methods will be used extensively for data analysis and simulation as
well as for work on GIS.
Spring quarter will be devoted largely to project work and completing studies of statistics and analytical chemistry. Presentation of
project results in both oral and written form will conclude the year.
Total: 16 credits fall quarter; 12 or 16 credits winter quarter; 8, 12 or
16 credits spring quarter.
Enrollment: 45
Special Expenses: Approximately $250 for one-week field trip to Sun
Lakes in eastern Washington.
Internship Possibilities: Under special circumstances with faculty
approval.
Program is preparatory for careers and future studies in geology,
hydrology, chemistry, environmental analysis and environmental
fieldwork.
This program is also listed under Environmental Studies.
Fire and Water: The Role of the Sun and the Ocean
in Global Climate Change
Fall quarter
Faculty: Gerardo Chin-Leo, E.J. Zita
Major areas of study include introductory physics, earth science,
marine science and environmental studies.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: General biology and algebra.
Over geologic time the Earth has experienced wide fluctuations
in climate, such as ice ages. Earth is currently experiencing a rapid
warming trend. A major factor determining global climate is the
intensity of the Sun's energy reaching the Earth. However, climate
changes cannot be explained by variations in solar radiation alone.
Climate changes involve complex interactions between astronomical
and Earth-bound processes.
This program will examine some of these interactions. Specifically,
we will examine how the Sun's output has varied over geologic
time. We will also examine how the oceans impact global climate by
redistributing the Sun's energy and affecting the composition of the
atmosphere. We will discuss how changes in ocean circulation may
explain climatic changes over geologic time. We will also study how
marine microorganisms playa major role in the cycling of gases that
affect climate. Finally, we will discuss contemporary global warming,
examining the contribution of human activities and fluctuations in
solar output. We will critique proposed schemes to engineer solutions
to global warming such as the sequestration of anthropogenic carbon
into the deep sea.
Our study will examine various physical, chemical, geological
and biological processes. This requires a basic understanding of
biology and chemistry as well as facility with algebra and an ability to
learn pre-calculus. The material will be presented through lectures,
workshops, laboratories and seminars. We will draw on the primary
literature whenever possible for a rigorous scientific treatment of this
topic. Students will do significant teamwork and will research in depth
questions of particular interest. We will have weekly online assignments, so students should be comfortable using computers and the
Internet.
Total: 16 credits.
Enrollment: 50
Program is preparatory for careers and future studies in natural
science, life sciences, science writing and education.
This program is also listed under Environmental Studies.
Food
Fall. Winter and Spring quarters
Faculty: Nancy Murray, Donald Morisato, Martha Rosemeyer
Major areas of study include chemistry, nutrition, biochemistry,
genetics and issues in food science.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school biology and chemistry. This is a science
intensive program and is not intended as a survey program.
Why are some foods nutritionally better either cooked or raw? What
is the chemistry behind leavening agents such as baking powder?
How has the quest for salt dominated trade for centuries?
Throughout history, food has not only been essential for human
sustenance, but has long played a central role in the economic and
cultural life of civilizations. This program will provide an interdisciplinary exploration of food, focusing primarily on the biology and chemistry of food, and also including political, historical and anthropological
perspectives. In all these cases, students will directly apply concepts
in laboratory experiments and the practice of cooking.
The fall quarter will focus on how we produce and preserve food.
We will explore the biochemistry of food, beginning with basic chemical concepts and moving to understanding complex molecules like
carbohydrates and proteins. We will consider the genetic principles
of animal and plant breeding, including a careful examination of such
issues as genetically modified organisms and the use of pesticides.
We will examine the chemistry and microbiology of ancient food
preservation and processing methods, such as cured ham, salted cod,
fruit jams and cheese.
In the winter quarter, we will concentrate on cooking and eating.
We will examine what the process of cooking does at the biochemical
level. We will consider how our bodies break down and recover nutrients from food by studying the process of metabolism and cellular
respiration. We will look at how vitamins and antioxidants work. The
enjoyment of food relies on our ability to taste and smell. We will
examine the neurobiology of these processes and study how some
foods, like chili peppers and chocolate, can alter mood. Finally, we
will investigate the relationship between diet, disease and genetics.
In the spring quarter, students will pursue independent projects,
investigating an aspect of food or cooking, that may involve experiments in the field or in the laboratory.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the biological fields, including ecological agriculture, genetics, biochemistry,
nutrition and chemistry.
This program is also listed under Programs for Freshmen and
Environmental Studies.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Forensics and Criminal Behavior
Fall, Winter and Spring quarters
Faculty: Sharon Anthony, Toska Olson, Rebecca Sunderman
Major areas of study include forensic science (aspects of chemistry,
molecular biology, physics, physical anthropology, entomology and
pathology), forensic science lab, sociology of criminal behavior, quantitative reasoning and writing.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: Although there are no prerequisites for this program, a
good understanding of science and Algebra I and II will be helpful and
are strongly recommended.
Why is crime such a central focus in modern American society? How is
a crime scene analyzed? How are crimes solved? How can we prevent
violent crime and murder? This program will integrate sociological
and forensic science perspectives to investigate crime and societal
responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal
behavior. In addition, we will consider several theories of criminology
and deviant behavior, and will discuss the current social and cultural
factors that have contributed to the rise in popularity of forensics
studies. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology,
pathology and physics. We will study evidentiary techniques for crime
scene analysis, fingerprints, DNA, blood spatter, fibers, glass fractures
and fragments, hairs, ballistics, teeth, bones and body remains.
This program will use hands-on laboratory and field approaches to
the scientific methods used in crime scene investigation. Students will
learn to apply analytical, quantitative and qualitative skills to collect
and interpret evidence. In addition to weekly writing and quantitative
assignments, students will engage in research writing and conduct
team projects in crime scene investigation.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $90 for field trips.
Program is preparatory for careers and future studies in forensic
science, education, science, criminology and sociology.
This program is also listed under Programs for Freshmen;
Environmental Studies; and Society, Politics, Behavior and Change.
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Industrial
Biology and Chemistry
Fall quarter
Faculty: Paula Schofield, Andrew Brabban
Major areas of study include biotechnology, industrial chemistry,
molecular methods and polymer science. All upper-division science
credit.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One year of general biology, general chemistry and one
quarter of organic chemistry.
The chemical and biotechnology
industries have huge impacts on
our society, particularly influencing our economy and quality of life.
Cutting edge techniques and processes are continually being developed by biologists and chemists to produce the pharmaceuticals,
chemicals and materials we use daily. Examples include synthetic
drugs, gene therapies, biocompatible
materials and modern materials
such as GORE-TEX® and Kevlar®.
In this program, we will focus on the practical applications of modern molecular biology and polymer technology. Based predominantly
in the lab, students will learn the theoretical principles and relevant
techniques needed to work in these technically and intellectually
challenging fields. We will study the properties and technology of
plastics, fibers, elastomers, biodegradable
polymers and biomedical
polymers. In addition, theory and techniques of molecular cloning,
protein biochemistry, biocatalysis and transgenics will be emphasized.
Student presentations, such as an analysis of a U.S. corporation
including research and development, corporate finance, stock market
position, patents, sales, market share, new technologies and outlook,
will be a significant component of the program. Seminar readings
will be primary literature in the fields of biotechnology and polymer
science. We will also discuss the professional biologist's and chemist's
relationship with industry, government and universities, and examine
employment opportunities for biologists and chemists.
Students will be evaluated based on their laboratory techniques
and reports, class presentations, examinations and homework assignments.
Total: 16 credits.
Enrollment: 50
Program is preparatory for careers and future studies in biotechnology, biology, chemistry, polymer science, health science, education and
medicine.
Introduction
to Natural Science
Fall, Winter and Spring quarters
Faculty: Dharshi Bopegedera, Rachel Hastings, TBA
Major areas of study include general chemistry with laboratory,
general biology with laboratory, pre-calculus, introductory physics and
seminar in current topics in science.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra.
Introduction to Natural Science is designed to provide the basic
knowledge and skills students need to continue in the natural sciences and environmental sciences. We will cover key concepts in
general chemistry, general biology and pre-calculus mathematics.
Introductory physics may be covered during the latter part of the
year. Program activities will include lectures, laboratories, workshops,
scientific writing and student presentations. These presentations
will require students to actively engage in conversations on current
topics in science such as global warming, genetic engineering and
alternative energy sources. Students will also be required to do library
research, writing and poster presentations to communicate their
knowledge of these topics to others.
During the fall, we will focus on skill building in the laboratory and
acquiring the basic tools in chemistry, biology and mathematics. We
will integrate the disciplines during the winter and spring quarters
after students have acquired the basic skills and can better appreciate
the interdependence
of the disciplines.
With the support of faculty, all students will be required to complete at least one science education project outside program hours.
Participation in the college's annual Science Carnival at the end of
the spring quarter is mandatory for all students. These opportunities
are provided so that students can use their knowledge of science to
teach schoolchildren (in K-12) in order to improve their own understanding of science.
Upon completion of the program, students will have completed
one year of general chemistry with laboratory, general biology with
laboratory and pre-calculus. In addition, some introductory physics
may also be covered.
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in all areas of
natural science (chemistry, biology, mathematics, geology, physics),
education, health related fields, medicine, environmental sciences and
those thinking of teaching science (including chemistry, biology and
general science teaching endorsements).
A similar program is expected to be offered in 2007-08.
This program is also listed under Programs for Freshmen.
Living an Intentional
Life
Fall and Winter quarters
Faculty: Cynthia Kennedy, Janet Ott
Major areas of study include philosophy, health, movement, leadership and writing.
Class Standing: Juniors or seniors; transfer students welcome.
Do you have the discipline to live an intentional life?
Many people do. Spend two quarters with us critically analyzing
the wisdom of scholars who have examined our inner systems and
who have developed myriad paths to clearing the way towards a
strong, focused center which can allow us to lead our lives in meaningful and powerful ways. For some students, this may mean becoming active in the community; for others, leading a quiet, peaceful life.
For still others, it may mean starting a revolution. Whatever the path,
we are often called on to tap into our true self, or essence. This idea
of self is formed from a variety of perspectives, depending on the
culture and the lens. We consider the self to be a melding of body,
mind and spirit without the masks and defenses that we automatically
and normally use to protect ourselves from perceived harm. Self is a
place of clarity, of curiosity and of compassion. There are a number of
paths toward finding one's true self and in the words of Joel Barker,
"problems that are impossible to solve with one paradigm, may easily
be solved with a different one."
In fall quarter, in order to become familiar with a variety of paradigms, we will research and explore many of these perspectives and
paths, helping us make choices about the path each of us will take
to our own self. Some of these paths include Buddhist, Hindu and
the Western psychological perspectives. We will also examine the
body's anatomy, physiology and current research on the mind/body
connection. Exploration will be through seminar texts and practical
workshops and will include library research, formal papers and presentations, overnight retreats, discipline practices such as meditation
or qi gong and movement. Each of us will adopt our own discipline
practice which can open or prepare us for hearing our true intentions,
our self's desires without all the noise and distractions created by
our culture and surroundings. Our discipline will involve a practice
that commits us to engage regularly in some activity with a mental
and physical commitment to concentrate or focus on it. A discipline
produces focus in both the mind and the body, which produces a connection most Westerners have never experienced. It is our assertion
that we don't find our genuine self without such discipline.
In the winter, we will begin to personalize the learning from fall
quarter, discussing and applying the components that support and
are part of an intentional life. This life begins with the dreams and
visions we hold for the life that is still ahead of us. Students will create
a vision statement of their intentional life-a goal to work towards.
It will be reflective of their own sense of self and their sense of calling, purpose, vocation or meaning of life. This vision statement of
essence and purpose in life can be a culmination of all the wisdom
of scholars who have come before you, the discipline each of us will
have adhered to for the past two quarters, and each person's own
application of learning and desires. Throughout winter quarter, we
will encourage students to consciously reflect on who they are and
where they are going.
This is a rigorous, full-time program. Students will be expected to
work 50 hours each week (including class time), attend all program
activities, to be on time, and to be fully prepared to participate in
seminar discussions. Students will work in small groups, complete
papers, take exams and give presentations to the class. They should
be prepared to explore challenging and unfamiliar ideas in an academic atmosphere.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: $200 per quarter for program retreats and
movement fees.
Program is preparatory for careers and future studies in ethics,
health, leadership studies, philosophy, religious and spiritual studies,
the humanities, arts and social sciences.
This program is also listed under Society, Politics, Behavior and
Change.
Methods of Applied Mathematics
Fall and Winter quarters
Faculty: David McAvity
Major areas of study include ordinary differential equations, rnultivariable calculus, partial differential equations, calculus of variations,
linear algebra, nonlinear dynamics, computer modeling, history and
philosophy of mathematics. Up to 28 of the 32 credits may be awarded
as upper-division science credit, contingent on upper-division work.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: A full year of college-level calculus.
One of the goals of scientific inquiry is to understand the processes of
nature on a quantitative basis. In pursuit of this goal, mathematicians
create models to represent the order they observe, and in turn devise
mathematical methods for interpreting and solving these models.
This program will provide a thorough and engaging introduction to
such mathematical methods and the associated techniques of model
building. Differential equations will be an important component
of the program. We will study both the derivation of these equations from physical and biological models and their solution using
analytical, qualitative and computational
methods. In addition, we
will study linear algebra and multivariable calculus and their various
applications in physics and economics. In winter quarter, we will
consider non-linear systems and their role in cyclical, chaotic and selforganizing behavior. There will also be an introduction to the calculus
of variations with applications to finding optimal curves and surfaces.
In addition to the theoretical work, we will also discuss questions of a
more philosophical and historical nature. Is mathematics discovered
or created? What role do mathematical models play in representing
reality? Who were the people behind the important developments in
calculus?
Students will attend weekly lectures, workshops, seminars and
computer labs, and will be expected to give two oral presentations
each quarter and write one research paper.
Total: 16 credits each quarter.
Enrollment: 25
Special Expenses: $120 for graphical calculator with symbolic algebra.
Program is preparatory for careers and future studies in mathematics, physics, chemistry, biology, engineering and economics.
A similar program is expected to be offered in 2008-09.
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Molecule to Organism
Fall, Winter and Spring quarters
Faculty: Lydia McKinstry, James Neitzel, TBA
Major areas of study include organic chemistry, biochemistry, molecular and cell biology and genetics.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level general chemistry and one
year of college-level introductory biology.
Molecule to Organism explores the composition of organisms to gain
insight into how they function by the integration of two themes: one
at the "organismal" level and one at the "molecular" level. In the
organismal theme, we will start with cell and molecular biology and
proceed to studying whole organisms. We will examine structure and
function relationships at all levels, including some anatomy and physiology. In the molecular theme, we will examine organic chemistry,
the nature of organic compounds and reactions that carry this theme
into biochemistry, and the fundamental chemical reactions of living
systems. As the year progresses, the two themes will merge through
studying the cellular, molecular and biochemical processes in physiology and neurobiology.
Most aspects of this program will contain a significant laboratory
component. Students will write papers and maintain a laboratory
notebook. All laboratory work and approximately one half of the nonlecture time will be spent working in collaborative problem-solving
groups. The program will also contain reading and discussions of topics of current and historical scientific interest and controversy. Spring
quarter will allow more flexibility for students who wish to take part of
this program in conjunction with other work.
This program is intended for students who plan to continue studies
in chemistry, laboratory biology, field biology and the medical sciences. This program will include organic chemistry and upper-division
work in biochemistry, cell biology, molecular biology and physiology
in a yearlong sequence.
Total: 16 credits fall and winter quarters; 4, 8, 12 or 16 credits spring
quarter.
Enrollment: 75
Internship Possibilities: In spring quarter with faculty approval.
Program is preparatory for careers and future studies in biology,
chemistry, environmental studies, health professions, medicine and
science education.
A similar program is expected to be offered in 2007-08.
"'1'1
III
Motion: Physics and Philosophy
Fall and Winter quarters
Faculty: Don Middendorf
Major areas of study include physics, calculus, philosophy and history
of science.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Proficiency in pre-calculus and trigonometry extremely
important; high school physics helpful but not required.
What is the nature of physical reality? What is energy? What is time?
We will examine the answers to these questions that shocked great
thinkers like Newton and Einstein. The topics we cover in physics and
calculus will be similar to those covered in rigorous first-year courses
at other universities, including an introduction to relativity and quantum theory. In addition, we have the luxury of having time to study
the beliefs of some of the founders of modern science. Our primary
emphasis will be on the conceptual and technical skills needed to
solve problems in physics and mathematics. In our discussions of texts
on the philosophy and history of science, we'll also focus on critical
thinking skills.
Most non-scientists think that science is about "facts," but most
scientists agree that science is primarily concerned with creating
models. One of our main goals for the program will be to determine
the qualities of a "good" model and when it is preferable to use a
better model and when it is not. It may surprise you that Newton,
Einstein and many other founders of modern science thought that
their religious and philosophical beliefs were more fundamental than
their scientific beliefs. We'll see how they usually tried to force their
scientific models to be consistent with their philosophical views,
but occasionally accepted experimental results that forced them to
modify their beliefs.
Our current "best" model of physical reality has two pillars: relativity and quantum mechanics. By the end of the first quarter, we'll
be ready for a solid introduction to special relativity. During winter
quarter, we'll cover electromagnetism
and quantum theory.
The program is designed for students seeking a strong background
in physics and mathematics as well as for further serious study of the
natural sciences. Students completing this program will be prepared
for more advanced study in physics and mathematics. This program
fulfills some of the prerequisites for the following science programs
at Evergreen: Physical Systems, Astronomy and Energy, Mathematical
Systems, and Mathematical Methods.
The program will be a lot of fun and a lot of work. Come ready to
start the intense work on the first day.
Total: 16 credits each quarter.
Enrollment: 24
Special Expenses: Texts may exceed $600, and must be purchased by
the second day of class.
Program is preparatory for careers and future studies in any branch
of science and education.
A similar program is expected to be offered in 2007-08.
This program is also listed under Programs for Freshmen.
Sustainable Design: Materials
Fall and Winter quarters
Faculty: Rob Knapp, R. T. Leverich, TBA
Major areas of study include environmental design, graphic skills,
ecology and natural sciences, materials science, critical and expository
writing and computer modeling.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: Students need to be willing to tackle open-ended
problems, respond with insight to real-world needs and obstacles and
produce carefully finished work.
How do we shape the Earth, its resources and its living systems
to meet our own human needs and aspirations? How can we do
that shaping in ways that are ethical, sustainable and beautiful?
Sustainable design imagines landscapes, buildings and objects of use
that are responsive and responsible to environments and communities, that reuse and renew materials and energy, that draw lessons
from natural systems and forms, and that use and build on the native
design intelligence of human cultures.
This program pays special attention to materials-their
origins,
design potentials, modes of working and production and their
ultimate disposal-within
a general introduction to sustainable
design. Students will read, attend lectures, engage in hands-on
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
workshops and do field research addressing ecological impacts,
materials science, graphics and design process (including computer
methods) and environmental design history. They will bring lessons
fromthese disciplines to an integrative design studio-the
pivotal
activityof the program. Studio projects will address drawing and
design fundamentals, thinking in three dimensions, programming,
user involvement, ecological design responses, materials choices and
construction systems, energy use and presentation skills. Projects will
cover both informational graphics and physical design, emphasizing
objects for use in buildings and landscapes. Readings, seminars and
writing assignments will ground students in current issues and ideas
insustainability and underpin their design efforts. These projects will
involvestudents in real-world processes, the constraints and tradeoffs-essential experience for those who wish to make a difference.
Total: 16 credits each quarter.
Enrollment: 60
Special Expenses: $150 each quarter for design studio equipment and
supplies; $125 each quarter for at least one overnight field trip.
Program is preparatory for careers and future studies in
environmental studies, environmental design, energy systems and
architecture.
This program is also listed under Programs for Freshmen and
Expressive Arts.
Undergraduate
Research in Scientific Inquiry
Fall, Winter and Spring quarters
Faculty: Clyde Barlow, Dharshi Bopegedera, Andrew Brabban, Judith
Bayard Cushing, Jeff Kelly,Rob Knapp, Betty Kutter, Lydia McKinstry,
Donald Morisato, Nancy Murray, James Neitzel, Neal Nelson, Paula
Schofield, Rebecca Sunderman, E.J. Zita
Major areas of study include areas of student work, e.g., lab biology and chemistry, computer science, health sciences, teaching and
environmental sciences, mathematics, physics and astronomy. Upperdivision credit awarded for upper-division work.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Negotiated individually with faculty.
Faculty Signature: Students must contact individual faculty to make
arrangements.
A number of faculty in this planning group are engaged in research
projects that offer collaborative research opportunities for advanced
students. These provide an important aspect of advanced work in
the sciences that take advantage of faculty expertise and Evergreen's
flexible structure and excellent equipment. In general, students begin
by working in apprenticeship with faculty and laboratory staff and
gradually take on more independent projects within the context of
the specific program.
Clyde Barlow and Jeff Kelly 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 would like to engage students in three
projects. (1) FTIR spectroscopy of free radicals. This project is for
advanced chemistry students who are interested in using infrared
spectroscopy to understand molecular properties of free radicals
synthesized in situ in a microwave discharge. (2) An interdisciplinary
study of drinking water in the South Puget Sound. This is an ongoing study to investigate the quality of drinking water in the Puget
Sound area. We will analyze the water and explore the connections
between the minerals found in drinking water and the geological
properties of the land. Students who have completed general
chemistry with laboratory can carry out this project. (3) Science and
education. We will work with local schoolteachers to develop science
lab activities that will enhance the science curriculum in local schools.
About four science labs will be taken to local schools each quarter.
Students who have an interest in teaching science and who have
completed general chemistry with laboratory would be ideal for this
project.
Andrew Brabban (biotechnology) and Elizabeth Kutter (molecular
biology) study microbiology and biotechnology, focusing particularly
on bacteriophages-key
model organisms in molecular genetics that
play major roles in controlling microbial ecology worldwide. Their
research involves approximately 12 students each year who explore
bacterial metabolism and the infection process under a variety of
environmental conditions, phage ecology and genomics and the
application of phages as antibacterial agents in systems such as E.
coli in infant diarrhea or the guts of livestock, Pseudomonas in human
and dog-ear infections and Aeromonas salmonicida in furunculosis
in local hatchery fish. They collaborate actively with scientists at
the USDA in College Station, Texas and in Beltsville, Maryland on
projects to reduce the incidence of E. coli 0157:H7 in the human
food chain. Students are requested to commit at least a full year to
the research project and to enroll for 6 to 16 credits each quarter.
Student researchers are often presenters at national conferences and
co-authors on papers. In addition, they participate in the biennial
Evergreen International Phage Biology meetings.
Judith Bayard Cushing studies how scientists might better use
information technology in their research. She would like to work with
students who have a background in computer science or one of the
sciences (e.g., ecology, biology, chemistry or physics), and who are
motivated to explore how new computing paradigms, such as objectoriented systems and new database technologies, can be harnessed
to improve the individual and collaborative work of scientists.
Rob Knapp studies the performance of "green" buildings, i.e.
buildings designed for exceptionally high performance in terms of
resource use, energy use, sensitivity to site and use of environmental
flows of light, water and air. He is especially interested in buildings
for institutions, such as colleges, schools, hospitals, libraries or public
meeting places. Students with backgrounds in physics, chemistry,
engineering, ecology or earth sciences, and with interests in the
application of those fields to the subtle, interacting problems which
appear in buildings may find projects related to the campus's new
Seminar IIbuilding, to the variety of renovation projects now underway on campus, or (as secondary research) to use of data gathered at
other sites.
Lydia McKinstry is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics
and small molecule synthesis. One specific study involves the design
and synthesis of enzyme inhibitor molecules to be used as effective
laboratory tools with which to study the mechanistic steps of programmed cell death in cancer cells. Cancer cells, like normal cells, are
known to undergo a process of cell suicide called apoptosis. In many
cancer cell lines, apoptosis is mediated by a family of enzymes called
caspases. Through selective caspase inhibition we are interested in
determining how caspases are involved in the signaling pathways
leading to apoptosis and defining the specific roles of individual
caspases in the process. A long-term goal of this project is successful
construction of inhibitor molecules designed to specifically target
the individual caspases involved in apoptosis. Students with a background in organic chemistry and biology will gain experience with the
laboratory techniques of organic synthesis as well as the techniques
of spectroscopy.
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Donald Morisato and Nancy Murray are interested in the developmental biology of the Drosophila embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways
establish the anterior-posterior and dorsal-ventral axes. Individual
student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation
of this complex process.
Jim Neitzel (biochemistry) studies Bacteriophage T4, which has
been a key model organism in molecular genetics for more than SO
years. Its infection of E.coli leads to rapid cessation of host DNA,
RNA and protein synthesis. This faculty is working to clone and
over-express the many host-lethal genes that purify and characterize
their protein products. The intent of this research is to determine
specific functions, look at ways in which genes can be used to better
understand bacterial metabolism, and examine the infection process
under a variety of environmental conditions. Evergreen is the center
for genomic analysis and database development for these phages,
and work with phage ecology and potential uses as antibiotics.
Neal Nelson is interested in working with advanced computer
topics and current open-ended problems. His areas of interest include
simulations of advanced architectures for distributed computing;
advanced programming languages and compiler support for languages, such as those that support parallel architectures; and embedded systems/microcontrollers and hardware modeling. Students
should have a strong computer science background and successfully
have completed the program Data to Information or the equivalent.
Paula Schofield (polymer chemistry, organic chemistry) is interested in the fields of biodegradable and biomedical polymers. Efforts
to use biodegradable materials have been initiated to reduce the
environmental impact of plastic wastes. Several of these biodegradable materials are polyesters, and they have attracted much industrial
attention as "green thermoplastics." Biomedical polymers are widely
used as replacements for heart valves, tissue, hip joints and blood
vessels. Polyurethanes show potential as replacements for smalldiameter blood vessels, particularly required by patients suffering
from vascular disease resulting from complications of diabetes.
Suitable replacement vessels could prevent thousands of amputations
performed each year in the United States. Today, research and development on biodegradable and biomedical polymers are expanding
in both polymer and biological sciences. Students with a background
in organic chemistry and biology will gain experience in the preparation and characterization of suitable polymers, and in biological
procedures used to monitor biodegradation and biocompatability.
Techniques students will use include SEM, DSC, GPC, FTIR, FTNMR
and enzyme isolation and purification.
Rebecca Sunderman (inorganic/materials chemistry and physical
chemistry) is interested in the synthesis and property characterization
of new bismuth-containing materials. The 6s2 electrons of Bi3+ are
commonly referred to as the lone pair electrons. Hybridization of
the 6s and 6p orbitals, and the resulting lone pair electron, yields
some very interesting stereochemistry and steric-related properties.
Ferroelectric and ferroelastic bismuth materials have been identified.
Many bismuth oxides are good oxygen ion conductors. Bismuthcontaining compounds have also been characterized as electronic
conductors, attractive activators for luminescent materials, second
harmonic generators and oxidation catalysts for several organic
compounds. Traditional solid-state synthesis methods will be utilized
to prepare new complex bismuth oxides. Once synthesized, powder
x-ray diffraction patterns will be obtained and material properties
such as conductivity, melting point, biocidal tendency, coherent
light production and magnetic behavior will be examined when
appropriate.
E. J. Zita (physics) studies the Sun and other magnetized plasmas.
Solar changes may affect Earth over decades (as in the recent Solar
Max), and over millenia (as in climate change). Why does the Sun
shine more brightly when it is more magnetically active? Why does
the Sun's magnetic field flip every 11 years? We investigate mysteries such as these by modeling the magnetic dynamics of the Sun.
Students can study plasma physics, solar physics and magnetohydrodynamics with Zita's research team. Students can use simple optical
and radio telescopes and a Sunspotter to observe the Sun from
Olympia. Students can analyze data from satellites and supercomputers, shared by colleagues in Boulder, Colorado, and Oslo, Norway.
Strong research students may be invited to join our summer work in
Olympia and/or Boulder.
Total: 4 to 16 credits each quarter. Students will negotiate credit with
the faculty sponsor.
Program is preparatory for careers and future studies in chemistry,
biology, computer science, health science, environmental sciences,
physics, astronomy and teaching.
A similar program is expected to be offered in 2007"'{)8.
OFFERINGS BEGINNING
Analyzing
WINTER QUARTER
the World
Winter and Spring quarters
Faculty: Paula Schofield, Andrew Brabban
Major areas of study include scientific analysis, introduction to
scientific instrumentation, introductory research methods, introductory
forensic science, scientific writing and science laboratory.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: High school algebra.
Are you curious about the world around you? Have you ever wondered why a particular event did or did not occur, and how the circumstances leading up to it may have changed the outcome and the
future? How has scientific analysis changed how we view the world
over time? How has forensic evidence affected the outcome of court
trials, currently and in the past? How can we more fully understand
our environment and predict changes that will occur in the future?
These are the types of questions we will address in this two-quarter
program.
We will use scientific approaches to examine both historical and
current events. As an example, few historical events are as popular
with conspiracy theorists as the JFK assassination. Also, prior
to DNA fingerprinting and other modern forensic analytical
techniques, the outcomes of many court trials would likely have
been different. We will analytically study and review historical and
current data and use scientific approaches to come to our own
conclusions. We will also examine our environment, such as local
water use and pollution issues.
We will learn modern methods of scientific analysis used in cutting
edge scientific research and forensic science and we will critically
evaluate our data. Both qualitative and quantitative analysis techniques will be emphasized, including learning the use and application
of state-of-the-art scientific instrumentation (scanning electron
microscopy, gas and thin-layer chromatography, ultra-violet and infrared spectroscopy) and equipment used in fieldwork. Scientific analysis
will be the basis for our work, not conjecture, gut feeling and/or
supposition. In science "data is king."
Someprograms may be cancelled
and others added after this printing.
Forthe most current information,
seewww.evergreen.edu/catalog/2006-07.
In winter quarter, we will learn how to define scientific questions
and critically evaluate data, and we will learn fundamental lab and
field techniques. Spring quarter will focus more on project work using
the skills we develop in winter quarter. We will work predominantly
in the lab and in small group problem-solving
workshops; group
work and student presentations will be significant components of the
program.
This program is designed for all students who want to gain a more
analytical and scientific approach to the world around them, using
historical and real world situations. Students will be evaluated based
on their laboratory and field work, laboratory reports, class presentations and homework assignments.
Total: 16 credits each quarter.
Enrollment: 46
Program is preparatory for careers and future studies in the sciences,
the liberal arts and education.
This program is also listed under Programs for Freshmen.
Computer Science Foundations
Winter and Spring quarters
Faculty: Neal Nelson, Brian Walter, TBA
Major areas of study include introductory programming, computer
organization, data structures, operating systems, mathematics and
various topics on science, technology and society.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: High school algebra proficiency.
The goal of this program is to lay a firm foundation for more
advanced work in computer science. Students in the program will
have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills
in mathematical abstraction, problem solving, programming and the
fundamental structures of hardware and software systems. The program covers standard material in a core liberal arts computer science
curriculum such as algorithms, data structures, computer organization
and architecture, logic, discrete mathematics and programming.
The program content will be organized around four interwoven
themes. The computational organization theme covers concepts
and structures of computing systems from digital logic to operating
systems. The programming theme concentrates on learning how to
design and code programs to solve problems. The mathematical
theme will help develop theoretical abstractions and problem solving
skills needed for computer scientists. An on-going seminar theme will
explore social, historical or philosophical topics of science, technology and society.
Total: 16 credits each quarter.
Enrollment: 38
Special Expenses: Unusually expensive textbooks.
Program is preparatory for careers and future studies in computing,
science, mathematics, and education.
Marine life: Marine Organisms and
Their Environments
Winter and Spring quarters
Faculty: Gerardo Chin-Leo, Erik V. Thuesen
Major areas of study include biological oceanography, marine biology, marine science laboratory and marine science research. All credit
will be upper-division science for those students completing both
quarters of the program.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least two quarters of college chemistry with labs
and two quarters of biological sciences with labs, college-level algebra,
an ability to work easily with numbers and equations.
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, elements of biological, chemical and physical oceanography, field sampling methods
with associated statistics and laboratory techniques. Adaptations to
diverse marine environments and marine microbiology will also be
emphasized. The class will study physical features of marine waters,
nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed
experiments and
student-designed
research projects. Data analysis will be facilitated
through the use of Excel spreadsheets and elementary statistics.
Seminars will analyze appropriate primary literature on topics from
lectures and research projects.
The faculty will facilitate identification of student research projects,
which may range from studies of trace metals in local organisms and
sediments to ecological investigations of local estuarine animals.
Students will design their research projects during winter quarter and
write a research proposal that will undergo class-wide peer review.
The research projects will then be carried out during spring quarter.
The scientific process is completed when results of the research
projects are documented in written papers and students give oral
presentations during the last week of spring quarter. Because the
research project continues across two quarters, students are strongly
recommended to commit to both quarters of the program.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: Up to $250 each quarter for multi-day field trips.
Program is preparatory for careers and future studies in marine science, natural science, life science, marine biology, oceanography and
environmental science.
A similar program is expected to be offered in 2008-09.
This program is also listed under Environmental Studies.
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Physical Systems
Winter and Spring quarters
Faculty: E.J. Zit a
Major areas of study include physics, mathematics, philosophy of
science and research. Upper-division credit awarded for upper-division
work for students who earn full credit.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Successful completion of at least one year of collegelevel calculus-based physics; facility with integration and differentiation; good critical thinking and writing skills.
This program will examine the principal concepts and theories by
which we describe and understand the physical world, from the realm
of our immediate senses (classical physics) to the very small (quantum
mechanics) to the vast (astrophysics). We will emphasize understanding the nature and formal structure of quantitative physical theories.
We will focus on the unifying concepts and common mathematical
structures that organize different physical theories into a coherent
body of knowledge. This program is necessarily mathematical.
Required mathematical skills will be developed as needed and in
the context of their use in the physical sciences. The central role of
mathematics in describing nature is one of the core intellectual issues
in this program. Quantitative problem solving will be emphasized.
••••
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Physical Systems will be organized around concepts such as energy,
conservation laws, and symmetries. Topics typically include classical
mechanics, quantum mechanics, electromagnetism,
thermodynamics,
astrophysics and/or modern physics. Mathematical topics typically
include multivariable calculus, linear algebra, differential equations
and/or vector calculus. Computers will be used as appropriate for
obtaining analytic and numerical solutions and for gaining qualitative
insight into physical processes.
Students will do research on topics of interest, and share peer
instruction in the classroom. Program activities will include lectures,
seminars, hands-on workshops and laboratories, and group
problem solving. Program details will be available online at
http:// academic.evergreen.edu/z/zita.
Integrated seminars on history, literature, philosophy and/or
cultural studies of science will stimulate ongoing consideration of the
context and meaning of science knowledge systems and practices
through history and across cultures.
This program will be a rigorous and demanding course of study.
Students will need to devote a minimum of 50 hours per week to
their academic work. Students are encouraged to take Mathematical
Methods during fall quarter.
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Total: 16 credits each quarter.
Enrollment: 25
Special Expenses: Field trip to a research meeting in spring, approximately $300. Expensive texts are required by the first day of class.
Expect to spend up to $500. Texts will be used all year.
Program is preparatory for careers and future studies in physical
sciences, engineering, mathematics, education, and the philosophy,
history, and cultural studies of science.
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•••••
Science Seminar
c
Winter and Spring quarters
Faculty: E.J. Zita
Major areas of study include history of science, philosophy of science,
and/or conceptual physics.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Good reading, writing and thinking ability. No background in mathematics or physics necessary.
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We will read, discuss and write about diverse topics in physics, astronomy, mathematics and related areas. We will explore observations
and ideas about the nature, history and philosophy of science, as well
as the methods of physics and mathematics. We will investigate questions such as: What are the newest ideas in physics and astronomy?
How is knowledge created or discovered? How can new ideas
develop into testable theories? How does scientific understanding
change? Topics will include string theory, relativity, chaos, quantum
mechanics, infinity and cosmology. Readings and themes vary
each quarter. Program details are available online at
http://192.211.16.13
/z/zita/scisem.htm.
Our learning goals include improved critical thinking, deeper
qualitative understanding of science, and improved communication
skills, both oral and written. Quantitative investigations are possible
for interested students, but are not required. Science Seminar students will work with students who are enrolled in Physical Systems to
discuss key points and questions before each seminar. Students can
earn four or eight credits each quarter by participating in one or two
seminars each week and completing short essays and online assignments. Students are encouraged to work with the Writing Center
tutors and to attend occasional writing workshops.
Total: 4 or 8 credits each quarter.
Enrollment: 20
Program is preparatory for careers and future studies in science,
math, history or philosophy of science, science writing and education.
A similar program is expected to be offered in 2007-08.
OFFERINGS BEGINNING
SPRING QUARTER
Algebra to Algorithms: An Introduction to
Mathematics for Science and Computing
Spring quarter
Faculty: TBA
Major areas of study include: intermediate algebra, geometry,
mathematical modeling, problem solving, computer programming, and
history and philosophy of mathematics.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: High school algebra.
Western science relies on mathematics as a powerful language for
expressing the character of the observed world. Mathematical models allow predictions of the behavior of complex natural systems, and
modern computing has magnified the power of those models and
helped shape new models that increasingly influence 21st-century
decisions. Computer science relies on mathematics for its culture and
language of problem solving and also enables the construction of
mathematical models. In fact, computer science is the constructive
branch of mathematics.
This program explores connections between mathematics, computer science and the natural sciences, and will develop mathematical
abstractions and skills needed to express, analyze and solve problems
arising in the sciences, particularly computer science. The emphasis
is fluency in mathematical thinking and expression, along with
reflections on mathematics and society. Topics include concepts of
algebra, functions, algorithms and programming, and calculus, logic
or geometry; all with relevant historical and philosophical readings.
We will also address psychological, pedagogical and development
aspects of mathematics teaching and learning to broaden our own
and others' understanding beyond where some of us got "stuck" in
our earlier involvement with mathematics.
The program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving
college or pursuing further work in the sciences.
Total: 16 credits.
Enrollment: 24
Program is preparatory for careers and future studies in the sciences,
mathematics, computer science and education.
A similar program is expected to be offered in 2007-08.
This program is also listed under Programs for Freshmen.
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-07.
Community Design and Community Action
Spring quarter
Faculty: Rob Knapp, Helena Meyer-Knapp
Major areas of study include community development, design, political
studies and applied science, according to the nature of projects chosen.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work. This program is designed for both full-time and parttime students.
Prerequisites: No specific subject requirements, but existing background in community development, design, political studies, or applied
sciences is desirable.
Improving communities is collective work. New parks, the restoration
of old buildings, strengthening public services and enlivening arts
projects depend on the committed efforts of people with a variety of
talents, agendas and temperaments. This program is for students with
strong interests (and preferably with some background) in community
development, design, political studies or applied science who want to
join real world projects engaged in the social or physical improvement
of communities in or near Olympia. With faculty as guides providing
supporting tools to aid in analysis and research, student teams will link
up with public or public-interest organizations who are in either the
design or action phases of new projects. Each team and its faculty advisor will define a substantive contribution to its organization's work and
complete it by the end of the quarter.
Students will spend a portion of their study time directly on their
community project and the rest in background-building.
There will
be opportunities to become more experienced in the analysis of
community values and institutions, in understanding organizational
development and conflict resolution, and in creating appropriate information graphics and public consultation projects, as well as to deepen
a design or science background as appropriate to specific projects.
Students in this program need to be willing to tackle open-ended
problems, work in teams, respond with insight to real-world needs and
obstacles and produce carefully finished work.
Total: 8 or 16 credits each quarter. The 8-credit option consists of
weekend classes, taught by both faculty, as well as evening or weekend
time with the project's host organization, while the 16-credit option
adds 8 credits of study during the weekdays, as well as additional
project-related time.
Enrollment: 24 maximum for each credit option.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in community
development, public interest science, community design or government.
This program is also listed under Programs for Freshmen and Society,
Politics, Behavior and Change.
History and Philosophy of Biology: Life and
Consciousness
Spring quarter
Faculty: Kevin Francis, David Paulsen
Major areas of study include history of science, philosophy of science,
cognitive science and philosophy of mind.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Prerequisites: At least one college-level biology course recommended.
What is life? What distinguishes a living organism from the sum total
of its chemical and physical properties? What is consciousness? What
makes an organism capable of feeling pain or becoming self-conscious? Such questions lie at the heart of many historical and contemporary debates in neurobiology and cognitive science. The way that
biologists define "life" and "consciousness" shapes their research
programs, methodologies
and ethics. As one example, depending
on how a biologist defines "life," he might use the same approach
to study organisms that other scientists use to understand chemical
reactions and computer systems, or he might recognize unique
properties of living systems that require special methods. As another
example, depending on how a biologist defines "consciousness," she
might conduct experimental research on human emotions as unique
and uncomparable to animal behavior, or she might compare images
of human brain activity to images of animal brain activity when they
both experience the same kind of emotion.
These classic questions continue to vex and motivate biologists,
cognitive scientists and philosophers. This program will examine the
history of biology as a window on the contemporary discussion of life,
consciousness and the nature of mind. We will use a variety of historical case studies to illuminate such issues (e.g. Watson and Crick's
research on DNA, experimental work on neuron physiology and
function and persistent debates over animal experimentation).
We
will also read contemporary philosophical and scientific discussions to
explore whether the history of questions about life and the nature of
being alive provide lessons for current research in the science of the
mind.
Total: 16 credits.
Enrollment: 48
Program is preparatory for careers and future studies in the biological sciences, cognitive neuroscience and science studies.
This program is also listed under Programs for Freshmen.
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SOCIETY, POLITICS, BEHAVIOR AND CHANGE
Affiliated
Faculty:
Don Bantz
Peter G. Bohmer
Priscilla V. Bowerman
William Bruner
Scott Coleman
Stephanie Coontz
Elizabeth Diffendal
Peter Dorman
John Robert Filmer
Teresa L. Ford
George Freeman, Jr.
At Evergreen, the Society, Politics, Behavior and Change planning unit weaves together
the various social science disciplines that enable us to better understand society and the way in
which society operates in local, regional, national and international arenas. In so doing, we place
a particular emphasis on:
Society: Many of our programs examine how social groups, such as races, genders, religions
and classes, interact to construct a complex society. We also study how that society and other
social forces affect the experiences and opportunities of the individuals and groups within.
Politics: Many of our programs consider how societies and governments are organized to
allow collective decision-making. Our study of politics focuses on political economy and the
interplay of politics and economics, with an emphasis on the international political economy and
its implications for race, gender and class in U.S. society
Behavior: Many of our programs study the social, psychological and biological forces that
influence human health and behavior. Our faculty have particular strengths in the areas of
cognitive, clinical and social psychology, and our senior-level multicultural counseling program is
unique in the state.
Laurance R. Geri
Jorge Gilbert
Angela Gilliam
Jose Gomez
Amy Gould
Zoltan Grossman
Jeanne E. Hahn
Ryo Imamura
Heesoon Jun
Cynthia Kennedy
Mukti Khanna
Janice Kido
Cheryl Simrell King
Glenn Landram
Gerald Lassen
Daniel B. Leahy
Society, Politics,
Behavior and Change
Anita Lenges
Carrie M. Margolin
Lawrence J. Mosqueda
Alan Nasser
Toska Olson
Sarah Pedersen
Yvonne Peterson
Zahid Shariff
Linda Moon Stumpff
Masao Sugiyama
Michael Vavrus
Sherry L. Walton
Sonja Wiedenhaupt
Tony Zaragoza
Change: Our programs study strategies for bringing about social change. We examine
historical examples of successful social change and ongoing struggles to improve society, and to
consider positive alternatives for the future.
Our management programs study the role of organizations in society, and the ways in
which various types of organizations, including for-profit, nonprofit, public and entrepreneurial
ventures, may be structured and financed. Recognizing that Puget Sound has proved to be a
rich laboratory for the study of economics and social change, our management programs often
integrate the study of leadership development, international business and ocean transportation
with our maritime studies program.
Many of our programs examine society from a multicultural perspective that seeks to
understand and show respect for peoples with different ethnic and cultural heritages and to build
bridges between them. As part of our work, we identify the factors and dynamics of oppression
and pursue strategies for mitigating such oppression.
Our area includes faculty from the following disciplines: anthropology, economics, history,
public policy, public administration, labor studies, management, political science, international
affairs, philosophy, sociology, health sciences, psychology, teaching and learning.
Students who graduate from Evergreen after studying in social science programs go on to
start their own businesses and social ventures, and they frequently attend graduate school in
fields such as psychology, law, public administration and political science.
Several of the faculty members in this area teach regularly in the Master in Teaching Program
or the Master of Public Administration program. All our faculty work collaboratively to develop
our undergraduate curriculum.
e
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07,
Forensics and Criminal Behavior
Fall, Winter and Spring quarters
Faculty: Sharon Anthony, Toska Olson, Rebecca Sunderman
Major areas of study include forensic science (aspects of chemistry,
molecular biology, physics, physical anthropology, entomology and
pathology), forensic science lab, sociology of criminal behavior, quantitative reasoning and writing.
Class Standing: This lower-division program is designed for 50 percent
freshmen and 50 percent sophomores.
Prerequisites: Although there are no prerequisites for this program, a
good understanding of science and Algebra I and II will be helpful and
are strongly recommended.
Why is crime such a central focus in modern American society? How is
a crime scene analyzed? How are crimes solved? How can we prevent
violent crime and murder? This program will integrate sociological
and forensic science perspectives to investigate crime and societal
responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal
behavior. In addition, we will consider several theories of criminology
and deviant behavior, and will discuss the current social and cultural
factors that have contributed to the rise in popularity of forensics
studies. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology,
pathology and physics. We will study evidentiary techniques for crime
scene analysis, fingerprints, DNA, blood spatter, fibers, glass fractures
and fragments, hairs, ballistics, teeth, bones and body remains.
This program will use hands-on laboratory and field approaches to
the scientific methods used in crime scene investigation. Students will
learn to apply analytical, quantitative and qualitative skills to collect
and interpret evidence. In addition to weekly writing and quantitative
assignments, students will engage in research writing and conduct
team projects in crime scene investigation.
Total: 16 credits each quarter.
Enrollment: 69
Special Expenses: $90 for field trips.
Program is preparatory for careers and future studies in forensic science, education, science, criminology and sociology.
This program is also listed under Programs for Freshmen;
Environmental Studies; and Scientific Inquiry.
Heritage: Self-Identity
and Ties to the Land
Fall, Winter and Spring quarters
Faculty: David Rutledge, Yvonne Peterson and Raul Nakasone
Major areas of study include areas of student's individual project
study such as history, philosophy, cultural competency, quantitative
reasoning, communication, writing, political science, ethnography,
history of the Americas, cultural anthropology, literature, Indigenous
arts, technology, Indigenous studies, Native American studies, writing
and education.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
In this program, students develop individual projects to examine
what it means to live in a pluralistic society at the beginning of the
21st century. Through each student's area of interest, we will look
at a variety of cultural and historical perspectives and use them to
help address issues connected to the program theme. Individual
research will pay special attention to the value of human relationships
to the land, to work, to others and to the unknown. Work will be
concentrated in cultural studies, human resource development,
and
ethnographic studies to include historical and political implications of
encounters, and cross-cultural communication.
We shall explore Native
American perspectives and look at issues that are particularly relevant
to Indigenous people of the Americas.
We will ask students to take a very personal stake in their educational development. Within the program's themes and subjects, students will pay special attention to what individual and group work they
plan on doing, how they plan to learn, how they will know they learned
it, and what difference the work will make in their lives and within their
communities. Students will be encouraged to assume responsibility for
their choices. The faculty are interested in providing an environment of
collaboration where faculty and students will identify topics of mutual
interest and act as partners in the exploration of those topics.
This program is for students who already have a research topic in
mind, as well as for those who would like to learn how to do research
in a student-centered
environment. Students will be exposed to
research methods, ethnographic research and interviewing techniques,
writing workshops, computer literacy, library workshops, moving River
of Culture Moments to documentary, educational technology and the
educational philosophy that supports this program. Yvonne Peterson
will offer a special series of workshops to support the particular academic needs of first and second year students.
In the fall, participants will state research questions. In late fall and
winter, individually and in small study groups, students and faculty will
develop the historical background for the chosen questions and do the
integrative review of the literature and data collection. Workshops will
be ongoing for students to learn the skills for completing their project.
Late winter and into spring quarter, students will write conclusions,
wrap up print/non-print
projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.
Depending on their individual projects, students will develop, use
and explore some of the following areas: Bloom's Taxonomy; the
theory of multiple intelligence; the relationship among curriculum,
assessment and instruction; expectations of an Evergreen graduate
and the five foci; quantitative reasoning; self- and group-motivation;
communication (to include dialogue, e-mail, resources on the Web and
Web crossing). They will also develop skills in creating interactive Web
pages and documentaries, as well as I-movie editing and presentations
using PowerPoint.
Total: 16 credits each quarter.
Enrollment: 75
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in education,
social sciences, the arts, multicultural studies, social work, human
services and the humanities.
This program is also listed under Programs for Freshmen and Native
American and World Indigenous Peoples Studies.
Imperialism
Fall and Winter quarters
Faculty: Zahid Shariff
Major areas of study include history, political science, economics
and literature.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
We will examine the different ways in which the notions of imperialism
and colonization can be understood broadly as well as in specific geographic and historical contexts. Focusing on the historical experiences
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Students who register for a program
but do not attend the first class
meeting may be dropped.
of people of color in Africa, the Middle East and the United States,
we will explore the ways in which imperialism and colonization served
as tools for conquest and domination as well as subjugation and
exploitation. We will examine the context in which these tools were,
and continue to be, employed, and the resistance of different kinds
with which they have to contend.
Our purpose is to both make distinctions and identify similarities
between the imperialist practices of the past and those that are at
work now. Exploring the role of image, representation, and knowledge-incentives
for their production, and the prospects for their
distribution-will be significant elements of the program. Quite often
the critique of orientalism will guide us.
The learning goals will emphasize engagement with the reading
material in a way that lifts both the author and the reader, collaborative and cooperative skills, and learning across differences. We expect
to accomplish these goals through frequent writing assignments and
active student participation in seminar facilitation, introduction of
films and documentaries and leadership in organizing discussions.
Among the writing assignments will be short weekly papers based on
the readings and a longer paper on a relevant topic selected by the
students. The readings will include classical texts by Aime Cesaire and
Franz Fanon, as well as more recent authors.
Total: 16 credits each quarter.
Enrollment: 24
Program is preparatory for careers and future studies in government
and politics, non-governmental organizations (in the United States and
abroad), education and international organizations.
This program is also listed under Programs for Freshmen.
India: Politics of Dance; Dance of Politics
Fall and Winter quarters
Faculty: Ratna Roy,Jeanne Hahn
Major areas of study include history, cultural anthropology, political
science, visual arts (art history). performing arts and literature.
Class Standing: Sophomores or above; transfer students welcome.
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This interdisciplinary program will examine dance, politics and culture
in the world's largest democracy: India. India has a rich social and
political history and is the home of the Indus Valley Civilization as well
as the Sanskritic legacy of art, architecture, dance, music and theater.
In the fall quarter, we will immerse ourselves in a study of India. We
will attempt to understand how, upon independence in 1947, India
became a functioning democracy. Its democratic institutions were
shaped in large part by its long history, colonial rule and the social
context at independence. To understand India's complex experience
with democracy since 1947, we will investigate the changing relations
of religion, caste, class and ethnicity, as well as the recent formation
of a vibrant middle class.
India has also been shaped by its ancient traditions of art, dance
and literature. Since dance, theater, and music have a special place
in the context of Indian life, politics and culture, we will study some
of the ancient literature that has shaped Indian thought over the
centuries, as well as some of the art forms, visual and performing,
that have continued to the present day or have been re-created in
their neo-classical form from classical archives. Over the fall, students
will design collaborative or individual projects to be carried out in the
winter as they travel and study in India. Priority for enrollment in this
program will be given to students who plan to travel to India in the
winter.
In the winter, we will spend six weeks traveling in India deepening
and contextualizing our fall studies. We will experience political dance
theater and gain a deeper understanding of India's culture, traditions
and rapidly changing present. We will spend time in several major
cities to experience a measure of India's diversity and complexity and
engage with groups involved in political dance theater. We will return
to Evergreen with sufficient time to complete the projects and to
reflect upon and analyze the two quarters' work.
Total: 16 credits each quarter.
Enrollment: SO
Special Expenses: Approximately $4,000 for airfare and six-week
travel in India in winter quarter. A $150 deposit is due November 17,
2006.
Program is preparatory for future studies and careers in the expressive arts, social sciences, Indian history and culture, education and
comparative cultures.
The program is also listed under Expressive Arts.
Living an Intentional Life
Fall and Winter quarters
Faculty: Cynthia Kennedy, Janet Ott
Major areas of study include philosophy, movement, leadership,
writing and personal finance.
Class Standing: Juniors or seniors; transfer students welcome.
Do you have the discipline to live an intentional life?
Many people do. Spend two quarters with us critically analyzing
the wisdom of scholars who have examined our inner systems and
who have developed myriad paths to clearing the way towards a
strong, focused center which can allow us to lead our lives in meaningful and powerful ways. For some students, this may mean becoming active in the community; for others, leading a quiet, peaceful life.
For still others, it may mean starting a revolution. Whatever the path,
we are often called on to tap into our true self, or essence. This idea
of self is formed from a variety of perspectives, depending on the
culture and the lens. We consider the self to be a melding of body,
mind and spirit without the masks and defenses that we automatically
and normally use to protect ourselves from perceived harm. Self is a
place of clarity, of curiosity and of compassion. There are a number of
paths toward finding one's true self and in the words of Joel Barker,
"problems that are impossible to solve with one paradigm, may easily
be solved with a different one."
In fall quarter, in order to become familiar with a variety of paradigms, we will research and explore many of these perspectives and
paths, helping us make choices about the path each of us will take
to our own self. Some of these paths include Buddhist, Hindu and
the Western psychological perspectives. We will also examine the
body's anatomy, physiology and current research on the mind/body
connection. Exploration will be through seminar texts and practical
workshops and will include library research, formal papers and presentations, overnight retreats, discipline practices such as meditation
or qi gong and movement. Each of us will adopt our own discipline
practice which can open or prepare us for hearing our true intentions,
our self's desires without all the noise and distractions created by
our culture and surroundings. Our discipline will involve a practice
that commits us to engage regularly in some activity with a mental
and physical commitment to concentrate or focus on it. A discipline
produces focus in both the mind and the body, which produces a
connection most Westerners have never experienced. It is our assertion that we don't find our genuine self without such discipline.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
In the winter, we will begin to personalize the learning from fall
quarter, discussing and applying the components that support and
are part of an intentional life. This life begins with the dreams and
visions we hold for the life that is still ahead of us. Students will create
a vision statement of their intentional life-a goal to work towards.
It will be reflective of their own sense of self and their sense of calling, purpose, vocation or meaning of life. This vision statement of
essence and purpose in life can be a culmination of all the wisdom
of scholars who have come before you, the discipline each of us will
have adhered to for the past two quarters, and each person's own
application of learning and desires. Throughout winter quarter, we
will encourage students to consciously reflect on who they are and
where they are going.
This is a rigorous, full-time program. Students will be expected to
work 50 hours each week (including class time). attend all program
activities, to be on time, and to be fully prepared to participate in
seminar discussions. Students will work in small groups, complete
papers, take exams and give presentations to the class. They should
be prepared to explore challenging and unfamiliar ideas in an academic atmosphere.
their place in the scope of national affairs, to read closely, to write
with effective insight and to develop appropriate research projects
to refine their skills and contribute to the collective enrichment of
the program. There will be workshops on economic thought, physical
laws and program-wide symposia. Each end-of-quarter symposium
will provide a means of rounding out the term's work and provide
students with valuable experience in public speaking and
presentation.
Total: 16 credits each quarter.
Enrollment: 50
Special Expenses: $200 per quarter for program retreats and move-
Fall and Winter quarters
Faculty: Sherry Walton, Terry Ford
Major areas of study include human development, communication
ment fees.
skills,American history, descriptive statistics, academic planning, writing, group dynamics, research methodologies, politics of identity and
spiritual development.
Class Standing: This lower-division program is designed for 75 percent
freshmen and 25 percent sophomores.
Program is preparatory for careers and future studies in ethics,
health, leadership studies, philosophy, religious and spiritual studies,
the humanities, arts and social sciences.
This program is also listed under Scientific Inquiry.
Looking Backward: America in the 20th Century
Fall, Winter and Spring quarters
Faculty: David Hitchens, Jerry Lassen, Tom Grissom
Major areas of study include writing, U.S. political and economic
history, U.s. social and intellectual history, American economics and
global connections, American literature and scientific thought.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
The United States began the 20th century as a second-rate military
and naval power and a debtor country. The nation ended the century
as the last superpower with an economy and military that sparked
responses across the globe. In between, we invented flying, created
atomic weapons, sent men to the moon and began to explore the
physical underpinnings of our place in the universe. Many observers have characterized the 20th century as "America's Century"
because, in addition to developing as the mightiest military machine
on the face of the earth, the United States also spawned the central
phenomenon of "the mass." Mass culture, mass media, mass action,
massive destruction, massive fortunes-all are significant elements of
life in the United States.
Looking Backward will be a retrospective, close study of the
origins, development, expansion and elaboration of "the mass"
phenomena and will place those aspects of national life against our
heritage to determine if the political, social, economic and scientific
growth of the nation in the last century was a new thing or the
logical continuation of long-standing, familiar impulses and forces
in American life. While exploring these issues, we will use history,
economics, sociology, literature, physics, popular culture and the
tools of statistics to help us understand the nation and its place in the
century. At the same time, students will be challenged to understand
Total: 16 credits each quarter.
Enrollment: 72
Program is preparatory for careers and future studies in the humani-
ties and social science, law,journalism, history, economics, sociology,
literature, popular culture, cultural anthropology, education and the
physical sciences.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
Making American Selves: Individual and Group
Development
My life has been one great big joke,
A dance that's walked,
A song that's spoke,
I laugh so hard I almost choke,
When I think about myself.-Maya Anqelou
If you resist reading what you disagree with, how willyou ever acquire deeper
insights into what you believe? The things most worth reading are precisely those
that challenge our convictions.-Author Unknown
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I loathe the expression "What makes him tick." It is the American mind, looking for
simple and singular solutions, that uses the foolish expression. A person not only
ticks, he also chimes and strikes the hour, falls and breaks and has to be put together
again, and sometimes stops like an electric clock in a thunderstorm.-James Thurber
Angelou invites us to consider our lives with some lightness of spirit,
Thurber cautions that answers are seldom simple and that humans
are complex beings, and our unknown author urges us to welcome
challenges to our current convictions. We invite people to join this
program who are ready to undertake serious academic work with
humor, and who have a desire to be challenged and an inclination
toward examining complex relationships. Though Thurber loathed the
expression, "What makes him tick," we will attempt to understand
some factors that influence the development of human identity.
People likely to find this program useful are those interested in the
relationship of identity development to one's sense of self as a community member and American, and one's self-efficacy and ability to
interact effectively with others.
Participants will seek answers to three primary questions: Who
are we as individuals and as community members? How do people
become who they are? What does it mean to be an American?
Understanding the construction of our personal identities and
beliefs, as well as our identities as Americans, is crucial to effective
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but do not attend the first class
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citizenship in the 21st century. We will explore these questions in a
variety of ways, including mask-making; reading and analyzing novels,
autobiographies,
and factual materials; writing; participating in
workshops; and conducting research. Participants will be encouraged
to challenge and extend their knowledge through studies in human
development,
descriptive statistics, American history (particularly in
relation to public education), group dynamics, politics of identity and
spiritual development.
Fall quarter we will explore our own identity development through
creative arts and autobiography.
Our current understandings may be
challenged and affirmed through analyzing and discussing theories of
human development,
including cognitive, moral and socio-emotional
development.
Concurrently, we will conduct survey research to gain a
better understanding of our learning community. From this platform,
we will explore group dynamics and effective communication skills. As
we examine theories of development, we will also read ethnographies
and historical texts to gain a broader understanding of contexts
within which we develop. We will deepen our understandings of
these texts through writing analytical papers.
Winter quarter program members will participate in either a
campus organization or governance committee. These experiences
will further develop understandings of group dynamics which will
be discussed in weekly seminars. Each person will also participate in
workshops in either Politics of Identity, or Spiritual Development in a
Diverse Society. Though these workshops investigate different topics,
both serve to deepen participants' knowledge about development
as individuals and Americans, and provide opportunities to practice
effective communication.
In addition, each person will participate in
workshops about research methodologies,
select an area of research
related to human development,
undertake appropriate research and
present the results to the program community.
Total: 16 credits fall quarter; 12 or 16 credits winter quarter.
Enrollment: 46
Special Expenses: $95 per person for field trip to be paid by October
3,2006.
Program is preparatory for careers and future studies in education,
human, health and social services, and psychology.
This program is also listed under Programs for Freshmen.
Maritime Communities, Then and Now
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Fall and Winter quarters
Faculty: John Filmer
Major areas of study include history, economics, economic development, management, international business, critical reasoning, communications, community development, transportation logistics, leadership
and seamanship.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students must achieve a passing grade on the entrance
quiz that includes math competence and pass a swim test.
Faculty Signature: Interested students should contact the program
secretary, Julie Douglas, (360) 867-6550 or douglasj@evergreen.edu or
The Evergreen State College, Sem II A2117, Olympia, WA 98505, for
an information packet, prerequisite quiz and to make an appointment
for an interview with the faculty.
This program will focus on the study of coastal and estuarial communities and how they have evolved economically and culturally over
the centuries. Through the natural advantages provided by the sea,
Puget Sound provides a rich laboratory for the study of maritime
communities and maritime commerce. In addition, our investigations
will also take us to other parts of the world to examine early maritime
exploration, the development of sailing and navigation tech nolo-
gies and the beginnings of cross-cultural trade. Areas of study will
emphasize economic and community development and the evolution
of contemporary world markets in the global economy.
An active sail training component will provide students with a rich
opportunity to learn power cruise and sail seamanship, including
coastal navigation and "sailor's arts." Activities will include field trips
to various industries and organizations to observe and learn first-hand
how Puget Sound entrepreneurs participate in the capitalist free
market and the global economy, building wealth and creating jobs
for themselves and others. The program will require each student
to engage in an extensive study of a local community. Students may
develop part-time internships during winter quarter that support their
individual maritime career interests.
Students should plan on at least one very long day per week on
board the vessel and expect to help with its maintenance. Students
should be willing to enroll full-time for the two quarters.
Total: 16 credits each quarter.
Enrollment: 12
Special Expenses: $500 boat fee each quarter.
Internship Possibilities: Winter quarter with faculty approval.
Program is preparatory for careers and future studies in management, business, community development, transportation and a variety
of marine oriented occupations.
Multicultural Counseling
Fall, Winter and Spring quarters
Faculty: Mukti Khanna
Major areas of study include counseling skills, personality theory,
abnormal psychology, expressive arts therapies, methods of inquiry,
nonviolent communication and multicultural psychology.
Class Standing: Seniors; transfer students welcome.
Prerequisites: One year of study in an interdisciplinary liberal arts
program with some background in issues of diversity and inclusiveness
and one year of study covering general principles of psychology.
Transfer students are welcome in this program and are invited to
document their work in psychology, cultural studies and liberal arts
education for admission.
Faculty Signature: Students must submit an application, available
by April 10, 2006, from the Program Secretaries office, Lab II 2250.
Applications received by the Academic Fair, May 17, 2006, will be
given priority. Qualified students will be accepted until the program
fills.
We will explore ways psychology can be of service in an increasingly diverse society by addressing the concepts of mental health,
the mental health system and psychological counseling that are
critical to the creation and maintenance of healthy communities.
We will address theoretical and experiential aspects of multicultural
and transpersonal psychology in a community context, and how
psychology can contribute to the current United Nations Decade of
Nonviolence. Students will learn social science research methods in
the context of a counseling practice.
Multi-modal expressive arts laboratories based on person-centered
psychology will be explored throughout the program. As described
by Natalie Rogers, an international leader of expressive arts therapy,
and daughter of pioneering psychologist Carl Rogers, "The combination of expressive arts-the
integrated process of using movement,
visual art, music, journal writing and drama-and
person-centered
listening are powerful, creative ways to become aware of our feelings
about world events and to transform these feelings into self-responsible action. The expressive arts bring us into balance by engaging our
imagination, intuition and spiritual capacities. As we gain an internal
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
sense of peace, our way of being in the world shifts, bringing inspiration and wisdom to others." No previous art or movement experience
is required. Students need to be willing to work with psychological
theory and self-knowledge through expressive arts, co-counseling,
cultural identity work and mindfulness practices.
Total: 16 credits each quarter.
Enrollment: 25
Special Expenses: Approximately $75 for art supplies and $50 for
retreat for the entire year.
Internship Possibilities: 15 hours a week required in winter and spring
quarters.
Program is preparatory for careers and future studies in psychological counseling, clinical psychology, expressive arts therapies, social
work, expressive arts and multicultural studies.
A similar program is expected to be offered in 2007-08.
Pillars of Fire: Jewish Contributions
to World Culture
Fall and Winter quarters
Faculty: Ariel Goldberger, Carrie Margolin
Major areas of study include Judaic studies, Jewish cultural studies,
Middle Eastern studies, expressive arts, Hebrew, movement, quantitative skills, philosophy, history, American studies, Hebrew calligraphy,
education, and other subjects depending on students' individual work.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
This interdisciplinary program will focus on the study of the Jewish
Diaspora and Jewish contributions to the culture of Europe and the
Americas. We will explore some of the following questions in areas
such as philosophy, cultural studies, humanities, sciences and art. Are
there quintessentially Jewish ideas? What Jewish ideas have been
co-opted by other cultures after the Roman sack of Jerusalem in the
year 70 CE? Which ones made it into the larger culture? What are the
unique Jewish contributions to American and world culture?
The program will engage the study of Jewish contributions to a
wide range of areas of human knowledge and endeavor. Our studies
will include possible connections between the Yiddish culture that
developed in Europe and the Americas and political movements, the
arts and intellectual ideas. Potential areas of interest may be Jewish
influences on popular culture in areas such as Hollywood, Broadway,
vaudeville, comedy and music. Students may choose to give special
attention to individual thinkers, artists or writers.
In the world of ideas, the possibilities are endless. The program
will explore the possible connections between Jewish Messianic
ideas, Zionism, laws and ethics, immigration, politics and the Labor
Movement in America and Europe. We may choose to study the
philosophies of thinkers such as Maimonides, Walter Benjamin, Martin
Buber, Theodor Adorno, Baruch Spinoza and other Jewish philosophers who have had enduring influence on the world of ideas.
In the sciences, we may trace the birth of modern psychology in
Sigmund Freud and his followers and the groundbreaking theories of
thinkers such as Albert Einstein. We intend to direct our attention to
the connection of Jewish medical practice with the development of
medical ethics.
An inevitable aspect of these studies will be a journey into the dark
abyss of the Holocaust. We will look at the Holocaust's impact on the
cultural life and arts of Europe and study the impact on the Jewish
world and emerging responses to the tragedy.
A part of our studies of Jewish beliefs and mysticism will include
a look into the oral and written law, the mystical tradition of the
Kabbalah, and current Jewish thought. Our endeavors will include an
examination of Jewish rituals and life-cycle events, and the different
roles that Jewish men and women have traditionally held in those
events. We plan to explore the changing roles of Jewish women and
men, as Jewish feminist leaders exert their influence on the culture.
As part of our learning about the Diaspora in which the Jews have
lived for thousands of years, there will be workshops focused on the
study of ethnic cuisine and customs. Guest presenters from a variety
of Jewish cultural sub-groups will work side by side with students to
provide meals that will highlight Jewish ritual laws, Kosher laws and
other cultural aspects passed on through oral tradition. Quantitative
thinking will be encouraged through the learning of another cultural
mainstay of Jewish women since the 1920s: mah jongg.
The study of contemporary Jewish life will address the Jewish
national movement, Zionism and study the state of Israel. We will
attempt to learn about the complexity and difficulty of analyzing current events in the Middle East.
Participants will be asked to respond to the material of the class
in a variety of forms and disciplines. This program will emphasize
collaborative learning. Students will be expected to contribute to the
program efforts with self-directed and intense work.
Total: 16 credits each quarter.
Enrollment: 48
Special Expenses: $40 art materials fee and $40 performance ticket
fees each quarter, and $75 for ethnic culinary workshops. Total
expenses depend on student projects.
Program is preparatory for careers and future studies in cultural studies, Middle Eastern studies, Jewish education, philosophy, anthropology, history, education and expressive arts.
This program is also listed under Programs for Freshmen; Culture,
Text and Language; and Expressive Arts.
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Political Ecology of Land
Fall and Winter quarters
Faculty: Ralph Murphy, Carolyn Dobbs
Major areas of study include land use planning and growth management, policy analysis, statistics, principles of economics, American
government and federalism, case studies in environmental policy and
implementation, research methods and projects.
Class Standing: Juniors or seniors; transfer students welcome.
This upper-division program will provide an interdisciplinary, in-depth
focus on how land has been viewed and treated by humans historically and in contemporary times. We will give special attention to
the political, economic, social/cultural and environmental contexts of
land use. We will also look at land ethics, concepts of land ownership
and efforts to regulate land uses and protect lands that have been
defined as worthy by society.
To understand the context, role and purposes of land policy and
regulation, several social science disciplines will be explored. Selected
aspects of the following topics and disciplines will be used to evaluate human treatment of land primarily in the United States: history
and economic development; the structure and function of American
government and federalism; public policy formation and implementation; land use planning and growth management; elements of
environmental and land use law; economics; fiscal analysis of state
and local governments; and selected applications of qualitative and
quantitative research methods. Taken together, these topics examine
the diversity of ideas and skills required for developing an in-depth
analysis of land issues.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land.
The program will include lectures, seminars, guest speakers, research
workshops, field trips in western Washington and individual and
group research projects and presentations.
Total: 16 credits each quarter.
Enrollment: 50
Program is preparatory for careers and future studies in land use
and environmental planning, policy development and fiscal analysis,
environmental and natural resource management.
This program is also listed under Environmental Studies.
Political Economy and Social Movements: Race,
Gender and Class
Fall and Winter quarters
Faculty: Peter Bohmer, Tony Zaragoza, Zoltan Grossman
Major areas of study include political economy, U.S. history, theory
and practice of social movements, race and gender studies, media and
popular culture studies, economics, international studies and popular
education.
Class Standing: Sophomores or above; transfer students welcome.
-:-
This program is designed to introduce students to the major concepts, historical developments and theories in political economy and
to provide a foundation for more advanced work in political economy
and the social sciences. We will examine the historical construction of
U.S. political economy, the role social movements have played in its
development,
and future possibilities for social justice, self-determination and equality.
A central goal is to gain a clear understanding of how and why the
u.s. economy has been organized and reorganized over time, how
it has been controlled, who has and has not benefited from it, the
nature of exploitation, racism and sexism, and how social movements,
particularly those based on race, class and gender, have resisted
and shaped its direction. We will analyze everyday understandings
of our human experience and social relations and how they are
influenced by media, schools, dominant ideology and popular culture.
We will also examine the current and future direction of the United
States economy and society, and how various social movements
are responding to the changing political economy locally, nationally
and globally. The effects of the U.S. political economy on meeting
people's needs in the United States and in other societies will be
major themes of this program.
Fall quarter's work will focus primarily on the historical development of the United States while we learn and critique ideologies such
as liberalism, feminist theories, Marxism, anarchism and neoclassical
economics. A question of ongoing importance will be how economic
exploitation relates to other forms of social oppression such as racism, sexism and homophobia. Current economic restructuring efforts
and the reorganization of the social welfare state will also be examined. We will study, in depth, changes and continuities in the postSeptember 11 period with regards to militarism, attacks on dissent
and new forms of racism. Key issues and topics such as the growing
inequality of income and wealth, work and unions, police militarization and prisons, poverty, and privatization will be studied historically
and in the present. For each of these topics we will examine the role
of race, class, nation and gender and the relationships among them,
as well as short/long run solutions to related social problems.
Winter quarter's work will center on the interrelationship
between
the U.S. economy and the changing global system, as well as the
history of capitalism and its rise to global prominence. We will study
the causes and consequences of the globalization of capital and its
effects in our daily lives, the role of multilateral institutions such as
the World Bank, the IMF and the WTO, the meaning of various trade
agreements and regional organizations, and the response of social
movements opposing this emerging global order. We will pay attention
to the human consequences of imperialist globalization, and resistance
to it in case studies from the global South and global North. We will
look at alternatives to neoliberal capitalism including socialism, participatory economies and community-based
economies.
We will study microeconomics and macroeconomics historically, and
integrate major concepts from economics into the entire program.
Students will be introduced to key social statistics such as the poverty,
inflation, and unemployment rates, measures of inequality of income,
and wealth and the quality of life.
Films will be shown throughout the program. There will be a
substantial amount of reading in a variety of genres. Workshops and
role playing exercises in economics, international relations, writing and
organizing for social change will be used. Students will write a series of
analytical papers, learn popular education and participatory research
methodologies
and take part in projects using these
methods.
Total: 16 credits each quarter.
Enrollment: 75
Program is preparatory for careers and future studies in education,
labor, community and global justice organizing, social services, law,
nonprofit work, and economics.
A similar program is expected to be offered in 2007-D8.
Power in American Society
Fall quarter
Faculty: Larry Mosqueda
Major areas of study include U.S. history, U.S. government, U.S. foreign
policy and political economy.
Class Standing: Sophomores or above; transfer students welcome.
This program focuses on the issue of power in American society. In our
analysis, we will investigate the nature of economic, political, social,
military, ideological and interpersonal power. The interrelationship
of
these dimensions will be a primary area of study. We will explore these
themes through lectures, films, seminars, a journal and writing short
papers.
The analysis will be guided by the following questions, as well as
others that may emerge from our discussions: What is meant by the
term "power"? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How is power utilized and with what impact on various
sectors of the population? What characterizes the struggle for power?
How does domestic power relate to international power? How is international power used? How are people affected by the current power
structure? What responsibilities do citizens have to alter the structure
of power? What alternative structures are possible, probable, necessary
or desirable?
In this period of war and economic, social and political crisis, a good
deal of our study will focus on international relations in a systematic
and intellectual manner. This is a serious class for serious people. There
will be a good deal of reading and some weeks will be more complex
than others. Please be prepared to work hard and to challenge your
and others' thinking.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in government,
public policy, history and advanced political economy.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Turning Eastward: Explorations in East/West
Psychology
The United States Since the Great Depression:
From Prosperity To Austerity
Fall and Winter quarters
Faculty: Ryo Imamura
Major areas of study include personality theory, abnormal psychol-
Fall and Winter quarters
Faculty: Alan Nasser
Major areas of study include history, political science, politics,
ogy, Jungian psychology, ethics in psychotherapy, Buddhist Studies,
Asian psychology, socially engaged Buddhism, Chinese spiritual paths,
transpersonal psychology and studies in death and dying.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Proficiency in college-level expository writing.
Western psychology has so far failed to provide us with 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, Western psychology has chosen to
analyze 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-both
in its everyday dynamics and its larger possibilities-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.
In direct contrast, Eastern psychology shuns any impersonal
attempt to objectify human life from the viewpoint of an external
observer, instead studying consciousness as a living reality which
shapes individual and collective perception and action. The primary
tool for directly exploring the mind is meditation or mindfulness, an
experiential process in which one becomes an attentive participantobserver in the unfolding of moment-to-moment consciousness.
Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects and field trips,
we will take a critical look at the basic assumptions and tenets of the
major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal
thought and behavior. We will then investigate the Eastern study of
the mind that has developed within spiritual traditions, particularly
within the Buddhist tradition. In doing so, 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 and traditional intellectual categories.
Finally,we will address the encounter between Eastern and Western
psychology as possibly having important future ramifications for the
human sciences, potentially leading to new perspectives on the whole
range of human experience and life concerns.
Total: 16 credits each quarter.
Enrollment: 25
Program is preparatory for careers and future studies in psychology,
counseling, social work, education, Asian studies and religious studies.
political economy, sociology and U.S. foreign policy.
Class Standing: Juniors or seniors; transfer students welcome.
Faculty Signature: Students should submit copies of their last two
faculty evaluations and samples of their most recent nonfiction writing
to Alan Nasser at the Academic Fair, May 17, 2006. Transfer students
should bring transcripts and writing samples to the fair. If this is not
possible, send them to Alan Nasser, The Evergreen State College,
Sem IIA2117, Olympia, WA 98505. Priority will be given to applications received by May 17, 2006. For more information contact Alan,
(360) 867-6759. Qualified students willbe accepted until the
program fills.
Prior to the Great Depression of the 1930s, the United States was
in periods of social and economic hard times as often as it was in
prosperity. After the Depression and the second World War, the
United States-and
much of the world-entered
the longest period
of sustained prosperity in modern history. We will look carefully at
the social, cultural and especially the political-economic development
of the United States during this exceptional period. Our investigation will include topics as varied, but closely related, as the rise of
consumer culture, the emergence of the "middle class," the spread of
suburban life, the emergence of the youth market and its attendant
youth culture, and the fortunes and misfortunes of women and
people of color during this period. A central topic will be the Cold
War, both in its domestic and foreign-policy incarnations, including
the nuclear arms race and the response of Washington both to the
newly-created countries of the global South in the aftermath of decolonization, and to the Communist revolutions in Korea, Cuba and
China.
In winter quarter, we will study the factors which produced the
end of the period of sustained prosperity and ushered in the period
of neoliberal globalization. The latter is characterized by slower
economic growth rates, stagnating worker incomes, a massive attack
on government social spending, the deregulation of business, the
emergence of a unilateralist and aggressive foreign policy and a
narrowing of the differences between the political, economic and
social agendas of the Democratic and Republican parties. We will
examine, in this context, the fall of the Soviet Union and the end of
the Cold War. Finally, we will look at the various movements that have
arisen around the world in opposition to the post-prosperity period of
neoliberal austerity.
Total: 16 credits each quarter.
Enrollment: 25
Program is preparatory for careers and future studies in government
service, political science/theory, political economy, education, law and
political activism.
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.•. OFFERINGS UEGINNING WINTER QUARTER
OFFERINGS BEGINNING
Innovations
WINTER QUARTER
in Environmental
Policy
Winter and Spring quarters
Faculty: Cheri Lucas Jennings, John Perkins
Major areas of study include American law and environmental protection, environmental science in the context of environmental regulation,
history of the environmental movement, research methods for
advanced undergraduates, simple descriptive and inferential statistics
and communication methods in environmental work.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Study in natural science and/or political economy history recommended.
Faculty Signature: Submit samples of previous written work and
unofficial transcript. An interview is required. Application forms are
available from Cheri Lucas Jennings, lucasc@evergreen.edu or (360)
867-6782 or John Perkins, perkinsj@evergreen.edu or (360) 867-6503.
Applications received by the Academic Fair, November 29, 2006, will
be given priority. Qualified students will be accepted until the program
fills.
What is the future of environmental protection in the United States?
In the world? Why is the environmental agenda of the 21 st century
so different from its incredible vigor of the 1970s? How do specialists
and citizens communicate with a powerful, active voice that embodies
a hope for a sustainable future? These are the questions that motivate
this two-quarter advanced program.
During the winter, we will read about the origins of the environmental movement in the 1970s, the enormous development of environmental science, and the innovations in the United States, state and
tribal law and practices. We will then explore executive discretion and
congressional shifts, especially during the period 1980 to 2004. In the
process, we will examine how an activist movement for environmental
protection changed into a specialized industry based on increasingly
advanced science with ritualized activities and modes of communication. Additionally, we will see how "innovation"
became a prominent
theme for government after the mid-1990s.
Prominent examples of innovation included: substitution of "cap
and trade" for "command and control" regulations, development of
environmental management systems, advocacy of the "precautionary
principle" as a regulatory framework, integration of environmental
impact assessment with permitting processes, development of habitat conservation plans as the foundation for development schemes,
using "sustainability"
as a guideline for investment and development,
and the promotion of alternative lifestyles and technologies to avoid
existing problems. What were these innovations for? Where did they
come from? Did they work, or were they a degradation of older laws?
Students will prepare a prospectus for team or individual projects
to be completed in spring quarter. All projects will focus on a topic
of innovation and the communications that must accompany any
proposed change in an issue of natural resource management or
preservation, development of alternative sources, environmental
justice, or health.
In the spring, the program will focus on a series of projects currently under consideration by federal, tribal, state and local agencies,
environmental coalitions, and other non-governmental
organizations
(NGO's). Some of these will be derived from national symposia on
environmental innovation held in 2000, 2003, and 2005. Students'
final presentations will be to the campus and larger community at the
end of spring quarter, framed in such a way as to be appropriate for
presentation at an EPA sponsored environmental symposium.
Students who register for a program
but do not attend the first class
meeting may be dropped.
The program will feature two kinds of skill-building workshops:
basic statistical methods for data presentation and alternative
presentation methods, including print, broadcast and web-based
communications.
Total: 16 credits each quarter.
Enrollment: 42
Internship Possibilities: Spring quarter with faculty approval.
Program is preparatory for careers and future studies in planning,
regulation, communications, education, history, law, public health and
environmental science.
This program is also listed under Environmental Studies.
Power in American Society
Winter quarter
Faculty: Larry Mosqueda
Major areas of study include U.S. history, U.S. government, U.S.
foreign policy and political economy.
Class Standing: Sophomores or above; transfer students welcome.
This program focuses on the issue of power in American society. In
our analysis, we will investigate the nature of economic, political,
social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will
explore these themes through lectures, films, seminars, a journal and
writing short papers.
The analysis will be guided by the following questions, as well as
others that may emerge from our discussions: What is meant by the
term "power"? Are there different kinds of power and how are they
interrelated? Who has power in American society? Who is relatively
powerless? Why? How is power accumulated? What resources are
involved? How is power utilized and with what impact on various
sectors of the population? What characterizes the struggle for power?
How does domestic power relate to international power? How is
international power used? How are people affected by the current
power structure? What responsibilities do citizens have to alter the
structure of power? What alternative structures are possible, probable, necessary or desirable?
In this period of war and economic, social and political crisis,
a good deal of our study will focus on international relations in a
systematic and intellectual manner. This is a serious class for serious
people. There will be a good deal of reading and some weeks will be
more complex than others. Please be prepared to work hard and to
challenge your and others' thinking.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in government,
public policy, history and advanced political economy.
'f' OFFERINGS BEGINNING SPRING QUARTER
OFFERINGS BEGINNING
Community
SPRING QUARTER
Design and Community
Action
Spring quarter
Faculty: Rob Knapp, Helena Meyer-Knapp
Major areas of study include community development, design, political studies and applied science, according to the nature of projects
chosen.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work. This program is designed for both full-time and parttime students.
Prerequisites: No specific subject requirements, but existing
background in community development, design, political studies, or
applied sciences is desirable.
Improving communities is collective work. New parks, the restoration
of old buildings, strengthening public services and enlivening arts
projects depend on the committed efforts of people with a variety
of talents, agendas and temperaments. This program is for students
with strong interests (and preferably with some background) in
community development, design, political studies or applied science
who want to join real world projects engaged in the social or physical
improvement of communities in or near Olympia. With faculty as
guides providing supporting tools to aid in analysis and research,
student teams will link up with public or public-interest organizations
who are in either the design or action phases of new projects. Each
team and its faculty advisor will define a substantive contribution to
its organization's work and complete it by the end of the quarter.
Students will spend a portion of their study time directly on their
community project and the rest in background-building. There will
be opportunities to become more experienced in the analysis of
community values and institutions, in understanding organizational
development and conflict resolution, and in creating appropriate
information graphics and public consultation projects, as well as to
deepen a design or science background as appropriate to specific
projects.
Students in this program need to be willing to tackle open-ended
problems, work in teams, respond with insight to real-world needs
and obstacles and produce carefully finished work.
Total: 8 or 16 credits each quarter. The 8-credit option consists
of weekend classes, taught by both faculty, as well as evening or
weekend time with the project's host organization, while the 16-credit
option adds 8 credits of study during the weekdays as well as
additional project-related time.
Enrollment: 24 maximum for each credit option.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in community
development, public interest science, community design or government.
This program is also listed under Programs for Freshmen and
Scientific Inquiry.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Making a Difference:
Doing Social Change
Spring quarter
Faculty: Larry Mosqueda
Major areas of study include community organizing, theories of social
and political change and social movements.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: At least one full year of college with programs such as
Political Economy and Social Change, sociology or community work
and/or demonstrated work in a social change organization.
Faculty Signature: Faculty willassess college-level writing skills
and degree of interest in social change organizations. Students
must submit a plan for working with a social change group before
the quarter begins. For information contact Larry Mosqueda,
mosqueda@evergreen.edu or (360) 867-6513. Interviews conducted
through the Academic Fair, March 7, 2007, will be given priority.
Qualified students will be accepted until the program fills.
Even a casual observation of society indicates that serious social
change is necessary. The question is: What are the most effective
ways to make a significant change that will be long lasting and
sustainable?
Students will not only study methods of change, but also participate in local, regional, national or international groups that are making a difference and have significant promise of continuing to do so in
the future. Students will determine the area where they wish to work
and will come together to discuss theories of social change and test
those theories in their work throughout the quarter. Our seminars will
examine not only the readings for the week, but also the work each
of us is engaged in for the quarter.
Total: 16 credits.
Enrollment: 25
Special Expenses: Depend on student project.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in political
science, law, education, government and community organizing.
A similar program is expected to be offered in 200~9.
"Race" in the United States: Historical
Contemporary Perspectives
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Spring quarter
Faculty: Michael Vavrus, Angela Gilliam
Major areas of study include cultural studies, history and social science academic writing.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
This all-level, full-time program explores the origins and manifestations of the contested concept of "race." The program analyzes
a racialized history of the United States in relation to dominant
discourses of popular culture, science, psychology, health care, law,
citizenship, education and personal/public identity. By making historical connections between European colonialism and the expansion of
U.S. political and military dominance in an era of globalization, students will have opportunities to investigate how the bodies of various
populations have been racialized. Students will also examine related
contemporary concepts such as racism, prejudice, discrimination,
gender, class, affirmative action, white privilege and color blindness.
Faculty will expose students to current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature
vs. nurture).
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Students who register for a program
but do not attend the first class
meeting may be dropped.
Students will also engage race through readings, dialogue in
seminars, films and academic writing that integrate program materials. Students will be expected to research and share contemporary
news accounts and popular culture artifacts (e.g., music, television,
cinema, magazines) as a way to understand how race mutates and
is expressed in various practices in institutions, politics and popular
culture. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see and read as well as
absences and silences that we find. As a learning community, we will
work together to make sense of these expressions and link them to
their historical origins.
Students will also have an opportunity to examine the social
formation of their own racial identities through their own personal
narratives. Current approaches from social psychology will be foundational in the autobiographical
aspect of the program. Additionally,
what it can mean to be an anti-racist in a racialized society is also
investigated.
Total: 16 credits.
Enrollment: 48
Special Expenses: Approximately $10 for museum entrance fee.
Program is preparatory for careers and future studies in medicine/
health, education, government, law, history, political science, cultural
studies, psychology and media studies.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
So You Want to be a Psychologist
Spring quarter
Faculty: Carrie Margolin
Major areas of study include history and systems of psychology, one
discipline area (either social, developmental, cognitive, or physiological psychology), foundations of psychology, career explorations in
psychology, writing, and social science ethics.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
Students will investigate theories and practices of psychologists to
enhance their understanding of counseling, social services and the
science of psychology. Students will explore careers in psychology
and the academic preparations necessary for these career choices.
We will cover the typical activities of psychologists who work in
academia, schools, counseling/clinical
settings, social work agencies
and applied research settings.
Among our studies will be ethical quandaries in psychology, as
well as the ethics of human and animal experimentation.
We will
cover history and systems of psychology. Students will read original
source literature from the major divisions of the field, covering both
classic and contemporary journal articles and books by well-known
psychologists. Library research skills, in particular the use of PsyclNFO
and Science and Social Science Citation Indexes, will be emphasized.
Students will gain expertise in the technical writing style of the
American Psychological Association (APA). The class format will
include lectures, guest speakers, workshops, discussions, films and a
field trip.
There's no better way to explore the range of activities and topics
that psychology offers, and to learn of cutting edge research in the
field, than to attend and participate in a convention of psychology
professionals and students. To that end, students will attend the
annual convention of the Western Psychological Association, which
is the western regional arm of the APA. This year's convention will be
held in Vancouver, B.C. on May 3-6, 2007. This may prove to be the
single most important learning experience of the program!
Total: 16 credits.
Enrollment: 24
Special Expenses: Approximately $480 for attendance at the Western
Psychological Association annual convention in Vancouver, B.C. must be
paid by April 9, 2007. Students will need additional money to pay for
their food. Students may also need a passport.
Program is preparatory for careers and future studies in psychology,
education, and social work.
A similar program is expected to be offered in 2007-08.
This program is also listed under Programs for Freshmen.
Student Originated Studies: Topics in Political
Economy, Globalization, Contemporary India and
U.S. History
Spring quarter
Faculty: Jeanne Hahn
Major areas of study include topics based on areas of student work.
Class Standing: Sophomores or above who are prepared to carry out
advanced study.
Faculty Signature: Students must draw up an Independent Learning
Contract in consultation with the faculty. For information contact Jeanne
Hahn, (360) 867-6014 or hahnj@evergreen.edu. Contract proposals
received before March 7, 2007, will be given priority. Qualified students
will be accepted until the program fills.
Student Originated Studies (50S) offers opportunities for advanced
students to create their own individualized course of study and
research. Prior to the beginning of spring quarter, interested individual
students or small groups of students will consult with the faculty
about their proposed projects. The project is then described in an
Independent Learning Contract.
Under the 50S umbrella, the faculty will sponsor individual and/or
small groups of students who are interested in research and reading
in political economy, U.S. history (especially the "founding period"),
various topics in globalization, historical capitalism and contemporary
India. The faculty will also sponsor internships and travel abroad contracts.
Total: 4 to 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in the social sciences, informed citizenship and education.
U.S. Foreign Policy Since Woodrow Wilson:
Before and After 9/11
Spring quarter
Faculty: Alan Nasser
Major areas of study include political science, international relations,
imperialism and U.S. foreign policy.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Background in political economy and/or 20th-century
American history preferred but not required.
Faculty Signature: Students should submit copies of their most recent
faculty evaluations and samples of their most recent nonfiction writing
to Alan Nasser at the Academic Fair, March 7, 2007. Transfer students
should bring transcripts and writing samples to the fair. If this is not
possible, send them to Alan Nasser, The Evergreen State College, Sem
II A2117, Olympia, WA 98505. Priority will be given to applications
received by March 7, 2007. For more information contact Alan, (360)
867-6759. Qualified students will be accepted until the program fills.
Some programs may be cancelled
and others added after this printing.
Forthe most current information,
see www.evergreen.edu/catalog/2006-07.
From the United States' beginning, dominant groups have imagined
the country to have a grand destiny. Woodrow Wilson portrayed the
United States as a model of "freedom and democracy" for the entire
world and put forward explicitly, for the first time in American history,
the doctrine known as "liberal internationalism."
Later administrations
attempted to export this model globally, often aggressively. A prime
example of this is the Cold War, which we shall study at length. The
ensuing rivalry between the United States and the Soviet Union was
one of the powerful forces shaping both international and intranational policy over the course of the 20th century.
We will examine how the U.s. elite was led to re-assert American
global dominance more aggressively than ever after the collapse
of the Soviet Union, the move to the political right of both the
Democratic and Republican parties, the onset of global economic
stagnation and the terrorist attacks of September 11, 2001. The
result of these developments was the new foreign policy of the Bush
administration. The test case for these policies was the 2003 U.S.-led
invasion and occupation of Iraq. We will analyze in detail the origins
and possible consequences, abroad and at home, of these developments.
This is a rigorous, bookish program, emphasizing the close and
critical reading of texts.
Total: 16 credits.
Enrollment: 25
Program is preparatory for careers and future studies in government,
law, political science, education, international relations, political
economy and history.
Working the Waters: Maritime Labor History
Spring quarter
Faculty: Cynthia Kennedy, Sarah Pedersen
Major areas of study include maritime labor history, quantitative and
symbolic reasoning, maritime literature, leadership theory and group
dynamics.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
communities. An extended sailing voyage will introduce students to
the experience of maritime work where crowded conditions, lack of
comfort and loss of independence will be balanced with beautiful
scenery, mastery of basic seamanship skills and discovery of one's role
within a community.
Workshops preparing students for the expedition will include
inland navigation, safety at sea, rules of the road, points of sail
and organizational theory. Using systems thinking, current ideas in
organizational behavior, and the personal experience of our sailing
expedition, students will finish this program with self-reflective work
leading to a strong appreciation for the complex, dynamic power of
working in a group. Workshops and practical application will develop
students' skills in mathematics, basic geometry, map reading and
weather.
Students should expect to commit significant time to reading, writing and discussing academically challenging material throughout the
program, including during the expedition.
Total: 16 credits.
Enrollment: 40
Special Expenses: $900 for 12-day sailing trip and field trips.
Program is preparatory for careers and future studies in economics,
management, math, maritime studies and trade, literature and historical studies.
This program is also listed under Programs for Freshmen.
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No man will be a sailor who has contrivance enough to get himself into jail; for being
in a ship is being in jail with the chance of being drowned ... A man in a jail has more
room, better food, and commonly better company.-Samuel Johnson 1759 (from
Boswell's Life of Johnson)
The early 1700s saw the explosion of global trade through sail
power. Sail was the supreme new technology of the period, making
possible international mercantilism, the creation of empire and the
accumulation of wealth necessary to launch industrialism. As peasants
were driven off the soil, creating a new class of wage laborers, sailing
ships gathered the dispossessed and unemployed and organized
them under an authoritarian hierarchy which was the prototype of
the industrial factory. Today, most maritime workers still experience
comparatively rigid authoritarian power structures when at sea.
Some of the questions which motivate this program are: How have
maritime labor conditions historically reflected the larger structural
power relations of class, race and gender? What was the role of the
technology of long-distance sail in the development of capital? What
makes a good leader? What is the role of an individual in a given
community?
To find answers to these questions, we will study the history of
labor conditions in the age of sail through historical and literary
accounts. We will then examine some contemporary regional maritime trades through written accounts and travel to working maritime
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NATIVE AMERICAN AND WORLD
INDIGENOUS PEOPLES STUDIES
Affiliated Faculty:
Kristina Ackley (Oneida/Bad River Chippewa)
Michelle Aguilar-Wells (Luiseno/Soboba)
Jeff Antonelis-Lapp
Joe Feddersen (Colville Confederated Tribes)
Zoltan Grossman
Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Peterson (Skokomish)
Native American and World Indigenous Peoples Studies (NAWIPS) programs study the
Indigenous peoples of the Pacific Northwest, the Americas and the world. The college offers oncampus interdisciplinary programs, as well as a reservation-based program that responds to the
educational goals of local tribal communities. All Native American programs at Evergreen can be
accessed through the NAWIPS Web site at www.evergreen.edu/nativeprograms.
On-campus, yearlong coordinated study programs begin with a focus on the basic principles
and concepts of the unique treaty relationship between Tribal Nations and the u.s. government.
Students explore a continuum from pre-Columbian times to the global effects of colonialism
and the political and cultural revitalization movements of the contemporary era, with particular
attention given to the tribes of the Pacific Northwest. These programs are grounded in a
recognition of-the vitality and diversity of contemporary Indigenous communities.
Frances Rains (Choctaw/Cherokee)
David Rutledge
Linda Moon Stumpff (San Carlos Apache)
Gail Tremblay (Onondaga/Micmac)
Off campus, the reservation-based program emphasizes community-determined education
within the tribal communities where the classes are held. Students are encouraged to value local
knowledge and its place in their academic work. Learning continues through student involvement
in the activities of two of Evergreen's public-service organizations: the Longhouse Education and
Cultural Center and the Northwest Indian Applied Research Institute.
Native American and
World Indigenous
Peoples Studies
The Longhouse Education and Cultural Center represents a living, cultural link to the tribal
communities of the Pacific Northwest. The purpose and philosophy of the Longhouse are
centered on service and hospitality to students, the college, Indigenous communities and the
community at large. The functions of the facility are to provide classroom space, house the
NAWIPS programs, serve as a center for multicultural and cross-cultural interaction, and host
conferences, cultural ceremonies, performances, exhibits and community gatherings. The
Longhouse is one of six public service centers at Evergreen. The primary public service work of
the Longhouse is to administer the Native Economic Development Arts Program (NEDAP). The
program promotes education, cultural preservation and economic development for Native artists
and tribes in the Pacific Northwest.
The Northwest Indian Applied Research Institute (NIARI) responds to concerns identified by
tribal communities by initiating applied research around such issues as curriculum development,
economic sustainability and natural resource management. The results of student-generated
research are realized through workshops, conferences, community interaction and a Web site,
http://www.evergreen.edu/nwindian.
NIARI works with the tribes-if they choose-to
implement
those results.
In addition, a newly established program of advanced studies in tribal government management
and administration has also been added to the Master in Public Administration program. A new
class of students will begin the two-year program in fall 2006. Students take required courses in
public administration and receive 24 graduate credits in tribal government organization, policy
development and intergovernmental relations.
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Art, Media, Praxis
Heritage: Self-Identity
and Ties to the Land
Fall, Winter and Spring quarters
Faculty: Laurie Meeker and Joe Feddersen
Major areas of study include art and media history and theory, studio
arts, media production, critical writing, art/media proposal writing and
independent projects in art/media installation.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year college-level study in visual arts or media arts.
Faculty Signature: Students will be selected on the basis of a portfolio
review and interview beginning at the Academic Fair, May 17, 2006.
The portfolio must include both visual and written work. Visual arts
students must submit slides and/or art pieces while media students
must submit a DVD copy of their work for review. Samples of written
work may include a formal research paper or a critical analysis of
visual arts or media work. Students must also submit one Evergreen
Faculty Evaluation of Student Achievement or an unofficial transcript
listing college courses taken. For more information contact Laurie
Meeker, (360) 867-6613 or meekerl@evergreen.edu or Joe Feddersen,
(360) 867-6393 or feddersj@evergreen.edu. Applications received by
the Academic Fair will be given priority. Qualified students will be
accepted until the program fills.
Fall, Winter and Spring quarters
Faculty: David Rutledge, Yvonne Peterson and Raul Nakasone
Major areas of study include areas of student's individual project
study such as history, philosophy, cultural competency, quantitative
reasoning, communication, writing, political science, ethnography,
history of the Americas, cultural anthropology, literature, Indigenous
arts, technology, Indigenous studies, Native American studies, writing
and education.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
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In this program, students develop individual projects to examine
what it means to live in a pluralistic society at the beginning of the
21st century. Through each student's area of interest, we will look
at a variety of cultural and historical perspectives and use them to
help address issues connected to the program theme. Individual
research will pay special attention to the value of human relationships
to the land, to work, to others and to the unknown. Work will be
concentrated in cultural studies, human resource development,
and
ethnographic studies to include historical and political implications
of encounters, and cross-cultural communication. We shall explore
Native American perspectives and look at issues that are particularly
relevant to Indigenous people of the Americas.
We will ask students to take a very personal stake in their educational development. Within the program's themes and subjects,
students will pay special attention to what individual and group work
they plan on doing, how they plan to learn, how they will know they
learned it, and what difference the work will make in their lives and
within their communities. Students will be encouraged to assume
responsibility for their choices. The faculty are interested in providing
an environment of collaboration where faculty and students will identify topics of mutual interest and act as partners in the exploration of
those topics.
This program is for students who already have a research topic in
mind, as well as for those who would like to learn how to do research
in a student-centered
environment. Students will be exposed to
research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops,
moving River of Culture Moments to documentary, educational technology and the educational philosophy that supports this program.
Yvonne Peterson will offer a special series of workshops to support
the particular academic needs of first and second year students.
In the fall, participants will state research questions. In late fall and
winter, individually and in small study groups, students and faculty will
develop the historical background for the chosen questions and do
the integrative review of the literature and data collection. Workshops
will be ongoing for students to learn the skills for completing their
project. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print
projects, and prepare for a public
presentation. The last part of spring will be entirely dedicated to
presentations.
Depending on their individual projects, students will develop, use
and explore some of the following areas: Bloom's Taxonomy; the
theory of multiple intelligence; the relationship among curriculum,
assessment and instruction; expectations of an Evergreen graduate
and the five foci; quantitative reasoning; self- and group-motivation;
communication (to include dialogue, e-mail, resources on the Web
and Web crossing). They will also develop skills in creating interac-
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Art, Media, Praxis is an intermediate to advanced interdisciplinary
arts program examining current issues in contemporary visual and
media arts. The program will engage both theory and practice
(praxis) in the pursuit of a forum for interdisciplinary collaboration.
We will focus on the intersections between visual arts and the moving
image, examining installation and site-specific works. Students will
develop their skills in critical writing as well as art/media production.
Students entering the program will be expected to be proficient
in one medium (e.g., painting, film, printmaking, video, animation,
photography, drawing, digital media, sculpture, etc.) and will develop
at least one interdisciplinary collaborative project in addition to the
opportunity for pursuing individual work.
This program will include periods of intensive study in contemporary art/media theory with readings, film screenings, field trips
and guest artists. During the fall, visual arts and media skills will be
assessed, and supplemental workshops will be offered to build student skills in video, sculpture, film, printmaking, and/or photography
(depending on needs). To build writing skills, students will produce
at least four critical analyses of visual/media artworks. During winter,
students will produce collaborative works that merge visual arts and
the moving image. To inform this work, students will develop interdisciplinary research projects into a final paper and class presentation.
Students will also develop their skills in proposal development,
culminating in a proposal for spring project work that incorporates
both visual and media arts.
Total: 16 credits each quarter.
Enrollment: 44
Special Expenses: $300 to $400 each quarter for art and media
supplies.
Internship Possibilities: Spring only with faculty approval.
Program is preparatory for careers and future studies in visual arts,
media arts, education, law and communications.
This program is also listed under Expressive Arts.
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Students who register for a program
but do not attend the first class
meeting may be dropped.
tive Web pages and documentaries,
presentations using PowerPoint.
as well as I-movie editing and
Total: 16 credits each quarter.
Enrollment: 75
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in education,
social sciences, the arts, multicultural studies, social work, human
services and the humanities.
This program is also listed under Programs for Freshmen and Society,
Politics, Behavior and Change.
Indigenous American Women: leadership,
Community and the Power of Voice
Fall and Winter quarters
Faculty: Kristina Ackley and Frances Rains
Major areas of study include Native American studies, American studies and gender studies.
Class Standing: This all-level program offers appropriate support
for freshmen as well as supporting and encouraging those ready for
advanced work.
When I am dead and gone, I want to leave something. I want my granddaughter to
talking like I talk about my grandmother. That's the kind of legacy
I want to leave. I want my granddaughters, great-grandsons, too, to say, "My greatgrandma was a fighter. She did this and she did that to protect the land, to protect
the culture, to protect the language, to maintain what we have left. "-Madonna
be sitting someday
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ined as we consider forced sterilization determined by race, class and
gender. Students will examine how environmental contaminants affect
women and children, particularly through pregnancy and breast milk.
Federal and tribal policies that have gender-based tribal membership
will be explored and critiqued. Students will undertake a significant
life-history project with Native women. Finally, the beginnings of a
global Indigenous identity as defined and articulated in the 21st century will be examined, although this class will mainly focus on North
America.
Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We
will take as our basic premise that those wishing to know about the
history of a particular Native group should write it with the purpose of
supporting these people today. Students will develop skills as writers
and researchers by studying scholarly and imaginative works and by
conducting policy research and fieldwork. We will require extensive
reading and writing on these topics. Films and guest speakers will
reflect important aspects of Indigenous women's experiences.
Total: 16 credits each quarter.
Enrollment: 48
Program is preparatory for careers and future studies in the
humanities, social sciences and education.
This program is also listed under Programs for Freshmen and Culture,
Text and Language.
Tribal: Reservation-Based/Community-Determined
Hawk, Lakota
Native women in North America have been alternatively portrayed
as either beasts of burden or Indian princesses. They have been
denigrated and romanticized by these conflicting images, while these
images simultaneously have obscured their lived experiences. Many
Native activists, leaders and elders have challenged these stereotypes
and offer alternative voices for us to consider. Using the stories and
experiences of these women, we will explore the ways in which leadership is developed and articulated in many Indigenous communities.
We will analyze gender-based political systems in their historical
context and how these roles have been affected by colonialism. We
will critique how feminist theory has both served and ignored Native
women. Through case studies, autobiography, literature and theory
we will analyze how Native women have argued for sovereignty and
developed agendas that privilege community. We will also examine
how women have been cultural mediators .
In the fall quarter, we will examine how Native women challenged
federal policies that dispossessed Native people of their land. We
will analyze l.l.S. education policies that concentrated on assimilation,
with particular focus on gender-based vocational and domesticity
training. Drawing on critical race and decolonizing theories, we will
examine how 19th-century Native women were encouraged through
the education system and colonizing political practices to bring
"civility and piety" to their homes, by way of subservience training
for all women. Questions that illuminate the various strategies that
Native people took in terms of accommodation
and resistance will be
at the heart of this interrogation, such as: How were Native women
educated and controlled? What Native women leaders emerged during the 19th and early 20th centuries and how did they impact their
communities?
In the winter quarter, we will explore the activism of 20th-century
Native women leaders, particularly in the areas of the environment,
family system and the law. We will examine how Native women
view community and determine how best to serve their community.
Control over women's bodies, particularly reproduction, will be exam-
Fall, Winter and Spring quarters
Faculty: Michelle Aguilar-Wells, TBA
Major areas of study include United States and Tribal governments,
international relations, public policy and administration, law, planning,
history, economics, education, quantitative literacy, critical thinking,
technology and writing.
Class Standing: Juniors or seniors.
Prerequisites: Students must live, work or have social and/or
economic ties to one of the following reservation sites: Muckleshoot,
Nisqually, Port Gamble, Quinault or Skokomish.
Faculty Signature: Students must complete and submit an intake form
and make an appointment for an interview. Intake forms are available
in the Admissions Office, (360) 867-6170. For more information contact
Michelle Aguilar-Wells, aguilarm@evergreen.edu or by message at
(360) 867-6286. Applications received by May 17, 2006, will be given
priority. Qualified students will be accepted until the program fills.
The theme for the year is governance in a global economy. Students
will examine the role of Tribal government in the world as they enter
the global economy. This program will focus on intergovernmental
relations, international governmental relations, as well as the role of
the United Nations and tribal participation.
Students will study tribal entry into the global marketplace and
review administrative roles within governmental function, as well as
learn the techniques for long range planning and economic development. A historical view will be presented to provide a foundation for
understanding tribal governance and the multinational relationships
that exist. In addition, students will study intertribal and intratribal
relationships, and their impact in functioning in the global sense.
Total: 12 or 16 credits each quarter.
Enrollment: 75
Special Expenses: Travel expenses to the Evergreen campus four
times each quarter.
Program is preparatory for careers and future studies in human
services, Tribal and other government, community development,
non- profit organizations, cultural studies and K-12 education.
TACOMA PROGRAM
Executive Diredor:
The Tacoma program is committed to providing its students with an interdisciplinary, reality-based,
community-responsive liberal arts education. The program 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 program seeks to provide a catalytic climate for
intellectual, cultural and social growth.
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Dr. W. J. Hardiman
Affiliated Faculty:
Eddy Brown
W. J. (Joye) Hardiman
Lowell (Duke) Kuehn
Gilda Sheppard
Tyrus Smith
Artee Young
Evergreen's educational approach provides a unique opportunity for students to go into local
communities and engage in research, education and problem-solving projects that are as beneficial
to those communities as they are to our students. The Tacoma program seeks to be a nexus for
activities directed toward responding to community needs. We see ourselves as a resource not only
for students, but also for the broader community. Within this context, we seek to promote service
learning by linking students, faculty, staff and community members in community development,
sustainability and well-being efforts. Our emphases-interdisciplinary
understanding and analysis,
collaborative learning, cross-cultural communication, problem-solving skills, multicultural richness,
and seeing the connections between global issues and personal or community action-provide
our
students with community-building tools that are needed and appreciated outside our walls.
Features and Benefits
• Situated in an inner-city environment
• Faculty and student diversity
• Flexible class schedule
• Day and evening 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
• A tradition of employer satisfaction with graduates
• High graduate school placement rate
Who Should Apply
Working adult learners from western Washington who have achieved junior status (90 hours of
transferable college-level courses) and who are interested in personal and professional advancement
or preparation for graduate school are invited to apply. Everyone interested in building and
sustaining a healthy community-whether
in social services, educational outreach, shaping public
policy or opinion, pre-law or environmental studies-is welcome in this program. 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 program and to apply, call (253) 680-3000.
Tacoma Program
Some programs may be cancelled
and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2006-07.
Student Originated Studies: Tacoma
Fall, Winter and Spring quarters
Faculty: Artee Young, Tyrus Smith, Gilda Sheppard
Major areas of study will reflect the type of work completed by each
student and will vary depending on the individual course of study and
research.
Class Standing: Juniors or seniors.
Prerequisites: Students must be formally admitted to the Tacoma
Campus. In addition, students must have completed a minimum of 2
quarters of full-time enrollment in a Tacoma campus coordinated studies
offering.
Faculty Signature: Interested students who have a project in mind
must draft an Independent Learning Contract or Internship Agreement
and make an appointment to meet with the faculty to discuss their
plans before week six of the preceding quarter. The deadline for
fall quarter: May 12, 2006, contact Artee Young, (360) 867-3026 or
younga@evergreen.edu; for winter quarter: November 3, 2006, contact
Tyrus Smith, (360) 867-3035 or smitht@evergreen.edu; for spring
quarter: February 16, 2007, contact Gilda Sheppard, (360) 867-3033 or
shepparg@evergreen.edu. Students should bring their draft contract or
internship agreement and a portfolio of writings, including expository
essays, research papers, as well as faculty and self evaluations from
earlier Evergreen programs to the appointment.
Student Originated Studies have a rich history at Evergreen and offer
opportunities
for students to create their own course of study. Working
with the faculty sponsor, individual students or small groups of students design projects and then meet, weekly or bi-weekly, to discuss
and reflect upon their work.
The sponsor will support Tacoma campus students who wish to do
community and public service, research and/or creative production.
Some examples of projects are: an internship at a local law firm,
social service agency, non-profit or education organization, creating
a documentary or public service announcement, and researching the
origins and contemporary issues around a current social problem such
as hunger, homelessness, access to health care, unemployment, public
health epidemics or combating violence.
Total: 2 to 16 credits each quarter.
Enrollment: 25
Special Expenses: Approximately $25 to $50 each quarter for
technology supplies.
Internship Possibilities: Local and coupled with reflective writing and
seminar.
Program is preparatory for careers and future studies in community
sustainability, environmental studies, social and human services, organizational development, public administration, law and public policy,
communication and media arts, public health and education.
A similar program is expected to be offered in 2007-08.
With Liberty and Justice for Whom?
Fall, Winter and Spring quarters
Faculty: Tyrus Smith, Duke Kuehn, Artee Young, Gilda Sheppard,
Michael Vavrus, Sam Schrager, Kabby Mitchell, TBA
Major areas of study include law and public policy, history, community
and environmental studies, political economy education, public health,
bio-ethics, social science research, research methodology, literature,
art and art history, quantitative reasoning, critical thinking composition,
media literacy, computer studies, instructional technology, project
management, statistics, human development and human biology.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Formal admission to the Tacoma program that includes
an intake interview. For information about admission and the application
process, call (253) 680-3000.
The faculty and students will embark upon a thorough study of the
origins and current status of justice in American society. Drawing
from an interdisciplinary
perspective, we will consider various
definitions and theories of justice, review the way justice is carried
out in different settings and historical periods and examine the
possibility of achieving truly just social institutions. Topics to be
considered include: social and environmental
justice, just political
and economic systems, criminal justice, just healthcare and educational access, representations of justice in media, as well as concepts
of equity, fairness and equality. By the end of the academic year
we will be able to offer concrete recommendations
as to the steps
necessary to achieve justice for all in our society.
.
The theme for fall quarter is identifying the problem and clarifying
the question. The first quarter of the program will be used to lay the
foundation for the rest of the year, both substantively and in terms of
the tools necessary to operate effectively in the learning community.
We will explore the concept of justice as it is explicated in theory, history and practice. The concept will be analyzed from both the perspectivesof political economy and religion. In seminars, we will read and
analyze texts dealing with issues that have historically raised questions
of whether justice was achieved. Our work will be supplemented
with a
series of courses designed to assure literacy with words, numbers and
images. Students will have the opportunity to hone their skills in critical
reasoning, research and the use of multimedia and computers.
Winter quarter's theme is researching the roots, causes and potential
solutions. We will look at specific contemporary issues in justice viewed
from a variety of institutional perspectives, most notably justice in
education, health care, law, science, government and politics. Students
will investigate specific justice issues of interest with the purpose of
identifying a particular problem, defining its dimensions, determining
its causes and establishing action plans for its remedy.
In the spring, the theme will progress to implementation. The final
quarter of the program will be devoted to the design and implementation of projects aimed at addressing the issues of injustice identified
in the winter quarter. Seminar groups will combine their efforts to
undertake actual programs aimed at assisting the community in righting a current injustice or providing greater justice for the community.
The projects may take the form of educational events, publications,
multimedia presentations or art installations, as long as they speak to
helping the community find higher levels of justice, particularly in terms
of service from community institutions. Courses will assist in
the successful implementation
and evaluation of the student group
activities.
Total: 16 credits each quarter.
Enrollment: 200
Special Expenses: $50 to $75 each quarter for video tapes, storage
media and related items, e-portfolio, multimedia work and project work.
Internship Possibilities: With faculty approval.
Program is preparatory for careers and future studies in organization
leadership, public administration, social work, counseling, education,
law, public health, environmental science, multi-media and arts production and community development, advocacy and sustainability.
GRADUATE STUDY AT EVERGREEN
Master of Environmental
Studies (MES)
Master of Public
Administration
(MPA)
Edward A. (Ted) Whitesell,
Laurence Geri, Director
J.T. Austin,
Assistant
(360) 867-6225
Director
Director
or austinj@evergreen.edu
The Masters Program in Environmental
Studies (MES) integrates the study
of environmental science and public
policy, with a core curriculum exploring
the interactions among environmental
problems, policy responses and
environmental science. The program
produces graduates who combine an
interdisciplinary
understanding
of the
social and natural sciences with the skills
and wisdom to intelligently address
environmental problems, providing quality
professional preparation for people
employed in the public and private sectors
or for continuing graduate study in related
fields.
For complete information on
admissions requirements and procedures,
please consult the current Master of
Environmental Studies catalog or visit
www.evergreen.edu/mes.
Master in Teaching
Scott Coleman,
Maggie
Mary McGhee,
Associate
Director
(360) 867-6554
or mcgheem@evergreen.edu
The Masters Program in Public
Administration
provides high-quality
professional education to students pursuing
careers within government agencies,
.
non profits, tribal governments, and research
and advocacy organizations. Hundreds of
program graduates work in responsible
positions throughout Washington state
and the Northwest. Through the program,
students gain important knowledge and skills
and learn how to be effective advocates for
change.
For more information on the MPA
program, please consult the current
Master of Public Administration
catalog
or visit www.evergreen.edu/mpa.
For
information on the MPA track in Tribal
Governance, contact Associate Director Mike
McCanna at (360) 867-6262, or via email at
mccannam@evergreen.edu.
Foran, Admissions
(360) 867-6559
(MIT)
Director
and Advising
or foranm@evergreen.edu
Evergreen's Master in Teaching (MIT)
Program is a nationally recognized teacher
preparation program leading to Residency
Teacher Certification in Washington state
and a Master's degree. The program
aspires to develop teachers who can put
principles of effective and meaningful
classroom teaching into practice, and who
can create classrooms that are culturally
responsive and inclusive, democratic
and learner-centered,
developmentally
appropriate and active. Graduates are
knowledgeable,
competent professionals
who assume leadership roles in curriculum
development,
assessment, child advocacy
and anti-bias work.
For complete information on
endorsements, admissions requirements
and procedures, please consult the
current Master in Teaching catalog or visit
www.evergreen.edu/mit.
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FACULTY
The following is a list of Evergreen's faculty as of summer 2005. A more extensive description of their
areas of expertise can be found on the Academic Advising Web site: www.evergreen.edufadvising.
Kristina Ackley, Native American Studies, 2000;
B.A., History and Political Science, University of
Wisconsin-Madison,
1993; M.A., American Indian
Law and Policy, University of Arizona, 1995; Ph.D.,
American Studies, State University of New York at
Buffalo, 2001.
Michelle
Aguilar-Wells,
Community-Determined,
Reservation-Based/
2001; B.A., Human
Services, Western Washington University, 1977;
M.P.A., University of Arkansas.
Nancy Allen, Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College,
1963; M.A., Spanish, Columbia University, 1965.
Sharon Anthony, Environmental Chemistry,
1998; A.B., Mathematics and Chemistry, Bowdoin
College, 1989; Ph.D., Physical Chemistry,
University of Colorado, 1995.
Reservation-Based/
Community-Determined,
2001; B.S.,
Jeff Antonelis-Lapp,
Environmental Education, Western Washington
University, 1978; M.Ed., Science Education,
University of Washington, 1982.
Theresa A. Aragon, Management, 1999; B.A.,
Political Science/Philosophy, Seattle University,
1965; M.A., Political Science/Sociology, University
of New Mexico, 1968; Ph.D., Political Science/
Public Administration, University of Washington,
1977.
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; BA, 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; MA, 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, Germany.
Don Bantz, Public Administration, 1988;
Academic Dean, 2000-03; Provost and Academic
Vice President, 2004-present; B.A., Management!
Marketing, 1970; M.PA, University of Southern
California, 1972; D.PA, University of Southern
California, 1988.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
Maria Bastaki, Environmental Health, 2005;
B.S., Science, University of Patras, 1988; Ph.D.,
Pharmacology of Angiogenesis, University of
Patras, 1994.
Marcella Benson-Quaziena,
Psychology, 2000;
B.S., Health and Physical Education, University
of Iowa, 1977; M.A., Athletic Administration,
University of Iowa, 1980; M.S.w., Social
Work, University of Washington, 1988; M.A.,
Organizational Development, The Fielding
Institute, 1993; Ph.D., Human and Organizational
Systems, The Fielding Institute, 1996.
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; BA, 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, Emerita, Economics,
1973; Director of Graduate Program in Public
Administration, 1986-89; Academic Dean, 199094; A.B., Economics, Vassar College, 1966; MA,
Economics, Yale University, 1967; M. Philosophy,
Yale University, 1971.
Andrew Brabban, Molecular Biology, 2001; B.S.,
Microbial Biotechnology, University of Liverpool,
U.K., 1989; Ph.D., Genetics and Microbiology,
University of Liverpool, U.K., 1992.
Eddy Brown, Writing, 2001; Academic Dean,
2004-present; B.A., English and Humanities, Fort
Lewis College, 1979; M.A., English, The University
of Arizona, 1987; M.F.A., Creative Writing,
Goddard College, 1996.
Bill Bruner, Economics, 1981; Dean of Library
Services, 1992-2001; BA, 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.MA, 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.
Arun Chandra, Music Performance, 1998; B.A.,
Composition and English Literature, Franconia
College, 1978; M.M., Guitar Performance,
University of Illinois, Urbana/Champaign,
1983;
D.MA, Composition, University of Illinois,
Urbana/Champaign,
1989.
Gerardo Chin-Leo, Marine Biology, 1991;
BA, Reed College, 1982; M.S., Marine Studies
(Oceanography), University of Delaware, 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; MA, English, University
of Missouri, Columbia, 1978.
Sally J. Cloninger, Film and Television, 1978; B.S.,
Syracuse University, 1969; MA, Theater, Ohio
State University, 1971; Ph.D., CommunicationsFilm, Ohio State University, 1974.
Robert Cole, Physics, 1981; B.A., Physics,
University of California, Berkeley, 1965; M.S.,
Physics, University of Washington, 1967; Ph.D.,
Physics, Michigan State University, 1972.
Scott Coleman, Master in Teaching Director,
2001; B.S., Biology, State University of New York,
College at Brockport, 1973; M.A., Elementary
Education, San Diego State University, 1980;
Ph.D., Instructional Systems Technology, Indiana
University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The Evergreen
State College, 1990; Ph.D., Biological Sciences,
University of California, Irvine, 1998.
Stephanie Coontz, History and Women's Studies,
1974; B.A., History, University of California,
Berkeley, 1966; M.A., European History, University
of Washington, 1970.
doranne crable, Expressive Arts, Performance
Theory and Practice, Comparative Mythology,
Women's Studies and Laban Movement Theory
and Practice, 1981; BA, University of Michigan,
1967; M.A., Wayne State University, 1973; Fellow,
University of Edinburgh, U.K., 1975; Ph.D., Wayne
State University, 1977; C.M.A., University of
Washington.
Thad B. Curtz, Literature, 1972; BA, Philosophy,
Yale University, 1965; M.A., Literature, University
of California Santa Cruz, 1969; Ph.D., Literature,
University of California, Santa Cruz, 1977.
John Aikin Cushing, Computer Science, 1976:
Director of Computer Services, 1976-84;
Academic Dean, 1993-2000; B.A., Physics, Reed
College, 1967; Ph.D., Cognitive Psychology, Brown
University, 1972.
Judith Bayard Cushing, Computer Science, 1982;
BA, Math and Philosophy, The College of William
and Mary, 1968; M.A., Philosophy, Brown University,
1969; Ph.D., Computer Science, Oregon Graduate
Institute, 1995.
Darney, Emerita, Literature and Women's
Studies, 1978; Academic Dean, 1994-2002; A.A.,
Virginia
Christian College, 1963; BA, 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.
Stacey Davis, European History, 1998; BA,
History, Princeton University, 1992; MA, History,
Yale University, 1993; M. Philosophy, History, 1996;
Ph.D., History, Yale University, 1998.
Kevin J. Francis, Philosophy of Science, 2004;
BA, Biology, Reed College, 1993; Ph.D., History of
Science and Technology, University of Minnesota,
2002.
Elizabeth Diffendal, Emerita, Applied
Anthropology, 1975; Academic Dean, 1981-85;
George Freeman, Jr., Clinical Psychology, 1991;
B.A., Liberal Arts, Secondary Education, Adams State
College, 1977; MA, Clinical Psychology, Southern
Illinois University, 1984; Ph.D., Clinical Psychology,
Southern Illinois University, 1990.
A.B., Social Anthropology, Ohio State University,
1965; M.A., Cultural Anthropology, University
of California, Los Angeles, 1968; Ph.D., Applied
Anthropology, The Union Institute, 1986.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-91; Interim Vice President
for Student Affairs, 1991-92; Acadernic Dean,
1992-94; Director of Graduate Prograrn in Public
Administration, 1994-98; BA, History-Political
Science, Memphis State University, 1963; M.A.,
Political Science, University of Kentucky, 1966; M.,
Urban Planning, University of Washington, 1968;
Ph.D., Urban Planning, University of Washington,
1971.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977; Ph.D.,
Economics, University of Massachusetts, 1987.
Lara Evans, Art History. 2005; BA, Studio
Art, Scripps College, 1994; MAI.S., Studio Art
(Painting) and Art History, Oregon State University,
1998; Ph.D., Art History, specializing in Native
American Art, University of New Mexico, 2005.
Joe Feddersen, Printmaking, 1989; B.FA,
Printmaking, University of Washington, 1983;
M.FA, University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996-2001; BA, French,
Western Washington University, 1969; MA,
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; BAE., Agricultural
Engineering, Cornell University, 1957; M.S.,
Hydraulic Engineering, Colorado State University,
1964; Ph.D., Fluid Mechanics, Colorado State
University, 1966.
Anne Fischel, FilmMdeo, 1989; B.A., English and
American Literature, Brandeis University, 1971;
MA, Communication, University of Massachusetts,
Amherst, 1986; Ph.D., Communication, University of
Massachusetts, Amherst, 1992.
Dylan Fischer, Forest Ecology, 2005; B.S.,
Environmental Science, Oregon State University,
1998; M.S., Forest Science, Northern Arizona
University, 2001; Ph.D., Forest Science, Northern
Arizona University, 2005.
Teresa L. Ford, Master in Teaching, 1997; BA,
English, Whitman College, 1983; Ed.M., Secondary
Education, Washington State University, 1988;
Ph.D., Literacy Education, Washington State
University,1993.
Russell R. Fox, Community Planning, 1972;
Academic Dean, 2001-present; Director of
Center for Community Development, 1983-86;
BA, Mathematics, University of California, Santa
Barbara, 1966; M., Urban Planning, University of
Washington, 1971.
Laurance R. Geri, Master of Public Administration,
1997; BA, Economics, University of Washington,
1980; M.PA, Policy Analysis and Evaluation, George
Washington University, 1982; D.PA, University of
Southern California, 1996.
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.
Angela Gilliam,
Latin American
Angeles, 1958;
1975; Fulbright
Emerita, Anthropology, 1988; B.A.,
Studies, University of California, Los
Ph.D., The Union Graduate School,
Scholar, 1994.
.Ariel Goldberger, Theatrical Design, 1996; B.Arch.,
Temple University, 1987; M.F.A., Brandeis University,
1993.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean, 1988-90; Associate
Academic Dean, 1990-96; BA, Spanish, Journalism,
Education, University of Wyoming, 1965; Fulbright
Scholar, Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School, 1981.
Amy Gould, Public Administration, 2005; B.A.,
Public Policy and Management, University of
Oregon, 1997; M.S., Public Affairs, University of
Oregon, 2000; Ph.D., Political Science, Northern
Arizona University, 2005.
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.
Walter Eugene Grodzik, Theater, 2002; BA,
Research and Theater Studies, Hiram College, 1977;
M.A., SpeechlTheater, Kent State University, 1983;
M.FA, Directing, Wayne State University, 1984;
Fulbright Scholar, 1984-86; Ph.D., Drama, University
of Washington, expected.
Zoltan Grossman, Native American Studies, 2005;
BA and B.s., History and Geography, University
of Wisconsin, 1984; M.S., Geography, University of
Wisconsin, 1998; Ph.D., Geography, University of
Wisconsin, 2002.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.FA,
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; Ph.D. (ABD). Political
Science, Chicago, 1968.
W. J. (Joye) Hardiman, Literature and Humanities,
1975; Director, Tacoma Campus, 1990-present; BA,
Literature, State University of New York, Buffalo,
1968; Graduate studies, Literature, State University
of New York, Buffalo, 1968-70; Ph.D., Applied
Literary Studies and Urban Education, The Union
Institute, 1986.
Lucia Harrison, Public Administration, 1981;
Director, Graduate Program in Public
Administration, 1990-93; BA, Arts Administration,
Antioch College, 1972; M.PA, Public Policy,
University of Wisconsin, Madison, 1976; Ph.D.,
Educational Administration, University of Wisconsin,
Madison, 1979.
Mark Harrison, Theater, 2004; BA, English,
University of California, Santa Barbara; M.A.,
Dramatic Art, University of California, Santa
Barbara, 1975; Ph.D., Performance Studies, New
York University, 1989.
Rachel Hastings, Mathematics, 2005; BA, Physics
and Mathematics, Harvard University, 1991; Ph.D.,
Applied Mathematics, Cornell University, 1998;
Ph.D., Linguistics, Cornell University, 2004.
Ruth Hayes, Animation, 1997; B.A., Animation,
Harvard and Radcliffe Colleges, 1978; M.FA,
Experimental Animation, California Institute of the
Arts, 1992.
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.
Heather E. Heying, Vertebrate Natural History,
2002; B.A., Anthropology, University of
California, Santa Cruz, 1992; Ph.D., Biology,
University of Michigan, Ann Arbor, 2001.
Patrick J. Hill, Philosophy, 1983; Provost and
Academic Vice President, 1983-90; A.B.,
Philosophy, Queens College, 1963; A.M.,
Philosophy, Boston University, 1966; Ph.D.,
Philosophy, Boston University, 1969.
Virginia Hill, Emerita, Communications, 1975;
BA, Journalism/Philosophy,
Marquette University,
1964; Ph.D., Communications and Organizational
Psychology, University of Illinois, 1971.
David Hitchens, History, 1970; Campus
Adjudicator, 1987-89; BA, History, University
of Wyoming, 1961; M.A, History, University of
Wyoming, 1962; Ph.D., History, University of
Georgia, 1968.
Kevin Hogan, Environmental Science, 2001; B.S.,
Biology, Michigan State University, 1979; M.S.,
Botany, University of Illinois, 1982; Ph.D., Plant
Biology, University of Illinois, 1986.
Sara Huntington, Librarianship, 1987; BA, The
Evergreen State College, 1978; M.A., Literature,
University of Puget Sound, 1982; M.L.S., University
of Washington, 1984.
Ryo Imamura, Psychology, 1988; BA,
Mathematics, University of California, Berkeley,
1967; M.s., Counseling, San Francisco State
University, 1981; Ed.D., Counseling/Educational
Psychology, University of San Francisco, 1986.
Ren-Hui (Rose) Jang, Theater, 1988; BA, English,
National Taiwan University, 1980; M.A., Theater,
Northwestern University, 1981; Ph.D., Theater,
Northwestern University, 1989.
Heesoon Jun, Clinical/Counseling Psychology,
1997; B.S., Psychology, Washington State
University, 1971; MA, Clinical Psychology, Radford
University, 1972; Ph.D., Educational Psychology,
University of Washington, 1982.
~
::I
U
RJ
U.
Kazuhiro Kawasaki, Emeritus, Art History, 1976;
B.A., Art History, University of Washington, 1970;
M.A., Art History, University of Washington, 1972.
Gerald Lassen, Public Administration, 1980; B.A.,
Mathematics, University ofTexas, 1960; M.A.,
Economics, University of Wisconsin, 1967.
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,
Berkeley, 1968.
Daniel B. Leahy, Public Administration, 1985;
Director of Labor Center, 1987-95; B.A.,
Cynthia C. Kennedy, Management, 1999; B.S.,
Business and French, The Pennsylvania State
University, 1985; M.B.A., The Pennsylvania State
University, 1988.
Mukti Khanna, Developmental Psychology, 2000;
B.A., Human Biology, Stanford University, 1983;
Ph.D., Clinical Psychology, University ofTennesseeKnoxville, 1989.
Janice Kido, Emerita, Communication, 1991;
Director, Master in Teaching Program, 1991-95;
B.Ed., Secondary Speech Education, University
of Hawaii, Manoa, 1965; M.A., Speech/
Communication, University of Hawaii, Manoa,
1970; Ph.D., Communication: Cross-cultural
Communication, The Union Institute, 1995.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University
of Washington, 1985.
Cheryl Simrell King, Master in Public
Administration, 2000; B.A., Psychology/Sociology,
University of Texas, 1981; M.A., Experimental/
Testing Psychology, University of Colorado,
1987; Ph.D., Public Administration, University of
Colorado, 1992.
Robert H. Knapp, Jr., Physics, 1972; Academic
Dean, 199&-99; Assistant Academic Dean,
197 &-79; B.A., Physics, Harvard University, 1965;
D.Phil., Theoretical Physics, Oxford University, U.K.,
1968.
Stephanie Kozick, Education, 1991; B.S.,
Education, Northern Illinois University, 1971; M.S.,
Curriculum/Instruction,
University of Oregon,
1980; Ph.D., Human Development/Family
Studies,
Oregon State University, 1986.
Patricia Krafcik, Russian Language and
Literature, 1989; B.A., Russian, Indiana University,
Bloomington, 1971; M.A., Russian Literature,
Columbia University, 1975; Ph.D., Russian Literature,
Columbia University, 1980.
Lowell (Duke) Kuehn, Sociology and Public
1975; Acting Director, Washington
State Institute for Public Policy, 1984-85; Director of
Graduate Program in Public Administration, 198384; B.A., Sociology, University of Redlands, 1967;
M.A., Sociology, University of Washington, 1969;
Ph.D., Sociology, University of Washington, 1973.
Administration,
Elizabeth M. Kutter, Biophysics, 1972; B.S.,
Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New
York,1968.
Glenn G. Landram, Business Management, 2004;
B.S., Mathematics, University of Puget Sound,
1978; M.S., Statistics, Oregon State University,
1983; Ph.D., Management Science, University of
Washington, 1990.
Economics, Seattle University, 1965; M.P.A., New
York University Graduate School, 1970.
Anita Lenges, Teacher Education, 2005; B.A.,
Mathematics and Anthropology, University
of Washington, 1986; Teaching Certification,
University of Washington, 1990; M.A., Curriculum
and Instruction, University of Washington, 1994;
Ph.D., Curriculum and Instruction, University of
Washington, 2004.
Robert T. Leverich, 3-D Art, 1999; B.A., University
of Minnesota, Minneapolis, 1978; Master of
Architecture, University of Minnesota, Minneapolis,
1979; M.F.A., Rochester Institute ofTechnology,
1990.
John T. Longino, Zoology, 1991; B.S., Zoology,
Duke University, 1978; Ph.D., Zoology, University of
Texas, Austin, 1984.
Cheri Lucas-Jennings, Public Policy, 1999; B.A.,
Political Economy/Graphic Design, San Francisco
State University, 1974; M.A., Political Science,
Women's Studies and Public Law, University of
Hawaii, Manoa, 1978; Ph.D., Public Legislation and
Public Health, University of Hawaii, Manoa, 1984.
Charles J. McCann, Emeritus, English, 1968;
President, 1968-77; B.A., Naval Science, Yale
University, 1946; M.S., Merchandising, New York
University, 1948; M.A., English, Yale University,
1954; Ph.D., English, Yale University, 1956; M.P.P.M.,
(Honorary). Yale School of Organization and
Management, 1979.
Lydia McKinstry, Organic Chemistry, 2004; B.S.,
Cellular and Molecular Biology, Fort Lewis College,
1989; Ph.D., Organic Chemistry, Montana State
University, 1994.
Paul McMillin, Reference Librarian, 2005; B.A.,
Philosophy, Cornell University, 1987; M.A.,
Sociology, Binghamton University, 1994; M.L.I.S.,
Library and Information Science, University of Texas,
2001.
Laurie Meeker, Film and Video, 1989; B.A., Film
Production/Still Photography, Southern Illinois
University, 1980; M.F.A., Film Production, University
of British Columbia, 1985.
Helena Meyer-Knapp, Politics and Government,
1998; B.A., History, Oxford University, 1969; M.A.,
Communications, University of Pennsylvania, 1971;
Ph.D., Interdisciplinary Political Studies, The Union
Institute, 1990.
Donald V. Middendorf, Physics and Biophysics,
1987; B.A., Biology, University of Missouri, 1977;
M.S., Applied Physics, Cornell University, 1980;
Ph.D., Plant Physiology, Cornell University, 1984.
Lee Lyttle, Library Sciences, 1992; Dean of
Library Services, 2001-present; Academic Dean,
1998-2001; B.F.A., Architecture, University of New
Mexico, 1974; M., Urban Planning, University of
Washington, 1985; M., Library Sciences, University
of Hawaii, 1991.
Donald Morisato, Genetics/Molecular Biology,
2002; B.A., Biology, The Johns Hopkins
Babacar M'Baye, African American Literature,
2002; B.A., English, University of Saint-Louis,
University, 1979; Ph.D., Biochemistry and Molecular
Biology, Harvard University, 1986.
Senegal, 1996; M.A., American Studies,
Pennsylvania State University, 1998; Ph.D.,
American Culture Studies, Bowling Green State
University, 2002.
Harumi Moruzzi, Intercultural Communication,
1990; B.A., English, Nanzan University, Nagoya,
Japan, 1970; Ph.D., English, Indiana University,
1987.
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry
Making, Idaho State
University, 1977.
Carrie Margolin, Psychology, 1988; B.A.,
Social Science, Hofstra University, 1976; Ph.D.,
Experimental Psychology, Dartmouth College,
1981.
David Marr, American Studies and English, 1971;
Academic Dean, 1984-87; B.A., English, University
of Iowa, 1965; M.A., English (American Civilization).
University of Iowa, 1967; Ph.D., English (American
Studies), Washington State University, 1978.
Allen Mauney, Mathematics, 2001; B.S., The
Evergreen State College, 1988; M.S., Mathematics,
Western Washington University, 1990.
David McAvity, Mathematics, 2000; B.S.,
Mathematical Physics, Simon Fraser University,
1988; Distinction in Part III ofthe Mathematical
Trypos, Cambridge University, 1989; Ph.D.,
Mathematics, Cambridge University, 1993.
Kabby Mitchell III, Dance, 2000; AA, Contra
Costa College, 1979; M.F.A., Dance, University of
Iowa, 1998.
Lawrence J. Mosqueda, Political Science, 1989;
B.S., Political Science, Iowa State University, 1971;
M.A., Political Science, University of Washington,
1973; Ph.D., Political Science, University of
Washington, 1979.
Greg A. Mullins, American Studies, 1998; AB.,
English, Stanford University, 1985; Ph.D., English,
University of California, Berkeley, 1997.
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental
Studies, 1988-95; 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.
Nancy Murray, Developmental Biology, 2001; B.S.,
State University of New York at Oswego, 1986;
Ph.D., Neurobiology, State University of
New York at Stony Brook, 1997.
Nalini Nadkarni, Ecology, 1991; B.5., 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; AB., 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; AB., cum laude, Spanish, Davidson
College, 1986; A.M., Spanish, Duke University, 1989;
Certification, Women's Studies, Duke University,
1990; Certification, Latin American Studies, Duke
University, 1992; Ph.D., Spanish, Duke University,
1994.
Un Nelson, Environmental Health, 1992; B.A.,
Sociology, Elmira College, 1970; M.A., Sociology,
Pennsylvania State University, 1975; Ph.D.,
Sociology, Pennsylvania State University, 1981.
Neal N. Nelson, Computing and Mathematics,
1998; B.A., Mathematics, Washington State
University, 1974; M.S., Computer Science,
Washington State University; 1976; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
Steven M. Niva, Middle Eastern Studies, 1999; B.A.,
Foreign Affairs, Middle East Politics and Political
Philosophy, University of Virginia, 1988; Ph.D.,
Political Science, Columbia University, 1999.
Allen Olson, Computer Studies, 2003; B.A., Physics,
University of Chicago, 1990; M.S., Mechanical
Engineering, University of Washington, 1992.
Toska Olson, Sociology and Social Problems, 1998;
B.A., Anthropology, University of Washington, 1989;
M.A., Sociology, University of Washington, 1991;
Ph.D., Sociology, University of Washington, 1997.
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, 1988-92; B.A., Philosophy, Reed College,
1962; Ph.D., Philosophy, University of Pittsburgh,
1967.
Alan R. Parker, Native American Policy, 1997; B.A.,
Philosophy, St. Thomas Seminary, 1964;
J. D., University of California, Los Angeles, 1972.
Nancy Parkes, Literature and Writing, 1998; B.A.,
The Evergreen State College, 1978; M.F.A., Creative
Writing, Goddard College, 1996.
David Paulsen, Philosophy and Computing, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy and Humanities, Stanford University,
1971.
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, University of Kentucky, 1976; M.A., English
Literature, Northern Arizona University, 1979.
John H. Perkins, Biology, History of Technology and
Environment, 1980; Director of Graduate Program
in Environmental Studies, 1999-present; Academic
Dean, 1980-86; B.A., Biology, Amherst College,
1964; Ph.D., Biology, Harvard University, 1969.
Gary W. Peterson, Northwest Native American
Studies, 1999; B.A., Human Services, Western
Washington University, 1992; M.5.W., University of
Washington, 1995.
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.
Michael J. Pfeifer, American History, 1999; B.A.,
History, Washington University, St. Louis, 1991; M.A.,
History, University of Iowa, 1993; Ph.D., History,
University of Iowa, 1998.
Rita Pougiales, Anthropology and Education, 1979;
Academic Dean, 1985-88 and 2002-present; 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.
Susan Preciso, Literature and Writing, 1998; B.A.,
English, Portland State University, 1986; M.A.,
English, Portland State University, 1988.
Paul Przybylowicz, Environmental Studies
Generalist, 1998; B.S., Forest Entomology, State
University of New York College of Environmental
Science and Forestry, 1978; Ph.D., Plant Pathology,
Oregon State University, 1985.
Frances V. Rains, Native American Studies/
Reservation-Based Program, 2002; B.S.,
Elementary Education/American Indian Education,
Indiana University, Bloomington, 1978; M.S.,
Elementary Education/Mathematics,
1987; Ph.D.,
Curriculum and Instruction/Curriculum Theory/
Multicultural Education-Elementary Education,
Indiana University, Bloomington, 1995.
Bill Ransom, Creative Writing, English, Sociology,
Education, 1997; B.A., Education/Sociology,
University of Washington, 1970; M.A., English, Utah
State University.
Andrew
Classical
Classical
Classical
Reece, Classical Studies, 2003; AB.,
Studies, Earlham College, 1991; M.A.,
Studies, Indiana University, 1993; Ph.D.,
Studies, Indiana University, 1998.
Liza R. Rognas, Library Faculty/Reference Librarian,
1999; B.A., History, Washington State University,
1991; M.A., American/Public History, Washington
State University, 1995; M.A., Information Resources
and Library Science, University of Arizona, 1998.
Evelia Romano, 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.
Martha Rosemeyer, Ecological Agriculture, 2001;
B.5., Plant Pathology, University of Wisconsin,
Madison, 1978; M.S., Plant Sciences-Horticulture,
University of Arizona, 1982; Ph.D., BiologyAgroecology, University of California, Santa Cruz,
1990.
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.
Sarah F. Ryan, Labor Studies, 1999; B.A., The
Evergreen State College, 1992; M.A., Labor and
Industrial Relations, Rutgers-The State University of
New Jersey, 1999.
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;
Fulbright Scholar, 1995.
Steven Scheuerell, Ecological Agriculture, 2005;
B.S., Ecology, Behavior and Evolution, University of
California, San Diego, 1992; Ph.D., Botany and Plant
Pathology, Oregon State University, 2002.
Paula Schofield, Organic Chemistry, 1998; B.S.,
Chemistry, Manchester Metropolitan University,
1990; Ph.D., Polymer Chemistry, University of
Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A., Literature,
Reed College, 1970; Ph.D., Folklore and Folklife,
University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998;
B.A., The Evergreen State College, 1976; B.A.,
Mathematics, Western Washington University, 1978;
M.S., Software Engineering, Seattle University, 1985;
M.S., Computer Science, University of Washington,
1996.
Leonard Schwartz, Creative Writing, 2003; B.A.,
Creative Writing and Literature, Bard College, 1984;
M.A., Philosophy, Columbia University, 1986.
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; Director
of Graduate Program in Public Administration,
2001-02; M.P.A., Karachi University, Pakistan; D.P.A.,
New York University, 1966.
Gilda Sheppard, Cultural Studies/Media Literacy,
1998; B.A., Sociology, Mercy College of Detroit,
1972; M.S.w., University of Washington, 1983; Ph.D.,
Sociology/Cultural and Media Studies, The Union
Graduate School, 1995.
Sheryl Shulman, Computer Science, 1997;
B.A., Natural Science, Shimer College, 1973; M.S.,
Computer Science, Illinois Institute ofTechnology,
1977; Ph.D., Computer Science, Oregon Graduate
Institute, 1994.
Barbara L. Smith, Emerita, Political Science, 1978;
Academic Dean, 1978-94; Director, Washington
Center for Improving the Quality of Undergraduate
Education, 1985-94; Provost and Academic Vice
President, 1994-2001; 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; BA, Political Science,
Reed College, 1966; MAT., Social Science, Reed
College, 1968; Ph.D., Political Science, University of
North Carolina, 1978.
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Tyrus L. Smith, Urban Environmental Science,
2002; B.S., Environmental Policy and Impact
Assessment, Western Washington University, 1994;
M.S., Environmental Studies, The Evergreen State
College, 1997; Ph.D. (ABD), Environmental Science
and Public Policy, George Mason University.
Oscar H. Soule, Emeritus, Biology, 1971; Director
of Graduate Program in Environmental and Energy
Studies, 1981-86; Associate Academic Dean,
1972-73; BA, Biology, Colorado College, 1962;
M.S., Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona, 1969.
Paul J. Sparks, Emeritus, Art and Photography,
1972; BA, Art, San Francisco State College,
1968; M.A., Art-Photography, San Francisco State
College, 1971.
Ann Storey, Art History, 1998; B.A., Art History,
The Pennsylvania State University, 1973; MA, Art
History, University of Washington, 1993; Ph.D., Art
History, University of Washington, 1997.
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.
Linda Moon Stumpff, Natural Resource Policy,
1997; Director of Graduate Program in Public
Administration, 1999-2001; BA, Political
Science, University of California, Berkeley; M.A.,
Public Administration and Regional Planning,
University of Southern California, 1991; Ph.D.,
Public Administration and Regional Planning,
Land Management and Public Policy, University of
Southern California, 1996.
Alison Styring, Mammalogy and Ornithology,
2005; BA, Biology, Indiana University, 1994; Ph.D.,
Biological Sciences, Louisiana State University,
2002.
Masao Sugiyama, Mathematics, 1988; Academic
Dean, 1994-98; BA, Eastern Washington
University, 1963; M.S., Western Washington
University, 1967; Ph.D., Washington State University,
1975.
Rebecca Sunderman, Physical Inorganic Chemistry,
2003; B.s., Chemistry, Eastern Oregon State
College, 1996; Ph.D., Inorganic/Physical
Oregon State University, 2001.
Chemistry,
Lisa Sweet, 2-D Art, 1999; B.F.A., Ceramics and
Drawing, Grand Valley State University, 1989;
M.F.A., Printmaking, University of Wisconsin,
Madison, 1997.
Kenneth D. Tabbutt, Environmental Geology,
1997; BA, Geology and Biology, Whitman
College, 1983; M.s., Geology, Dartmouth College,
1987; Ph.D., Geology, Dartmouth College, 1990.
Gail Tremblay, Creative Writing, 1980; BA,
Drama, University of New Hampshire, 1967; M.FA,
English (Poetry), University of Oregon, 1969.
Setsuko Tsutsumi, Japanese Language and
Culture, 1985; B.A., Psychology; Teaching license,
certified in English and Guidance and Counseling,
Wased University, Tokyo, Japan, 1965; MA,
English, Michigan State University, 1978; Ph.D.,
Comparative Literature, University of Washington,
1997.
Michael Vavrus, Instructional Development and
Technology, 1995; Director, Graduate Program
in Teaching, 1996-2001; BA, Political Science,
Drake University, 1970; MA, Comparative and
International Education, Michigan State University,
1975; Ph.D., Instructional Development and
Technology, Michigan State University, 1978.
Brian L. Walter, Mathematics, 2002; B.S.,
Symbolic Systems, Stanford University, 1995; MA,
Mathematics, University of California, Los Angeles,
1998; C. Phil., Mathematics, University of California,
Los Angeles, 2001; Ph.D., Mathematics, University
of California, Los Angeles, 2002.
Sherry L. Walton, Education, 1987; BA,
Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Auburn University,
1977; Ph.D., Theories in Reading, Research and
Evaluation Methodology, University of Colorado,
1980.
Edward A. Whitesell, Geography, 1998; B.A.,
Environmental Biology, University of Colorado,
Boulder, 1973; M.A., Geography, University of
California, Berkeley, 1988; Ph.D., Geography,
University of California, Berkeley, 1993.
Sonja Wiedenhaupt, Social Psychology, 1999;
B.A., Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D., Social/Personality
Psychology, University of California, Berkeley, 2002.
Sarah Williams, Feminist Theory, 1991; BA,
Political Science, Mankato State University, 1982;
MA, Anthropology, State University of New York,
Binghamton, 1985; Ph.D., History of Consciousness,
University of California, Santa Cruz, 1991.
Sean Williams, World Music, 1991; B.A., Music,
University of California, Berkeley, 1981; MA,
Ethnomusicology, University of Washington, 1985;
Ph.D., Ethnomusicology, University of
Washington, 1990.
Tony Zaragoza, Political Economy of Racism, 2004;
BA, English and Philosophy, Indiana University,
1996; M.A., American Studies, Washington State
University, 2000; Ph.D. (ABD), American Studies,
Washington State University.
Julia Zay, Digital Mixed Media, 2005; A.B., Art and
Media Theory and Practice, Vassar College, 1993;
M.A., Media Studies, Northwestern University,
1995; M.FA, Video, The School of the Art Institute
of Chicago, 2000.
E. J. Zita, Physics, 1995; BA, cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.,
Physics, University of Wisconsin-Madison, 1993.
BOARD OF TRUSTEES
SEPTEMBER 2005
Deborah J. Barnett
Olympia (Secretary)
Stanley L. K. Flemming
University Place (Chair)
Christopher Hedrick
Olympia (Vice Chair)
Jayne A. Kaszynski
Olympia
Claudia Kauffman RedMorningStar
Kent
David E. Lamb
Hoquiam
Karen E. Lane
Seattle
Marilee K. Roloff
Spokane
ADMINISTRATION
Thomas L. Purce
Ed.D., Idaho State University
President
Arthur A. Costantino
Ph.D., Pennsylvania State University
Vice President for Student Affairs
John A. Hurley, Jr.
Elizabeth Williamson, Renaissance Literature,
2005; BA, English Literature, Princeton University,
Ed.D., Seattle University
1999; M.A., English Literature, University of
Pennsylvania, 2001, Ph.D., English Literature,
University of Pennsylvania, 2005.
Don Bantz
Nancy Taylor, Emerita, History and Education,
1971; Academic Dean, 1999-2002; BA, History,
Stanford University, 1963; MA, Education, Stanford
University, 1965.
Thomas Womeldorff, Economics, 1989; Academic
Dean, 2002-present; B.A., The Evergreen State
College, 1981; Ph.D., Economics, American
University, 1991.
Erik V. Thuesen, Zoology, 1993; B.S., Biology,
Antioch College, Yellow Springs, 1983; M. A.,
Fisheries, Ocean Research Institute, University of
Tokyo, 1988; Ph.D., Biological Sciences,
University of California, Santa Barbara, 1992.
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., Speech Communication
and Theatre, University of Michigan, 1980; J.D.,
University of Puget Sound School of Law, 1987.
Vice President for Finance and Administration
D.PA, University of Southern California
Provost and Academic Vice President
CAMPUS REGULATIONS
Because Evergreen is a state institution, we must meet state and county responsibilities.
ALCOHOLIC BEVERAGES
FIREARMS
No liquor is allowed on campus or
in campus facilities unless a banquet
permit has been issued by the State
Liquor Control Board. Nevertheless,
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- and drugfree residences.
The college discourages anyone from
bringing any firearm or weapon onto
campus. Weapons and firearms as
defined by state law are prohibited
on campus except where authorized
by state law. Campus residents with
housing contracts are required to check
their firearms with Police Services
for secure storage. Violations of the
Campus Housing Contract relating
to firearm possession are grounds for
immediate expulsion from Evergreen or
criminal charges or both.
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 211,
(360) 867-6192.
Reservations for space and/or
facilities are made through Space
Scheduling, (360) 867-6314. 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 alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
All private and student vendors must
schedule tables in the College Activities
Building through the Student Activities
Office. Student vendors pay a fee of $5
for used goods only. All other student
vendors, alumni and non profits pay $30.
Corporations pay $50. Non-student
vendors are limited to one table per
day and three days per quarter.
Vendor space in other buildings or
outdoors may be scheduled with
Conference Services. Similar fees apply.
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.
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Bicycles should 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 Police Services for a small fee.
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SMOKING
No smoking is allowed inside main
campus buildings or near building
entrances.
In campus housing, smoking is
allowed within apartments, with
roommates' permission, and outside
the buildings only. Smoking is not
permitted in all public areas, including
lobbies, balconies, the Housing
Community Center, laundry rooms,
elevators, enclosed entryways and
hallways. Residents and guests must
abstain from smoking in Smoke Free
Housing.
Members of the campus community
are expected to respect smoking
restrictions and accept shared
responsibility for enforcement.
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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 tlourish--conditions
characterized by openness, honesty, civility and fairness. These
conditions carry with them certain rights and responsibilities that apply to us both as groups and as individuals.
Our rights-and our responsibilities-are
expressed in Evergreen's Social Contract, a document that has defined
and guided the college's values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting
others and remaining open to others and their ideas provides a powerful framework for teaching and learning.
The Social ContractA Guide for Civility and Individual Freedom
Evergreen is an institution and a community that continues to organize itself so
that it can clear away obstacles to learning. In order that both creative and routine
work can be focused on education, and so that the mutual and reciprocal roles
of campus community members can best reflect the goals and purposes of the
college, a system of governance and decision making consonant with those goals
and purposes is required.
PURPOSE:
Evergreen can thrive only if members respect the rights of others while enjoying
their own rights. Students, faculty, administrators and staff members may differ
widely in their specific interests, in the degree and kinds of experiences they bring
to Evergreen, and in the functions which they have agreed to perform. All must
share alike in prizing academic and interpersonal honesty, in responsibly obtaining
and in providing full and accurate information, and in resolving their differences
through due process and with a strong will to collaboration.
The Evergreen community should support experimentation with new and better
ways to achieve Evergreen's goals; specifically, it must attempt to emphasize the
sense of community and require members of the campus community to play
multiple, reciprocal, and reinforcing roles in both the teaching/learning process
and in the governance process.
Student Conduct Code-Grievance
and Appeals Process
Complementing Evergreen's Social Contract is the Student Conduct CodeGrievance 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 describes the processes for
informal conflict resolution, grievances and appeals procedures.
The Student Conduct Code is available at www.evergreen.edu/policies/governance.htm. More information is available from the campus grievance office at
ext. 5052.
The policy on sexual harassment is available from the Equal Opportunity
Office, LIB3103, or at www.evergreen.edu/policies/g-sexhar.htm.
FREEDOM AND CIVILITY:
The individual members of the Evergreen
community are responsible for protecting
each other and visitors on campus from
physical harm, from personal threats,
and from uncivil abuse. Civility is not
just a word; it must be present in all our
interactions. Similarly, the institution is
obligated, both by principle and by the
general law, to protect its property from
damage and unauthorized use and its
operating processes from interruption.
Members of the community must exercise
the rights accorded them to voice their
opinions with respect to basic matters of
policy and other issues. The Evergreen
community will support the right of its
. members, individually or in groups, to
express ideas, judgments, and opinions
in speech or writing. The members of the
community, however, are obligated to
make statements in their own names and
not as expressions on behalf of the college.
The board of trustees or the president
speaks on behalf of the college and may at
times share or delegate the responsibility
to others within the college. Among the
basic rights of individuals are freedom of
speech, freedom of peaceful assembly and
association, freedom of belief, and freedom
from intimidation, violence and abuse.
INDIVIDUAL AND
INSTITUTIONAL RIGHTS:
Each member of the community must
protect: the fundamental rights of others in
the community as citizens; the rights of
each member of 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 an 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 25123 WAC).
RIGHT TO PRIVACY:
All members of the college community
have the right to organize their personal
lives and conduct according to their own
values and preferences, with an appropriate
respect for the rights of others to organize
their lives differently.
All members of the Evergreen
community are entitled to privacy in the
college's offices, facilities devoted to
educational programs and housing. The
same right of privacy extends to personal
papers, confidential records and personal
effects, whether maintained by the
individual or by the institution.
Evergreen does not stand in loco
parentis for its members.
INTELLECTUAL FREEDOM
AND HONESTY:
Evergreen's members live under a special
set of rights and responsibilities, foremost
among which is that of enjoying the
freedom to explore ideas and to discuss
their explorations in both speech and print.
Both institutional and individual censorship
are at variance with this basic freedom.
Research or other intellectual efforts, the
results of which must be kept secret or may
be used only for the benefit of a special
interest group, violate the principle of free
inquiry.
An essential condition for learning is
the freedom and right on the part of an
individual or group to express minority,
unpopular or controversial points of view.
Only if minority and unpopular points of
view are listened to and given opportunity
for expression will Evergreen provide bona
fide opportunities for significant learning.
Honesty is an essential condition of
learning, teaching or working. It includes
the presentation of one's own work in one's
own name, the necessity to claim only
those honors earned, and the recognition
of one's own biases and prejudices.
OPEN FORUM AND ACCESS
TO INFORMATION:
All members of the Evergreen community
enjoy the right to hold and to participate
in public meetings, to post notices on
the campus and to engage in peaceful
demonstrations. Reasonable and impartially
applied rules may be set with respect to
time, place and use of Evergreen facilities
in these activities.
As an institution, Evergreen has the
obligation to provide open forums for the
members of its community to present and
to debate public issues, to consider the
problems of the college, and to serve as a
mechanism of widespread involvement in
the life of the larger community.
The governance system must rest on
open and ready access to information by
all members of the community, as well
as on the effective keeping of necessary
records. In the Evergreen community,
individuals should not feel intimidated
or be subject to reprisal for voicing their
concerns or for participating in governance
or policy making.
Decision-making processes must provide
equal opportunity to initiate and participate
in policy making, and Evergreen policies
apply equally regardless of job description,
status or role in the community. However,
college policies and rules shall not conflict
with state law or statutory, regulatory
and/or contractual commitments to college
employees.
POLITICAL ACTIVITIES:
The college is obligated not to take a
position, as an institution, in electoral
politics or on public issues except for
those matters which directly affect its
integrity, the freedom of the members of
its community, its financial support and its
educational programs. At the same time,
Evergreen has the obligation to recognize
and support its community members' rights
to engage, as citizens of the larger society,
in political affairs, in any way that they
may elect within the provision of the
general law.
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INDEX
A
About Evergreen
2
Academic Advising
8
Academic Calendar
3
Academic Credit
15
Academic Standing Policy
16
Accreditation
3
Ackley, Kristina
34, 53, 106, 108
Administration
116
Admissions
10
Advanced Research in Environmental Studies
65
Advanced Work in FilmNideo
73
Advising Offices
17
African-American Literature: 1773 to the Present
43,61
Aguilar-Wells, Michelle
106, 108
Algebra to Algorithms: An Introduction to
Mathematics for Science and Computing
43,92
Allen, Nancy
49
American Literature: The Presence of Place
28, 50
Analyzing the World
41,90
Animal Behavior
70
Anthony, Sharon
31,64,67,86,95
Antonelis-Lapp, Jeff
106
Arney, Bill
49, 50
Art, Media, Praxis
74, 107
Athletics and Recreation
8
Aurand, Susan
73, 75
Awareness
28,50
B
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o
Bailey, Marianne
Bantz, Don
Barlow, Clyde
Bastaki, Maria
Board of Trustees
Bohmer, Peter
Bopegedera, Dharshi
Bowcutt, Frederica
Bowerman, Priscilla
Brabban, Andrew
Brown, Eddy
Bruner, William
Buchman, Andy
Butler, Paul
42,49,60,81
94
65,83,84,89
64
116
94, 100
35,83,86,89
37,46,62,64,68,72
94
41,83,86,89,90
109
94
39,58,73,79
64
C
Campus Regulations
Career Development Center
Center for Mediation Services
Chandra, Arun
Chin-Leo, Gerardo
Cline, Caryn
Cloninger, Sally
117
8
8
32, 73, 75
64,65,66,70,85
73
45, 55, 73, 78
Cole, Rob
34,47,64,68,72
Coleman, Scott
94
Community-Based Learning
6
Community College Degrees
12
Community Design and Community Action
44,93,103
Computability: The Scope and
Limitations of Formal Systems
84
Computer Science Foundations
91
Condensed Curriculum
24
Cook, Amy
64
Coontz, Stephanie
94
crable, doranne
30, 73
Creating a Conceptual Framework for Images:
Strategies for Using Photographic and Digital
Processes in Art Installations
29, 74
Credit Limit
15
Culture, Text and Language
49
Culture and the Public Sphere:
Studies in Media, Art, Law and Literature
29
Curtz, Thad
49,59
Cushing, John Aikin
83
Cushing, Judy
30,84,89
D
Darney, Virginia
Data and Information
Davis, Stacey
Dialogues with Shakespeare's
Diffendal, Elizabeth
Diversity and Community
Dobbs, Carolyn
Dorman, Peter
Drop or Change a Program
Women
49, 55, 78
30,84
40,49,59
30
94
6
64,69,71,99
94
15
E
Ecosystem Dynamics and Conservation:
If a Tree Falls in the Forest ...
Enrollment Process
Environmental Analysis: Chemistry and
Geology of Aqueous Systems
Environmental Conflicts
Environmental Sciences
Environmental Studies (ES) planning unit
Equal Opportunity
Evans, Lara
Evening and Weekend Studies
Evergreen Center for Educational Improvement
Evergreen State College Labor Education &
Research Center
Evergreen Tutoring Center
Expectations of an Evergreen Graduate
Expenses, Estimated
42
15
65, 84
44
64
64
3
73, 75
17
7
7
9
5
13
Expressive Arts
73
F
Faculty
112
17
Faculty Support
Family and Home Futurism: Inquiry through
Literature, Cinema and Movement
31,50
73, 74, 106, 107
Feddersen, Joe
Feminisms: Local to Global
51,66
82
Fiber Arts
Fiksdal, Susan
40,49,59
94,98
Filmer, John
Fire and Water: The Role of the Sun and the
Ocean in Global Climate Change
66,85
First-Year Applicants
11
Fischel, Anne
73, 77
Fischer, Dylan
34, 45, 64, 68
Flat Art: Two-Dimensional Art Intensive
75
Food
31,67,85
Ford, Terry
36, 94, 97
Forensics and Criminal Behavior
31, 67, 86, 95
Forest Ecology and Forest Management in the
Pacific Northwest: From Genes to Global Warming
45
Foundations of Performing Arts:
The "Me" and the "Mob"
32, 75
75
Foundations of Visual Art
Foundations of Visual Art: Sculpture
82
51
Four Philosophers
Fox, Russell
64
41,45,83,93
Francis, Kevin
94
Freeman, Jr., George
G
45
Gender and Media
94
Geri, Laurance
94
Gilbert, Jorge
46,62,94,103
Gilliam, Angela
38,46,56,61,73,78,82,99
Goldberger, Ariel
29,94
Gomez, Jose
94
Gould, Amy
111
Graduate Study
Graduation Requirements
16
Greece and Italy:
An Artistic and Literary Odyssey
32,52,76
35,49,54,97
Grissom, Tom
Grodzik, Walter Eugene
73
94, 100, 106
Grossman, Zoltan
H
Haft, Bob
32,52,73,76
Hahn, Jeanne
76,94,96,104
Hardiman, W. J. (Joye)
109
Harrison, Lucia
41, 73
Hastings, Rachel
35, 83, 86
Hayes, Ruth
73, 80
Henderson, Martha
38, 56, 64, 65, 68
Heritage: Self-Identity and Ties to the Land
33, 95, 107
Heying, Heather
41, 42, 64, 70
~
Hill, Patrick
Hill, Virginia
History and Philosophy of Biology:
Life and Consciousness
Hitchens, David
How to Read a Program Description
Human Communities and the Environment
Huntington, Sara
49
49
45,93
35,49,54,97
26
64
49
Images of Women: Changes in Japanese Literature
52
Imamura, Ryo
94, 101
Imperialism
33, 95
India: Politics of Dance; Dance of Politics
76,96
Indigenous American Women: Leadership,
Community and the Power of Voice
34,53, 108
Industrial Biology and Chemistry
86
Innovations in Environmental Policy
69, 101
Internships
17
Introduction to Environmental Studies:
34, 68
Water, Energy and Forest Ecosystems
Introduction to Natural Science
35,86
Ireland
53, 77
J
Jang, Rose
Japanese Film: Works of Mizoguchi,
Ozu and Kurosawa
Jennings, Cheri Lucas
Jun, Heesoon
39,58,73,79
60
69, 102
45,94
K
Kawasaki, Hiro
49
Kelly, Jeff
65,83,84,89
48,87,94,96,105
Kennedy, Cynthia
KEY Student Support Services
9
94, 98
Khanna, Mukti
94
Kido, Janice
Kimbro, Ernestine
30,49
94
King, Cheryl Simrell
40,44,80,83,88,89,93,103
Knapp, Rob
Kozick, Stephanie
31,48,49,50,63
Krafcik, Patricia
39,49,58
Kuehn, Duke
109,110
Kutter, Betty
83,89
L
Landram, Glenn
Languages of the Tragic from the
Greeks to the Present
Language and Law
Leahy, Daniel
Learning Resource Center
Leave of Absence
Lenges, Anita
Leverich, R. T.
Living an Intentional Life
Longhouse Education and Cultural Center
94
42,60,81
35,54,94,97
94
9
15
94
40,80,82,88
87,96
7
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Longino, John
Looking Backward:
America in the 20th Century
Lucas-Jennings, Cheri
Lyttle, Lee
41,64,65
35,54,97
64
64
M
M'Baye, Babacar
28,43,49,61
Making American Selves:
Individual and Group Development
36,97
Making a Difference: Doing Social Change
103
Mandeberg, Jean
73,81
Margolin, Carrie
38,47,56,78,94,99,104
Marine Life: Marine Organisms
and Their Environments
70,91
Maritime Communities, Then and Now
98
Marr, David
49,51,63
Master in Teaching
111
Master of Environmental Studies
111
Master of Public Administration
111
McAvity, David
83,87
McCann, Charles
49
McKinstry, Lydia
83,88,89
McMillin, Paul
83
Mediaworks
77
Meeker, Laurie
73, 74, 107
Memory of Fire: Spain and Latin America
54
Methods of Applied Mathematics
87
Meyer-Knapp, Helena
44,93,103
Middendorf, Don
37,83,88
Mind and the World
36,55
Mission Statement
4
Mitchell, Kabby
32,73,75,110
Molecule to Organism
88
Morisato, Donald
31,67,83,85,89
Moruzzi, Harumi
43,48,49,57,61,63
Mosqueda, Larry
94, 100, 102, 103
Motion: Physics and Philosophy
37,88
Mullins, Greg
29,49
Multicultural Counseling
98
Murphy, Ralph
64,69,99
Murray, Nancy
31,67,83,85,89
Museums
55, 78
Music Composition for the 21st Century
78
N
Nadkarni, Nalini
42,45,64,65
Nakasone, Raul
33,95,106,107
Nasser, Alan
94, 101, 104
Native American and World Indigenous
Peoples Studies
106
Natural History
64
Neitzel, James
83,88,89
Nelson, Alice
49,54
Nelson, Lin
44,51,64,65,66
Nelson, Neal
83,84,89,91
Niva, Steve
38,49,56,68
Northwest Indian Applied Research Institute
7
Notification and Deposit
11
o
Olson, Toska
Ott, Janet
31,67,86,94,95
83,87,96
p
Pailthorp, Charles
36,49,55
Parker, Alan
106
Paulsen, David
45,83,93
Pedersen, Sarah
48,94,105
Perkins, John
64,69,102
Peterson, Gary
106
Peterson, Yvonne
33,94,95,107
Pfeifer, Michael
28,49
Physical Systems
91
Pillars of Fire:
Jewish Contributions to World Culture
38,56,78,99
Police Services
9
Political and Cultural Exchange in the Eastern
Mediterranean Landscape:
From Bosphorus to Suez
38,56,68
Political Ecology of Land
69,99
Political Economy and Social Movements:
Race, Gender and Class
100
Portfolio for Visual Arts
73
Postmodernity and Postmodernism: Barth, Pynchon,
DiLillo, Murakami and World Cinema
57
Pougiales, Rita
49
Power in American Society
100, 102
Principles That Guide Evergreen's Educational Programs 4
Prior Learning from Experience
17
Programs for Freshmen
27
Prolegomena to a Future Poetics
57
Protected Areas?
71
Przybylowicz, Paul
64, 67
Publications
17
Public Service At Evergreen
7
Puppetry and Poetics: Arts of Distraction
46, 61, 82
Q
Quantitative and Symbolic Reasoning Center
9
R
"Race" in the United States:
Historical and Contemporary Perspectives
46, 62, 103
Rains, Frances
34, 53, 106, 108
Ransom, Bill
28, 49, 50
Record Keeping
15
Reece, Andrew
32,49,52,76
Refunds/Appeals
13
Registration
15
Residency Status
13
Restoring Landscapes
46, 62, 72
Retention of Records
11
Rognas, Liza
64
Romano, Evelia
42, 49, 60, 81
Rosemeyer, Martha
31,64,67,85
Roy, Ratna
Russia and Eurasia:
Empires and Enduring Legacies
Rutledge, David
73,76,96
39, 58
33,95,106,107
S
Saliba, Therese
49, 51,66
Scheuerell, Steve
41, 64
Schofield, Paula
41, 83, 86, 89,90
Schrager, Sam
28,49, 110
Schwartz, Leonard
46, 49, 57, 61, 82
Science Seminar
92
Scientific Inquiry
83
Sean Williams
116
Searching for Modern China
39, 58,79
Self and Culture: Studies in Japanese and American
43,61
Literature and Cinema
Senior Thesis
73
Services and Resources
8
73, 78
Setter, Terry
33,94,95
Shariff, Zahid
109, 110
Sheppard, Gilda
Shulman, Sheryl
83
28,46,49,50,62,72
Smith, Matt
109,110
Smith, Tyrus
Society, Politics, Behavior and Change
94
47, 104
So You Want to be a Psychologist
73
Sparks, Paul
65,83,84
Stroh, James
Student Activities
9
8
Student Affairs
9
Student and Academic Support Services
Student Originated Studies:
American Studies and Humanities
63
Student Originated Studies: Media
80
110
Student Originated Studies: Tacoma
Student Originated Studies:
Topics in Political Economy, Globalization,
Contemporary India and u.s. History
104
17
Study Abroad
94, 106
Stumpff, Linda Moon
37,64,68
Styring, Alison
94
Sugiyama, Masao
Summer Quarter
12
31,67,83,86,89,95
Sunderman, Rebecca
40,80,88
Sustainable Design: Materials
Sustainable Futures:
47, 72
Moving Into the Post-Petroleum Age
73, 75
Sweet, Lisa
T
Tabbutt, Kenneth
Tacoma Program
Taylor, Nancy
The Fungal Kingdom:
Lichens and Mushrooms, Nature's Recyclers
The Nature of Natural History
The Practice of Sustainable Agriculture
71
The Shadow of the Enlightenment:
Questions of Identity in Contemporary France
40, 59
The United States Since the Great Depression:
From Prosperity To Austerity
101
Thuesen, Erik
6~65,70
To Apply for Admission
10
Tradition and Transformation
59
Transcripts
15
Transcript Information
10
Transfer Applicants
12
Transfer of Credit
12
Tremblay, Gail
29, 73, 74, 82, 106
Tribal: Reservation-Based/Community-Determined
108
Trustees
116
Tsutsumi, Setsuko
49, 52, 60
Tuition and Fees
13
Turning Eastward: Explorations in
East/West Psychology
101
u
U.s. Foreign Policy Since Woodrow Wilson:
Before and After 9/11
Undergraduate Research in Scientific Inquiry
Understanding Species
104
89
41
V
Vavrus, Michael
Veteran Students
Visualizing Ecology
46,62,94,103,110
15
41
W
Walter, Brian
Walton, Sherry
Washington Center for Improving the
Quality of Undergraduate Education
Washington State Institute for Public Policy
Whitesell, Ted
Wiedenhaupt, Sonja
Williams, Sarah
Williams, Sean
Williamson, Elizabeth
Withdrawal
With Liberty and Justice for Whom?
Womeldorff, Tom
Women's Voices and Images of Women:
Studies in Literature and Cinema
Working Small
Working the Waters: Maritime Labor History
Writing Center
83,84,91
36,94,97
7
7
64
94
28,49,50
53, 73, 77
49, 59
15
110
64
48,63
81
48, 105
9
y
64
109
49
67
37,68
Young, Artee
109, 110
Z
Zaragoza, Tony
Zay, Julia
Zita, E.J.
94, 100
29,73,80
,66,83,85,89,91,92
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